PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI DESIGNING A …

DESIGNING A SET OF COMMUNICATIVE ENGLISH SPEAKING

MATERIALS FOR THE PERSONNEL OF KABAN GROUP SHOP

A Thesis

Presented as Partial Fulfillment of Requirementsto Obtain the Sarjana Pendidikan Degree

in English Language Education

By:

EKA EMENINA

Student Number: 021214097

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITYYOGYAKARTA

2007

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI



iv

When things go wrong (as they sometimes will)

When the road you’re trudging seems all uphill

And you want to smile but you have to sigh

When care is pressing you down a bit

Rest if you must

But don’t quit

Success is failure turns inside out

The silver tint of clouds of doubt

And you never can tell how close you are

It may be near when it seems far away

So stick to the fight

When you’re in the hardest hit

It’s when things go wrong

That you mustn’t quit

(anonymous)

I dedicate this thesis to those whom I love much:My Mom and Dad (+)

My brothers, Nuel and TirtaDon



vi

ABSTRACT

Emenina, Eka. 2007. Designing a Set of Communicative English SpeakingMaterials for the Personnel of Kaban Group Shop. Yogyakarta: Sanata DharmaUniversity.

Indonesia has set trading cooperation with many countries in the world.With a strategic position, surrounded by two continents, Asia and Australia, andtwo oceans, Hindi and Pacific, it becomes the world trading line. Indonesiantrading cannot be separated from the role of Jakarta as the busiest trading city inIndonesia. Various goods are traded in this city, including leather goods. KabanGroup Shop, which is located at Pasar Pagi Mangga Dua, ITC Mangga Dua, andBlok M Jakarta, is one of lots of the leather goods shops. This shop providesvarious bags, wallets, shoes, sandals, key tags, and other leather goods. The goodsare imported from the district of Guangzhou and Hongkong, China. Most of thecostumers are boutique owners and merchants from Malaysia and Singapore, whodo not have direct access to the goods’ factory in Guangzhou, China. Othercostumers are tourists and foreigners in Indonesia from various countries such asfrom Asia, America, Australia, Europe, Africa, and Arabian, who buy theproducts for gifts or personal usage.

The big amount of foreign customers is the measurement of the need tocommunicate using English as an international trading language. The personnel ofKaban Group Shop, including the shopkeepers and the shop assistants, consideredthe need to communicate in English so they will be able to give the best service totheir customers. In a matter of fact, they find it difficult to communicate inEnglish. Thus, a set of communicative English speaking materials is designed forthe personnel of Kaban Group Shop to improve their communicative skill.

This study was intended to design a set of communicative Englishspeaking materials for the personnel of Kaban Group Shop. There were twoproblems formulated in this study. The first problem related to how a set ofcommunicative English speaking materials for the personnel of Kaban GroupShop is designed. The second problem related to what the designed materials looklike.

To answer the first problem, the writer applied seven stages which wereadopted from Kamp’s and Yalden’s instructional design models. The stages wereas follows: 1) conducting needs Analysis by distributing 30 questionnaires to 30personnel of Kaban Group Shop, setting an informal interview with the shopkeepers and the shop assistants, and holding a direct observation to find out thebuying and selling activities in the shop, 2) considering goals, topics, and generalpurposes, 3) selecting the syllabus types, 4) specifying the learning objectives, 5)designing the materials, 6) selecting the teaching-learning activities, 7) evaluatingthe designed materials by distributing the evaluation questionnaires to fourevaluators, consist of one lecturer from English Education Program of SanataDharma University and three English instructors in Yogyakarta, 8) revising thedesigned materials based on the feedback obtained from the evaluators.

To answer the second problem, the writer presented a set of communicativeEnglish speaking materials for the personnel of Kaban Group Shop. The materialsconsist of eight units, that are 1) Greetings and Introducing, 2) Offering Help, 3)


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Mentioning Price, 4) Bargaining, 5) Describing Leather Goods, 6) Apologizing,7) Telephoning, 8) Thanking and Well Wishing. Each unit consists of fivesections, that are Input, Content Focus, Language Focus, and CommunicativeActivities

The result of the descriptive statistic shows that the designed materials areacceptable based on the points of agreement which ranged from 3. 3 – 4. 3 out ofthe scale ranged from 1 – 5.

Finally, the writer hoped the designed materials would be useful for thepersonnel of Kaban Group Shop as their learning materials to help them tocommunicate with their foreign customers.


viii

ABSTRAK

Emenina, Eka. 2007. Designing a Set of Communicative English SpeakingMaterials for the Personnel of Kaban Group Shop. Yogyakarta: UniversitasSanata Dharma.

Indonesia telah menjalin kerjasama perdagangan dengan banyak negara didunia. Dengan letak yang strategis, dikelilingi oleh dua benua, Asia dan Australia,dan dua samudra, Hindia dan Pasifik, Indonesia menjadi jalur perdagangan dunia.Perdagangan di Indonesia tidaklah lepas dari peran ibukata negara Jakarta sebagaikota perdagangan tersibuk di Indonesia. Berbagai jenis barang diperdagangkan dikota ini, termasuk di dalamnya barang-barang berbahan dasar kulit. Toko KabanGrup yang terletak di Pasar Pagi Mangga Dua, ITC Mangga Dua, and Blok MJakarta, adalah salah satu diantara banyak toko yang bergerak dalam bisnisperdagangan barang-barang berbahan dasar kulit. Toko ini menyediakan anekamacam tas, dompet, sepatu, sandal, gantungan kunci, dan lain-lain. Barang-barangnya didatangkan dari Provinsi Guangzhou and Hongkong, Cina.Kebanyakan pelanggannya adalah para pemilik butik dan pedagang dari Malaysiadan Singapura yang tidak memiliki akses langsung dengan pabrik pembuatnya diGuangzhou, China. Pelanggan lainnya adalah para turis dan orang asing diIndonesia, yang berasal dari berbagai negara di Asia, Amerika, Australia, Eropa,dan Africa, yang membeli barang-barang tersebut sebagai hadiah atau digunakansendiri.

Banyaknya orang asing yang menjadi pelanggan toko tersebut menjaditolak ukur mengenai adanya kebutuhan berkomunikasi dengan menggunakanbahasa Inggris sebagai bahasa perdagangan dunia. Personel Toko Kaban Grup,termasuk di dalamnya para pemilik dan karyawan, memandang perlunyaberkomunikasi dengan bahasa Inggris agar dapat memberi pelayanan terbaik bagipara pelanggannya. Tetapi pada kenyataanya mereka menemui kesulitan untukberkomunikasi dengan bahasa tersebut. Oleh karena itu, seperangkat pembelajaranbahasa Inggris dirancang bagi personel Toko Kaban Grup untuk meningkatkankemampuan berkomunikasi mereka.

Studi ini bertujuan untuk merancang pembelajaran bahasa Inggris bagipersonel Toko Kaban Grup. Ada dua permasalahan yang dirumuskan dalam studiini. Masalah pertama berhubungan dengan bagaimana materi pembelajaran bahasaInggris bagi personel Toko Kaban Grup dirancang. Masalah kedua berhubungandengan penyajian materi tersebut.

Untuk menjawab permasalahan pertama, penulis menerapkan 7 langkahyang diadaptasi dari model perancangan materi pembelajaran dari Kemp danYalden. Langkah-langkahnya adalah sebagai berikut: 1) melakukan surveikebutuhan siswa dengan cara membagi 30 kuisioner kepada para personel TokoKaban Grup, melakukan wawancara informal dengan salah satu pemilik toko, danmelakukan observasi langsung untuk melihat kegiatan jual-beli di toko tersebut,2) merumuskan tujuan dan topik, 3) menentukan silabus, 4) memilih daftar pokokisi, 5) mendesain materi, 6) menentukan aktivitas belajar-mengajar, 7)mengevaluasi rancangan materi pembelajaran dengan mengadakan survei dengancara membagi 4 kuisioner kepada empat evaluator yang terdiri dari satu dosenPendidikan Bahasa Inggris Universitas Sanata Dharma dan kepada tiga instruktur


ix

bahasa Inggris di Yogyakarta, 8) merevisi rancangan materi pembelajaranberdasarkan masukan yang diperoleh dari para evaluator.

Untuk menjawab permasalahan kedua, penulis menyajikan seperangkatmateri pembelajaran bahasa Inggris bagi personel Toko Kaban Grup. Materipembelajaran terdiri dari 8 unit, yaitu 1) Greetings and Introducing, 2) OfferingHelp, 3) Mentioning Price, 4) Bargaining, 5) Describing Leather Goods, 6)Apologizing, 7) Telephoning, 8) Thanking and Well Wishing. Setiap unitnyaterdiri dari lima bagian, yaitu Input, Content Focus, Language Focus, danCommunicative Activities.

Hasil studi menunjukkan bahwa rancangan materi pembelajaran ini dapatditerima berdasarkan nilai rata-rata persetujuan yang berkisar antara 3,3 – 4,3 dariskala 1 – 5.

Akhir kata, penulis mengharapkan materi pembelajaran ini dapatbermanfaat bagi pera personel Toko Kaban Group untuk dapat digunakan sebagaialat pembelajaran agar dapat berkomunikasi dengan para pelanggan asing mereka.


x

ACKNOWLEDMENTS

I thank Jesus Christ for being my true friend through all happy and tender

moments. His companion is my greatest blessing. He is my savior when I am in

the worst conditions. Just like I believe beautiful things occur at the right time,

this thesis also occurs at the right time because of His plan.

My greatest gratitude goes to my parents. I thank my mom, the most

beautiful woman in my life, Dra. Sehati Kaban, for every single prayer, love,

tear, hope, and guidance. Her courage and hard work inspire me to be tough in

facing the world. She shows me how to be a true woman. I also thank my late dad,

Drs. Tambun Ginting, for all the beautiful moments he and I have shared

together. The time when he was alive is the most valuable moments in my life.

The time when he was gone is the time when I realized that I loved him so much.

His memories will always remain in my heart.

I am indebted to my brothers, Immanuel Abadi Ginting and Johan Tirta

Ginting for their care, love and motivation. I thank them for becoming my

guardians who give me protection and affection at the same time. They are my

candles in the dark who also inspire every step I take to be valuable.

My deepest gratitude goes to Drs. Concilianus Laos Mbato, M.A. as my

major sponsor and to Christina Lhaksmita Anandari, S.Pd., M.Ed. as my co-

sponsor. I thank them for the time and advice they have given to me to read,

correct and improve my thesis. I also thank to all lecturers of English Language

Education Study Program of Sanata Dharma University who have taught me

during my study in Sanata Dharma University. I thank them for the knowledge

they have transferred me. I also thank the secretarial staff of English Language

Education Study Program of Sanata Dharma University, Mbak Dani and Mbak

Tari for their help in arranging my thesis defense schedule.

My gratitude goes to Drs. JB. Gunawan MA. from English Education

Program of Sanata Dharma University, Mr. Joko Wicoyo from SMKN 5

Yogyakarta, Mr. Banu and Mr. Slamet from Stella Duce 2 Senior High School

for their time and patience to evaluate the materials.


xi

I express my gratitude to the personnel of Kaban Group Shop who have

given me permission to do the research at their shop.

I thank all members of Silva Botanica Boarding House for supporting

and helping me to do the research up to the completion of this thesis. I thank

Neni, Lulu, Anik, Rista, Wulan, Fitri, Efli, Asti, Esti, Tika, Tutik, Nunik, Dea

and her little baby Christian. I thank them for the motorbikes and being models

for the materials. I thank them for keeping that spirit and smiles for me.

I would like to thank my best friends, Metty, Ari and Ayu. I thank Metty

and her family for keeping my sanity and encouraging me to finish the thesis.

Someday, we will be able stand on our feet, Met! I thank her family for showing

me the humble ways of life. I thank Ari for giving me example of how to be an

independent girl. She is my most outstanding friend who really understands me.

She has been inspiring me since senior high school. I would like to thank Ayu for

sharing our dream together. I thank her for being my long-life friend who is able

to accept me just as the way I am. They are my true friends who give me a lesson

about the true friendship.

I thank Kijang Tiada Duanya Crew: Echi, Sasha, Vivi, Mawar, Ook for

the moments we have shared together to share stories and laughs.

Many thanks are addressed to all friends in Sanata Dharma University,

Kristian, Frans, ND, Andre, Regi, Wisnu, Galih, Wida, Udjo, Ucil, Vivin,

Sandra, Woro, Hariana, Ruri, Marinta, Grace, Andi Ekonomi, Dewi

Farmasi, and others who cannot be mentioned one by one for being friendly

friends. It was wonderful to spend time with friends like them.

My special gratitude goes to Donald Wayne Fontenot for encouraging

me to be an independent girl. I also thank him for patiently convincing me that

everything is going to be all right in the end. Hopefully, best things happen in our

lives.

God bless them all.

Eka Emenina


xii

TABLE OF CONTENTS

TITLE PAGE ……………………………………………………….………… i

APPROVAL PAGE …………………………………………………..….…... ii

EXAMINATION BOARD PAGE …………………………………………… iii

PAGE OF DEDICATION …………..……..…………….…………………... iv

STATEMENT OF WORK’S ORIGINALITY ……...………...… ………… v

ABSTRACT …………………………………………………………………… vi

ABSTRAK ……………………………………………………………………… viii

ACKNOWLEDGMENTS …...………………………..……………………… x

TABLE OF CONTENTS ……....…………………………………………….. xii

LIST OF FIGURES ….………………….……………………………………. xv

LIST OF TABLES ….………………………………………………………… xvi

CHAPTER I: INTRODUCTION

A. Background of the Study …………………………………………….… 1

B. Problem Limitation …………………………….…………………..…… 4

C. Problem Formulation ...……………………………………..…….. …… 4

D. Objectives of the Research ……………….……………………..……… 4

E. Benefits of the Research ...………………………………………..…….. 5

F. Definitions of Terms ..……………………………………..……….…... 5

CHAPTER II: LITERATURE REVIEW

A. The Theoretical Description …...…….…………………………...…….. 7

1. English for Specific Purposes …..…………………….………..…... 7

a. The Definition of ESP ……………………………………............ 7

b. The Categorization of ESP …………………….……………..….. 8

c. The Characteristics of ESP Program …………….………………. 9

d. Designing ESP …...……………………………….………….….. 16

e. English for the Personnel of Kaban Group Shop ……………..…. 20

2. Communicative English Teaching (CLT) ………………………….... 20

a. The Definition of CLT ...……………………………………….... 20

b. The Theory of Language ….……………………………………... 21


xiii

c. The Communicative Task ……………………………………….. 23

d. The Curriculum Development and Learning Task ...........…….… 24

3. Theories of Teaching Speaking ...…………………………………… 25

a. Principles of Teaching Speaking ………………………………… 25

b. Classroom Techniques and Tasks ……………………………….. 26

4. Instructional Design Models ...…………………………………….… 27

a. Kemp’s Design Model …...……………………………………… 27

b. Yalden’s Design Model ...………………………………….……. 29

B. The Theoretical Framework ……………………………………………. 32

CHAPTER III: METHODOLOGY

A. Research Method ...…………………………………………………….. 35

1. Survey Study for Needs Survey …..…………………...……………. 36

2. Survey Study for Evaluation on the Designed Materials ……………. 36

B. Research Participants ...………………………………………………… 36

1. The Participants of Needs Survey …………………………………… 36

2. The Participants of the Designed Materials Evaluation Survey …….. 37

C. Setting …...……………………………………………………………... 37

D. Research Instruments …...……………………………………………… 38

1. Interview …..……………….………………………………………... 38

2. Questionnaire …..………….………….……………………………... 38

E. Data Gathering Techniques …....……………………………………….. 39

1. Questionnaires ……………………………………………………….. 39

2. Interview …………………………………………………………….. 39

3. Observation ………………………….………………………………. 39

F. Data Analysis …...……………………………………………………… 41

G. Research Procedures …………………………………………………… 41

CHAPTER IV: RESULTS AND ANALYSIS

A. The Result of the Survey Study …..……………………………….…... 43

1. The Result of the Survey Study for the Needs Survey ………...…… 43

2. The Result of the Survey Study on the Designed Materials ……...… 51

B. The Stages of Development on the Designed Materials …….…..…….. 56

1. Conducting Needs Analysis (Yalden) ….…………………………… 56


xiv

2. Considering Goals, Topics, and General Purposes (Kemp) ……...…. 57

3. Selecting the Syllabus Types (Yalden) …..…………………….……. 58

4. Specifying the Learning Objectives (Kemp) …...…………………… 59

5. Designing the Materials …..……………………………………….… 60

6. Selecting the Teaching-Learning Activities (Kemp) ………….…...... 60

7. Evaluating the Designed Materials (Kemp) …………………………. 61

8. Revising the Designed Materials Kemp) …...……………………….. 61

C. The Presentation of the Instructional Materials ………………………... 62

1. Input …………………………………………………………………. 62

2. Content Focus ...…….…………………………………….………….. 62

3. Language Focus …...………………………………….……………… 63

4. Communicative Tasks ....…………………………….………………. 63

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions ……………………………………………………….…….. 64

B. Suggestions …...………………………………….……………………... 67

1. Suggestions for English Teachers and Instructors …............………… 67

2. Suggestions for Further Researchers …..……………….……………. 67

BIBLIOGRAPHY ...……...…………………………………….……………… 69

APPENDICES

Questionnaires for Needs Survey …………….………………….……………… 70

General Description and Questionnaires for Materials Evaluation ……….……. 72

Syllabus …...…………………………………………..…………….………...… 76

Lesson Plans ……………………………………………………………………. 80

Presentation of the Designed Materials ………………………………………… 98


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LIST OF FIGURES

Figure 1: The Classification of ESP Based on the Learners’ Specific

Needs ......……………… …….…………………………………....... 8

Figure 2: A Materials Design Model ....………………………….………….…. 19

Figure 3: A Framework for Analyzing Communicative Task …...….……….…. 23

Figure 4: An Integrated Approach to Curriculum Development ….……….…... 24

Figure 5: The Kemp’s Model Diagram …..……………………………….......... 29

Figure 6: Stages in Language Program Development .......……………….….…. 32

Figure 7: The Rationale of the Framework ….…………………………………. 33

Figure 8: The Graph of the Personnel of Kaban Group Shop

Educational Background .....………………………………………….. 46

Figure 9: The Graph of the Personnel of Kaban Group Shop

Experiences in Learning English ....………………….………………. 47

Figure 10: The Graph of the Frequency of the Personnel of Kaban

Group Shop in Using English to Communicate with Foreign

Customers ....……………………………………………………....… 48

Figure 11: The Graph of the Importance of the Personnel of Kaban

Group Shop in Learning English ....…………………………….…… 49

Figure 12: The Graph of English Skills the Personnel of Kaban Group

Shop Want to Improve ....……………………………………………. 50

Figure 13: The Graph of the Difficulties of the Personnel of Kaban

Group Shop in Learning English …………….………………….…… 51


xvi

LISTS OF TABLES

Table 1: Necessities, lacks, and wants ...……………...…………………….…. 11

Table 2: The Interpretation of the Degree of Agreement ...……………….……. 38

Table 3: The Central Tendency of Participants’ Opinion …..………………….. 41

Table 4: The Description of the Needs Survey Participants …..……………….. 45

Table 5: The Description of the Second Survey Participants ………...………… 51

Table 6: Point of Agreement on the Designed Materials …......…………...….... 52

Table 7: The Descriptive Statistics of Participants’ Opinions on the

Designed Materials ….....…………………………………………...... 52

Table 8: The Result of the Target Needs Analysis of the Personnel of

Kaban Group Shop …...………………………………………….….… 57

Table 9: The Topics List ......…………………………………………….…..…. 57

Table 10: General Instructional Objectives ......……………………………....... 58

Table 11: Specific Instructional Objectives ..…….……………………….……. 59

Table 12: The Presentation of the Instructional Materials Design ..........……..... 63


1

CHAPTER I

INTRODUCTION

This chapter presents the introduction of the study. Within this chapter, the

discussion will include the Background of the Study, the Problem Limitation, the

Problem Formulation, the Benefits of the Study, and the Definition of Terms.

