english instructional speaking materials - PLAGIAT ...

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ENGLISH INSTRUCTIONAL SPEAKING MATERIALS USING TASK BASED LEARNING

FOR THE STAFF OF BANK MANDIRI YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Patricia Angelina Lasut

Student Number: 041214017

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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ABSTRACT

Angelina Lasut, Patricia. 2009. English Instructional Speaking Materials Using Task Based Learning for the Staff of Bank Mandiri Yogyakarta. Yogyakarta: English Education Study Program, Sanata Dharma University.

Bank Mandiri as one of the well-reputed banks in Indonesia has realized the importance of English mastery for their staff. Bank Mandiri had asked for an English course that would suit their needs. Most of the staff of Bank Mandiri in Yogyakarta have some difficulties to communicate with the foreign customers, which hinder the process of the service. Therefore, this study attempted to develop English instructional speaking materials for the staff of Bank Mandiri in Yogyakarta using the principles of task-based learning.

This study was aimed to find out the answers of the following two research questions: (a) how English instructional speaking materials using task-based learning for the staff of Bank Mandiri Yogyakarta are designed, and (b) what the designed materials look like.

To answer the first problem, the writer adapted Kemp’s instructional design model (1977) comprising eight flexible, interdependent steps. Those steps, subsequently, were put under the umbrella of Borg & Gall’s (1986) Research and Development (R&D) method. Due to time and resource limitations, only five out of ten steps of the R&D model were employed, which were: (1) Research and information collecting, (2) Planning, (3) Developing preliminary form of product, (4) Preliminary field testing, and (5) Main product revision.

To acquire required information for developing the materials, the writer distributed needs analysis questionnaire to twenty staff of Bank Mandiri, Yogyakarta. After the materials were designed, expert validation and user validation questionnaire were distributed to two instructors and two lecturers to obtain feedback and evaluation on the designed materials. The evaluation results showed that the materials were well-designed and applicable, indicated by the means ranging from 3.25 to 4.00 from the scale of 1 to 4. Five suggestions were accepted to revise the materials: adding instructions in every section of the unit, changing the phrase “Don’t Stop Now!” into “Prepare Yourself!”, numbering each activity contained in each section, adding the teaching and learning media, evaluation and references, and stating explicitly the aim of “It’s Time to Write” in the overview of the materials.

To answer the second question, the writer presented the revised version of the designed materials. The materials covered eight units. Each unit consisted of five sections, namely “Do You Remember?”, “Prepare Yourself!”, “Can You Do These?”, “Let’s Learn!”, and “It’s Time to Write”.

In conclusion, due to its means ranging from 3.25 to 4.00, the designed materials were considered well-developed and ready to be used by the staff of Bank Mandiri Yogyakarta. Lastly, it was expected that the materials could improve the speaking skill of the staff of Bank Mandiri Yogyakarta.

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ABSTRAK

Angelina Lasut, Patricia. 2009. English Instructional Speaking Materials Using Task Based Learning for the Staff of Bank Mandiri Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Bank Mandiri sebagai salah satu bank yang mempunyai reputasi baik di Indonesia telah menyadari pentingnya penguasaan Bahasa Inggris bagi staff mereka. Bank Mandiri meminta diadakannya kursus Bahasa Inggris yang sesuai dengan kebutuhan mereka. Banyak dari staff Bank Mandiri Yogyakarta mengalami kesulitan untuk berkomunikasi dengan pelanggan asing, dan hal tersebut menghalangi proses pelayanan. Oleh karena itu, penelitian ini mencoba untuk mengembangkan materi instruksional Bahasa Inggris Speaking untuk staff Bank Mandiri Yogyakarta menggunakan prinsip task-based learning.

Penelitian ini bertujuan untuk mencari jawaban dari 2 rumusan masalah berikut ini: (a) Bagaimanakah materi instruksional Bahasa Inggris Speaking menggunakan task-based learning untuk staff Bank Mandiri Yogyakarta dirancang?, dan (b) Bagaimanakah penyajian materi Speaking yang telah disusun tersebut?.

Untuk menjawab masalah pertama, penulis mengadaptasi model perancangan instruksional yang dikembangkan oleh Kemp (1977) yang mencakup delapan langkah yang saling bergantung dan fleksibel. Langkah-langkah tersebut kemudian diletakkan di bawah kerangka metode Educational Research and Developmet (R & D) Borg dan Gall (1986). Oleh karena keterbatasan waktu dan sumber, hanya lima dari sepuluh langkah dari model R & D yang digunakan, yaitu: (1) Penelitian dan pengumpulan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal produk, (4) Pengujian awal di lapangan, dan (5) Revisi produk.

