English for Professional Context
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Transcript of 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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