A. Background

Indonesia has a strategic position in the world. It is surrounded by two

continents, Asia and Australia, and two oceans, Hindi and Pacific. The

strategic position has given enormous benefits to Indonesia, particularly in

trading sector because it can be easily reached by land, sea, and air

transportation. The history of Indonesia has proved that Indonesia has

developed trading relationship with many countries from five continents.

Trading with people from different countries which have various

languages is definitely difficult. There is a great effort needed particularly in

communication. The fast growth of trading demands people to have an

international trading language, which is hoped to ease communication among

people who deal with trading system. For various reasons, mostly because of

the economic power of the United States, this role fell to English (Hutchinson

and Waters, 1994: 6).

English is believed as the most prominent international language

among other international languages because it has been used by almost the

three fourth of people around the world. Today, English has become an


2

international language used by many countries from all over the world. As the

most prominent international language, English is used as an international

trading language in Indonesia.

Kaban Group Shop, where the writer gathered her data for this

research, is an export import shop that act as a buyer, a wholesaler and as a

retailer in leather goods business. This family shop, that is located at Pusat

Grosir Pasar Pagi Mangga Dua, Blok C, No. 76-77, North Jakarta, focuses on

the trade of various kinds of bags, shoes, sandals, wallets, belts, key cases, and

key tags. Most of the products are directly imported from some factories in

Guangzhou District and Hongkong, China. The shopkeepers, who act as

buyers, have to go by themselves to China to hunt and order the products.

After arriving in Indonesia, the products will be distributed to the shop’s

branches in Jakarta, which are spread at Pasar Pagi Mangga Dua, ITC Mangga

Dua, and Blok M Jakarta. The products are provided for domestic and

international demands. The shop’s foreign customers that deal in big scale

trading are mostly boutique owners and merchants from Malaysia and

Singapore. Meanwhile, as a retailer, the shop’s foreign customers are tourists

and foreigners in Indonesia, such as from Asia, America, Australia, Europe,

Africa, and Arabian countries, who buy the products for gifts or for personal

usage.

The use of English is obviously important in running the shop’s

trading business. The shopkeepers use English as a communication tool when

hunting products in China and when dealing with foreign customers in

Indonesia. However, English is not only used by the shopkeepers, but also by


3

the shop assistants. They use English to interact with their foreign customers.

So, the shop also needs employees with adequate English competence so they

can give the best service to their foreign customers. Thus, both the shop

keepers and the shop assistants need to learn English, particularly speaking

skill, which is essentially used in verbal communication with foreign

customers.

The shopkeepers, who still have family relationship, are university

graduates with ages between 22-60 years old. On the other side, all of their

shop assistants are junior up to college graduates with ages between 17-37

years old. Therefore, English is not a new language for them who take part in

the business because they have learned English in their formal education. The

reason for this is because English is taught as a compulsory subject from

primary school up to college or university level. They have learned it long

ago, but they rarely use it for communication in their working field since they

mostly use Indonesian except if they interact with foreign customers.

Having the rare opportunity to practice English speaking skill makes

the personnel of Kaban Group Shop lack of speaking skill. They do not have

adequate English competency to communicate with their customers.

Sometimes the lack of English speaking proficiency gives bad effects in the

business. Misunderstanding in communicating could make financial loss.

Based on the discussion above, this research intends to design a set of

communicative English speaking materials for the personnel of Kaban Group

Shop Jakarta. Hopefully, this research will develop the English competency of

the personnel of Kaban Group Shop.


4

B. Problem Limitation

The research is conducted to design a set of communicative English

speaking materials for the personnel of Kaban Group Shop Jakarta, including

the shopkeepers and the shop assistants. The shopkeepers are university

graduates. Meanwhile, the shop assistants are junior up to university

graduates.

The description above will be considered in designing the materials.

The research focuses on the materials design.

C. Problem Formulation

There are two problems related to the use of English in Kaban Group

Shop. They are:

1. How is a set of communicative English speaking materials for the

personnel of Kaban Group Shop designed?

2. What does the designed set of communicative English speaking materials

look like?

D. Objectives of the Research

Related to the problem formulation, the objectives of this research are

mentioned below:

1. To find out how a set of communicative English speaking materials for the

personnel of Kaban Group Shop in Jakarta is designed.

2. To present the designed set of communicative English speaking materials

for the personnel of Kaban Group Shop in Jakarta.


5

E. Benefits of the Research

The research will give some benefits for:

1. Teachers

Teachers will have communicative English speaking materials that

are suitable to be taught to the personnel of Kaban Group Shop Jakarta.

2. The learners

The learners, the personnel of Kaban Group Shop Jakarta, can have

proper English speaking materials that can be used to help them develop

their English communicative skill.

3. Further studies

Hopefully, this research can give contribution to further studies

related to the development of communicative English speaking materials

for the personnel of other export import leather goods shops.

F. Definitions of Terms

1. Speaking

Bailey states speaking is the productive oral skill, in which the

person needs to produce systematic verbal utterances to convey meaning

(Bailey, 2003: 48). In this study, the writer defines speaking as interactive

oral processes between the personnel of Kaban Group Shop and their

foreign customers.

2. Communicative speaking materials

Communicative speaking is regarded as the ability to produce or

understand utterances which are not so much grammatical but more


6

important, appropriate to the context in which they are made (Campbell

and Wales, 1970: 247).

In this study, communicative speaking materials are speaking

materials that mostly focus on the context of language usage rather than

the grammatical structure of the language.

Richard and Rodgers (1986) classify three kinds of communicative

speaking materials. They are text-based materials (games and role play),

task-based materials (communicative activities, cue cards and activity

cards) and realia (signs, magazines, and pictures).

The communicative speaking materials in this study are text-based

materials (games and role play), task-based materials (communicative

activities, cue cards and activity cards) and realia (pictures).


7

CHAPTER II

LITERATURE REVIEW

This chapter consists of two parts. The first part is the Theoretical

Description. It includes the discussion on the theories of English for Specific

Purposes, Communicative Language Teaching, the Theories of Teaching

Speaking and Instructional Design Models. The second part is the Theoretical

Framework. It discusses the stages in designing the set of English speaking

materials.

A. The Theoretical Description

1. English for Specific Purposes

The designed materials in this study will be based on the theory of

English for Specific Purposes (ESP) because the designed materials are

constructed according to the needs of the learners, the shopkeepers and the

shop assistants of Kaban Group Shop, as buyer, wholesaler and retailer of

leather goods. Theory in ESP will support the design materials.

a. The definition of ESP

Strevens as quoted by Robinson states that “a definition of ESP

that is both simple and watertight is not easy to produce” (Robinson,

1991: 1). Meanwhile, Robinson defines ESP as “protean, as it is

responsive to developments in all three realms of language, pedagogy

and content studies” (1991: 1). On the other hand, Hutchinson and

Waters prefer to show “what ESP is not” (1987: 18-19).


8

1) ESP is not a matter of teaching ‘specialized varieties’ of English.2) ESP is not just a matter of Science words and grammar for Scientists,

Hotel words and grammar for Hotel staff and so on.3) ESP is not different from any other form of language teaching, in that

it should be based in the first instance on principles of effective andefficient learning.

(Hutchinson and Waters, 1987: 18-19)

They state that ESP has to be seen as an “approach” to

language leaning based on learners’ needs rather than as a “product”. It

is “an approach to language teaching ….. based on the learner’s reason

for learning” (1987: 19).

b. The Categorization of ESP

Hutchinson and Waters categorize ESP based on learners’ need

and on “learners’ specialism” (1987: 16).

1). ESP Based on Learners’ Needs

There are two types of ESP, which are English for

Academic Purposes (EAP) and English for Occupational Purposes

(EOP). In this study, the personnel of Kaban Group Shops are

learners who need English to support their job. Thus, they are

categorized as people who learn English for occupational purposes.

Figure 1: The Classification of ESP Based on the Learners’Specific Needs (Hutchinson and Water, 1987: 17)

ESP

EAP EOP

English for the Owners and theEmployees of Kaban Group Shop


9

2). ESP Based on Learners’ Specialism

There are three categories of ESP based on learners’

specislism, they are English for Science and Technology (EST),

English for Business and Economics (EBE), and English for the

Social and Science (ESS) (Hutchinson and Waters, 1987: 16). In

this study, the personnel of Kaban Group Shop mostly involve in

trading activities. Therefore, based on their specialism, they are

categorized into EBE.

c. The Characteristics of ESP Program

Robinson describes the characteristics of ESP (1991: 2-5) as

follows:

1) ESP is goal directed

ESP is goal directed because students follow ESP program

to achieve particular goals that related to their need for study or

work purposes.

2) An ESP course is based on a needs analysis

Needs analysis is conducted before starting ESP course to

elicit what students have to do with the medium of English. Needs

analysis will reveal students’ necessities, wants, and lacks that are

used to consider the designing of the ESP program.

3) An ESP course has a clear specified time period

Time period needs the specified objectives and the

realization are related to it.


10

4) ESP students are likely to be adults rather than children

It is assumed that ESP students are not beginners but people

who have already learned EGP (English for General Purposes)

before.

5) An ESP course consists of identical students

All the students in a class come from the same kind of

work or specialist studies.

One characteristic of ESP program is the existence of needs

analysis to get information about the would-be-students.

Hutchinson and Waters state the urgency of conducting needs

analysis by considering “necessities, lacks, and wants” (1987: 55-

58).

a) Necessities

It is what the learners need in order to ease their purpose. It can

be the reasons why they need to learn the target language.

b) Lacks

It is the gap between the target proficiency and the existing

proficiency of the learners.

c) Wants

It is what the learners want to learn.

The table of Necessities, lacks and wants below illustrates

the relation between necessities, lacks and lacks.


11

OBJECTIVE (i.e. asperceived by course design)

SUBJECTIVE(i.e. as perceivedby learners)

NECESSTIES The English needed forsuccess in Aglicultural orVeterinary Studies

To reluctantlycope with a‘second-best’situation

LACKS (Presumably) areas ofEnglish needed forAglicultural or VeterinaryStudies

Means of doingMedical Studies

WANTS To succeed in Aglicultural orVeterinary Studies

To undertakeMedical Studies

Table 1: Necessities, lacks and wants (Hutchinson and Waters,1987: 58)

There are a number of ways to gather information about

needs. Robinson (1991: 12-15) mentions the use of:

a) Questionnaires

Richterich and Chancerel as quoted by Robinson state

that the aims to use questionnaires are to find out whether the

questions are comprehensible and the answers can be easily

analyzed and compared (Robinson, 1991: 12). Meanwhile,

Lonnfors as cited by Robinson states that questionnaires should

be easily understood by common people. She adds that

“questionnaires can be used at short notice for certain types of

course and easily modified for others” (Robinson, 1991: 12).

Questionnaires provide information about “Target

Situation Analysis (TSA)” and “Present Situation Analysis

(PSA)”. It can also be easily distributed to a large number of

people. However, questionnaire also has some disadvantages.

Not many people will be happy to fill and return it.


12

b) Interviews

Mackay as cited by Robinson uses the “structured

interview” where the questionnaire is used by the interviewer

to guide the interviewee (Robinson, 1991: 12-13). Tarantino as

cited by Robinson states that the advantage of interviews is that

the interviewer can help the respondents to clarify and record

their answers and explanations (Robinson, 1991: 12-13).

Mackay adds that the interviewer can elicit interesting

information that occurs while having a planned agenda to

follow.

c) Observation

Observation is conducted to see the will-be students’

behavior and performances, for instance, in workplace. It is

done to complete information in needs analysis.

d) Case studies

Case study is “one particular type of observation, in

which each individual is shadowed over a period of time.”

According to Schmidt, as cited by Robinson, case study is used

to identify difficult linguistic features and provide information

to support needs analysis (Robinson, 1991: 13).

Schmidt as quoted by Robinson states some

advantages of using case studies as a method in needs analysis.

It is explained in the passage below.

Schmidt suggests that the advantages of the case study methodare that it gives the ‘possibility of an in-depth study over a periodof time, the opportunity to appeal to the student’s intuitions


13

about his or her difficulties and needs in more detail than in theoral interview or questionnaires, and the occasion for thecurriculum developer to do direct observation of the student inthe classroom and study situation to gain insight into the

student’s own methods of learning.(Robinson, 1991: 13-14)

Meanwhile, the disadvantage is it takes much time to

conduct and the results may not be generalized.

e) Tests

Students are better being tested before the ESP course

to get information about their present English proficiency and

their lacks. The test must be reliable and valid, so the scores

can be easily interpreted.

f) Authentic data collection

Authentic data collection refers to the making of

audio video recordings. The disadvantage of the authentic data

collection is it is difficult to determine what is “salient” and

“useful” and what is “just interesting” (Robinson: 1991: 14).

g) Participatory needs analysis

It involves asking students to be more active by

asking them to take part in a discussion about their needs and

wants. They are also asked to make recommendations about

what should happen in the course.

Students are asked to take part in the next research

about, for example, their work or their study. They can inform

to the ESP teacher about needs that emerge during the course

so the teacher can gather more information about the course.


14

If Robinson suggests the use of seven ways that have been

described above, Hutchinson and Waters (1987: 58) suggest the

use of:

a) Questionnaires

b) Interviews

c) Observation

d) Data collection, for example gathering texts, and

e) Informal consultations with sponsors, learners, and others

Hutchinson and Waters state that the analysis of target

situation needs can be conducted by asking questions about the

target situation and their attitudes of learners in the learning

process (1987: 59-60). The questions to collect information about

target situation needs are:

a) Why is the language needed?

The question is asked to know students’ purposes in

learning English. They can learn it for study, for work, for

training, for a combination of these, or for some other

purposes, for example, status, examination, or promotion.

b) How will the language be used?

This question refers to the medium, channel, and

types of text or discourse in using the language. The medium

means whether the language is used for speaking, reading,

writing, etc. The channel means whether the language is used


15

through telephone, face to face, etc. The types of text or

discourse mean whether the language is used in academic texts,

lectures, informal conversations, technical manuals, or

catalogues.

c) What will the content areas be?

This question reveals the subjects in which the

language will be used and the level of students. The examples

of the subjects are medicine, biology, architecture, shipping,

commerce, or engineering. Meanwhile, the examples of the

level are technician, craftsman, or postgraduate.

d) Who will the learner use the language with?

This question gives information about people whom

the students interact with by using the language, whether or not

the people are native speakers. The level of knowledge of

receiver can also be acquired by asking this question; whether

they are experts, laymen, or students. The relationship of the

receiver is also elicited from this question, whether the receiver

is colleague, teacher, costumer, superior, or subordinate.

e) Where will the language be used?

This question provides information about the place

where the language will be used. It includes physical setting

(office, lecture theater, hotel, workshop, or library), human

context (alone, meetings, demonstrations, or telephone), and

linguistic context (in own country or abroad).


16

f) When will the language be used?

This question gives information about the time, for

example concurrently with the ESP course or subsequently, and

about the frequency in using the language.

The characteristics explained above meet the qualifications

of Kaban Group Shop. The personnel of Kaban Group, who are

adult learners, have a certain goal to follow ESP program; that is to

be able to communicate using English effectively. This goal and

some other information are attained from the needs analysis that

has been conducted via interview.

In this study, the needs analysis will be conducted by

setting an informal interview, distributing questionnaires, and

holding an observation. These three ways reveal the learners’

necessities, wants and lacks. Questions about the target situation

and their attitudes of learners in the learning process will be asked

to them to find out their necessities, wants, and lacks.

d. Designing ESP

Designing ESP means thinking about designing course

materials since it is one important part in ESP program. It shows the

teaching learning process. Here are some principles need to be

understood before designing materials as Hutchinson and Waters

(1987: 107-208) say:


17

a) Good materials means stimulus to learning and encourage

students to learn. Good materials contain interesting texts,

enjoyable activities, opportunities for learners to use their

existing knowledge and skills, and content that is suitable for

the teacher and the learners.

b) Materials should help the teaching-learning process. Good

materials provides a clear and coherent unit for a guidance by

the teacher and the learners in teaching-learning process and

can guide the teacher in planning lessons and encourage

learners to progress and make achievement in their learning.

Avoid the same type of text and illustration, and the same type

of number and exercises. The materials must be clear and

systematic, but flexible enough for creativity and variety.

c) Materials embody a view of the nature of language and

learning. Materials reflect the materials writer’s thought and

feeling about the learning process.

d) Materials reflect the nature of the learning task. Materials

should create “a balanced outlook” which reflects the

complexity of the task and make it appear manageable. The

materials writer must realize that learning is a complex process

involving different kinds and levels of knowledge.

e) Materials have function to broaden the basis of teacher training

by introducing new techniques to him.

f) Materials provide correct model of appropriate language use.


18

Hutchinson and Waters suggest model for writing materials

(1987: 108-109). The model provides “a coherent framework of

integration of various aspects of learning” and allows “creativity

and variety” to develop. The model consists of four elements,

which are (1987: 108-109):

a) Input

It can be in the form of a text, dialogue, video-

recording, diagram, or any defined in the analysis. The input

provides:

1) Stimulus material for activities

2) New language items

3) Models of language use

4) Topic for communication

5) Opportunities for learners to use their information

processing skills

6) Opportunities for learners to use their existing knowledge

both of the language and the subject matter

In this study, input consists of a picture and questions

related to the topic that will be discussed also two daily-like-

situation dialogues complete with language expressions.

b) Content focus

The content focus generates meaningful communication

in the classroom since language is used to convey information.

In this study, content focus consists of two parts, namely


19

language expressions and word list. However some units

consist of three parts, for example, unit 1 and unit 5. Time

Zone part is added to unit 1 in order to clarify time zone

differentiation between Indonesia and Western countries.

Meanwhile, Name of the Goods is added to unit 5 to let

students familiarize with the English names of leather goods.

c) Language focus

It gives the learners the chance to take the language into

pieces, study how it woks and practice putting it back. In this

study, language focus consists of grammar lessons that support

the topic that is discussed and language exercises on grammar.

d) Task

Materials lead towards a communicative task, which

“the learners can use the content and language knowledge they

have built through the unit.” In this study, task consists of some

communicative activities that can be used by students to

practice English, such as games, role play, simulation, etc.

The figure A Material Design Model shows the relation

between input, content focus, language focus, and task.

Figure 2: A Materials Design Model (Hutchinson and Waters,1987: 109)

INPUT

LANGUAGE

TASK

CONTENT


20

e. English for the Personnel of Kaban Group Shop

This main objective of this ESP program is to improve the

learners’ communicative competence since they need English to

communicate with their foreign customers.

The materials are selected based on needs analysis. The

learners will be asked to practice their speaking competence as closely

as in the real-life situation. Thus, the exercises will be focused on the

communicative tasks, such as role play, games, short dialogues, etc.

2. Communicative Language Teaching (CLT)

a. The Definition of CLT

Nunan defines CLT as the belief that learning a language is to

be communicatively competent rather than just comprehend the

language grammatical pattern and rules (1988: 20). Other experts; for

examples, Richards and Rodgers state that errors may happen and the

correction of errors are tolerated (1986: 77). Learners are necessary to

understand the grammatical pattern of the language; however, it is not

the concern of the learning. The primary goal is to make learners to be

able to communicate using the target language. Meanwhile, Brown

(1987:213) provides four characteristics as a definition of CLT, which

are:

1) Classroom goal are not restricted to grammatical competence.

2) Form is not the major framework of the lesson, but function is the

framework through which forms are taught.


21

3) Fluency is more important than accuracy in conveying a message.

4) Students have to use the target language both productively and

receptively.

Related to the definition of CLT above, in this study, the goal

of the course is to make the learners able to speak English

communicatively with their foreign customers.

b. The Theory of Language

CLT cannot be separated from communicative competence.

