Group Assignment of
ESP
ENGLISH FOR OCCUPATIONAL PURPOSES ON BANK EMPLOYEES
WRITTEN BY
JIEN RIZKI MAGSARA RH09120590
CHRISTINE ELLYSTA J.P09120596
IKA SUSI PURBA09120599
ORIZA NAIBAHO09120652
CHAPTER 1INTRODUCTION
Background to study
English has become an international lingua franca.People over the
world use English as a means of communication.It has also become
language of science and technology and a symbol of prestige in many
societies.Case (2003) states in his review on “Teaching English as an
International Language” that it is estimated that by 2025 there will be
more speakers of English as a second language than the speakers of
English as a first language.Because of importance of English language
internationally the linguists have been exporting its different fields.
So,this paper looks at a concise introduction of ESP,varieties of
theoretical bases of needs analysis with its criticism and a real practice for
needs analysis.It will consider how to discover the particular needs of people
requiring English for specific purposes.What are needs and how they can be
analyzed? What kind Needs Analysis of English for Occupational Purposes of
theories or what approaches have been used to handle this issue and what
procedure will be adopted before going to needs analysis? A real needs analysis
is included with its evaluation.On the behalf of results from needs analysis a
course can be designed for importers and exporters professionals.
Munby (1978) work on needs analysis in ESP is a landmark for the
coming linguists.Although he has been criticized bitterly by linguists yet he is
also a precedent in the field of ESP.
There are seven approached to needs analysis: deficiency
analysis,strategy analysis,means analysis,language audits,set-menu needs
analysis,computer based needs analysis and target/deficiency needs
analysis.Three methods as pre course,mid course and post course are used
for conducting needs analysis.In this study two instruments are used to find
out the needs of target situation,learners’ needs,wants and their lacks.First
a questionnaire is used as an instrument to get information.The second tool
to get data is semi structured interview which is used to collect the
qualitative data. It is indicated by these instrument that all the learners are
educated and good in general English but for their business they need
training in specific fields.
Although speaking and listening functions are
performed mostly in their business yet the development
of some specific reading and writing functions can also
play an important role in promoting their business.
English for Occupational Purposes examines the
field of teaching English in occupational settings as a
particular instance of general workplace training and
development.It is the first book to unite scholarship on
workplace English with general training.
The book uses case studies and surveys from various
occupational contexts to ask whether English for Occupational
Purposes and general training use the same "language" in articulating
their curricular and instructional development.The main focus of the
study is on business organizations, specifically in South Korea,where
English has become an integral part of business both in the
workplace,in business to business negotiations,and in professional
training.
This fascinating monograph will be of interest to researchers in
English for specific purposes and applied linguistics as well as
scholars of workplace education.
CHAPTER IIDISCUSSION
This research note reports on a study to investigate what English
language skills are used by new graduate employees in their daily
work in various departments in Banks at Pematangsiantar.Through
interviews with 8 bank employers in two banks of Pematangsiantar
namely BRI Parluasan and Bank Mandiri on Sudirman.
We use quessionaires to determine what proportion of their
daily communicative tasks is carried out in English,and which English
language skills are used more frequently.
An attempt is also made to determine the extent of and reason for these
employees’ difficulty in using English to carry out their various tasks,and what
kind of interest they have in undergoing English language training courses.
The result from the quessionaires state that every employers need basic
English to support their own work.But not every employers have some
knowledge of English.Some of them have a low,medium and high
knowledge.So,from this research we may conclude that every employers have
a medium capability in English.
In EOP we as a teacher of English must know the capability and needs of
learners.It means that the teacher easy to explain their material to the learners
more specificly based on the learners’ needs.
Here the teachers are demanded to be a
professional for the learners because the teachers
do not teach the learners like in junior high school
or in senior high school.The teachers teach a
learners who has work in their own job position.
In this paper we will show the example
quessionaires of the bank employers which fill by
them when we ask to fulfill this quessionaires
Analysis of the data It is indicated in the above tables that all the learners are
qualified.Thus they are all in better position in general English
communication skill but they need training in English for specific
context.All the learners are agreed upon the fact that the knowledge of
English language is very useful in increasing their business.Most of the
learners think that speaking and listening are the integrated part of their
business but in specific domain.For example in speaking
demonstration,discussion,asking questions about some information are
main function except requesting something which has less importance
comparing to others functions and in listening,listening conversation and
attending seminars.