Untuk mendapatkan informasi yang dibutuhkan guna mengembangkan materi, penulis menyebarkan kuesioner analisis kebutuhan kepada dua puluh orang staff Bank Mandiri Yogyakarta. Setelah materi selesai disusun, kuesioner untuk validasi ahli dan validasi pengguna diberikan kepada dua instruktor dan dua dosen guna mendapatkan masukan dan evaluasi terhadap materi yang telah disusun. Hasil evaluasi menunjukkan bahwa materi telah disusun dengan baik dan dapat digunakan, yang diindikasikan oleh nilai rata-rata yang berkisar anara 3.25 sampai 4.00 dari skala 1-5. Lima macam saran diterima untuk merevisi materi: menambah instruksi di setiap seksi unit, mengubah frase “Don’t Stop Now!” menjadi “Prepare Yourself!”, memberi nomor pada setiap aktivitas yang ada di dalam tiap seksi, menambahkan sarana pengajaran dan pembelajaran, evaluasi dan referensi, serta menyatakan secara eksplisit tujuan dari “It’s Time to Write” pada ikhtisar materi.

Untuk menjawab pertanyaan kedua, penulis menyertakan materi yang telah disusun setelah revisi. Materi mencakup delapan unit. Setiap unit terdiri dari lima seksi, yaitu “Do You Remember?”, “Prepare Yourself!”, “Can You Do These?”, “Let’s Learn!”, dan “It’s Time to Write”.

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Sebagai kesimpulan, karena nilai rata-rata yang berkisar antara 3.25 sampai 4.00, materi yang telah disusun dianggap telah dikembangkan dengan baik dan siap untuk digunakan oleh staff Bank Mandiri Yogyakarta. Akhir kata, diharapkan bahwa materi tersebut dapat meningkatkan kemampuan Speaking staff Bank Mandiri Yogyakarta.

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ACKNOWLEDGEMENTS

First and foremost, I would like to express my gratitude to my Lord, Jesus

Christ, for His mercy, guidance, and blessings so that I was able to finish my

thesis. He always makes a way when there seems to be no way. There is nothing

impossible in Him.

Next, I would like to address my sincere gratitude to my major sponsor,

Christina Kristiyani, S.Pd., M.Pd. and my co-sponsor Made Frida Yulia,

S.Pd., M.Pd. for their willingness to share their knowledge and expertise. They

have been extraordinary in their invaluable supports, criticism, and suggestions to

my thesis. In addition, I am very grateful to Drs. J. B. Gunawan, M. A. and

Gregorius Punto Aji, S. Pd., M. Hum. for willingly spending their time

evaluating my designed materials.

I warmly thank the English instructors of Global Lingua Yogyakarta, Ms.

Doktrin and Ms. Siska, for their help, guidance, as well as useful suggestions to

my designed materials.

I am deeply grateful to all lecturers of the English Language Education

Study Program of Sanata Dharma University for their guidance, dedication, and

knowledge they have shared for the past four years. I also thank Mbak Danik and

Mbak Tari for their countless service and help during my study.

I wish to thank all my classmates for willingly sharing the joy and spirit

during my study in this university. I am very grateful to the following for their

help in the finishing of my thesis: Oktavianus Gresasis Primantoro Putro,

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Agnes Nora, Antonius Jody, Chrysogonus Siddha, Kevin Bain, Billy

Gunterman, Arsita Nindya, Yosepha Rini, Vina Andriani, Anggraeni

Suryana, Melania Setyorini and Theresia Vina. In addition, I warmly thank my

best friends: Sukma, Cahya, Riana, Bertha, Risa, Elly, Oon, Icha, Mietha,

Christina, Tya, Joni, Adit, Yason, Aan, Pak De, Elizt, Lin-Lin, Bambang,

Bram, Yosan and Harris for their precious friendship. I also thank the people

who are special for me, my students and also my true friends: Aldy Christianto,

Adi Nugroho, Justin Jaya, Ferry Haryono, Jeffry Alexandra and Shafura

Febriana for their endless support and care.