Savignon (1997:14-15) defines communicative competence as:

1) Communicative competence is a dynamic rather than a static

concept. It means that communicative competence depends on

the understanding between people who communicate, whether or

not they can understand each other.

2) Communicative competence occurs in written and oral language.

3) Communicative competence is context specific. Communication

takes place in different context and the success of it depends on

the speakers’ understanding of the context.

4) Competence and performance are different. Competence is the

knowledge of language, what one knows about the language.

Meanwhile, performance is the manifestation of the knowledge,

means what one does with the knowledge.

5) Communicative competence is relative and depends on the

cooperation of all participants.


22

Further, she tries to explain some competencies, which were

introduced by Canale and Swain, interrelated in CLT.

1) Grammatical competence

The learners have to be able to use the correct and accurate

speech, including vocabulary, grammar, pronunciation, and

spelling.

2) Socio-linguistic competence

In this competence, the learners have to be able to use the

target language in varied social settings. The social settings include

the role relationship, the shared information of the participants, and

the communicative purposes.

3) Discourse competence

The learners must be able to combine and connect phrases

and sentences to form meaningful whole.

4) Strategic competence

The learners must be able to find way to convey meaning or

send their message, though they have imperfect knowledge of rules

of the language and face factors that give disadvantage in sending

their message, such as fatigue, distraction, or inattention.

Related to the principles of CLT, in this study, the learners are

hoped to be able to have communicative competence. They are also hoped

to be able to use it in an appropriate social context with appropriate

structural pattern.


23

c. The Communicative Task

CLT contains a set of communicative task. Nunan defines the

communicative task as classroom work which focuses on meaning

rather than form (Nunan, 1988: 18). Learners first need to understand

the structural pattern of English as the target language, then to be able

to perform English in a communicative way using the appropriate

structural pattern. The goal of the course is to make the learners to be

able to use English communicatively, not to comprehend English

structural pattern. A task minimally consists of input, related activities,

goals, roles of teachers, and learners, and a setting. “Input refers to the

data that learners work on.” Meanwhile, “activity refers to the work

that the learners will do on the task.” It demands the learners to

practice the target language. They are set out in the figure A

Framework for Analyzing Communicative Task as can be seen on

page 25.

Goals Teacher role

Input TASK Learner role

Activities Setting

Figure 3: A Framework for Analyzing CommunicativeTask (Nunan, 1988: 18 )

Related to the communicative task, in this study, the learners

are given communicative tasks that can be used to support the goal of

the course, which is to make the learners communicatively competent

using English with their foreign customers.


24

d. The Curriculum Development and Leaning Task

Curriculum is sometimes misinterpreted as syllabus. However,

these two terms are different. Syllabus refers to “the selecting and

grading of content” (Nunan, 1988: 21). Meanwhile, curriculum refers

to “all aspects of planning, implementing, evaluating, and managing an

educational program” (Nunan, 1988: 21). Richards, Platt, and Weber

as quoted by Nunan define curriculum as:

Curriculum as an educational program which sets out:a) the educational purpose of the program (the ends)b) the content, teaching procedures and learning experiences which

will be necessary to achieve this purpose (the means)c) some means for assessing whether or not the educational ends

have been achieved(Nunan, 1988: 21)

In communicative curriculum, means and ends are related

to each other. The “content and learning experiences (including

communicative task) are developed in tandem and in which tasks

can suggest content and vice versa.” Nunan describes the

relationship in the figure An Integrated Approach to Curriculum

Development (1988: 22).

--- Content

Goals --- Evaluation

---- Tasks

Figure 4: An Integrated Approach to Curriculum Development(Nunan, 1988: 22)

The course for the personnel of Kaban Group Shop will

also be conducted by using communicative tasks and will be taught


25

in communicative ways. Hopefully, the learners can learn and

practice their speaking skill effectively and happily by using those

strategies.

3. Theories of Teaching Speaking

Speaking is an oral skill which produces systematic verbal

utterances in order to covey meaning (Bailey, 2003: 48). Learners use

language to speak up their mind.

a. Principles of Teaching Speaking

There are five principles that need to be understood before

teaching speaking. Bailey explains the principles as follow (2003: 53-

56).

1) Be aware of the differences between second language and foreign

language learning contexts.

A foreign language context takes place when the target

language is not the language of communication in the society, e.g.

learning English in Indonesia.

A second language context takes place where when the

target language is the language of communication of the society,

e.g. learning English in Australia.

2) Give students practice with both fluency and accuracy

3) Teacher needs to allow the learners to practice their English with

fluency and accuracy. In this case, they are allowed to make

mistakes in order to find out their ability to communicate.


26

4) Provide chances for students to talk by limiting the teacher’s talk.

5) Group work and pair work provides opportunities for students to

practice their speaking.

6) Plan speaking tasks that involve negotiation for meaning

7) Negotiation of meaning takes place when students practice

speaking because by speaking they try to understand each other.

8) Prepare speaking guidance and practice in both transactional and

interactional speaking.

9) Interactional speech is communicating with someone for social

context; meanwhile, transactional speech is communicating to get

something done including the exchange of goods and/or service.

Speaking activities must cover both transactional and interactional

purposes because students use the language for both purposes.

b. Classroom Techniques and Tasks

There are some techniques and tasks that can be used to teach

speaking (Bailey, 2003: 56-58).

1) Information gap

It is an activity where someone has information which the others do

not have. Then hey share the information using the target language.

2) Jigsaw activity

It is bidirectional or multidirectional information gap where each

person in a pair or group has some information the other persons

need. Then they share the information using target language.


27

3) Role play

Learners are given certain roles in the target language, e.g. one as

tourist and the other as native. Then the tourist pretends to get lost

and ask the way to native. They have to practice speaking using

English.

4) Simulation

In a simulation, props and documents provide realistic environment

for language practice. For example, a student who act as a doctor

bring his own stethoscope and medicine, while the other act as his

patient and have to wear thick cloth while the weather is warm to

practice doctor-patient check up.

5) Contact assignment

In foreign language context, there can be found tourist for students to

talk to in the target language. For example, the students have to

search for the tourists and interview them. Then they report what

they have learned.

4. Instructional Design Model

The designed instructional materials are taken from Kemp’s and

Yalden’s design models.

a. Kemp’s Design Model

Kemp (1977: 8) states that instructional design plan is meant to

answer three important questions. They are:

1) What must be learned? (objectives)


28

2) What procedures and resources will work best to reach the desired

learning levels? (activities and resources)

3) How will we know when the required learning has taken place?

(evaluation)

Then, Kemp (1977:9-10) adds that the instructional design plan

consists of eight parts. They are:

1) Consider goals, list topic, and state the general purposes for

teaching each topic.

2) Enumerate the important characteristics of the learners.

3) Specify the learning objectives.

4) List the subject content that support each objectives.

5) Develop pre-assessment to determine the student’s background and

present level of knowledge about the topic.

6) Select teaching/learning activities and instructional resources.

7) Coordinate support services to conduct the instructional plan. The

support services can be budget, personnel, facilities, equipment,

and schedules.

8) Evaluate students’ learning based on their achievement of

objectives, revise and reevaluate their weaknesses that need to be

improved.

The Kemp’s Design Diagram on page 31 will show the

relationship between the eight parts that have been explained above.

The diagram also shows a flexible process between the eight parts.


29

There is interdependence among them since each part influences the

continuity of part next to it.

In this study, the three questions will also be used as

considerations in planning the course materials. The eight elements

that must be carried out in the design process are used as means to

answer the three questions as mentioned in Kemp’s instructional

design plan.

Figure 5: The Kemp’s Model Diagram (1977: 9)

b. Yalden’s Design Model

Yalden (1987: 109) defines a communicative syllabus as a

syllabus which purpose is to describe classroom experience with a

real language use environment. It means that the syllabus provides

Goals,Topics, and

GeneralPurpose

LearningObjectives

LearnerCharacter

istics

SupportServices

Teaching/Leaning

Activities,Resources

Pre-assessment

Evaluation

SubjectContent

Revise


30

the learners with a change to practice the target language in a real

language situation to make them familiar with the use of the

language. Yalden’s communicative syllabus consists of eight

stages of instructional design. They are:

1) Needs Survey

It is conducted to gather information about the learners’

needs. The gathered information will be used to consider the

whole course.

2) The Description of Purposes

Conducting needs analysis will give the course designer

to choose the purpose of the course, whether it is for

occupational or educational purpose.

3) Choice of Syllabus Type

It is done when the general category of the course has

been decided. At this stage, the course designer chooses the

proper syllabus to be implemented in the course. Yalden

provides several types of syllabus as following:

a) Type I: Structural-Functional

It separates the structural and communicative function. The

linguistic form precedes the communicative function.

b) Type II: Structures and Function

This type involves a structure in a communicative function;

thus, it enables learners to study the linguistic forms and

communicative function in a line.


31

c) Type III: Variable Focus

This type shifts the language program based on the

learners’ proficiency

d) Type IV: Functional

The communicative function is the objective in this type.

However, the structural pattern is not ignored.

e) Type V: Fully Notional

This type of syllabus is appropriate for learners who have

adequate English proficiency, but still need to be specified

in a particular purpose.

f) Type VI: Fully Communicative

It is also called as learner-generated syllabus where learners

are the input source.

4) Proto-syllabus Design

The course syllabus specifies the content of the syllabus.

5) The Pedagogical Syllabus

The course designer designs the pedagogical syllabus.

This syllabus provides material presentation and interpretation

about how learning is achieved.

6) The Development and Implementation in Classroom

The course designer sets the materials from the

pedagogical syllabus and organizes them through the lesson

plan. At this stage, teacher deals with the teaching techniques

and applies the syllabus in form of teaching the materials.


32

7) Evaluation

Evaluating the learners, the teaching techniques and the

program are done at this stage.

8) Recycling Stage

At this stage, goals and final performances are set up. If

there are differences from the syllabus, the materials and the

teaching approaches will be revised.

Below is the figure of the stages of Yalden’s design model.

Figure 6: Stages in Language Program Development (Yalden, 1987: 88)

In this study, the writer will omit the development and implementation

of classroom procedures. It is because the two parts are not the concern of the

materials design.

B. The Theoretical Framework

The designed materials use the combination of Kemp’s and

Yalden’s instructional design models. The theoretical framework consists

of eight stages which are closely related to each other. The figure of the

Rationale of the Framework illustrates the process of making the designed

materials.

NeedSurvey

Description ofPurposes

ChoiceofSyllabusType

Production ofProtoSyllabus

Production ofPedagogicalSyllabus

Development andImplementation ofClassroomProcedure

Evaluation


33

Figure 7: The Rationale of the Framework

The explanation of the figure is as follows:

Stage 1: Conducting needs Analysis (Yalden)

It is aimed to find learners’ needs, interests, and lacks by

distributing questionnaires to 30 personnel of Kaban Group

Shop. Interviews are conducted to acquire detailed information

that is not provided in the questionnaires.

Stage 2: Considering goals, topics, and general purposes (Kemp)

The data from the needs analysis is computed. Then goal,

topics, and general purposes of the course are set up.

Designing the materials

Conducting needs survey

Selecting the syllabus types

Considering goals, topics, and general purposes

Specifying the learning objectives

Selecting the teaching-learning activities

Evaluating the designed materials

Revising the designed materials


34

Stage 3: Selecting the syllabus types (Yalden)

The data from the needs analysis is computed to elicit

information needed to design the material.

Stage 4: Specifying the learning objectives (Kemp)

This stage is aimed to discuss the indicators to achieve

the intended competence, which is communicative speaking

competence.

Stage 5: Designing the materials

This stage is not mentioned in both Kemp and Yalden’s

Design Model. But this stage is needed to create the materials.

Therefore, it is added to complete the stages to obtain the final

version of the designed materials.

Stage 6: Selecting the teaching-learning activities (Kemp)

It relates to the selection of teaching and learning

activities that will be conducted in the course. This stage also

relates to the selection of appropriate resources for the materials.

Stage 7: Evaluating the materials (Kemp)

It is done by the distributing the evaluation

questionnaires to several evaluators conducted to get the

evaluators’ feedback to be used as guidelines to improve and

revise the designed materials.

Stage 8: Revising the designed materials (Kemp)

It is to find any weaknesses of each stage and make a

revision to improve it.


35

CHAPTER III

METHODOLOGY

This chapter focuses on the discussion of Research Method, Research

Participants, Setting, Research Instruments, Data Gathering Techniques, Data

Analysis, and Research Procedures.

A. Research Method

This study is a descriptive study. Whitney as quoted in Nasir states that

research is classified into descriptive when the intention of the research is to

find facts with an accurate interpretation (Nasir 1988: 63). Meanwhile,

Sprinthall states that the main purpose of descriptive research is description. It

is applied to particular types of population to measure one or more variables

which be used to describe the interests of the group (1991:98).

Descriptive study deals with current situation (Nasir, 1988: 64). It is

conducted to attain as much information from the learners and textbooks as

the foundation to design the materials.

The study approach of this research is descriptive survey. Descriptive

survey involves asking the same set of questions to a large number of

individuals by mail, telephone, or in person (Fraenkel and Wallen, 1993: 342).

Meanwhile, Sprinthall adds that the intention of the survey is to get

information from samples (occasionally, even some populations) by using

questionnaires or interview (1991: 3).

There are two kinds of survey study in this research, which are:


36

1. Survey Study for Needs Survey

The first survey is used in conducting needs survey in order to

elicit information about the learners’ wants, lacks, and necessities in

learning English. It was conducted by observing, distributing and

gathering questionnaires, and interviewing the personnel of Kaban Group

Shop. The information is focused on:

a. The personnel information about the research participants

b. The use of English for the research participants

c. The topic of the materials that are related to their work

d. The participants’ opinions about English course and time available

2. Survey Study for Evaluation on the Designed Materials

The second survey is conducted to gather information from the

appropriate and qualified participants to get opinions and feedback on the

designed materials. It was conducted by distributing and gathering

questionnaires and interviewing one English lecturer and four English

instructors who have experience in teaching ESP.

B. Research Participants

There are two kinds of participants. The first is the participants of

needs survey and the second is the participants of materials evaluation survey.

1. The Participants of Needs Survey

The method of sampling for the participants of needs survey is

quota method. The participants of needs survey were 30 people, including

the shopkeepers and the shop assistants of Kaban Group Shop.


37

2. The Participants of Materials Evaluation Survey

The method of sampling for the participants of the designed

materials evaluation survey is purposive method. The participants of

materials evaluation survey were one lecturer from English Language

Education Study Program of Sanata Dharma University and three English

instructors from several English courses in Yogyakarta. This method is

chosen based on the perspective that the participants of materials

evaluation survey have the necessary knowledge and understanding about

the appropriate English materials of ESP since they have taught ESP for

more than 5 years.

C. Setting

The study was conducted in Kaban Group Shop that is located at Pusat

Grosir Pasar Pagi Mangga Dua, Lantai Dasar, Blok C, No: 76-77, Jakarta. The

study was also conducted at the branches of Kaban Group Shop. The first

branch is Ruhi Jaya Kaban Shop, located in ITC Mangga Dua, Lantai Dasar,

Blok C, No: 1, Jakarta. The second branch is Eva Kaban Shop, located in

Pusat Grosir Pasar Pagi Mangga Dua, Lantai Dasar, Blok C, No: 78-80,

Jakarta. The third branch is Kevin Brema Shop, located in Pusat Grosir Pasar

Pagi Mangga Dua, Lantai Dasar, Blok B, No: 185, Jakarta.

The time needed for the observation and interviews was around 3

weeks from 8th – 30th of April 2006. The specific time for the observation was

on Fridays, Saturdays, and Sundays from 1 to 4 pm. The specific time for

distributing questionnaires was on 28th – 30th of April 2006.


38

D. Research Instruments

Research instruments are tools which are used to gather information.

Research instruments used in this study is interview guide and questionnaire.

1. Interview

Seliger and Shohamy state that an interview is conducted to obtain

information by actually talking to the subject (1989: 166). In this study,

interviews were conducted with the 5 personnel of Kaban Group Shop.

2. Questionnaire

Seliger and Shohamy state that questionnaire is a printed list for

the data collection, which contain questions or statement for the subject to

response (1989: 172). In short, it is a list of questions and answers. The

questionnaires were distributed to gain participants’ opinions on the

course. Based on the questionnaires result, some revisions and

improvements were conducted. In this study, the questionnaires were

given by using Indonesian, so the learners could understand the questions.

Best (1970: 179) classifies the range of the point of agreement

from 1 – 5. He also provides the interpretation of point of agreement,

which is presented below.

Range Meaning

1.00 – 1.99 Replace the rejected part of the design

2.00 – 2.99 Add more part or modify part of the design based

on the lack on the statement

3.00 – 3.99 Conduct more exploration on the existing part of

the design based on the statement

4.00 – 5.00 No revision

Table 2: The Interpretation of the Degree of Agreement


39

E. Data Gathering Techniques

Hutchinson and Waters suggest the use of questionnaires, interviews,

observations, data collections e.g. gathering texts, and informal consultations

with sponsors, learners, and others in gathering data (1987: 58). Schroder as

quoted by Robinson suggests the use of questionnaires, the detailed interview,

participating observation, and press adds as data gathering techniques

(Robinson, 1991: 12). Robinson suggests the use of questionnaires,

interviews, observations, case studies, tests, authentic data collection, and

participatory needs analysis as data gathering techniques (1991: 12-14). In this

study, the writer uses 3 data gathering techniques. They are:

1. Questionnaires

In this study, 30 closed-form questionnaires were distributed to 30

personnel of Kaban Group Shop.

2. Interview

The writer chose interview to get data that cannot be achieved from

questionnaires. It is recorded on tape recorder and on written form.

Mackay as quoted by Robinson suggests the use of structured interview

where the interviewer is guided by the interviewer by a questionnaire.

Further, the interviewer can catch any interesting information occurred in

the interview while applying the interview agenda (Robinson, 1991: 12-

13). Tarantino as quoted by Robinson adds that the advantage of using the

structured interview is that the interviewer is able to help participants to

make clarification and to record the answers and explanation (Robinson,

1991: 13).


40

In this study, the interview is applied for two kinds of participants.

The first is conducted with the shopkeepers and the second is conducted

with the shop assistants of Kaban Group Shop.

a. Interview with the shopkeeper of Kaban Group Shop

The interview was conducted with Mr. Indra Bastanta Kaban

since he is the one who really understands the situation of the shop. He

runs the business; therefore, they he knows the real need of English for

the business.

The interview questions which were used were semi-structured

questions. The interviewer first prepared some questions for the

interview; but, the questions can be extended during the interview if

there is new interesting information that needed to improve designed

the materials.

b. Interview with the shop assistants of Kaban Group Shop

The interview was conducted with 5 shop assistants of Kaban

Group Shop because to record their opinions, criticisms, and

suggestions on the learning processes they need.

3. Observation

Direct observation was conducted in order to understand the real

usage of English in trading situation. By understanding the real usage of

English in trading situation, the writer would be able to design the

materials. The specific time to do observation was around 3 weeks from

8th – 30th of April 2006. The specific time for observation was done on

Fridays, Saturdays, and Sundays from 1 to 4 pm.


