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