I dedicate this thesis to Melly Nangoi, my beloved mother, for her endless

love and support. I am very grateful to my mother for her irreplaceable care and

advice. She always inspires me to live this life sincerely and grow through the

pain. I am also very grateful to my sister Kresentia Elizabeth Lasut for her

countless help and support.

Lastly, I would like to apologize if I have inadvertently omitted anyone to

whom the appreciation is due.

Patricia A. L.

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TABLE OF CONTENTS

Page

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

APPROVAL PAGES .................................................................................... ii

STATEMENT OF WORK’S ORIGINALITY ...............................................iv

ABSTRACT .....................................................................................................v

ABSTRAK.........................................................................................................vi

ACKNOWLEDGEMENTS ..........................................................................viii

TABLE OF CONTENTS .................................................................................x

LIST OF TABLES ........................................................................................ xv

LIST OF FIGURES ......................................................................................xvii

LIST OF APPENDICES ………………………………………………….xviii

CHAPTER I: INTRODUCTION

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

B. Problem Formulation…………………………………………….………. 4

C. Problem Limitation…………………………………………….………… 4

D. Purposes of the Study ………………………………………….………... 4

E. Benefits of the Study………………………………………….…………. 5

F. Definitions of Terms……………………………………………..………. 6

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1. Instructional Materials...………………………………..……………. 6

2. Speaking………………………………………………….….………. 6

3. Task……………………………………………………………………6

4. Task Based Learning…………………………………………………..7

5. The Staffs of Bank Mandiri……………………………………………7

CHAPTER II: THEORETICAL REVIEW

A. Theoretical Review…………………………………………….…………..8

1. English for Specific Purposes (ESP)…………………………………...8

2. Speaking………………………………………………………………10

a. Nature of Speaking……………………………….……...………10

b. Principles for Teaching Speaking…………….……...…………..11

3. Task Based Learning…………………….………………...…………..11

a. Definition of Task Based Learning………….…………………...11

b. Types of Tasks……………………………………….…………..13

c. Framework of Task Based Learning…………………….……….17

d. Learner’s Roles in Task Based Learning………………....……...20

e. Teacher’s Roles in Task Based Learning…………….….…….....21

4. Journals in Language Teaching and Learning……………….………..22

5. Material Adaptation ……………………………………….……….…24

a. Definition………………………………………………….….….24

b. Principles of Materials Adaptation…………………………..…..25

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c. Techniques for Materials Adaptation………………………..…..25

6. Instructional Design Model……………………………………….…..26

B. Theoretical Framework……………………………………………….…..31

CHAPTER III: METHODOLOGY

A. Method of the Study………………………………………………………36

1. Research and Information Collecting…………………………………38

2. Planning……………………………………………………………….38

3. Development of Preliminary Form of Product………………………..39

4. Preliminary Field Testing……………………………………………..39

5. Main Product Revision………………………………………………..40

B. Research Participants..…………………………………………………….42

1. Research and Information Collecting Participants …………………...43

2. Preliminary Field Testing Participants ……………………………….43

C. Research Instruments……………………………………………………...44

D. Data Gathering Techniques………………………………………………..46

E. Data Analysis Techniques…………………………………………………47

1. Needs Analysis Questionnaire…………………………………………48

2. Expert Validation and User Validation Questionnaire……….……….48

F. Research Procedures……………………………………………………….51

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CHAPTER IV: RESULTS AND DISCUSSION

A. Process of Designing English Instructional Speaking Materials ………….53

1. Research and Information Collecting…………………………………..53

a. Learners’ Characteristics………………………………………………53

b. Pre-Assessment………………………………………………………...59

c. Support Services……………………………………………………….61

2. Planning………………………………………………………………..61

a. Stating Goals, Topics and General Purposes ………………………….61

b. Specifying the Learning Indicators ……………………………………63

c. Listing and Organizing Subject Contents ……………………………..65

3. Developing Preliminary Form of Product …...………………………..66

4. Preliminary Field Testing……………………………………………...71

5. Main Product Revision………………………………………………...77

B. The Presentation of the English Instructional Speaking Materials

for Bank Mandiri Yogyakarta …………………………………………... 79

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions………………………………………………………………..82

B. Suggestions………………………………………………………………..85

1. Suggestions for Material Users………………………………………..85

2. Suggestions for Future Research………………………………………85

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REFERENCES ………………………………………………………………..87