41

F. Data Analysis

The weaknesses and the strengths of the designed materials are

measured by using the Central Tendency. The Central Tendency consists of

mean, median, and mode. But in this study, only Mean is used to elicit data

about whether or not the designed materials are acceptable. The interpretation

of the degree of agreement from Best (1970: 179) is used to achieve that

purpose. The Central Tendency is presented in the following table:

N Opinions Central Tendency

N Mn

Table 3: The Central Tendency of Participants’ Opinion

Notes:

N : Number of participants

Mn: Mean

The formula to get the Central Tendency is:

Notes:

Σ : the sum of x : Raw score

N : the number of cases : Mean

G. Research Procedures

The procedures used in this research are:

1. Conducting needs survey


42

2. Analyzing the data from the needs survey

3. Formulating goals, topics, and general purposes

4. Selecting the syllabus types

5. Specifying the learning objectives

6. Designing the materials

7. Selecting teaching-learning activities

8. Designing the materials

9. Conducting evaluation by distributing about the designed materials to 4

evaluators in order to elicit feedback from them. One evaluator is the

lecture from English Language Education Study Program of Sanata

Dharma; meanwhile, the rest are English instructors in Yogyakarta

10. Revising the designed materials as the final version


43

CHAPTER IV

RESULTS AND ANALYSIS

This chapter consists of the Results of the Survey Study, the Stages of

Development on the Designed Materials, and the Presentation of the Materials.

A. The Results of the Survey Study

This section presents the analysis of the data gathered from the

questionnaires and interview. There are two types of data presented in this

section. The first type is the Result of the Survey Study for the Needs Survey.

Thirty questionnaires were distributed to thirty personnel of Kaban Group

Shop; consist of the shopkeepers and the shop assistants. The writer gathered

the data to gain information about the topics and themes related to the job of

Kaban Group Shop personnel, the skill used in the materials, and the

characteristics of the learners. The second type is the Result of the Survey

Study on the Designed Materials. Four questionnaires were distributed to four

evaluators; consist of one lecturer from English Language Study Program of

Sanata Dharma University and three English instructors in Yogyakarta. In the

second survey study, the writer gathered the evaluators’ opinions and

suggestions for the materials development.

1. The Result of the Survey Study for the Needs Survey

This section is divided into two subsections. They are the

Description of the Personnel of Kaban Group Shop and the Data

Presentation. The first subsection discusses the general characteristics of


44

the participants; meanwhile, the second subsection discusses the findings

of the survey study.

a. The Description of Kaban Group Personnel

The participants of this survey were 30 personnel of Kaban

Group Shop, consisting of 4 (13%) shopkeepers and 26 (87%) shop

assistants of Kaban Group Shop. Kaban Group Shop itself is the main

shop, which has three branches and is run by the Kaban family, who

originated from Medan, North Sumatera. Most of the shop assistants

still have family relationship with the shopkeepers of Kaban Group

Shop. Nineteen (63%) personnel of Kaban Group Shop came from

Medan, 3 (10%) personnel came from East Java, and 8 (27%) came

from Central Java. Their places of origin influence the types of

language they usually speak. All of Kaban Group, 30 (100%)

personnel spoke Indonesian to communicate, 14 (29%) personnel

spoke Karonese (one of the local languages in North Sumatera, usually

used among Karonese tribe), 4 (8%) personnel spoke Javanese, and 1

(2%) spoke Sundanese as daily language.

Kaban Group Shop runs leather goods business, such as men

and women’s bags, sandals, shoes, wallets, belts, and key tags. Most

of these goods are imported from Guangzhou and Hongkong, China;

meanwhile, the rest of the goods are local high quality goods. Kaban

Group Shop acts both as a wholesaler and retailer. Their customers

come from domestic and international markets. For international

market, their customers are merchants who do not have any channel to


45

the goods factories in China. However, their international customers

are not only merchants but also tourists. Here is the description of the

Kaban Group Shop personnel.

Group of

Participant

Sex Educational Background Age (year)

Kaban

Group

Personnel

M F Junior

H.S

Senior

H.S

University 15-

24

25-

34

35-

44

Total 9 21 5 21 4 18 10 2

Table 4: the Description of the Needs Survey Participants

b. The Data Presentation

After conducting the first survey, the writer analyzed the

questionnaires and the informal interview. The writer gathered some

important information from the participants, such as the participants’

educational background, their idea of learning English, their

importance in learning English, their difficulties in learning it, and the

topics of English materials that interest them. The questionnaires are

closed-form questionnaires.

The following discussion is the result of the questionnaires

from the first survey study.

1) The Participants’ Educational Background

From the questions number 1 part 2, the writer found that

there were 5 (17%) participants who graduated from junior high

school, 21 (70%) participants from senior high school, and 4 (13%)

from university. Some participants admitted that they could not


46

enter university because they could not afford the costs, so they

decided to work.

The graph of the Personnel of Kaban Group Shop’

Educational Background is as follows:

Senior

High

School,

70%

Junior High

School,

17%

University,

13%

Figure 8: the Graph of the Personnel of Kaban Group ShopEducational Background

From the question number 2 in part 2, the writer found that

30 (100%) participants have once learned English. They once

studied it at school. Though all of them have learned English, they

admitted that they did not have proper skill to communicate with

foreign customers, particularly speaking skill that is mostly needed

to support their job. They tried to solve this problem by using

gesture. However, they stated that using gesture is not effective

because it needed lot of time. Sometimes, they even used some

tool, for example they used calculator to bargain with them. Hence,

they had limited skill to communicate using English with their

foreign customers.

The graph of the Personnel of Kaban Group Shop

Experiences in Learning English is as follows:


47

Figure 9: the Graph of the Personnel of Kaban GroupShop Experiences in Learning English

2) The Frequency of Using English


27 (90%) participants had ever served foreign customers. Some of

them admitted that they encouraged themselves to serve and build

communication with the foreign customers in order to practice

their English. Meanwhile, the rest of them, 3 (10%) participants

admitted that they had never served foreign customers, mostly

because they were not confident to speak with them because they

did not have enough knowledge and skill to communicate using

English.

From the 27 participants who had ever served foreign

customers, 6 (22%) of them tried to use English when

communicating with foreign customers. If they faced problem in

communication, they tried to solve it by using gesture. Their main

goal is to speak and practice their English. Eleven (41%)

participants sometimes used English when communicating with

their foreign customers. Some of them stated that they usually

Had everStudiedEnglish,100%


48

passed their foreign customers to their friends whom they thought

had more knowledge in English than them when they faced

problem in communication. Ten (37%) participants admitted that

they rarely served foreign customers because they mostly worked

in warehouse division; therefore, they did not have enough

opportunity to communicate with foreign customers.

The following is the Graph of the Frequency of the

Personnel of Kaban Group Shop in Using English to Communicate

with Foreign Customers.

Rarely, 37%

Sometimes,

41%

Frequently,

22%

Figure 10: the Graph of the Frequency of the Personnel of KabanGroup Shop in Using English to Communicate with ForeignCostumers

3) The Importance of Learning English


28 (93%) participants stated English was important to support their

job and 3 (7%) of them stated it was not important because they

rarely used it and their job division did not give them chance to

serve customers, such as warehouse division.

Below is the graph of the Importance of the Personnel of

Kaban Group Shop in Learning English.


49

Figure 11: the Graph of the Importance of the Personnel of KabanGroup Shop in Learning English

Related to English skills that Kaban Group personnel

wanted to improve, 30 (81%) personnel admitted that they wanted

to improve their speaking skill because they use it when serving

and communicating with their foreign customers. Three (8%)

personnel wanted to improve listening skill because sometimes

they could not understand their customers’ words because they

spoke too fast and their pronunciation was different from non

native speakers. Another 3 (8%) personnel stated they wanted to

improve writing skill because sometimes they need this skill,

particularly when their customers ordered goods through phone

call. One (3%) personnel wanted to improve her reading skill

because she wanted to read English books.

Based on those findings, the speaking skill is chosen to be

designed since most of the personnel of Kaban Group wanted to

improve their speaking skill.

The following is the Graph of the English Skills the

Personnel of Kaban Group Shop Want to Improve.

Important93%

Notimportant

7%


50

Speaking,

81%

Reading,

3%

Writing,

8%

Listening,

8%

Figure 12 the Graph of English Skills the Personnel of KabanGroup Shop Want to Improve

4) The Difficulties of Learning English


21 (31%) participants were difficult to learn English. It happened

because they did not have enough time to learn English since they

have to work from morning until evening. Eleven (16%)

participants were difficult to learn because they were lack of fund

to afford English courses or to buy English books. Twenty (30%)

participants had difficulties in learning English because they did

not have much opportunity to practice their English, moreover due

to the travel warning issued by American Embassy because of

terrorists’ booms in Indonesia. Three (4%) participants found it

difficult to learn English because they were difficult to remember

the lesson. Their daily activities took a lot of their concern; thus, it

was difficult for the participants to concentrate on the lesson they

got. Twelve (18%) participants had difficulties in learning English

because of the irrelevant materials that did not support their job in

the shop.


51

Below is the Graph of the Difficulties of the Personnel of Kaban

Group Shop in Learning English.

Irrelevant

materials,

18%Lack of

Ability to

remember

the lesson,

4%

Lack of

chance,

30%

Lack of

fund, 16%

Lack of

time, 31%

Figure 13: the Graph of the Difficulties of the Personnel of KabanGroup Shop in Learning English.

2. The Result of the Survey Study on the Designed Materials

In this section, the writer gathered the second participants’

opinions and suggestions for the materials development. The discussion on

the Description of the Participants and the Data Presentation are as

follows:

a. The Description of the Second Survey Participants

The participants of the second survey are one lecture from

English Language Education Study Program of Sanata Dharma

University and three English instructors in Yogyakarta. The following

is the table presents the Description of the Second Survey Participants.

Educational Background Teaching Experience (in

year)

Participants

S1 S2 S3 1-5 6-10 >10

Lecture - 1 - - - 1

Instructors 2 1 - - - 3

Table 5: the Description of the Second Survey Participants


52

b. The Data Presentation

The data for this subsection is achieved from the second

survey study by distributing the questionnaires. There are two parts

that will be discussed in this subsection, namely the Descriptive

Statistic of the Participants’ Opinions on the Designed Materials and

the Participants’ Comments and Suggestions on the Designed

Materials.

1) The Descriptive Statistic of the Participants’ Opinions on the

Designed Materials

This part presents the participants’ opinion on the designed

materials by stating their agreement, disagreement, and doubt and

by choosing one of five points of agreement. The following table is

the Table of Point of Agreement on the Designed Materials.

Point of Agreement Meaning

1 Strongly disagree

2 Agree

3 Doubt

4 Disagree

5 Strongly Disagree

Table 6: Point of Agreement on the Designed Materials

The following table is the table of the Descriptive Statistics

of Participants’ Opinions.

Central

Tendency

No Participants’ Opinion

N Mn


53

1 The syllabus is well formulated. 4 4

2 The lesson plans are well formulated. 4 3.8

Input

a. The dialogs in each unit are relevant to the

topic.

4 4.3

3

b. The dialogs in each unit present the use of

language function according to the topic being

discussed.

4 4.3

c. The vocabulary in the dialogs is appropriate for

the topic being discussed.

4 4.3

d. The dialogs are relevant to the students’ need. 4 4.3

Content Focus

a. The language expressions are relevant to the

topic being discussed.

4 4

b. The language expressions are easy to be

understood.

4 4.3

4

c. The vocabulary is relevant to the topic that is

discussed.

4 4.3

Language Focus

a. Grammar facilitates the students learning and

is appropriate for the topic being discussed.

4 3.8

5

b. Grammar is simply formulated so it is easily

understood.

4 4.3

Communicative Activities

a. The exercises facilitate the topic being

discussed.

4 4

6

b. The exercises are appropriate for beginners’

English learning.

4 3.3

7 The materials can improve the students’ ability to

communicate with foreign costumers.

4 3.8

8 The topics are well arranged according to

sequence in daily situation.

4 3.5

9 The materials are appropriate for Communicative 4 3.8


54

Language Teaching.

10 The materials are appropriate for beginners’

English learning.

4 3.3

11 Generally, the materials are well formulated. 4 4

Table 7: the Descriptive Statistics of Participants’ Opinions on theDesigned Materials

2) The Participants’ Comments and Suggestions on the Designed

Materials.

This part asks the participants’ comments and suggestions

on the designed materials by providing them five essay questions.

The purpose of essay questions is to give as much freedom to the

participants to state their mind about the designed materials. The

participants’ comments and suggestions are as follow:

a) Syllabus

One participant suggested specifying the details of the

evaluation in the lesson plans by adding test types and criteria.

b) Lesson Plans

One participant stated that the lesson plans were not

standard since they were added with Language Expression and

Word List. He said that it would be better to eliminate them in

the lesson plans. He also suggested using Competency-Based

Curriculum expressions in the lesson plan, such as: Standard

Competence, Basic Competence, Indicators, and so on in order

to follow the new change in teaching-learning world. Another

participant stated that Time Allocation in the lesson plans need


55

to be specified by mentioning detailed time needed for every

activity. He also added that it would be better to change

“Bibliography” into “Sources.”

c) The Level of the Materials

One participant stated that the designed materials were

quite difficult for beginners’ level. He said that the materials

were suitable for the first or second semester students’ of

English language study. Furthermore, he advised to reduce the

level of the materials.

d) Content Focus and Language Focus

One participant stated that the Content and the

Language Focus were merely like lists of Language

Expressions, Word List, and Grammar since there were no

exercises to facilitate the learning of the three of them. He

added that it would be better to include some exercises to

support their learning. Another participant added that it would

be better to include Substitution Drills exercises in order to

ease the learners to learn English since this technique is simple.

e) Grammar

One participant stated that there were some

grammatical mistakes that need to be corrected.

f) The Order of the Topics

One participant suggested putting Describing Leather

Goods before Bargaining.


56

B. The Stages of Development on the Designed Materials

This section discusses about how a set of communicative English

speaking materials for the personnel of Kaban Group Shop is designed. There

are some theories used for this study. The first theory is the theory of English

Specific Purposes (ESP). As a matter of fact, that this study is conducted to

design suitable communicative English speaking materials since there is a

need of the personnel of Kaban Group Shop to communicate with their foreign

customers.

The second theory is the theory of Communicative Language Teaching

(CLT). The writer use this theory since it is the most appropriate theory to

improve learners’ communicative competence since it focuses more on

communicative competence than on grammar.

The writer also includes the theories of instructional design models by

Kemp and Yalden. The result is formulated into seven stages which are

explained below:

1. Conducting Needs Analysis (Yalden)

The needs survey was conducted to find students’ needs, interests,

and lacks. This step was conducted by distributing questionnaires to 30

personnel of Kaban Group Shop, including the shopkeepers and the shop

assistants. Interview was also conducted to acquire detail information that

is not provided in the questionnaires. The necessities, wants and lacks

obtained are analyzed using the target needs analysis by Hutchinson and

Waters to give clear information. Below is the table of the Result of the

Target Needs Analysis of the Personnel of Kaban Group Shop.


57

Objective

(stated by the writer)

Subjective

(stated by the personnel

of Kaban Group Shop)

Necessities English needed for

buying and selling

activity in export import

leather goods

To comprehend English,

particularly speaking skill

Lacks Knowledge of English

speaking skill in trading

business

Speaking skill to be used

as a mean of

communication with

foreign costumers

Wants To be communicatively

competent in English as a

mean of communication

with foreign customers

To be able to

communicate with

foreign customers

Table 8: The Result of the Target Needs Analysis of the Personnel of

Kaban Group Shop

2. Considering Goals, Topics, and General Purposes (Kemp)

The goal of this study was to improve the students’ communicative

competence. The topics were chosen from some topics which were

provided in the questionnaires. The personnel of Kaban Group Shop chose

them. The writer arranged the topics based on the sequences in daily

situation. The following is the table of the Topics List.

UNIT TOPIC

1 Greeting and Introducing

2 Offering Help

3 Mentioning Price

4 Bargaining


58

5 Describing Leather Goods

6 Apologizing

7 Telephoning

8 Thanking and Well Wishing

Table 9: The Topics List

After selecting the topics, the General Instructional Objectives

were made. The following is the table of General Instructional Objectives.

UNIT General Instructional Objectives

At the end of the course, the students are able to:

1 understand how to greet their foreign customers and understand

how to introduce themselves and someone else to their foreign

customers

2 understand how to offer help to their foreign customers

3 understand how to mention price

4 understand how to bargain with their foreign customers

5 understand how to describe their leather goods to their foreign

customers

6 understand how to apologize to their foreign customers

7 understand how to speak through telephone with their foreign

customers

8 understand how to thank their foreign customers

Table 10: General Instructional Objectives

3. Selecting the Syllabus Types (Yalden)

There were three syllabus types in this study, named the Functional

Syllabus, the Situational Syllabus and the Structural Syllabus. The

functional syllabus was used because there was a need for the personnel of

Kaban Group Shop to use English communicatively in speaking. Their


59

business in trading export import leather goods require them to be able to

use English in greeting and introducing, offering help, mentioning price,

bargaining, describing leather goods, apologizing, telephoning, thanking

and offering. The situational syllabus was used since the language

functions were applied in particular situations that were created to support

the daily events in trading leather goods. Meanwhile, the Structural

syllabus was used to teach language form to the students.

4. Specifying the Learning Objectives (Kemp)

The next step is specifying the learning objectives. The writer used

the term Specific Instructional Objectives (SIO) instead of learning

objective. Each topic consists of SIO that hopefully can be obtained after

each topic is conducted. The following is the table of Specific Learning

Objectives.

UNIT Specific Instructional Objectives

At end of the class, the students are able to:

1 a) select appropriate expressions to greet their foreign

customers

b) use greeting expressions to greet their foreign customers

c) select appropriate expressions to introduce themselves and

someone else to their foreign customers

d) use introducing expressions to introduce and someone else

to their foreign customers

2 a) identify some expressions used to offer help

b) use appropriate helping expressions to offer help to their

foreign customers

3 a) use mentioning price expressions


60

7 a) apply some useful expressions used in telephoning

b) write message in English

8 a) use expressions in thanking and well wishing appropriately

b) apply expressions of thanking and well wishing with their

foreign customers

Table 11: Specific Instructional Objectives

5. Designing the Materials

At this stage, the writer designed the learning materials for the

personnel of Kaban Group Shop. The materials consist of eight topics,

namely Greeting and Introducing, Offering Help, Mentioning Price,

Bargaining, Describing Leather Goods, Apologizing, Telephoning and

Thanking and Well Wishing. Each topic consists of four sections, namely

Input, Content Focus, Language Focus and Communicative Activities.

6. Selecting the Teaching-Learning Activities (Kemp)

At this stage, the writer selected the most suitable activities that

support the goal, General Instructional Objectives and Specific

b) write price in English correctly

4 a) use bargaining expressions appropriately

b) apply bargaining expressions when bargaining with their

foreign customers

5 a) describe leather goods they sold in their shop

b) apply expressions in describing leather goods correctly

c) categorize their leather good in English correctly

6 a) express their apology to their foreign costumers

b) choose appropriate expressions to apologize to their foreign

customers


61

Instructional Objectives. The writer selected fun activities in order to ease

the learning process. They need to have fun atmosphere which will not

give too much pressure on them. In this study, the activities are various,

such as conversation, games, role play, simulation, etc.

7. Evaluating the Designed Materials(Kemp)

At this stage, the writer distributed four questionnaires to one

English lecturer from English Language Education Study Program of

Santa Dharma University and to three English instructors. The participants

are asked to give their comments and opinions on the designed materials.

The purpose of this stage is to get some feedback as a basis to improve the

materials.

8. Revising the Designed Materials (Kemp)

The last stage is revising the designed materials. The evaluation

from the four participants is used to revise the materials. The result of the

survey study on the designed materials shows that points of agreement

were between 3.3 – 4.3 which means that the designed materials were

good and acceptable. However, there was a need to conduct more

exploration on the existing part of the design based on the participants’

comments and suggestions. In order to create better version on designed

materials, the writer made revise the materials.

a) Eliminating Language Expression and Word List in the lesson plans to

create the standard lesson plans.


62

b) Adding some language exercises after Language Focus to facilitate the

students with more learning on language expressions and vocabulary.

c) Checking grammatical mistakes.

C. The Presentation of the Instructional Materials Design

In this section, the writer will present the final version of the designed

materials as the answer of question number two in the Problem Formulation.

