English for Professional Context

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    Wahyu Satya Gumelar, S.Pd., M.MPdEnglish for Professional Context

    INTR!"CTIN

      #.# $a%&ground'(atar $ela&ang  Why is English im)ortant*  The ans+er may ary-

      It is a need for /oth )riate and goernment em)loyees   Een eery/ody says that English is ery im)ortant  (eaders should )ro)erly s)ea&, +rite, and %om)rehend

    English   0ou +ill im)roe your self1%on2den%e 0ou +ill /uild +ide %ommuni%ation +ith international

    %ommunity 0ou +ill get more friends 0ou +ill get more money

    So,!on3t /e la4y to s)ea& u). $e tal&atie +ith true English.

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    #.5 !es&ri)siSing&at

    Mata a6ar $hs Inggris ini mem/ahas identi2&asi )ermasalahanyang mun%ul &eti&a mem)ela6ari /ahasa Inggris terutamamengenai u%a)an dan te&anan &ata1&ata /ahasa Inggris dan/agaimana %ara mengatasinya. Peserta 6uga mem)ra&te&&andialog /ahasa Inggris yang sudah di)ersia)&an.

    #.7 8om)etensi !asar  Peserta di&lat dihara)&an mam)u mengidenti2&asi masalah

    yang mun%ul dan mam)u mengatasinya sehingga termotiasiuntu& /ela6ar /ahasa Inggris lan6ut.

     #.9 Indi&ator 8e/erhasilan

      Peserta di&lat dihara)&an da)at mem)ra&te&&an &ata1&ata dan

    &alimat /ahasa Inggris terutama yang e6aan dan u%a)annya/er/eda :non phonetic; se%ara /ai& dan /enar.

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    #.< Po&o& $ahasan

    Pokok bahasan dalam bahan ajar ini adalah sebagai

    berikut:

    1. Bab I Introduction/Pendahuluan

    2. Bab II Problem in the Language Learning

    3. Bab III English Pronunciation Problem atau ucapan

    bahasa Inggris dan unsurunsur !angmempengaruhin!a

     ". Bab I# $peaking Practice

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    $>$ IIPR$(EM IN T?E (>NG">GE (E>RNING

    5.# Identifying Pro/lem%ere are some problems that !ou ma! encounter&hen stud!ing English. Please indicate ho&important each o' them 'or !ou. (or each problem)check either the yes or the no column) then &rite a

    brie' e*planation o' !our response in the reason column.

    ProblemsProblems  Yes Yes NoNo ReasonReason

    Learning a new soundLearning a new sound

    systemsystem

    Acquiring new vocabulariesAcquiring new vocabularies

    Learning grammar ruleLearning grammar rule

    Difficulties in spelling theDifficulties in spelling the

    foreign wordsforeign words

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    ProblemsProblems YesYes NoNo ReasonReason

    Understanding native speaersUnderstanding native speaers

    of !nglishof !nglish

    "peaing in front of the class"peaing in front of the class

    Difficult in maing yourselfDifficult in maing yourself

    understoodunderstood

    Learning idiomatic e#pressions$Learning idiomatic e#pressions$

    slang$ etcslang$ etc%i#ing up similar sounding%i#ing up similar sounding

    words &e'g' beer and bear( treewords &e'g' beer and bear( tree

    and three$ etc')and three$ etc')Understanding your teacher*sUnderstanding your teacher*s

    !nglish!nglish

    +riting a business letter in+riting a business letter in

    !nglish!nglish

    ,ther problems,ther problems

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    5.5 Phoneti%>l)ha/etsA : /ei/A : /ei/ J : / dJ : / d++ei/ei/ S : /es/S : /es/

     B : /bi:/B : /bi:/ K : /kei/K : /kei/ T : /ti:/T : /ti:/

     C :/si:/C :/si:/ L : /el/L : /el/ U : /ju:/U : /ju:/

      :/di:/ :/di:/ ! : /em/! : /em/ " : /#i:/" : /#i:/

      $ :/i:/$ :/i:/  N : /en/N : /en/ % :/d% :/d,,blju:/blju:/

     & :/e'/& :/e'/ ( : / u/-( : / u/- ) : /eks/) : /eks/

      * :/d* :/d++i:/i:/ P : /+i:/P : /+i:/  Y : /,ai/ Y : /,ai/

      - :/eit. /- :/eit. / : /kju:/ : /kju:/ 0 : /1ed/0 : /1ed/

     2 :/ai/2 :/ai/ R : /a:/R : /a:/

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    2.3 Phonetic symbols for EnglishThis is the standard set of phonemic symbols for English (RP and similar accents).