APPENDICES…………………………………………………………………90

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LIST OF TABLES

Table Page

2.1 Nunan’s Task Classification……………………………………………..16

3.1 The Writer’s Data Collection.…..………………………………………. 46

3.2 The Writer’s Data Gathering Techniques…………………………...…...47

3.3 Points of Agreement …………………….………………………………49

3.4 The Form of the Description of

Expert Validation Questionnaire Participants …………………………..49

3.5 The Form of the Description of

User Validation Questionnaire Participants …………...………………..49

3.6 The Form of the Results of

Expert and User Validation Questionnaire…………………………...….50

4.1 Data of the Participants ..………………………………..………………54

4.2 The Importance of English for the Staffs of Bank Mandiri ……………..54

4.3 Participants’ Interest in Taking an English Course …….……………….55

4.4 Teaching Learning Media and Activities ……………………………….56

4.5 The Results of the Chosen Topics ………………………………………58

4.6 Necessities, Lacks and Wants of the Learners ….......……………...…...59

4.7 Educational Background ………………………………………………..59

4.8 Difficulties in Communicating Using English ……………………….... 60

4.9 The Learning Topics of the Materials…………………………...………62

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4.10 The General Purposes…………………………………………………...63

4.11 The Learning Indicators of the Materials………………………….…….64

4.12 The Organization of Subject Contents……………………………….….66

4.13 The Description of Participants for Expert Validation Questionnaire…..72

4.14 The Description of Participants for User Validation Questionnaire ........72

4.15 The Results of the Questionnaire for Expert Validation

and User Validation ………………...………………………………… 73

4.16 The Results of Essay Questions ………………………………………. 76

5.1 The Arrangement of the Materials ……………………………………. 84

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LIST OF FIGURES

Figure Page

2.1 The Branch of English Language Teaching………………..…………...……9

2.2 Willis’s Task-based Learning Framework …………………………………19

2.3 Kemp’s Instructional Design Model..............................................................27

2.4 The Writer’s Theoretical Framework Chart .................................................35

3.1 The Writer’s R & D Adopted Cycle Collaborated

with Kemp’s Adapted Model .......................................................................42

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LIST OF APPENDICES

Appendix Page

Appendix A: Questionnaire for Needs Analysis …………………………… 91

Appendix B: Questionnaire for Expert Validation and User Validation …….97

Appendix C: The Results of the Questionnaire

for Expert Validation and User Validation …………………..101

Appendix D: Teacher’s Guide……………………………………………. ..104

Appendix E: The Final Version of the Designed Materials………………...153

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CHAPTER I

INTRODUCTION

This chapter elaborates six essential parts of this study: background of the

study, problem formulation, problem limitation, purposes of the study, benefits of the

study, and definitions of terms.

A. Background of the Study

As a developing country, Indonesia is expanding many fields of work to an

international scale, which automatically forces companies to keep up with the

demands. Thus, many companies are now trying to increase their staff’s competence

in English.

Banks are also the ones that demand their staff to be more competent in

English. The ability to master English is crucial for the bank staff because they deal

with the customers directly. Bank Mandiri as one of the well-reputed banks in

Indonesia has realized the importance of English mastery for their staff and has

wanted to improve their English competence by conducting an English course.

The writer chooses the staff of Bank Mandiri as the participants because of

two reasons: Bank Mandiri asks the writer for an English course that will suit their

needs and the writer also has an access to conduct the needs analysis and the process

of teaching there.

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Most of the staff of Bank Mandiri Yogyakarta have some difficulties to

communicate with the foreign customers who visit the bank. These difficulties hinder

the process of the service. Based on that, it is clear that English speaking ability is

needed and is important for them in order to provide the best service to the customers.

Considering the fact that they have very limited time to study English because

of their work, it can be concluded that it will be very difficult for them to learn

English from the basic level. Therefore, the most appropriate materials for them are

the materials that are practical and applicable to their working situation. This

emergence of English learning needs in the working fields prompts the writer to

design English learning materials based on the needs and interests in the target

situation which the learners experience.

In other words, English for Specific Purposes (ESP), particularly English for

Banking, is the one that suits their needs best. ESP is an approach which is based on

the learners’ needs. It means that all the decisions related to the designing of the

materials will be based on the learners’ needs and interests. The result of ESP is a

kind of materials that match directly with the condition that they are going to

encounter in their working field.

This study is important because it aims to present appropriate materials to

help the staff of Bank Mandiri Yogyakarta in particular to improve their English

speaking ability. By providing the materials which are practical and applicable to

their working field, they will be able to communicate with foreign customers well and

provide qualified service to them. They will not have to learn English from the basic

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level, which is highly impossible due to their heavy working hours, to fulfill the

increasing demands of having good English competence.