The materials are divided into eight units and topics. Every unit consists of

four sections, namely Input, Content Focus, Language Focus and

Communicative Tasks. The following are the explanations of them.

1. Input

This section is the lead in to the lesson. It consists of a picture,

some questions, and two daily-like-situation dialogues complete with

language expressions related to the topic that will be discussed. Students

are encouraged to use their previous knowledge to answer the questions.

2. Content Focus

This section provides students with materials that are closely

related to the topic discussed. Content focus consists of two parts, namely

language expressions and word list. However some units consist of three

parts, for example, unit 1 and unit 5. Time Zone part is added to unit 1 in

order to clarify time zone differentiation between Indonesia and Western

countries. Meanwhile, Name of the Goods is added to unit 5 in order to let

students familiarize with the English names of goods that are sold in

Kaban Group Shop.


63

3. Language Focus

This section presents grammar lessons that support each topic that

is discussed. Students are given a chance to remember strategy to form

good sentences. However, grammar is merely an additional lesson since

grammar mastery is not the goal of this program.

4. Communicative Tasks

This section consists of some communicative activities that can be

used by students to practice their knowledge of the topics discussed. The

communicative activities provided in this section are various, such as, role

play, games, simulation, and others.

The following is the table of the Designed Materials for the Personnel

of Kaban Group Shop.

UNIT TOPIC


2 Offering Help

3 Mentioning Price

4 Bargaining


6 Apologizing

7 Telephoning


Table 12: The Presentation of the Instructional Materials Design


64

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two sections, named Conclusions and

Suggestions. The conclusions deal with the conclusion of the study. Meanwhile,

the suggestions deal with the suggestions for English teachers or instructors, also

for further researchers who are eager to improve and conduct similar study.

A. Conclusions

This study is conducted to design communicative English speaking

materials for the personnel of Kaban Group Shop. There are two problems

related to the use of English in that shop. The first is the process to design a

set of communicative English speaking materials for the personnel of Kaban

Group Shop. The second problem is the presentation of the communicative

English speaking materials design.

The writer combined the instructional design models by Kemp and

Yalden to answer the first problem. First, the writer also conducted needs

analysis by distributing 30 questionnaires related to the personnel of Kaban

Group Shop, who consists of the shopkeepers and the shop assistants. The data

obtained from that needs analysis is computed as the basis to design the

materials. After the materials is completely designed, the writer conducted the

survey study by distributing 4 questionnaires to one lecture from English

Language Education Study Program of Sanata Dharma University and to three

English instructors in order to get feedback for the improvement of the


65

designed materials. Generally, the designed materials are good and acceptable

since the mean betweens 3.3 – 4.3. However, there are some changes that

needed to improve the quality of the materials. Then, the writer creates the last

version of the designed materials. The combinations of instructional design

models are:

1. Conducting needs Analysis (Yalden)

2. Considering Goals, Topics, and General Purposes (Kemp)

3. Selecting the Syllabus Types (Yalden)

4. Specifying the Learning Objectives (Kemp)

5. Designing the Materials

6. Selecting the Teaching-Learning Activities (Kemp)

7. Evaluating the Designed Materials (Kemp)

8. Revising the Designed Materials (Kemp)

To answer the second problem, the writer provided the presentation of

the designed materials. They are as follow:

1. Greeting and Introducing

2. Offering Help

3. Mentioning Price

4. Bargaining

5. Describing Leather Goods

6. Apologizing

7. Telephoning

8. Thanking and Well Wishing


66

Each unit consists of four sections which support the target language

learning. They are:

1. Input

This section is the lead in to the lesson. It consists of a picture and

some questions related to the topic that will be discussed. Students are

encouraged to use their previous knowledge to answer the questions. It

also consists of two daily-like-situation dialogues complete with language

expressions.

2. Content Focus

This section provides students with materials that are closely

related to the topic discussed. Content focus consists of two parts, namely

language expressions and word list. However some units consist of three

parts, for example, unit 1 and unit 5. Time Zone part is added to unit 1 in

order to clarify time zone differentiation between Indonesia and Western

countries. Meanwhile, Name of the Goods is added to unit 5 in order to

familiarize students with the English names of leather goods.

3. Language Focus

This section presents grammar lessons that support each topic that

is discussed. Students are given a chance to remember strategy to form

good sentences. However, grammar mastery is only an additional lesson. It

is not the goal of the course.

4. Communicative Tasks

This section consists of some communicative activities that can be

used by students to practice their knowledge of the topics discussed. The


67

communicative activities provided in this section are various, such as, role

play, games, simulation, and others.

B. Suggestions

This section deals with the suggestions for English teachers, instructors,

and further researchers, who are eager to improve and conduct similar study.

1. Suggestions for English Teachers and Instructors

The teachers or instructors need to know their students first before

conducting the teaching-learning materials. They need to know their

characteristics. The personnel of Kaban Group Shop are adult learners who

can only join the course after their working schedule or on their day off. Based

on that character, they need fun learning atmosphere which can help them to

enjoy the learning and absorb the lesson better than in tense situation.

Games, role play, and other communicative activities are good to be

used as the teaching techniques. Since the goal of the study is to make them

communicatively competent in speaking with their foreign customers, there is

a need to encourage them to speak in the target language as much as possible.

The teachers or instructors need to be creative to find ways to encourage the

speaking practice. Ability to create real-like situation is also needed to help

students to get familiar with their working situations.

2. Suggestions for Further Researchers

These materials are intended for the shop keepers and the shop

assistants of Kaban Group Shop, who run export import leather goods


68

business. However, there is still possibility for further researchers to improve

these materials to be applicable for other kind of business.

Since these materials have not been applied yet, further researches can

use these materials and find the implementation result, whether or not these

materials applicable and appropriate to be taught to people who run export

import leather goods business.


69

BIBLIOGRAPHY

Bailey, Kathleen M. 2003. Speaking. In David Nunan (Ed), Practical EnglishLanguage Teaching (pp. 47-66). New York: McGraw-Hill.

Best, William. 1970. Research in Education. London: Prentice Hall.

Brown, H. Douglas. 1993. Principles of Language Learning and Teaching. NewJersey: Prentice-Hall.

Fraenkel, Jack R., and Wallen, Norman E. 1993. How to Design and EvaluateResearch in Education. McGraw-Hill.

Hutchinson, T and Waters, A. 1987. English for Specific Purposes. New York:Cambridge University Press.

Kemp, J.E. 1977. Instructional Design: A Plan for Unit and Course Development.California: Fearson Pitman Publisher, Inc.

Nasir. Mohammad. 1988. Metode Penelitian. Jakarta: Ghalia Indonesia.

Nunan, David. 1988. Principles of Communicative Task Design. In Bikram K.Das (Ed), Materials for Language Learning and Teaching (pp. 16-29).Singapore: SEAMEO Reegional Language Centre.

Pedoman Penulisan Skripsi. 2004. Yogyakarta: Universitas Sanata Dharma.

Raimes, Ann. 2002. Keys for Writers A Brief Handbook Third Edition. Boston:Houghton Mifflin Company.

Richards, Jack C and Rodgers, Theodore S. 1986. Approaches and Methods inLanguage Teaching. Cambridge University.

Robinson, Pauline. 1991. English for Specific Purposes Today: A PractitionersGuide. New Jersey: Prentice Hall, Regents.

Seliger and Shohamy. 1995. Second Language Research Methods. Oxford:Oxford University Press

Sprinthall, C. Richard and Schmutte, T. Gregory. 1991. Understanding EducationResearch. New Jersey: Prentice Hall.

Yalden, Janice. 1987. The Communicative Syllabus: Evolution, Design, andImplementation. New Jersey: Prentice-Hall.


70

KUISIONER SURVEI KEBUTUHAN BERKOMUNIKASI DENGAN

BAHASA INGGRIS DALAM PERDAGANGAN BARANG EKSPOR IMPOR

Kuisioner ini dibuat untuk memperoleh data untuk penyusunan skripsi berjudul

“Designing a Set of English Speaking Materials for the Personnel of Kaban Group

Shop”

I. Identitas Partisipan

Jenis kelamin :

Usia :

Pekerjaan :

Daerah asal :

Bahasa yang digunakan sehari-hari :

II. Latar Belakang Pendidikan

1. Pendidikan formal terakhir :

o Perguruan Tinggi

o Sekolah Menengah Lanjutan Atas/sederajat

o Sekolah Menengah Lanjutan Pertama/sederajat

o Sekolah Dasar

o ……………………………………………….

2. Pengalaman belajar bahasa Inggris :

o Pernah

o Belum pernah

3. Pernahkah Anda melayani pembeli asing dengan menggunakan bahasa

Inggris selama bekerja di Kaban Group Shop?

o Pernah

o Belum pernah

4. Jika pernah, bagaimana frekuensi Anda melayani pembeli asing tersebut?

o Sering

o Kadang-kadang

o Jarang


71

III. Kebutuhan Berkomunikasi dengan Menggunakan Bahasa Inggris

1. Penggunaan bahasa Inggris dalam pekerjaan :

o Penting

o Tidak penting

2. Keahlian apa yang ingin Anda tingkatkan dalam berbahasa Inggris :

o Berbicara (Speaking)

o Mendengar (Listening)

o Menulis (Writing)

o Membaca (Reading)

3. Hal-hal yang menghambat Anda belajar bahasa Inggris :

o Terbatasnya waktu untuk belajar bahasa Inggris

o Terbatasnya dana untuk belajar bahasa Inggris

o Terbatasnya kesempatan untuk mempraktekkan bahasa Inggris

o Terbatasnya kemampuan untuk mengingat pelajaran

o Terbatasnya materi pelajaran yang sesuai dengan bidang pekerjaan

4. Berilah tanda di materi bahasa Inggris yang mendukung pekerjaan Anda

o Menyapa pelanggan asing

o Menawarkan bantuan

o Menyebutkan harga

o Menawar harga

o Menyatakan setuju dan tidak setuju

o Memberi pilihan

o Memberi pendapat

o Mengucapkan terima kasih

o Menggambarkan bentuk suatu benda

o Menyatakan rasa suka dan tidak suka

o Meminta maaf atas kekurangan pelayanan

o Menjelaskan transportasi

o Memberitahu waktu

o Berbicara di telepon dengan pelanggan asing

o Menjelaskan arah jalan

o …………………………………………………


72

GAMBARAN UMUM

Kuisioner ini dirancang dalam rangka melengkapi tugas akhir berupa

skripsi berjudul “Designing A Set of Communicative English Speaking Materials

for the Personnel of Kaban Group Shop.” Kuisioner ini bertujuan untuk

mengumpulkan pendapat dan saran mengenai materi yang telah dirancang oleh

penulis. Pendapat dan saran yang diperoleh akan sangat membantu

mengembangkan materi yang telah didesain.

Atas kesediaan Anda mengisi kuisioner ini, penulis mengucapkan terima kasih.

Pengantar

Materi yang telah didesain ini ditujukan bagi para personel Kaban Group

Shop, meliputi pemilik dan karyawan-karyawati toko. Kaban Group Shop adalah

sebuah toko keluarga yang bergerak dalam bisnis ekspor-impor barang-barang

berbahan dasar kulit. Sebagian besar barang dagangannya berupa aneka macam

tas, sepatu, sandal, dompet, tali pinggang, dan gantungan kunci. Kunci bisnis

ekpor-impor yang telah dirintis Kaban Group Shop selama puluhan tahun

membutuhkan kemampuan berkomunikasi dalam bahasa Inggris sebagai bahasa

pengantar antara pedagang dan konsumennya. Hal ini disebabkan banyaknya

konsumen asing yang menjadi pelanggan toko tersebut.

Penulisan materi ini dilatarbelakangi karena adanya kebutuhan untuk

berkomunikasi dalam bahasa Inggris bagi personel Kaban Group Shop. Tidak

tersedianya materi sebagai panduan belajar bahasa Inggris bagi mereka juga

melatarbelakangi penulisan materi ini. Diharapkan materi yang telah didesain oleh

penulis dapat menunjang peningkatan kemampuan berkomunikasi dalam bahasa

Inggris bagi personel Kaban Group Shop.

Mengingat kebutuhan personel Kaban Group Shop adalah berkomunikasi

dalam bahasa Inggris dengan pelanggan asing mereka, maka penulis merancang

materi yang dapat meningkatkan kemampuan berbicara (speaking) mereka.

Dengan mempertimbangkan kemampuan personel Kaban Group Shop Shop yang

belum memadai, maka penulis merancang materi bagi tingkat pemula (beginner).


73

KUISIONER

Petunjuk Pengisian Kuisioner

Berilah penilaian dan pendapat Anda terhadap pengembangan materi pengajaran

bahasa Inggris bagi personel Kaban Group Shop dengan cara sebagai berikut:

I. Pertanyaan Pilihan

Berilah tanda cek (√) pada kolom yang mewakili penilaian Anda

terhadap materi yang terlampir dengan kriteria sebagai berikut:

Penilaian Anda:

1. Sangat tidak setuju

2. Tidak setuju

3. Ragu-ragu

4. Setuju

5. Sangat setuju

II. Pertanyaan Isian

Tulislah pendapat atau saran Anda pada tempat yang telah tersedia.

Identitas Partisipan

Nama :

Latar belakang pendidikan : S1/S2.S3

Pengalaman mengajar : …... tahun

I. Pertanyaan Pilihan

Penilaian Anda

No. Pertanyaan 1 2 3 4 5

1 Silabus telah dirancang dengan tepat.

2 Rencana penyusunan materi (lesson plans) telah

dirancang dengan tepat.

3 Input

a. Dialog pada tiap unit mampu menggambarkan topik


74

yang sedang dibahas.

b. Dialog pada tiap unit dapat menggambarkan

penggunaan bahasa sesuai dengan topik yang

dibahas.

c. Kosakata yang tersedia dalam dialog sesuai dengan

topik yang sedang dibahas.

d. Dialog mampu mendukung kebutuhan pembelajaran.

Content Focus

a. Ungkapan bahasa (language expressions) yang

tersedia sesuai dengan topik yang sedang dibahas.

b. Ungkapan bahasa yang tersedia mudah untuk

dipahami.

4

c. Kosakata yang tersedia sesuai dengan topik yang

sedang dibahas.

Language Focus

a. Tata bahasa (grammar) yang tersedia mampu

mendukung pembelajaran sesuai dengan topik yang

sedang dibahas.

5

b. Tata bahasa dirancang dengan sederhana sehingga

mudah untuk dimengerti.

Communicative Activities

a. Latihan-latihan yang tersedia mampu mendukung

topik yang sedang dibahas.

6

b. Latihan-latihan yang tersedia sesuai dengan

pembelajaran bahasa Inggris tingkat pemula.

7 Materi yang telah dirancang mampu meningkatkan

kemampuan siswa untuk berkomunikasi dengan

konsumen asing.

8 Topik yang tersedia telah diurutkan berdasarkan kejadian

yang biasanya terjadi dalam kehidupan sehari-hari.


75

9 Materi yang telah dirancang sesuai dengan pola

pembelajaran menggunakan metode Communicative

Language Teaching (CLT).

10 Materi yang telah dirancang sesuai dengan pembelajaran

bahasa Inggris tingkat pemula.

11. Secara umum, materi telah dirancang dengan baik.

II. Pertanyaan Isian

1. Bagaimana pendapat Anda mengenai silabus yang telah dirancang?

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

2. Bagaimana pendapat Anda mengenai lesson plans yang telah dirancang?

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

3. Bagaimana pendapat Anda mengenai materi yang telah dirancang?

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

4. Apakah kekurangan materi ini?

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

5. Apakah saran Anda untuk memperbaiki materi menjadi lebih baik?

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

TERIMA KASIH


76

SYLLABUS

OF ENGLISH COMMUNICATIVE SPEAKING MATERIALS

FOR THE PERSONNEL OF KABAN GROUP SHOP

I. The Description of the Course

English for the Personnel of Kaban Group Shop is an English

program that aims to teach the personnel of Kaban Group Shop, the

shopkeepers and the shop assistants of Kaban Group Shop, some

topics that are closely related to their business in export-import leather

goods. The goal of this program is to improve their speaking skill so

they will be able to use English with their foreign customers.

This English program provides several communicative

activities that will help students to improve their communicative

competence. These activities are set in daily-situation settings with the

hope of helping the students to apply them in everyday situation.

The materials for this program consist of eight chapters which

have been presented in an order as happens in real situation.

UNIT TOPICS


2 Offering Help

3 Mentioning Price

4 Bargaining


6 Apologizing

7 Telephoning


Each unit consists of four sections. They are:

a. Input

This section is the lead in to the lesson. It consists of a

picture and some questions related to the topic that will be


77

discussed. Students are encouraged to use their previous

knowledge to answer the questions. It also consists of two

daily-like-situation dialogues complete with language

expressions.

b. Content Focus

This section provides students with materials that are

closely related to the topic discussed. Content focus

consists of two parts, namely language expressions and

word list. However some units consist of three parts, for

example, unit 1 and unit 5. Time Zone part is added to unit

1 in order to clarify time zone differentiation between

Indonesia and Western countries. Meanwhile, Name of the

Goods is added to unit 5 in order to let students familiarize

with the English names of goods that are sold in Kaban

Group Shop.

c. Language Focus

This section presents grammar lessons that support each

topic that is discussed. Students are given a chance to

remember strategy to form good sentences. However,

grammar is merely an additional lesson since grammar

mastery is not the goal of this program.

d. Communicative Tasks

This section consists of some communicative activities that

can be used by students to practice their knowledge of the

topics discussed. The communicative activities provided in

this section are various, such as, role play, games,

simulation, and others.

II. The Course Objectives

At the end of the course, students are able to:

1. communicate using English with their foreign customers

2. use appropriate language expressions in everyday situation


78

III. The Teaching Techniques

Teaching techniques used in this course are:

1. drilling

2. conversation

3. games

4. role play

5. simulation

IV. The Contact Hours

This course is for 9 meetings. Each meeting will be held for

90 minutes except for the tests.

UNIT TOPICS CONTACT HOURS

1 Greeting and Introducing 90’

2 Offering Help 90’

3 Mentioning Price 90’

4 Bargaining 90’

5 Describing Leather Goods 2 x 90’

6 Apologizing 90’

7 Telephoning 90’

8 Thanking and Well Wishing 90’

V. Media

Handouts designed by the instructor.

VI. Evaluation

Evaluation will be taken from students’ active participations

and performances during the class.

VII. References

Azar, Betty Schrampfer. 1993. Understanding and Using English

Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.


79

Longman Dictionary of Contemporary English. Third Edition with

New Words Supplement. 2001. Barcelona: Pearson Education

Limited.

Kristanto, Lanny. 2004. English for Specific Purposes. Conversational

Approach. Telephone. Jakarta: Kesaint Blanc.

Manurung. Heldin. 2005. Telephone Courtesy. Jakarta: Kesaint Blanc.

Riyanto, Slamet. 2006. Gateway English for Active Communication.

Yogyakarta: Pustaka Pelajar.

Tillit, B., Bruder, Newton, M. 1985. Speaking Naturally:

Communication Skills in America English. Cambridge:

Cambridge University Press.

Visutskie, Lynne. 2004. English for Specific Purposes. Conversational

Approach. Secretaries. Jakarta: Kesaint Blanc.


80

Unit: 1Meeting: 1

Topic: Greetings and IntroducingTime allocation: 90 minutes

General Instructional Objectives:At the end of the course, the students will be able to:

1. understand how to greet foreign customers2. understand how to introduce themselves and someone else to foreign customers.