      2" onsonants2" onsonants

    pp  pen, copy, happen pen, copy, happen

    bb back, baby, jobback, baby, job

    tt tea, tight, buttontea, tight, buttondd day, ladder, odd day, ladder, odd 

    k k  key, clock, school key, clock, school 

    gg get, giggle, ghost get, giggle, ghost 

    t t  church, match, naturechurch, match, nature

    d+d+  judge, age, soldier  judge, age, soldier 

    ' '  fat, coffee, rough, photofat, coffee, rough, photo

    00 view, heavy, moveview, heavy, move

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    thing, author, paththing, author, path

    this, other, smooththis, other, smooth

    ss soon, cease, sister soon, cease, sister 

    zero, music, roses, buzz zero, music, roses, buzz 

         ship, sure, naship, sure, nati ti onal onal 

    ++  plea pleassure, vi ure, vi ssionion

    hh hot, whole, ahead hot, whole, ahead 

    mm more, hammer, summore, hammer, sumnn nice, know, funny, sunnice, know, funny, sun

    44 ring, anger, thanks, sung ring, anger, thanks, sung 

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    ll light, valley, feel light, valley, feel 

    rr right, wrong, sorry, arrangeright, wrong, sorry, arrange

     j j yet, use, beauty, few yet, use, beauty, few 

    && wet, one, when, queenwet, one, when, queen

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      12 #o&els12 #o&els

    55 kit, bid, hymn, minutekit, bid, hymn, minute

    ee dress, bed, head, many dress, bed, head, many 

     ææ trap, bad trap, bad 

     66 lot, odd, washlot, odd, wash

    ,, strut, mud, love, blood strut, mud, love, blood 

    77:: goose, two, blue, groupgoose, two, blue, group

    ii:: fleece, sea, machinefleece, sea, machine

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    8989 start, father start, father 

    99 thought, law, north, war thought, law, north, war 

    ;9;9 nurse, stir, learn, refer nurse, stir, learn, refer 

    -- aabout, commbout, commoon, stand n, stand ar ar d d 

    uu thank y thank y ouou, infl , infl uuence, sit ence, sit uuationation

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    8989 start, father start, father 

    99 thought, law, north, war thought, law, north, war 

    ;9;9 nurse, stir, learn, refer nurse, stir, learn, refer 

    -- aabout, commbout, commoon, stand n, stand ar ar d d 

    uu thank y thank y ouou, infl , infl uuence, sit ence, sit uuationation

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    e5e5 face, day, break face, day, break 

    a5a5  price, high, try  price, high, try 

    55 choice, boy choice, boy 

    --77

    goat, show, nogoat, show, no

    aa77mouth, now mouth, now 

    55-- near, here, weary near, here, weary 

    ee

    --square. fair, varioussquare. fair, various

    7-7-  poor, poor,  jury, cure jury, cure

    88 DipththongsDipththongs

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    i:i:

      8:8: 

    ;9;9

     This is a long i that Indonesians neer say it This is a long i that Indonesians neer say it

    +ith a little /it long duration. They may say it+ith a little /it long duration. They may say it+ith a long i /ut they do not re%ogni4e this+ith a long i /ut they do not re%ogni4e this

    sym/olsym/ol

    2.4 Difficult Sounds (Vowels;

    Indonesian does not re%ogni4e this sym/olIndonesian does not re%ogni4e this sym/olex%e)t short a. English re%ogni4es the a- li&e inex%e)t short a. English re%ogni4es the a- li&e in

    the +ord father ' fa-@A:r; '. the +ord father ' fa-@A:r; '.

     This is a long A. Remem/er, ho+eer, that these This is a long A. Remem/er, ho+eer, that these

    t+o sym/ols do not hae relation. Com)aret+o sym/ols do not hae relation. Com)are 77--

    in /ird ' 3/in /ird ' 3/77-d' and A in ago ' A3gAu-d' and A in ago ' A3gAu ''

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    ææ 

    ə7ə7

     eəeə

     This sym/ol is similar to e li&e in the +ord )en, This sym/ol is similar to e li&e in the +ord )en,

    /ut +hen )ronoun%ing this sound you should/ut +hen )ronoun%ing this sound you should

    ma&e your mouth +ider, 6ust li&e the +ord /ag.ma&e your mouth +ider, 6ust li&e the +ord /ag.