The main point of task based learning lies in the experiential learning in which

the learner’s prior experience becomes the starting point which will improve along

with the task completion in the classroom. By doing the tasks, learners will be

exposed to the target language. When the learners encounter problems, they will be

involved in the discussion which will broaden their opportunity to use the target

language. They will also have the chance to fill in the gaps in their language

competence through the feedback in the discussion; which will improve their

language mastery. Furthermore, tasks are also said to be motivational, as they require

learners to use authentic language, vary in format and operation, often include

physical activities, involve partnership and collaboration, may call on learners’ past

experience and tolerate as well as encourage a variety of communication styles

(Richards and Rodgers, 2001).

Hence, this study intends to design English instructional speaking materials

for the staff of Bank Mandiri Yogyakarta using task based learning. Since the biggest

difficulty that the staff of Bank Mandiri Yogyakarta experience is to communicate

with the foreign customers who visit the bank, the designed materials will be focusing

on the speaking skill.

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B. Problem Formulation

This study aims to answer two problems in order to present English

instructional speaking materials using task based learning for the staff of Bank

Mandiri Yogyakarta. They are stated into two questions:

1. How are English instructional speaking materials using task-based learning

for the staff of Bank Mandiri Yogyakarta designed?

2. What do English instructional speaking materials using task-based learning

for the staff of Bank Mandiri Yogyakarta look like?

C. Problem Limitation

In order to enable an in-depth study, the scope of this study has to be

narrowed by some limitations. Firstly, this study focuses on designing English

instructional materials on speaking ability. Secondly, this study focuses on designing

speaking materials for the staff of Bank Mandiri Yogyakarta. Finally, the pedagogical

methodology underlying the designed materials is task based learning.

D. Purposes of the Study

The purposes of this study are to answer the questions stated previously on the

problem formulation. The purposes of the study are as follows:

1. The study aims to find out how English instructional speaking materials using

task-based learning for the staff of Bank Mandiri Yogyakarta are designed.

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2. The study aims to present English instructional speaking materials using task-

based learning for the staff of Bank Mandiri Yogyakarta.

E. Benefits of the Study

The results of this study are expected to be beneficial for the staff of Bank

Mandiri as well as the future researchers in particular, and for the English instructors

for bank employees and the staff of other banks in general.

1. The staff of Bank Mandiri

The designed materials are expected to be helpful for the staff of Bank

Mandiri to facilitate them in learning English in a motivational and meaningful way,

so that they will be able to improve their speaking ability to communicate with

foreign customers.

2. The instructors for bank employees

The writer hopes that the designed materials may enrich their teaching

resources, so that they will have more alternatives to apply in their teaching-learning

activities.

3. The future researchers

The results of this study can be used to carry out another study on English for

specific purposes. The materials can be used as references in designing further

materials. They can implement the designed materials to see whether the materials are

effective or not.

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F. Definitions of Terms

In order to have a clear understanding of the study, the writer includes the

definitions of some important terms. The definitions are as follows:

1. Instructional Materials

Instructional materials are defined as a set of units that are used by teachers

and learners as the focus of the discussion in the teaching learning process. It could

help teachers and learners to organize the teaching and learning process and to

provide a stimulus to learning (Briggs, 1987). In this study, instructional materials

refer to materials which are used to facilitate teaching and learning process. They

allow the students to interact and focus on the discussion so that they could develop

their speaking skill.

2. Speaking

According to Clark and Clark (1977), speaking is an instrumental activity in

which speakers talk in order to have some effects on their listeners. In speaking, a

message is transferred from a speaker to a hearer. The speaker produces the message

and the hearer receives the message. Speaking is considered accomplished when both

the speaker and the hearer exchange their knowledge, thoughts and feelings. In this

study, speaking is a productive skill used in order to convey meaning to make the

listeners understand what the speakers mean.

3. Task

According to Willis (1996), a task is a meaningful activity in which learners

use the target language for communicative purposes in order to achieve a certain

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outcome or goal, rather than to focus on the language form. In this study, a task is an

activity that requires learners to use the target language in a meaningful way.

4. Task-based Learning

Task based learning refers to a pedagogical approach derived from

communicative language teaching approach, which utilizes the use of language tasks

as the central key in learning (Richards and Rodgers, 2001). In this study, task based

learning is a method that uses tasks for learning.