Specific Instructional Objectives:At the end of the course, the students will be able to:

1. select appropriate expressions to greet foreign customers2. use greeting expressions to greet foreign customers3. select appropriate expressions to introduce themselves and someone else to foreign customers4. use introducing expressions to introduce themselves and someone else to foreign customers

Teaching Learning ActivitiesTeacher’s Activities Students’ Activities

TimeAllocation

Media

I. Introduction Greets students Explains about the topic

Respond the greeting Listen to the teacher’ explanation

5’

II. Content Asks students to answer questions provided in Input Discusses students’ answers Asks students to find a partner/partners and practice the

two dialogues Asks students to find the meanings of greeting and

introducing expressions provided in the two dialogues Discusses students’ findings

Answer questions provided in Input Discuss the answers Find a partner/partners and practice the two dialogues

Find the meanings of greeting and introducingexpressions

Discuss the findings

80’

Handout


81

Asks students to read Useful Expressions Asks students to read and remember words in Word List Explains about greeting and introducing expressions

provided in Content Focus Explains about time zone differentiation between

Indonesia and Western Explains about WH-Questions in relation with greeting

and introducing Explains about Possessive Adjectives Explains about Simple Present Tense in relation with

greeting and introducing Asks students to do the language exercise Discusses the exercise Asks students to make a group of three people and

compose a conversation Chooses some groups to perform the conversation in front

of the class Asks students to find a partner and do the role play

Read the Useful Expressions Read and try to remember words in Word List Listen to the teacher’s explanation

Pay attention to the explanation

Pay attention to the teacher’s explanation on WH-Questions

Listen to the teacher’s explanation Pay attention to the teacher’s explanation about Simple

Present Tense Do the exercise Discuss the exercise Make a group of three people and compose a conversation

The groups who are chosen perform the conversation infront of the class, meanwhile, the others pay attention totheir friends’ performances

Find a partner and do the role playIII. Closing

Gives conclusion about the topic Explains the next topic briefly

Pay attention to the conclusion Pay attention to the explanation

5’

Evaluation:1. The students’ active participations during the class2. The students’ performances

Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Tillit, B, Bruder, Newton, M. 1985. Speaking Naturally: Communication Skills in America English. Cambridge: Cambridge

University Press.


82

Unit: 2Meeting: 2

Topic: Offering HelpTime allocation: 90 minutes

General Instructional Objective:At the end of the course, the students will be able to:

1. understand how to offer help to customers


1. identify some expressions used to offer help2. use offering helping expressions to offer help to foreign customers


TimeAllocation

Media

I. Introduction Greets students Reviews the last topic Explains about the topic

Respond the greeting Pay attention to the review Listen to the teacher’ explanation

5’

II. Content Asks students to answer questions provided in Input Discusses students’ answers Asks students to find a partner and practice the two

dialogues Asks students to find the meanings of offering help

expressions provided in the two dialogues Discusses students’ findings Asks students to read Useful Expressions used to offer

help

Answer questions provided in Input Discuss the answers Find a partner and practice the two dialogues

Find the meanings of offering help expressions providedin the two dialogues

Discuss the findings Read the Useful Expressions

80’

Handout


83

Explains about the Useful Expressions used to offer help Asks students to read and remember words in Word List Explains about May, Could, and Can in relation with

offering helps Asks students to do the language exercise Discusses the exercise Asks students find a partner and compose a conversation Chooses some groups to perform the conversation in front

of the class

Listen to the teacher’s explanation Read and try to remember the words Pay attention to the teacher’s explanation

Do the exercise Discuss the exercise Find a partner and compose a conversation The groups who are chosen perform the conversation in

front of the class, meanwhile, the others pay attention totheir friends’ performances

III. Closing Gives conclusion about the topic Explains the next topic briefly


5’


Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Visutskie, Lynne. 2004. English for Specific Purposes. Conversational Approach. Secretaries. Jakarta: Kesaint Blanc.


84

Unit: 3Meeting: 3

Topic: Mentioning PriceTime allocation: 90 minutes


1. understand how to mention price


1. use mentioning price expression2. write prices in English correctly


TimeAllocation

Media



5’

II. Content Asks students to answer questions provided in Input Discusses students’ answers Asks students to find a partner and practice the two dialogues Asks students to find the meanings of mentioning price

expressions provided in the two dialogues Discusses students’ findings Asks students to read Useful Expressions Explains about the Useful Expressions used to mention price Asks students to read and remember words in Word List

Answer questions provided in Input Discuss the answers Find a partner and practice the two dialogues Find the meanings of mentioning price expressions

provided in the two dialogues Discuss the findings Read the Useful Expressions Listen to the teacher’s explanation Read and try to remember the words

80’

Handout Role

playcard

Gamecards


85

Explains about How Much in relation with mentioning price Asks students to do the language exercise Discusses the exercise Asks students to find a partner Explains about the role play’s procedures Distributes the role play’s cards Asks students to do the role play Explains about the game’s procedures Does the game

Pay attention to the teacher’s explanation Do the exercise Discuss the exercise Find a partner Pay attention to the teacher’s explanation Accept the role play’s cards Do the role play Pay attention to the teacher’s explanation Do the game



5’


Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Riyanto, Slamet. 2006. Gateway English for Active Communication. Yogyakarta: Pustaka Pelajar.


86

Unit: 4Meeting: 4

Topic: BargainingTime allocation: 90 minutes


1. understand how to bargain with foreign customers


1. use bargaining expressions appropriately2. apply bargaining expressions when bargaining with foreign customers


TimeAllocation

Media



5’


dialogues Asks students to find the meanings of bargaining

expressions provided in the two dialogues Discusses students’ findings Asks students to read Useful Expressions Explains about the Useful Expressions used to bargain


Find the meanings of bargaining expressions provided in thetwo dialogues

Discuss the findings Read the Useful Expressions Listen to the teacher’s explanation

80’

Handout Role

playcard

Gamecards


87

Asks students to read and remember words in Word List Explains about the Degree of Comparison in relation

with bargaining Asks students to do the exercise Discusses the exercise Asks students to find a partner Explains about the role play’s procedures Distributes the role play cards Asks students to do the role play Asks students to make a group of five Explains about the game’s procedures Distributes the game cards Asks students to do the game

Read and try to remember the words Pay attention to the teacher’s explanation

Do the exercise Discuss the exercise Find a partner Pay attention to the teacher’s explanation Accept the role play cards Do the role play Make a group of five Pay attention to the teacher’s explanation Accept the game cards Do the game



5’


Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.


88

Unit: 5Meeting: 5

Topic: Describing Leather GoodsTime allocation: 90 minutes


1. understand how to describe leather goods to foreign customers


1. describe leather goods2. apply expressions about describing leather goods appropriately3. categorize leather goods in English correctly


TimeAllocation

Media



5’


dialogues Asks students to find the meanings of describing leather

goods expressions provided in the two dialogues Discusses students’ findings


Find the meanings of describing leather goods expressionsprovided in the two dialogues

Discuss the findings

75’

Handout Role

playcards

Gamescards


89

Asks students to read Name of the Goods Explains about the categorizations of the Goods Explains about colors Explains about length Explains about size Explains about goods’ materials Asks students to read Useful Expressions Explains about the Useful Expressions related to

describing leather goods Asks students to read and remember words in Word List

Read Name of the Goods Pay attention to the teacher’s explanation Pay attention to the teacher’s explanation Pay attention to the teacher’s explanation Pay attention to the teacher’s explanation Pay attention to the teacher’s explanation Read the Useful Expressions Pay attention to the teacher’s explanation

Read and try to remember the wordsIII. Closing

Summarizes today’s lessons Gives homework to students to read the next lessons and

prepare the two games

Pay attention to the summary Write down the homework

10’


Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Longman Dictionary of Contemporary English. Third Edition with New Words Supplement. 2001. Barcelona: Pearson Education

Limited.


90

Unit: 5Meeting: 6

Topic: Describing Leather GoodsTime allocation: 90 minutes


1. understand how to describe leather goods to foreign customers


1. describe leather goods2. apply expressions about describing leather goods appropriately3. categorize leather goods in English correctly


TimeAllocation

Media

I. Introduction Greets students Reviews the last topic Explains briefly about the next lesson


15’

II. Content Explains about Adjectival Word Order in relation with

describing leather goods Asks students to do the language exercise Discusses the exercise Asks students to find a partner Explains about the role play’s procedures Distributes the role play cards

Pay attention to the teacher’s explanation

Do the exercise Discuss the exercise Find a partner Pay attention to the teacher’s explanation Accept the role play cards

70’

Handout Role

playcards

Gamescards


91

Asks students to do the role play Asks students to gather in the group of three that they have

formed at the previous meeting Explains again about Snake game’s procedures Asks students to do the game Explains again about Do You Have game’s procedures Distributes the game cards Asks students to do the game

Do the role play Gather in the group

Pay attention to the teacher’s explanation Do the game Pay attention to the teacher’s explanation Accept the game cards Do the game

III. Closing Summarizes the topic Explains the next topic briefly

Pay attention to the summary Pay attention to the explanation

5’


Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Longman Dictionary of Contemporary English. Third Edition with New Words Supplement. 2001. Barcelona: Pearson Education

Limited.


92

Unit: 6Meeting: 7

Topic: ApologizingTime allocation: 90 minutes


1. understand how to apologize to foreign customers


1. express their apology to foreign customers2. choose appropriate expressions to apologize to foreign customers


TimeAllocation

Media



5’


dialogues Asks students to find the meanings of apologizing

expressions provided in the two dialogues Discusses students’ findings Asks students to read Useful Expressions Explains about the Useful Expressions used to apologize


Find the meanings of apologizing expressions provided inthe two dialogues

Discuss the findings Read the Useful Expressions Listen to the teacher’s explanation

80’

Handout


93

Asks students to read and remember words in Word List Explains about Simple Past Tense in relation with

apologizing Asks students to do the language exercise Discusses the exercise Asks students to find a partner Explains about the role play’s procedures Asks students to do the role play Chooses some students to perform their role plays in front

of the class


Do the exercise Discuss the exercise Find a partner Pay attention to the teacher’s explanation Do the role play The students who are chosen perform their role plays in

front of the class, meanwhile, the rest of the class payattention to their friend’s performance



5’


Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Riyanto, Slamet. 2006. Gateway English for Active Communication. Yogyakarta: Pustaka Pelajar.Sumanto, Ali. 2006. Daily English Conversation. Percakapan Bahasa Inggris Sehari-Hari. Yogyakarta: Pustaka Pelajar.Tillit, B, Bruder, Newton, M. 1985. Speaking Naturally: Communication Skills in America English. Cambridge: Cambridge

University Press.


94

Unit: 7Meeting: 8

Topic: TelephoningTime allocation: 90 minutes


1. understand how to speak through telephone with foreign customers


1. apply some useful expressions used in telephoning2. write message in English


TimeAllocation

Media



5’


dialogues Asks students to read Useful Expressions Explains about the Useful Expressions used in telephoning Asks students to read and remember words in Word List Explains about Quantity Asks students to do the language exercise


Read the Useful Expressions Listen to the teacher’s explanation Read and try to remember the words Pay attention to the teacher’s explanation Do the exercise

80’

Handout Role

playcards

Gamecards


95

Discusses the exercise Asks students to find a partner Explains about the role play’s procedures Distributes the role play cards Asks students to do the role play Explains about the game’s procedures Asks students to do the game

Discuss the exercise Find a partner Pay attention to the teacher’s explanation Accept the role play cards Do the role play Pay attention to the teacher’s explanation Do the game



5’


Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Kristianto, Lanny. 2004. English for Specific Purposes. Conversational Approach. Telephone. Jakarta: Kesaint Blanc.Manurung, Heldin. 2005. Telephone Courtesy. Jakarta: Kesaint Blanc.Visutskie, Lynne. 2004. English for Specific Purposes. Conversational Approach. Secretaries. Jakarta: Kesaint Blanc.


96

Unit: 8Meeting: 9

Topic: Thanking and Well WishingTime allocation: 90 minutes


1. understand how to thank foreign customers


1. use expressions in thanking and well wishing appropriately2. apply expressions of thanking and well wishing with foreign customers


TimeAllocation

Media



5’


dialogues Asks students to read Useful Expressions Explains about the Useful Expressions used to thank

someone else Asks students to read and remember words in Word List Explains about Imperative in relation with well wishing


Read the Useful Expressions Listen to the teacher’s explanation


80’

Handout


97

Asks students to do the language exercise Discusses the exercise Asks students to find a partner Explains about the role play’s procedures Asks students to do the role play

Do the exercise Discuss the exercise Find a partner Pay attention to the teacher’s explanation Do the role play

III. Closing Summarizes the topic Pay attention to the summary

5’


Sources:Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara & Prentice-Hall, Inc.Echols, John M, and Shadily, Hasan. 2003. Kamus Inggris-Indonesia. Jakarta: PT. Gramedia Pustaka Utama.Riyanto, Slamet. 2006. Gateway English for Active Communication. Yogyakarta: Pustaka Pelajar.Tillit, B, Bruder, Newton, M. 1985. Speaking Naturally: Communication Skills in America English. Cambridge: Cambridge

University Press.


98

ENGLISH FOR THE PERSONNELOF KABAN GROUP SHOP

Designed by:Eka Emenina


99

UNIT I

GREETING AND INTRODUCING

Input

Pay attention to the picture and answer

the questions below.

1. How often do you serve foreign customers?

2. What do you usually say when you meet them?

Find a partner and practice the two dialogues below!

Dialog 1

Dian : Good afternoon, Mr. Lee. What can I do for you?

Mr. Lee : Good afternoon. I need a new wallet for my

wife’s birthday present.

Dian : We have some new models. You can have a look.

Mr. Lee : Good. I need the short one with black color.

Dian : No problem. Just see the models first.

We have black color for all models.

Mr. Lee : Nice. Thank you.

Dialog 2

Mrs. Kaban : Good morning, Mrs. Parker. It’s been a long time since your last

shopping. What do you need this time?

Ms. Parker : Good morning, Mrs. Kaban. I need nothing, but I believe my friend

needs something here. Let me introduce you to Mrs. Harris.

Mrs. Kaban : So you’re Mrs. Harris. I’ve heard so much about you from Mrs.

Parker. She said she’d bring her friend to shop here. How do you

do?

Mrs. Harris : How do you do?

Mrs. Kaban : I’m doing great. So, is it right that you have a boutique in Melbourne?

Which one is mywife’s favor?


100

Mrs. Harris : Oh, yes. Actually, I and my husband focus on selling wardrobe. But

recently, we’re planning on opening a new leather boutique. Seems the

prospect is good.

Mrs. Kaban : I see. So, where do you live? In Melbourne? I’m going to Sidney next

month. Maybe I can drop by in Melbourne and see some clothes at your

boutique.

Mrs. Harris : I live in Melbourne. Oh, I forget to bring my business card. Maybe you

can write down my boutique address. It’s on Wales Street, Number 12

Mrs. Kaban : Of course.

Content Focus

Useful expressions

a. Greetings

There are some expressions to greet someone else. The phrases near the top

of the list are generally more formal than the ones near the bottom.

FORMALITY GREETINGS RESPONSES

More formal

Less formal

Good morning.

Good afternoon.

Good evening.

How nice to see you!

Hello, Robert.

How are you?

Hi, Bob.

How’ve you been?

What’s happening?

What’s new?

How are you doing?

How you doing?

Long time, no see.

Good morning.

Good afternoon.

Good evening.

Yes, it’s been quite a while.

Hello, Kathryn.

Fine, thanks. And you?

Hi, Kathy.

Pretty good.

Not much.

Nothing.

OK.

Not bad.

Yeah!

Adopted from Speaking Naturally, p.6

Hi there!


101

Note:

“How do you do?” vs “How are you?”

“How do you do?” is used to greet someone whom we have not known before.

“How are you?” is used to greet someone whom we have known.

b. Introductions

There are two types of introductions. The first one is introducing oneself and

the second one is introducing someone else. The phrases near the top of the list are

generally more formal than the ones near the bottom.

FORMALITY INTRODUCER RESPONSE A RESPONSE B

More formal

Less formal

I’d like to introduce Henry.

I’d like you to meet John.

I’d like to introduce Tony.

This is Ali Hasan.

How do you do?

Nice to meet you.

Pleased to meet you.

Hi.

How do you do?

Nice to meet you.

I’ve heard so much

about you.

Hi.

FORMALITY SELF-INTRODUCTIONS RESPONSE

More formal

Less formal

Hello. I’m John Plessis.

Hello. My name is George Smith.

I don’t think we’ve met. I’m Lee Kim.

Hi. I’m Mike. What’s your name?

How do you do? I’m Julie Duarte.

Pleased to meet you. I’m Sue Xon.

Nice to meet you. I’m Eva Beck.

Hi. I’m Margaret, but everyone

calls me Peggy.


Time zone:

Morning: 00.00 – 12.00 Afternoon: 12.00 – 18.00 Evening: 18.00 – 00.00

Good night is said when leaving in the evening if someone would not meet the person

again for the rest of the night.


102

Word List

English Indonesian

etc (et cetera) Lain-lain, dan sebagainya

Equipment Perlengkapan, peralatan

Fine Baik-baik

Introduce Memperkenalkan

Mr. Sebutan untuk laki-laki yang telah atau belum menikah

Miss. Sebutan untuk wanita yang belum menikah

Mrs. Sebutan untuk wanita yang telah menikah

Ms. Sebutan untuk wanita yang telah atau belum menikah

Nice to meet you Senang bertemu Anda

a.m Waktu (00.00 – 12.00)

p.m Waktu (12.00 – 24.00)

Pleased to meet you Senang bertemu Anda

Stuff Bahan, barang

Wallet Dompet

Wardrobe Pakaian

Language Focus

WH-Questions

WH-Questions is normally used in introducing between people who meet at the first time to

ask about personal information, such as: name, address, telephone number, etc.

WH-Questions consist of:

No. WH-Questions Functions

1 Who Siapa; menanyakan orang; sebagai subjek

2 Whom Siapa; menanyakan orang; sebagai objek

3 Whose Kepunyaan siapa; tentang milik; dapat diikuti noun

4 What Apa; non-human; dapat sebagai subjek atau objek; dapat diikuti

noun

5 Which Yang mana; diikuti kata benda


103

…

6 When Kapan; tentang waktu

7 Where Dimana; tentang tempat

8 Why Mengapa; tentang sebab

9 How Bagaimana; tentang sifat dan cara

10 How many Berapa banyak; diikuti countable noun

11 How much Berapa banyak; diikuti uncountable noun

Note:

Noun (kata benda) consists of two types.

Countable noun (kata benda yang dapat dihitung), such as: bag, bags,

wallet, wallets, shoes, sandals, key tag, key tags, etc.

Uncountable noun (kata benda yang tidak dapat dihitung), such as: stuff,

equipment, etc.

Pattern:

+ + + +

Example:

Possessive adjective

My mother is buying a bag in Kaban Group Shop.1 2 3 4

5 6

Description:

1. Who is buying a bag in Kaban Group Shop?

2. What is your mother doing in Kaban Group Shop?

3. What is your mother buying in Kaban Group Shop?

4. Where is your mother buying a bag?

5. Whose mother is buying a bag in Kaban Group Shop?

6. How many bags is your mother buying in Kaban Group Shop?

WH-Question To beTo do

ShallWill

CanMust

Subject Verb


104

Possessive Adjectives

Possessive adjectives show possession. It is always followed by a noun.

Subject Pronoun Possessive adjectives

He His

She Her

It Its

I My

We Our

You Your

They Their

Pattern in a sentence:

Example:

That bag is Susie’s bag.

That bag is her bag.

Simple Present Tense

Greetings and introducing are closely related to the use of simple present tense.

Pattern:

1. 2.

2.

Example: Example:

I am pleased to meet you. I live in Jakarta.

S + to be + Adj S + Verb 1 + Adverb of place

She is a shopkeeper. We have a boutique.

S + to be + Noun S + V 1 + Noun

Differentiations between verbs followed by –s and –es:

a. Normally, only –s is added to a verb, such as: make makes.

S + to be + possessive adjective + N

Subject + to be +Adjective/Adverb/Noun

Subject + Verb 1 (-s/-es)+ Noun/adverb


105

b. Verbs ending with -sh, -ss, -ch, -x and -o are added with –es, such as: wish

wishes, miss misses, teach teaches, fix fixes, echo echoes.

c. Verbs ending in a consonant + -y, change –y to –ies, such as: study

studies.

d. Add –s to a verb ending in a vowel and –y, such as: say says.