Regarding reading and writing eighty percent of the learners think
that these skills are useless for them in general purpose but theses
skills have an important role in their business because they have to
read memos/bills, reports,letters and bank forms related export and
import The case of writing is not too different from the former one
where they have to write business letters and fill some kind of forms
related to their business.It is clear that all of the learners deal their
business over the phone and use internet.Thus in these both functions
four skills of English language are used but for specific purpose.
QUESSIONAIRESName : Age :
Address: Gender : Job position : Last Educat.:
Background of educat. :
Answer this questions below based on needs of your own job position by give on your
answers!
1. Do English needs in your job?
Yes No
2. In English,there is 4 skills : Writing,Speaking,Reading,Listening.Do 4 skills is needed
in your job?
Yes No
3. Is every bank employees have a basic understanding of English?
Yes No
4. Is it to be an employee of the Bank must have the
ability in the English language?
Yes No
5. Did you pass the test earlier in the understanding of the
English language to become an employee of the Bank?
Yes No
6. Do you think the English language including the ability
to easily understood?
Yes No
7. Do you feel that your English language ability is sufficient to support in your
work?
Yes No
8. If you received training in English, what ability would you have deepened to
support your work:...
9. What are the most difficult thing in your job that makes you to learn English:
10. In your opinion, the difficulty - the difficulty of what makes it difficult to
understand the English language, especially about your job:
CHAPTER IIISYLLABUS OF ENGLISH FOR OCCUPATIONAL PURPOSES
COURSE DESCRIPTION
English for Occupational Purposes surveys the
development of EOP and the classification of EOP
areas,and discusses the basic principles and
techniques in EOP design covering the
syllabus,materials and methodology and assessment.
COURSE OBJECTIVES
The course is designed to enlarge your knowledge of the business
world and develop the essential communication and language skills
needed in business contexts.It aims to build competence,fluency and
confidence in learners in handling
telephoning,socializing,negotiating,meetings and presentations.
EVALUATION
Scores are drawn from attendance 10%,assignments 10%,Class
Participation/Quizzes 20%,presentations 30%,final test 30%.
TENTATIVE COURSE OUTLINE
CHAPTER IVLESSON PLAN OF ENGLISH FOR
OCCUPATIONAL PURPOSES
Identity
Name of Institute : Bank Rakyat Indonesia
(BRI)/Bank Mandiri
Subject : English for Occupational Purposes
Time alocation : 2 x 45’
Standar of competence
To express meaning in transactional and interpersonal dialogue in daily context.
To express meaning in short text functional and monologue in recount text.
Basic Competence
To express meaning in transactional (to get think done and interpersonal to
socialize) dialog formal and informal setting using spoken language accurately,
fluently, and acceptably which involves: introduction, greeting/leave taking,
accepting invitation, offer, asking, accepting, promise, and breaking promise in
daily context.
To express meaning in short text functional and monologue formal and informal
setting using spoken language accurately,fluently,and acceptably in daily context.
Aspect/Skill : Speaking skill
Indicator
1. To definite meaning of expressions of accepting
invitation/offering.
2. To describe expressions of accepting invitations/offering
3. To identify expressions of accepting
4. To identify expressions of accepting offer/invitation in dialog.
5. To retell the offer/invitation of accepting offer/invitation in dialog
OBJECTIVE
1. Students are able to identify in daily context.
2. Students are able to identify the meaning of
sentence accurately or inaccurately.
3. Students are able to express in daily context.
LEARNING MATERIAL
Respond to expressions of making,accepting/offering :
1) Student will hear these expressions.Then find any possible
responses to each expression.
a. Would you like to come to lunch on Saturday?
b. You will come to my birthday, won't you?
c. Let's meet at ten o'clock tomorrow morning.
d. Shall we have dinner this evening at my house?
e. I'll promise I'll be there.
f. I'd love to. Thank you very much.
2) Student listens to the tape and complete the following dialogue
based on what you heard.
Dialogue 1
Arief and Rita are fond of literature.They enjoy reading
stories,novels,and watching drama.On the way home,Arief and
Rita have a chat.
Arief : Do you have a plan for tomorrow's holiday?
Rita : Too bad.I have nothing to do.
Arief : I've got a plan for tomorrow. 1?
Rita : Really? Tell me, please. Then, I'll decide to come or not.
Arief : I've got a new interesting novel and VCD of a drama
performance.
Rita : Wow,great.What are they about? Are they interesting?
Arief : If I tell you now, it won't surprise you.Now,decide. 2 ?
Rita : I'll be at your house at 8.00 in the morning.