    Com)are these t+o +ords-)en ')en' andCom)are these t+o +ords-)en ')en' and/ag '/Bg'/ag '/Bg'

     This sound is neer'seldom s)o&en /y This sound is neer'seldom s)o&en /y

    Indonesians. That is +hy, they often mis)ronoun%eIndonesians. That is +hy, they often mis)ronoun%e

    the +ords o)en 'Au)An'D oer '3AuA:r;'Dthe +ords o)en 'Au)An'D oer '3AuA:r;'D

    go '3gAu'D &no+ 'nAu', et%.go '3gAu'D &no+ 'nAu', et%.

    !o you 2nd this sym/ol in Indonesian*!o you 2nd this sym/ol in Indonesian*

    orget it /ut try to re%ogni4e this sym/ol inorget it /ut try to re%ogni4e this sym/ol inEnglishEnglish

    +ords, li&e in hair '3heA:r;' D )air '3)eA:r;', et%.+ords, li&e in hair '3heA:r;' D )air '3)eA:r;', et%.

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    θ

    t∫

    +

    ð The sound '@' is a oi%ed fri%atie sound. The sound '@' is a oi%ed fri%atie sound.

     The +ords they ' @ei'D father 'fa-@A:r;' and The +ords they ' @ei'D father 'fa-@A:r;' and

    mother 'ma-@A:r;' +ill hel) you to ma&e the '@'mother 'ma-@A:r;' +ill hel) you to ma&e the '@'

    sound easily.sound easily.

     This sym/ol does not exist in Indonesian. This This sym/ol does not exist in Indonesian. This

    is a oi%eless fri%atie sound. This is oi%elessis a oi%eless fri%atie sound. This is oi%eless

    sound of t. To ma&e it easy to understand,sound of t. To ma&e it easy to understand,

    %om)are these t+o +ords- thin ' F%om)are these t+o +ords- thin ' F IIn' and tinn' and tin

    't'tIIn'D three ' Frn'D three ' FrII' and tree 'tr' and tree 'trII''

     This sound is similar to % in Indonesian, 6ust li&e This sound is similar to % in Indonesian, 6ust li&e

    in the +ord ofin the +ord of cara / cara / %ara'. Com)are to this%ara'. Com)are to this

    English +ord- %hur%h ' t7-t'. so t is exa%tlyEnglish +ord- %hur%h ' t7-t'. so t is exa%tly

    the same as %.the same as %.

     This is a oi%ed fri%atie sound. It is )rodu%ed This is a oi%ed fri%atie sound. It is )rodu%ed

    thethe

    same +ay as '', /ut that ' ' is oi%ed. Tosame +ay as '', /ut that ' ' is oi%ed. To

    ma&e %lear, )ronoun%e the +ord ision 'iHAn'Dma&e %lear, )ronoun%e the +ord ision 'iHAn'Dteleision 'teliiHAn'teleision 'teliiHAn'

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    5.9.# English is non )honeti%  We do not al+ays say a +ord the same +aythat +e

    s)ell it. Some +ords %an hae the sames)elling /ut

    dierent )ronun%iation, for exam)le-

      I li&e to read 'ri-d'  I hae read 'red' that /oo&  My faourite %olour is red 'red'

      ?e +ill )resent ')rI3sent' his )a)er tomorro+  ?e +ill gie her a )resent ')resAnt' in her

    /irthday )arty.

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    5.9.5 Exer%ises

      Com)are the sound i- and I in the follo+ing +ords-

      feel ' 2-l '   2ll ' fIl '

      heat ' hi-t '   hit ' hIt '

      S:ame; !:ierent;

      #. si%&1 see& JJJ JJJ

    5. real1 real JJJ JJ.

    7. sli)1slee) JJJ. JJJ9. rea%h1ri%h JJJ. JJJ

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    • (et3s )ra%ti%e the dialog +ithsenten%es you hae got in your hand.

    •  Res)ond senten%e > +ith senten%e$, so that the dialogs ma&e sense.

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    $>$ IIIENG(IS? PRN"NCI>TIN PR$(EM

    English )ronun%iationK +ord stress in English

    7.# Word Stress  Natie s)ea&ers of English use +ord stress naturally.

      Non natie s)ea&ers, +ho s)ea& English to natie s)ea&ers+ithout using +ord stress, en%ounter t+o )ro/lems-

      #. They 2nd it diL%ult to understand natie s)ea&ers,

    es)e%iallythose s)ea&ing fast.

      5.The natie s)ea&ers may 2nd it diL%ult to understand them.