Language Exercise

Complete the conversation below with appropriate expressions!

Ms. Rowlan : Good morning, Ms. Kaban. __________________you?

Ms. Kaban : Oh, good morning too, Ms. Rowlan. I’m _______. Thank you. It’s a

beautiful_______ isn’t it? How are you?

Ms. Rowlan : Yes, it is. I’m____________. Anyway, I’d like to introduce you to Ms.

Church. She’s from Darwin.

Ms. Kaban : Oh, _______________________?

Ms. Church : How do you?

Communicative Tasks

Composing a conversation

Nice to meet you

Make a group of 3 people. Arrange the pictures below in a good order then compose a

conversation based on the composed pictures. Do not forget to use the expressions of

greetings and introductions. Finally, perform it in front of the class.

1 2

3 4


106

Role Play

Find a partner and make a dialogue below based on the situations below! Take turn!

1. A foreigner comes to your shop and wants to buy a cosmetic bag. You serve her

and offer some bags. Let her choose. Use greeting.

2. A foreign customer whom you fairly know comes to your shop bringing her/his new

friend who wants to shop for some goods. You are the shopkeeper. You introduce

yourself to the customer’s friend.


107

UNIT 2

OFFERING HELP

Input

Look at the picture and answer the questions

below!

1. Have you ever been asked to help

someone?

2. When do you offer your help?

3. What do you usually say when you offer

your help?

Dialog 1

Tari : Good afternoon, Ma’am. Is there anything I can do for you?

Mrs. Louisa : Good afternoon. Yes, sure. Do you see that yellow bag over there, on

the fourth line beside the white one? Could you please bring it here?

Tari : Yes, no problem. Here you are.

Mrs. Louisa : Thank you.

Tari : Do you need something else?

Mrs. Louisa : Well, this bag’s really lovely. Do you have the sandals for this?

Tari : Yes, but we only have high-heeled sandals.

Mrs. Louisa : Actually, I’m looking for flat-heeled. Well, it’s OK, as long as same

color and material.

Tari : What is your size?

Mrs. Louisa : 40 please.

Tari : Wait a minute, Ma’am. I’ll ask someone to get it in a warehouse. We

only have size 38 in the display.

Mrs. Louisa : Sure. Take your time.


108

Dialog 2

Ayu : Good morning, Miss. What can I do for you?

Kathleen : Morning. I need a travel bag. Do you have one?

Ayu : I’m sorry, Miss. We don’t sell any travel bag.

Kathleen : Do you know where to find it? I’ve just been one week here. I don’t

know the place here.

Ayu : You can find travel bag shops in the second floor block A. Hope you

find what you need.

Kathleen : Thank you very much.

Content Focus

ResponsesUseful

expressions Accept Refuse

Can I help you?

Do you need (any) help?

How can I help you?

May I help you?

What can I do for you?

Is there anything I can do for

you?

Do you need something

else?

Let me help you?

Yes, please.

Yes, sure.

Sure. Thank you. I need….

Well, absolutely.

I need…………………..

I am looking for………..

Yes. I need……………

Thank you

No, thank you.

No, thanks.

No, thank you. Just looking.

Word List

English Indonesian

Absolutely Tentu saja

Display Pajangan

Flat-heeled Tumit datar

Floor Lantai


109

High-heeled Tumit tinggi

Indecisive Plin plan

Line Barisan

Looking for Mencari

Material Bahan

Offer Menawarkan

Permission Ijin

Polite Sopan

Request Meminta/permintaan

Warehouse Gudang

Language Focus

May, Could, Can

May, could, and can are auxiliaries verbs that can be used to offer a help.

Pattern:

Example:

1. May I help you?

2. Could I help you?

3. Can I help you?

Note:

1. ‘May’ and ‘Could’ are used to request permission. They are equally polite.

2. ‘Could’ has a present or future meaning, not a past meaning in a polite request.

3. ‘Can’ is used informally, especially if the speaker is talking to someone s/he knows

fairly well. It is usually not considered as polite as ‘May’ or ‘Could’.

4. ‘What’ and ‘How’ can be added before may/could/can to offer a help. The meaning

is still the same; to offer a help. For example: “What could I do for you?”, “What

can I help you?”, “How could I help you?”

May/Could/Can + Subject + Verb + Object?


110

Language Exercise

Fill in the blanks with the suitable expressions!

Situation A

A : Good afternoon. ______________________________?

B : Yes, thank you. I need a new bag.

A : Maybe you can have a look. We have many kinds of bag.

B : Sure. I’m ___________ for the black one with a simple design.

A : What’s the size?

B : Oh, medium will be OK.

A : Do____________________________something else?

B : No, thank you.

Situation B

A : Good morning. Is there anything I can do for you?

B : Oh, no. I’m just ___________________

A : Take your time, Ma’am. If you need something, you can _________________

B : Thank you.

A : ___________________

Situation C

A : Good afternoon, Miss. Is this your first time coming here?

B : Good ______________. Yes, it’s my first time.

A : _____________________________?

B : Well, I’m ____________________ a pair of shoes to go to a wedding party.

A : Don’t worry. We have some choices for you.

Situation D

A : Welcome to our shop, Sir. _______________________?

B : Thank you. I need a wallet for my wife. It’s for her birthday’s present.

A : Then you come to the right place. What _________do you like? Black? Yellow?

B : She likes green. Light green.


111

Communicative Tasks

Simulation

Situation: An indecisive costumer comes to your shop in order to buy a leather product.

Since s/he is an indecisive costumer, s/he always changes his/her order and gives a hard

time to the shop assistant. Meanwhile, the shop assistant has to offer his/her help and sell

at least a leather product.

Procedures:

1. Find a partner, one becomes a shop assistant, the other one becomes an

indecisive costumer.

2. The shop assistant’s job is to offer and convince the costumer to buy his/her

product.

3. The job of the indecisive costumer is to choose the leather product and change

his/her order all the time.

4. To do this simulation, each person has to create realistic-like environment and

bring his/her own props, such as leather goods to be offered to the costumers.


112

UNIT 3

Mentioning Price

Input

Pay attention to the picture and answer the questions below.

1. What do you usually say when mentioning prices of your goods?

2. What do you do if you cannot mention the price in English?

Find a partner and practice the two dialogs below.

Dialog 1

Beni : Good morning, Miss. What are you looking for?

Carrie : Good morning. I’m looking for a briefcase. Do you have one?

Beni : Yes, Miss. We have several models and colors. You can have a look.

Carrie : Yes, sure. Oh, that brown one seems good. How much does that cost?

Beni : That one is two hundred and fifty thousand rupiahs.

Carrie : What about the one next to it?

Beni : That’s more expensive than the previous one. That costs you three hundred

and fifteen thousand rupiahs.

Carrie : Wow, I can see it. What if you give me the first one for two hundred thousand?

Beni : Well, I’m not supposed to give you that price. But since you’re our first costumer,

that’s OK.

Carrie : Good. But I forget to bring my credit card and I don’t have enough rupiah with

me. Do you take dollar? That’s only I have.

Beni : Sure. It’s twenty one dollars. One American dollar is nine thousand eight

hundred and fifty rupiahs.

Carrie : All right. Here you are. Thank you.

Beni : Thank you.

Dialog 2

Husni : Morning. May I help you?

Susan : Morning. Do you have travel bag. The big one will be better.


113

Husni : Yes. We have black and brown colors.

Susan : Good. Show me the black.

Husni : Here you are.

Susan : Well, it’s nice. How much is it?

Husni : It’s three hundred thousand rupiahs.

Susan : Pretty expensive. How much you give the brown one?

Husni : It’s the same price.

Susan : What about two hundred thousands?

Husni : Well, I can only give you two hundred and seventy five thousand rupiahs.

Susan : Deal. But I’m not bringing enough rupiah. Do you take credit card?

Husni : Yes.

Carrie : OK, here’s my credit card.

Content Focus

Useful Expressions Responses

How much? It’s ………………………….

How much is it? It is …………………………

How much does it cost? It costs (you) ……………...

How much it costs me? It costs you………………..

Word List

English Indonesian

Briefcase Tas kantor

Casual shoes Sepatu santai

Coin purse Dompet uang logam

Cost Harga

Credit card Kartu kredit

Key tag Gantungan kunci

Key case Tempat kunci

Pronounce Menyebutkan


114

Tan Warna yang cenderung coklat

Thick-soled shoes Sepatu bersol tebal

Travel bag Koper

Language Focus

How Much

How much is used to ask the price, for example, “How much does this bag cost?”

Pattern:

Example: How much does this cost? It costs you….

How much do the bags cost? They cost you…

Language Exercise

Find the correct prices

Rp 25.700

$ 79.62

Rp 1.980.000

Rp 446.900

$ 930.52

Four hundred fourty six thousand and nine hundred rupiah

Seventy nine dollars and sixty two cents

Nine hundred and thirty dollars and fifty two cents

Twenty five thousand and seven hundred rupiahs

One million nine hundred and eighty thousand rupiahs

Write down the price

1. Rp 587.300 …………………………………………………...

2. Rp 2.805.760 …………………………………………………...

3. $ 659.54 …………………………………...……………….

4. $ 865.700 ………………………………...………………….

5. $ 795, 38 ………………………………...………………….

6. Thirty thousand and seven hundred rupiahs ………………………....

7. Nine million two hundred and five dollars ………………………....

How much + to do + demonstrative pronoun?


115

Communicative Tasks

Role Play

Work in a group of two. One becomes the customer and the other becomes the

shopkeeper. Each of you will get a card drawn with several leather products complete with

their prices. Make a conversation using asking and mentioning prices. Take turn.

The card for this role play will be provided at the end of this unit.

Game

Who’s the fastest?

Try to write down the prices of several leather goods which will be pronounced by your

teacher as soon as possible on a piece of paper. Do not forget to write down the name of

the goods. The fastest student with correct answers will be the winner of this game and will

get a nice present.

The card for the teacher of this game will provided at the end of this unit.

For example:

The teacher pronounces: “The brown key tag is fifty thousands rupiah.”

The students write: brown key tag: Rp 50,000


116

Role play: Cards

1st

student

Key case

Rp 37,500

Handbag

Rp 215,700

Long wallet

Rp 147,000

Casual shoes

Rp 199,450

Tan laptop case

Rp 305,000

2nd

student

Travel bag

Rp 406,500

Thick-soled shoes

Rp 234,700

Pink laptop case

Rp 278,000Key tag

Rp 73,000

Woman boots

Rp 586,750

Game: Cards

Round brown

crocodile-leather

coin purse

Rp 117,000

Black short

wallet

Rp 97,500

Brown key tag

Rp 24,900 Men bag

Rp 225,500

Pink wallet

Rp 66,700

Violet thick-soled

woman sandals

Rp 136,000

Brown bag

Rp 163,000

Crocodile-tail key

tag

Rp 36,000

Laptop case

Rp 96,300

Key case

Rp 55,000


117

UNIT 4

BARGAINING

Input


1. What do you think about bargaining?

2. When do customers bargain?

3. What do they usually say?

4. How do you bargain with your customers?

Find a partner and practice the two dialogs below!

Dialog 1

Hana : Good afternoon. Welcome to our shop. Is there anything I can do for you?

Cindy : Good afternoon too. I’m looking for a cell phone case. Do you sell it?

Hana : Yes, Miss. They are on the display. Which one do you like?

Cindy : Oh, the pink color is so lovely. How much is it?

Hana : That one costs you sixty thousand rupiahs.

Cindy : Oh, that’s expensive. Can I get the cheaper price?

Hana : I can give you five thousand rupiahs discount.

Cindy : That’s still too expensive for a cell phone case. What about thousand rupiahs?

Hana : I’m sorry, I can’t give that price. Or what if you want to, we another model

costs thirty five thousand rupiahs.

Cidy : No, I like this one.

Hana : I’m sorry, Miss. We won’t let it go for that price. Forty five

thousand rupiahs is the cheapest price I can give to you.

Hana : No, thanks. Maybe another time.

Dialog 2

Toni : Morning. May I help you?

Lilly : Yes, please. I need a pair of shoes for my husband.

Toni : So, you come to the right place. We have some fashionable models. They


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just arrived last week. Let’s have a look.

Lilly : Just show me the black ones with no shoelace.

Toni : No worries, Ma’am. Here you are.

Lilly : How much will you give for these ones?

Toni : Only four hundred and fifty thousand rupiahs.

Lilly : That’s too much. Three hundred thousand rupiahs will do good.

Toni : Make it three hundred and fifty thousand rupiahs.

Lilly : Give me a break. Last price, three hundred and twenty thousand?

Toni : Well, because you’re our first costumer, I’ll give that price. Here you are.

Lilly : Thanks. I’ll be always your first costumer every time I shop here. Thanks.

Content Focus

ResponsesUseful

Expressions Accept Refuse

That’s unreasonable price.

May/Could/Can I bargain?

All right. Here is/are your… I’m sorry. You can’t bargain.

May/Could/Can I get the

lower price?

OK. So sorry, it’s a normal price.

May/Could/Can I get the

cheaper price?

Deal. I’m sorry. It’s a normal price.

That’s too much. How

about……rupiah?

That’s too expensive.

Could/Can you give me a

discount?

I can give you ……%

discount.

I’m sorry, we don’t give any

discount

Is there any discount? You get …..rupiah discount.

Do I get a discount? You get …..% discount.


119

Word List

English Indonesian

Another time Lain waktu

A pair of Sepasang

Are you kidding me? Kamu bercanda, kan?

Bargain Menawar

Belt Tali pinggang

Briefcase Tas kantor

Cell phone case Tempat handphone

Cheap Murah

Coin purse Dompet uang receh

Expensive Mahal

Handbag Tas tangan

High-heeled shoes Sepatu berhak tinggi

Fashionable Terbaru

That’s too much. Itu terlalu mahal

Won’t let go for that that price Tidak bisa jual dengan harga itu

Unreasonable Tidak masuk akal

Language Focus

The Degrees of Comparison

The degrees of comparison can be used in bargaining. For examples: “Can I get lower

price?”, “I’m sorry, that’s the cheapest price we can give.”

There are three kinds of the degrees of comparison. They are:

1. Positive degree

2. Comparative degree

Pattern:

This bag is more expensive than that bag.

S + to be + adjective (-er / more) + than + …


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She pays more for this bag than for that bag.

3. Superlative degree

Pattern:

This bag is the cheapest bag.

The shop assistant offers the most expensive briefcase.

Note :

1. For one syllable adjective that ends in a consonant, add –er to form comparative

degree and add –est to form superlative degree, for example: cheap cheaper

cheapest.

2. For one syllable adjective that ends in double identical consonants, double the last

letter of the adjective and add –er to form comparative degree, and add –est to

form superlative degree, for example: big bigger biggest.

3. For two syllables adjective which end with –y, change –y into –i, and add –er to

form comparative degree, and add –est to form superlative degree, for example:

heavy heavier heaviest.

4. For two syllables adjective which the stress is in the last syllable, add –er to form

comparative degree, and add –est to form superlative degree, for example: polite

politer politest.

5. For two syllables adjective which the stress is in the first syllable, add more to form

comparative degree and add most to form superlative degree, for example: useful

more useful most useful.

6. For an adjective with more than two syllables, add more to form comparative

degree and add most to form superlative degree, for example: expensive more

expensive most expensive.

S + verb + adjective (-er / more) + than + …

S + to be + the + adjective (-est / most) + …

S + verb + the + adjective (-est / most) + …


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Exceptions:

Positive Comparative Superlative Meaning

Good/well better best baik, sehat

Bad/ill worse worst buruk, sakit

Many more most banyak (C)

Much more most banyak (UC)

Small smaller smallest kecil

Little less least sedikit

Far farther farthest jauh (jarak)

Far further further lanjut (data/info)

Language Focus

Arrange the conversation below into a good order

1. Tono : So sorry. It’s a fixed price.

2. Tono : Good morning. Can I help you?

3. Tono : Since it is made of original crocodile skin, that’s why it’s pretty

expensive.

4. Sarah : I’m looking for a key case. Do you have one?

5. Tono : It costs you one hundred and seventy five thousand rupiahs.

6. Sarah : Wow, that’s expensive. Can I get lower price?

7. Tono : Certainly. We have some models. We have croco and snake leather.

8. Sarah : I prefer the croco one. How much does it cost?

Complete the conversation below with appropriate expressions

Sari : Good morning. Can I help you?

Jeanny : Yes, please. I’m seacrhing for a belt made of crocodile leather.

Sari : I see. We have some models. Come over here, please. So you can have a look.

Jeanny : Oh, thank you. I like this one. How much is it?

Sari : That’s one hundred and fifty five thousand rupiahs.

Jeanny : Woww, that’s too much. ________________________ ninety thousand?

Sari : ______________________. I can’t give that price. What about one hundred?


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Jeanny : Still too much.

Sari : Ok. Last price is one hundred and thirty.

Jeanny : Ok. Thank you. I think I’ll have another one.

Communicative Tasks

Role Play

Let’s Bargain

Work in a group of two. Make a conversation. One becomes the shopkeeper and the other

becomes the customer. The teacher will give you a card drawn with a picture of a leather

product complete with its price. The shopkeeper will get the offering and the last price for

his/her product. The customer will get the expected price. Write on the result, whether or

not the bargaining successful and on what is the deal price.

The card for this game will be provided at the end of this unit.

Game

Give me the cheapest price!

Work in a group consists of five people. The members of one group become the shop

assistants, while the other one becomes customers. Every shop assistant works for

different shop. The teacher will distribute a card for every shop assistant drawn with

pictures of leather goods complete with their prices. The job of the costumers is to find the

shop which gives the cheapest price.



123

Role Play: Cards for the shop assistant

Briefcase

Offering price:

Rp 325,000

Last price:

Rp 295,000

Deal: S / US

Price: Rp………

Woman high-

heeled shoes

Offering price:

Rp 200,000

Last price:

Rp 145,000

Deal: S / US

Price: Rp………

Belt

Offering price:

Rp 150,000/each

Last price:

Rp 125,000/each

Deal: S / US

Price: Rp……………..

Coin purse

Offering price:

Rp 75,000

Last price:

Rp 50,000

Deal: S / US

Price: Rp ……….

Handbag

Offering price:

Rp 250,000

Last price:

Rp 185,000

Deal: S / US

Price: Rp…….

Note:S : SuccessfulUS : Unsuccessful

Role Play: Cards for the costumer

Briefcase

Expected price:

Rp 295,000

Deal: S / US

Price: Rp………

Woman high-

heeled shoes

Expected price:

Rp 125,000

Deal: S / US

Price: Rp………

Belt

Expected price:

Rp 100,000/each

Deal: S / US

Price: Rp………

Coin purse

Expected price:

Rp 50,000

Deal: S / US

Price: Rp………

Handbag

Expected price:

Rp 145,000

Deal: S / US

Price:

Rp………

Note:S : SuccessfulUS : Unsuccessful


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Game: Cards for the Shop Assistants

1st

shop

Coin purse

Rp 50,000

Key tag

Rp 20,000

Key case

Rp 63,000

Men sandals

Rp 190,000

Lighter case

Rp 47,000

2nd

shop

Coin purse

Rp 44,000

Key tag

Rp 22,500

Key case

Rp 61,500

Men sandals

Rp 185,000

Lighter case

Rp 43,000

3rd

shop

Coin purse

Rp 47,500

Key tag

Rp 25,000

Key case

Rp 60,000

Men sandals

Rp 176,000

Lighter case

Rp 44,000

4th

shop

Coin purse

Rp 39,000

Key tag

Rp 26,000

Key case

Rp 56,000

Men sandals

Rp 181,000

Lighter case

Rp 46,000

5th

shop

Coin purse

Rp 42,000

Key tag

Rp 21,000

Key case

Rp 58,000

Men sandals

Rp 197,000

Lighter case

Rp 48,000

Game: Cards for the Costumers

Coin purse Key tag Key case Men sandals Lighter case


125

UNIT 5

DESCRIBING LEATHER GOODS

Input

Look at the picture and answer the questions below!