3) The student completes the following dialogues with the expressions of
invitation and appointment.Work in pairs.
1. Ahmad : I plan to go to the National Library this Afternoon
Rudi :___________________
Mega : At 8 : 00 a.m.
Siti : _________________________
Ina : My family is going to have a Kambing guling party
tonight.______
Rini : ______________ Kambing guling is my favorite food.
4) Student study these dialogues.Then act them out with your friends.
Dialogue 1
Ira : Hello?
Ari : Hi, Ira! This is Ari.
Ira : Hi, how've you been?
Ari : Alright, thanks. Say, would you like to go out tonight?
Ira : Sorry, I can't. I have many matters to settle down.
Ari : Well, how about tomorrow night? Are you still busy?
Ira : I guess not.
Ari : Well,would you like to go to a concert?
Ira : Sure,I'd love to!
Ari : That's settled then.
Dialogue 2
Robi invites Sandra to go to a movie.
Robi : Hi,Sandra.There will be a great film tonight.It's about Nasreddin. Would you like to go to
The movie with me?
Sandra : Of course.I'd love to.When will you pick me up?
Robi : I'll pick you up at 7.30.Be ready.
Sandra : OK.
5) Student Study the following expressions of inviting in Formal
Situation
• Would you like to....
• I'd very much like
• You to....
• We should be
• pleased/delighted if
• You could....
• Would you care to....
6) Student Study the following expressions of
inviting Informal Situation
• Why don't you come to....
• Like to come to....
• Come and....
• Shall we come to....
• You must come to .
7) Study the following expressions of accepting an
invitation formal situation
• That's very kind of you.
• We'd very much like to....
• What a delightful idea.
• With the greatest pleasure.
• Thank you very much for inviting me.
8) Study the following expressions of accepting an invitation Informal situation
• I would/will....
• That would be very nice.
• OK!
• I'd like to love to come.
• All right (then).
LEARNING METHOD
Discussion
Lectures
Assignment
LEARNING ACTIVITIES/STEP
Meeting 1
a. Opening Greeting and praying
Student given example how to invite and offer someone to join
activity
Example:
a. Would you like to come to lunch on Saturday?
b. You will come to my birthday, won't you?
c. Let's meet at ten o'clock tomorrow morning.
d. Shall we have dinner this evening at my house?
b.Main Activity
1. The student try to speaking how to invite someone
2. Student create a group or in pairs between student and
began a conversation about
• Accepting or offering,try to use express on of use
expressions of making, accepting and declining an
invitation
• Use expressions of making and canceling an
appointment; perform a Monologue of procedure texts.
c. Closing
1. Students create a conversation about an invitation
to the reunion SMP
2. Student makes dialogue and act out these
situations using the expressions they have
learned,about “You'll have a graduation party this
evening.Invite this people to your party.”
3. Pray before leaving.
Meeting 2
Discussions about thank-you for the invite, though sometimes can not come
a. Opening
1. Greeting dan praying.
2. Collect and do homework by their self
3. Student repeat again the lesson’s yesterday, about the invitation
b.The Main Activity
1) Student Study the following expressions of inviting in Formal Situation
2) Student Study the following expressions of invitingInformal Situation
3) Student study the following expressions of accepting an invitation formal situation
4) Student study the following expressions of accepting an invitation Informal situation
c.Closing
1) Students create a dialogue about expression of inviting formal and informal situation
2) Pray before leaving.
SOURCE Www. BBC. Co. UK.
Www. Englishclub.Com
Buku BSE SMU kelas X
LEARNING MEDIA
1 Tape Recorder or Device MP3
2 Computer and LCD Projector
EVALUATION
Performance
Discussion
Assignment
CHAPTER VCONCLUSION
ESP is not a different variety of English but it is a contextual and need
base situation in which some specific purposes of language functions are
gained.ELT is divided into two categories ESP and EGP then ESP is
divided into EAP and EOP.To carry out ESP courses a Needs Analysis of
English for Occupational. needs analysis is conducted to get information
about target needs and learners,wants.There are many approached to needs
analysis that have used by different linguists like deficiency
analysis,strategy analysis,mean analysis,language audits,set-menu needs
analysis,computer based needs analysis and target/deficiency needs analysis
It is conducted in three methods as pre course,mid
course and post course.Through the needs analysis that
we used to collect the data we come to know that all
learners are educated and good in general English but
for their business purpose they need training in specific
fields.Yet speaking and listening functions are
performed mostly in their business but the some specific
reading and writing functions also can play an important
role in promoting their business.
THANK YOU
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