    7.5 Why is Word Stress Im)ortant in English*  English uses +ord stress. English s)ea&ers use +ord stress

    to %ommuni%ate ra)idly and a%%urately, een in diL%ult%ondition if, for exam)le, you do not hear a +ord %learly,you %an still understand the +ord /e%ause of the )ositionof the stress3

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    3.3 English Pronunciation=ips

    Tip

    Do not conf!se pron!nciation of "ords "ith their spelling# $or

    e%ample& 'thre" and 'thro!gh& altho!gh spelled differently& are

    prono!nced the same.

    Tip 2magine a so!nd in yo!r mind before yo! say it. Try to *is!ali+e the

    positioning of yo!r mo!th and face. Thin, abo!t ho" yo! are going

    to ma,e the so!nd.

    Tip 3

    -isten to and try to imitate the instr!ctor. -istening for specific

    so!nds. Pay attention to pa!ses& the intonation of the instr!ctors

    *oice and patterns of emphasis.

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     The English language has many dierent diale%ts, and +ords

    %an /e )ronoun%ed dierently. It is im)ortant, ho+eer, thatyou )ronoun%e +ords %learly to ensure ee%tie%ommuni%ation.

    =ip >  ?ou must practice &hat !ou are learning@Aemember:

     ?ou are teaching !our mouth a ne& &a! to mo0e. ?ou are building muscles that !ou do not use in!our

    o&n language.It is like going to the g!m and e*ercising !our bod!..Exer%ise your mouth a little /it ea%h day.

    Tip 4

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    I feel di44y

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    $>$ I= SPE>8ING PR>CTICE

     

    (istening

     

    S)ea&ing

    Writing

    Reading

     0ou start listening to learn a ne+ language

    >fter listening ne+ sounds, you try to imitate

    +hat you 6ust listened /y )ronoun%ing them

    Going to s%hool for some years you +ill /e a/le to read to o)en your mind and e

    to see the +orld

    When you hae /een a/le to s)ea&, youare sent to s%hool to learn +riting

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    9.# $road%ast Management

      (et3s learn English through $road%astManagement or learn $road%ast

    Management

    through English.

    ello&

      am -eo /aif!din

    am a 0roadcast 1anager *e been "or,ing for RR

    for more than 2 years

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    h ye&

    "hat ma,es yo! pro!d of being a broadcast manager4

    am pro!d of it.

    1y 5ob as a broadcast manager is different

    from other 5obs beca!se it ma,e !s closeto the people. t ma,es !s responsible

    before the a!dience and the society

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    1ay a senior broadcast manager ha*e a*ariety of ob5ecti*es and ho" abo!t the basic

    mission4

    /enior broadcast managers may ha*e*ariety of ob5ecti*es.

    The basic mission of the managerial team

    sho!ld be the same.

    That is to ma,e 6!ality programs for

    selected target a!diences.

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    s a manager also a leader 4

    7es& of co!rse she is also a leader beca!se

    she has to lead s!bordinatesstaff.

    1anager sho!ld ha*e a good leadership&

    "hich at simplest le*el means leading a

    team& "hether large or small

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    9hat are good leaders li,e4

     Real leaders do not need %lutter. They must hae self1%on2den%e to /e

    %lear, )re%ise, to /e sure eery )ersonunderstands.:a%& Wel%;

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    9hat are the 6!alities re6!ired for good leaders4

    1any # They are among others:

    ;/elf

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      >o!ld yo! please

    mention three differenttypes of broadcasters

    emerged from political

    scenarios4

    >ertainly co!ld:

     .

    2. The public2. The public broadcasters broadcasters

     Which first emerged in Which first emerged in

    Europe as a culturalEurope as a cultural

    entityentity

    3.The commercial3.The commercial

     broadcasters, for broadcasters, for

     Which the US free Which the US free

    Marketphiosophy wasMarketphiosophy was

    initial drivinginitial driving

    . The state. The state

    broadcasterbroadcaster

    "here the"here the

    go*ernmentsgo*ernments

    control thecontrol the mediamedia

    @.2 The 0roadcasting En*ironment

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    n case of RRTARs stat!s& "ho is the paymaster&

    the go*ernment& the ad*ertiser& or the a!dience4

    n these circ!mstances& managers find it e%tremely diffic!lt to

    determine "ho the paymasters are.

    This rarely leads to an enco!raging "or,ing en*ironment.

    >hanging the name to a p!blic corporation is oftenmeaningless.

    9hile the de*elopment of P!blic /er*ice 0roadcasting is

    problematic& there are signs of the gro"th of P!blic /er*ice

    Programs on a *ariety of channels.

    The broadcasting en*ironment is impro*ing in the de*eloping

    "orld slo"ly and painf!lly& offering *ery different challenges to

    managers at all le*el.

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