1. How many bags do you have?

2. What kind of bags do you like?

3. What colors are your bags?

4. How do you take them care?

5. Describe the bag in the picture!

Find a partner and practice the two dialogs below!

Dialog 1

Lisa : Good morning. I’m looking for a clutch for a party.

Do you have one?

Rita : Yes, of course. We have several models and colors.

What kind do you like?

Lisa : I beg your pardon?

Rita : Are you searching the luxurious clutch? Or the simple one?

Lisa : I prefer the first one. It’s a dinner party.

Rita : We have metal clutch with three colors; black, gold, and silver.

Their handles are decorated with natural stones. The gold and

silver colors are plated with gold and silver.

Lisa : Good. May I have a look on them all?

Rita : Sure.

Dialog 2

Dora : Good afternoon. What can I do for you?

Mr. Flinstone : I’m looking for a pair of working shoes.

Dora : I see. What kind of shoes do you like?

Mr. Flinstone : Well, I need leather brown shoes. Just the simple one.


126

Dora : No worries, Sir. All our products are made of genuine leather.

Anyway, we have some models. Maybe you want to see them.

Mr. Flinstone : Yes, I like to see them first. Size 43 please.

Dora : Here you are, Sir.

Mr. Flinstone : Thank you.

Content Focus

Names of the goods

Bags

Men’s bags: Women’s bags:

Cosmetic Bags Laptop Cases

Key cases Cellphone cases

Key tags Lighter case

Shoes


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Men shoes Women shoes

Sandals

Men sandals Women sandals

Clutches Belts

decorated with natural stones

Wallets

Long: Short

Coin purses

Useful Expressions

1. What does it look like?


128

It’s a cosmetic bag plated with ……………

2. What is it like?

It is………..

3. What is it made of?

It’s made of………….

Word List

English Indonesian

Belt Tali pinggang

Black Hitam

Decorated Dihiasi

Clutch Tas tenteng wanita

Coarse Kasar

Genuine Asli

Gold Emas/warna emas

Leather Kulit

Luxurious Mewah

Metal Besi

Plated Dilapisi

Silver Perak

Simple Sederhana

Size Ukuran

Smooth Halus

Stone Batu

Language Focus

Adjectival Word Order


129

Quality Size/Age/Shape Color Origin Made of Type/Usage Noun

Lovely

Luxurious

Strong

Big

New

Square

Brown

Yellow

Red

China

Indonesia

Leather

Canvas

Single use Bag

Shoes

Wallet

Adapted from Longman Dictionary, p.412

Example:

1. I like the luxurious short brown leather wallet.

2. Most customers prefer buying the new red crocodile leather bag.

Language Exercise

Arrange these jumble words and make a sentence using them.

1. expensive – party – plated – clutch – gold

2. leather – old – shoes – gray

3. black – travel - Italian – simple – bag

4. leather – sandal - crocodile – women – adorable – expensive

5. buckle - belt – gold – plated – extraordinary

Communicative Tasks

Role Play

Find a partner, and then each of you will get a card drawn with one leather product.

Describe the product drawn on the card as complete as possible. Take turn.

The card for this role play will be provided at the end of this unit.

Games

Snake game

Make a group of 3 people. Each person in the group has to bring one leather product. Then

one by one, each of you has to show your leather product to the rest of the members of the

group. Make them to describe your product.

Do you have…?

Procedures:


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1. Makes two groups consists of five people each. The members of one group

become the shop assistants, while the other one become the customers.

2. The teacher will distribute a picture of leather good to the shop assistants and the

costumers.

3. The job of the customers is to find the shop which sells the same leather product

as the picture s/he gets. Do not forget to describe the product you want to buy.

4. The job of the shop assistants is to greet the customers and offer your help. Try to

understand the customers’ description on the product they want to buy.


Colors


131

Length Size

Long Medium Short

Big Medium Small

Materials

Snake skin Calf skin Crocodile skin

Role Play: Cards

Black

Dark teal

Red Pink Rose

Teal Light turquoiseTurquoiseAqua

Dark blue Blue Light blue Sky blue Pale blue

Olive green Light yellowYellowLimeDark yellow

Gold TanLight orangeOrangeBrown

Dark green

PlumVioletIndigo Blue-gray

Light greenBright greenGreen Sea Green

Lavender

WhiteGray-25%Gray-40%Gray-50%Gray-80%

Dark red


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Games:Cards for the shop assistants

1st person’s

card

2nd person’s card 3rd person’s card 4th person’s card 5th person’s card

Cards for the costumers

1st person’s card 2nd person’s card 3rd person’s card 4th person’s

card

5th person’s card


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Unit 6

Apologizing

Input


1. When do you ask for an apology?

2. What do you usually say to ask for an apology?

3. Have you ever asked for an apology from your

customer? Why?


Dialog 1

Doni : Good afternoon, Sir. What can I do for you?

Mr. Philip : Good afternoon. I’d like to complain for the belt I bought yesterday. The

buckle isn’t gold-plated. I’ve spent a lot of money for it.

Doni : I’m sorry but do you bring the letter of purchase?

Mr. Philip : Yes. I also bring the belt with me.

Doni : May I have a look?

Mr. Philip : Sure. Here you are.

Doni : Thank you. Let me check it for a moment. Please have a seat.

……………………. (a moment later)………………….

Doni : Please accept our apology for this mistake. Seems we have given

you the wrong item. The one you bought is brass-plated. I’m bringing you

the right order. Once again, we are very sorry about the mistake.

Mr. Philip : That’s all right. As long as I get the right one. Thank you.

Doni : You’re welcome.

Dialog 2

Vina : Morning. Is there anything I can do for you?

Mrs. Anderson : Morning. I need to complain for the shoes I just bought. I just

realized that I got different colors when I got home. One is dark blue


134

while the other is indigo. I was in a hurry when buying them. So I didn’t

check them back.

Vina : When did you buy it Ma’am?

Mrs. Anderson : Yesterday morning. I’m bringing the letter of purchase with me. And also

the shoes. You can check it.

Vina : My pleasure.

…………………..(a moment later)……………….

Vina : You are right Ma’am. We are sorry about the mistake. It was our

mistake. We’re suppose to check it for you so you’d get the right order.

Do you bring the shoes and the letter of purchase so I can check?

Mrs. Anderson : Sure. Here you are.

Vina : Thank you. Oh, you’re right. They’re different colors. Wait for a second

Ma’am. I’ll get the other dark blue the one that you ordered.

Mrs. Anderson : Thank you.

Vina : Here you are Ma’am.

Mrs. Anderson : Thank you.

Content Focus

Useful Expressions

The phrases near the top of the list are more formal than the ones near the bottom.

FORMALITY APOLOGY RESPONSE

More formal

Less formal

Forgive me. I’m terribly sorry about…

Please accept my apologies for…

Please excuse (my dog).

I would like to apologize for…

I’m sorry. I didn’t mean to…

I’m sorry. I didn’t mean to…

Oh no! Did I do that? I’m sorry.

Sorry about that.

That’s quite all right.

You don’t need to apologize.

I wouldn’t worry about it if I were you.

That’s all right.

Don’t worry about it.

It’s OK.

It’s OK.

No problem.



135

Word List

English Indonesian

Brass Kuningan

Buckle Kepala tali pinggang

Dropped Menjatuhkan

Exploded Meledak

Forgive me Maafkan saya

Have a seat Silakan duduk

Lap Pangkuan

I’m sorry for… Maafkan saya karena…

I didn’t mean to… Saya tidak bermaksud untuk

Letter of purchase Surat pembelian

Mean to Bermaksud

Please accept my apologies for… Tolong terima permintaan maaf saya atas…

Spilled Tertumpah

Stood Berdiri

Language Focus

Simple Past Tense

(a) I bought a bag yesterday.

(b) He lived in China for five years,

but now he is living in

Indonesia.

The simple past indicates that an

activity or situation began and

ended at a particular time in the

past.

(c) I stood under a tree when it

began to rain.

(d) When I heard a strange noise,

I got up to investigate.

(e) When I dropped my cup, the

coffee spilled on my lap.

If a sentence contains when and

has the simple past in both clauses,

the action in the “when clause”

happens first. In (d): 1st: The rain

began. 2nd: I stood under the tree.

Adapted from Understanding and Using English Grammar, p. 24


136

Pattern:

Affirmative sentence:

She ordered some leather bags yesterday.

Negative sentence:

She did not some leather bags yesterday.

Interrogative:

Did she buy some leather bags yesterday?

Answer: Yes, she did / No, she didn’t.

Language Exercise

Express your apologize in these situations

1. You don’t have the goods your customer order.

……………………………………………………………………………………………………

2. Your customer returns back the broken bag he borrowed yesterday.

……………………………………………………………………………………………………

3. Your customer complains about the unfriendly service.

……………………………………………………………………………………………………

4. You cannot work today because of sickness.

……………………………………………………………………………………………………

5. The shopkeeper complains about you coming late.

…………………………………………………………………………………………………..

Communicative Tasks

Role Play

Find a partner and make a conversation. One becomes the customer and the other one

becomes the shop assistant. The job of the customer is to complain about the leather

product s/he bought. Meanwhile, the job is the shop assistant is to handle the complaint

and to apologize the customer.

S + V(simple past) + …

S + did not/didn’t + V(regular) + …

Did + S + V(regular) + …


137

Unit 7

Telephoning

Input


1. What are the two women doing?

2. Have you ever talked to your customer on the telephone?

3. What did you talk about?

4. What did you do if the customer left a message?


Dialog 1

Heni : Hello, good afternoon. Kaban Group Shop. What can I do for you?

Mr. Damien : Hello, good morning. I’m Alexander Damien from Sydney. Can I talk

to Mr. Kaban?

Heni : Hang on for a second, please.

Mr. Damien : Yes, thank you.

Heni : I’m sorry. He’s out for a lunch. May I take a message?

Mr. Damien : No, thank you. Do you know what time he’ll be back from the lunch?

Heni : Perhaps at two o’clock.

Mr. Damien : Alright. I’ll call back. Thank you.

Heni : You welcome.

Dialog 2

Surti : Hello, good morning. Kaban Group Shop. May I help you?

Mrs. Morgan : Morning. May I speak to Mrs. Kaban.

Surti : I’m sorry, Miss. Mrs. Kaban is out. Would you like to leave a message?

Mrs. Morgan : Yes, please. I’ve ordered some women bags a month ago. I’d like to

order again.

Surti : Yes. Do you have the code of the bags?


138

Mrs. Morgan : Yes. I need a half dozen of Bl1321 and a half dozen of Pi1321. I also

need three items of Re4270, a dozen of Ye7860.

Surti : What else do you need?

Mrs. Morgan : I think that’s enough.

Surti : How do you spell your name, Mrs. Morgan?

Mrs. Morgan : Louisa Morgan. L-O-U-I-S-A space M-O-R-G-A-N.

Surti : Thank you. Where do you want us to send your order?

Mrs. Morgan : Just directly to my house since my boutique is too crowded with all the

stuff. You still have my address, right?

Surti : Yes, sure. We’ll send them right away. They maybe arrive next week.

Mrs. Morgan : Good. I’ll transfer the payment on delivery.

Surti : Yes, Miss. Thank you.

Mrs. Morgan : Thank you.

Content Focus

Useful expressions

1. Greetings

Hello, good morning.

Hello, good afternoon.

2. Identifying oneself or one’s company/shop

Kaban Group Shop.

Surti’s speaking.

3. Offering help

May I halp you?

What can I do for you?

4. Asking the caller’s identity

Who’s calling?

Who’s this?

5. Taking a message

May I take a message?

Would you like to leave a message?


139

6. Asking personal information

What’s your name? How do you spell your name?

Where do you live?

7. Signing off

Thank you for calling.

Good bye.

Word List

English English

Arrive Tiba, sampai

Crowded Penuh

Dozen Selusin

Enough Cukup

Half Setengah

Hang on for a second Tunggu sebentar

He’s out Dia sedang keluar

Items Buah

Lunch Makan siang

Message Pesan

On delivery Pada saat pengiriman

Order Memesan

Payment Pembayaran

Spell Mengeja

Stuff Barang-barang

Transfer Mengirim

Language Focus

Quantity

An expression of quantity (e.g., one, several, many, and much) may precede a noun.

Notice below:


140

Some expression of quantity are used only with count nouns; some only with noncount

nouns; some with either count or noncount nouns.

Expressions of Quantity Used with Count Nouns Used with Noncount Nouns

one

each

every

one bag

each bag

every bag

Ø

Ø

Ø

two

both

a couple of

three, etc

a few

several

many

a number of

two bags

both bags

a couple of bags

three bags

a few bags

several bags

many bags

a number of bags

Ø

Ø

Ø

Ø

Ø

Ø

Ø

Ø

a little

much

a great deal of

Ø

Ø

Ø

a little stuff

much stuff

a great deal of stuff

not any/no

some

a lot of

plenty of

most

all

not any/no bags

some bags

a lot of bags

plenty of bags

most bags

all bags

not any/no stuff

some stuff

a lot of stuff

plenty of stuff

most stuff

all stuff

Adopted from Understanding and Using English Grammar, p. 210

Language Exercise

Imagine you are talking on the telephone with Ms. Braco who is ordering some goods. The

following are her orders. Write down her orders in the form provided.

1. Three wallets, code FO 610 N, price Rp 153.000/each

2. Five pairs of woman shoes, code TE 620 NOT, price Rp 258.000/pair

3. Two leather travel bags, code GIN 72021 TING, price Rp 454.500/item


141

4. Five crocodile coin purses, code DON 722 N, Rp 79.000/item

5. One cosmetic bag, code NI 8921 NA, price Rp 368.000

Communicative Tasks

Role Play

Work in a group of two. One becomes the customer who owns “ALL ABOUT MEN” shop

and the other one becomes the shop assistant of Kaban Group Shop. Pretend that you talk

on the telephone. The customer calls the shop to order more products s/he has run out.

S/he will get a card consists of the products’ information. The shop assistant takes the

orders and writes them on a form.

The card for the customer and the form for the shop assistant will be provided at the end of

this unit.

Game

I’m the Fastest

The teacher acts as a customer distributes a form for every student. Then s/he will order

some leather products and will mention information about the products. The job of every

student who acts as the shop assistant of Kaban Group Shop is to fill in the form as

accurate as possible. The fastest and the most accurate person who fills in the form will be

the winner.

The card for the customer will be provided at the end of this unit.


142

Role Play: Codes for the customer

Code: DO 2370

Quantity: 6

Shoes no: 40,

41, 42, 43 (2

items), 44, 45

Code: NA 2370

Quantity: 3

Shoes no: 42,

43 (2 items)

Code: LD 7424

Quantity: 10

Shoes no: 40,

41, 42, 43, 44

(every no 2

items)

Code: NN 745

Quantity: 5

Code: IN 690 A

Quantity: 3

Game: Card for the customer

Code: FO 795 N

Quantity: 12

Code: TE 539 N

Quantity: 5

Code: OT 8467 G

Quantity: 4

Sandals no: 38,

39, 40

Code: IN 7458 T

Quantity: 8

Shoes no: 36, 37,

38, 39 (3 items),

40 (2 items)

Code: IN 7843 G

Quantity: 4

Shoes no: 42, 43

(2 items), 44


143

Role Play & Game: Form for the shop assistant


144

Unit 8

Thanking and Well Wishing

Input


1. What do you usually say after your customer

finished shopping?

2. When do you thank someone else?

3. How do you feel when someone you help does

not say thanks to you?


Dialog 1

Fani : Morning, Sir. What can I do to help you?

Mr. White : I’m looking a suitcase. Do you have the brown one?

Fani : Yes. We have a lot. You can have a look in the catalogue.

Mr. White : Yes. I like this one. How much this one cost?

Fani : That one costs you three hundred thousand, but you’ll get twenty

percent discount. So the fixed price is two hundred and sixty thousand.

Mr. White : Reasonable. I’ll take it.

Fani : Alright. Do you need something else?

Mr. White : No, thank you.

Fani : Thank you for buying. Hope you’ll like it. Have a nice day.

Mr. White : Thanks.

Dialog 2

Panji : Good morning, Ma’am. Can I help you?

Mrs. Jackson : Morning. I need a coin purse.

Panji : We have some. Let’s have a look.

Mrs. Jackson : I like this one. But do you have another color? Orange for example.

Panji : Yes. Here you are.

Thank you

You’re welcome


145

Mrs. Jackson : Thank you. How much is it?

Panji : It’s thirty thousand rupiahs.

Mrs Jackson : What about twenty five?

Panji : I’m sorry. It’s fixed price.

Mrs. Jackson : OK. I’ll take it.

Panji : Here you are. Thank you.

Mrs. Jackson : Thank you too.

Content Focus

Useful Expressions

The phrases near the top of the list are generally more formal than the ones near the

bottom.

FORMALITY EXPRESSING THANKS RESPONSES

More formal

Less formal

I’m very grateful for…

I’m so grateful for…

Thank you very much for…

Thank you so much for…

Thank you for…

That was nice of you. Thank you.

That was nice of you.

Thank you. But you really shouldn’t

have.

They’re beautiful! But you didn’t need

to (give me anything)

Thanks a lot for…

I really appreciate (the invitation).

Thanks!

Thanks a million!

Thanks a million!

You’re very welcome.

You’re entirely welcome.

Don’t mention it.

You’re welcome.

It was my pleasure.

Don’t mention it.

You’re welcome.

Well, I just wanted to show

my appreciation for…

But I wanted to.

You’re welcome.

Sure.

It was nothing.

Don’t worry about it.

Forget it.



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Word List

English Indonesian

Broken Rusak

Catalogue Katalog

Conditions Syarat-syarat

Descriptions Gambaran

Fixed price Harga pas

Have fun Selamat bersenang-senang

Including Termasuk

In charge Bertanggung jawab

Mentions Menyebutkan

Reasonable Masuk akal

Reparation Perbaikan

Replies Membalas

Stuff Barang-barang

Zipper Ritsliting

Language Focus

Imperative

Pattern: V1 + Noun phrase

Have a nice day!

Enjoy your day!

Have fun!

Language Exercise

Complete this conversation by using appropriate expressions

Mr. Fontenot : Honey, I’m home. Look what I’ve got for you.

Ms. Fontenot : Welcome home, honey. Oh, it’s a beautiful clutch. _____________.

Where did you get it?

Mr. Fontenot : It’s a secret. You like black color, right? I’ve searched every place.

Ms. Fontenot : ___________________once again for the gift. It’s really lovely.


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Mr. Fontenot : ______________________. I like buying something you like. Happy

birthday. I know it’s your birthday.

Communicative Tasks

Role Play

Find a partner and make a dialogue below based on the situations below! Take turn!

Situation 1:

A has brought a bag yesterday but the bag’s zipper is broken. So she comes back to the

shop the next day to have the bag repaired. A is the shop assistant. He is in charge to

repair broken stuff.

B A

1. greets A 1. replies the greeting

2. offers help 2. complains the bag’s quality

3. checks the bag’s zipper 3. asks for reparation

4. explains the reparation conditions, 4. accepts the conditions, thanks A,

including time needed for reparation and says good-bye

5. replies the thank and good-bye.

Situation 2:

A is a costumer looking for a wallet. B is the shop assistant.

B A

1. greets A 1. replies the greeting

2. offers help 2. describes the wallet s/he is

looking for

3. offers some types of wallet based 3. chooses one wallet and asks the

price on A’s descriptions price

4. mentions the price 4. bargains

5. bargains and gives the last price 5. accepts the price

6. says thank and give well-wishing 6. replies the thank


Documents

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI DESIGNING A …