5. The Staff of Bank Mandiri

The staff of Bank Mandiri are defined as a group of Bank Mandiri employees

whose positions are as the Security, Customer Service Officer, Teller, Financial

Advisor and Branch Manager.

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CHAPTER II

THEORETICAL REVIEW

This chapter discusses the theories which support this study. It consists of two

sections: theoretical review and theoretical framework. The first section discusses the

English for Specific Purposes, Speaking, Task Based Learning, Materials Adaptation,

Instructional Design Models, and Journals in Language Teaching. Meanwhile, the

second section elaborates the framework synthesized from the discussed theories.

A. Theoretical Review

In this section, the writer discusses some theories of designing the speaking

materials. This part provides the information relevant to the study, which will be used

as a foundation for the writer to design the instructional speaking materials using

task-based learning.

1. English for Specific Purposes (ESP)

The staff of Bank Mandiri Yogyakarta have very limited time to study English

because of their work. Consequently, it will be very difficult for them to learn English

from the beginning. Therefore, the most appropriate materials for them are the

materials that are practical and applicable to their working situation. In other words,

English for Specific Purposes (ESP), particularly English for Banking, is the one that

suits their needs best. ESP is an approach to language learning, which is based on the

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learners’ needs. It means that all the decisions in deciding the materials will be based

on the learners’ needs. The result of ESP is a kind of materials that match directly

with the condition that they are going to encounter in their working field. Hutchinson

and Waters (1987) divided ESP into two main types according to the reasons why the

learners require English for. They are English for Academic Purposes (EAP) and

English for work or training (EOP/EVP/VESL: English for Occupational

Purposes/English for Vocational Purposes/Vocational English as a Second

Language). They propose the branch of English language teaching based on the

learners’ purpose as seen in Figure 2.1.

English Language Teaching

Fig

ure 2.1: The Branch of English Language Teaching

(Hutchinson and Waters, 1994)

General English (GE)

English for Specific Purposes (ESP)

English for Occupational Purposes (EOP)

English for Academic Purposes (EAP)

English for banking

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English as LT 1(EMT)

English as Foreign Language

English as L2 (ESL)


The writer should be aware of the branch of English language teaching before

designing the materials. English for banking is included into the EFL, in which there

is very little opportunities to use the target language outside the classroom. Therefore,

the context will be different from designing materials for ESL, in which the target

language is used for daily communication in society.

There is also another thesis on designing English materials for banking staff.

It was made by Veronica Widi Handoyowati (2004). This previous thesis used

Communicative Language Teaching approach, while this thesis focuses on using

Task Based Learning.

Since the designed materials will be focusing on the speaking skill, it is also

important to know the theories related to the teaching of speaking.

2. Speaking

Speaking is the main skill that will be learned in this study. Therefore, it is

important for the writer to know about speaking in depth.

a. Nature of Speaking

Speaking is one of the four basic skills, along with listening, reading and

writing. Speaking and writing are classified as active or productive skills whereas

listening and reading are considered as passive or receptive skills. Nunan (2003)

states that in learning a language, speaking can be considered as the hardest skill to be

learnt among all skills for two reasons. First, the person whom we are talking to is

waiting for our response right then. Second, we cannot edit and revise what we wish

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to say, as we can do in writing skill. The writer needs to know the characteristics of

speaking in order to be able to select appropriate activities to improve speaking

ability.

b. Principles for Teaching Speaking

There are five principles for teaching speaking as stated by Nunan (2003, pp.

54-56): (a) be aware of the differences between second language and foreign

language learning contexts; (b) give learners practice with both fluency and accuracy;

(c) provide opportunities for learners to talk by using group work or pair work, and

limiting teacher talk; (d) plan speaking tasks that involve negotiation for meaning; (e)

design classroom activities that involve guidance and practice in both transactional

and interactional speaking. Having understood the principles for teaching speaking,

the writer can now design suitable activities by taking the principles for teaching

speaking into consideration.

3. Task Based Learning

a. Definition of Task Based Learning

Task based learning is an approach which uses tasks as the core unit of

planning and instruction in language teaching (Richard and Rodgers, 2001). Task

based learning perceives language as a mean of making meaning, so it is taught best

when it is used to transmit messages, not when explicitly taught for conscious

learning (Krashen and Terrel, 1983). The main characteristic of task based learning

lies in the experiential learning where the learner’s past experience becomes the

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starting point in learning, while their personal experience when doing the tasks

becomes the central point of learning (Nunan, 2004).

In task based learning, tasks are central in immersing learners in a meaningful

communication using the target language, which in consequence, promotes learning.

Nunan (1989) defines tasks as activities which can stand alone as fundamental units

and which require comprehending, manipulating, or interacting in authentic language,

while the attention is principally paid to meanings rather than to forms. Tasks provide

the necessary exposure and also opportunities of language use needed for acquiring

the target language because the tasks are normally done in pairs or in groups.

Exposure happens when they listen to the teacher’s instruction, to their friends’

speaking, and also when they have to read handouts to complete the tasks. Learners

are expected to make sense of the input received in exposure either consciously or

unconsciously. When learners notice the language features and internalize them in

their language system, learning is promoted. Tasks will also encourage learners to

learn communicative competences like giving opinion, interrupting, and presenting

their results to the whole class. Learners will acquire the language faster and more

efficiently when they have to communicate (Willis, 1996).

There are two kinds of syllabus design that are appropriate for task-based

materials according to Nunan (2004). The first one is theme-based syllabus, where

the contents are organized into topics. Themes will provide context for doing the

tasks and learning the language in a meaningful way. The second one is task-based

syllabus, where the contents are organized based on the task difficulty. Understanding

12


the principles and beliefs of task-based learning helps the writer to know how the

ideal task based teaching-learning activities should be done.

b. Types of Tasks

There are two types of tasks: tasks according to the analysis of communicative

language use and tasks according to the strategies behind them. Willis (1996, pp. 26-

28) classifies six types of tasks according to the analysis of communicative language

use. They are:

1) Listing

Listing tasks tend to generate a lot of opportunities for language use, as

learners explain their ideas. The processes involved are brainstorming and fact-

finding. The outcome would be the completed list, or possibly a draft mind map.

2) Ordering and Sorting

These tasks involve four main processes: sequencing items, actions or events

in a logical or chronological order, ranking items according to personal values or

specified criteria, categorizing items in given groups or grouping them under given

headings, and classifying items in different ways, where the categories themselves are

not given.

3) Comparing

Broadly, these tasks involve comparing information from two or more sources

to identify common points and/or differences. The processes involved are: matching

to identify specific points and relate them to each other, finding similarities and

things in common, and finding differences.

13


4) Problem Solving

Problem-solving tasks make demands upon people’s intellectual and

reasoning powers, and, though challenging, they are engaging and often satisfying to

solve. The processes and time scale will vary enormously depending on the type and

complexity of the problem. These tasks pose a problem to solve for the learners. It

can be in the form of puzzles, real-life problems, fact-finding and investigation, or

case study.

5) Sharing Personal Experiences

These tasks encourage learners to talk more freely about themselves and share

their experiences with others. The resulting interaction is closer to casual social

conversation in that it is not as directly goal-oriented as in other tasks. For that

reason, these open tasks may be more difficult to get going in the classroom.

6) Creative Tasks

These are often called projects and involve pairs or groups of learners in some

kind of freer creative work. They also tend to have more stages than other tasks, and

can involve combinations of task types. Therefore, this kind of task will require

longer time to finish compared with other tasks. Organisational skills and team-work

are important in getting the task done.

14


Richard and Rodgers (2001) also classify tasks according to the analysis of

communicative language use into these categories:

1) Jigsaw task

In this task, learners have to combine different pieces of information in order

to make them a whole, such as arranging three different parts of a story into a good

order.

2) Information-gap task

This task requires learners to perform the negotiation of meaning and find out

the other learner’s information to complete the task. Therefore, there should be at

least two learners having different but complementary set of information.

3) Problem-solving task

This task is the same kind of task with the problem-solving task proposed by

Willis (1996).

4) Decision-making task

In this task, the learners have to discuss a problem which has some possible

solutions and negotiate to decide which will be the best solution.

5) Opinion-exchange task

Learners will be engaged in a discussion where they have to exchange their

ideas. There is no fixed outcome in this kind of task.

According to the strategies behind the tasks, Nunan (2004, p. 59) classifies

tasks into five categories: cognitive, interpersonal, linguistic, affective and creative

15


tasks. Each of them is divided again into several kinds of task. The classification

proposed by Nunan is seen in Table 2.1.

Table 2.1: Nunan’s Task Classification (Nunan, 2004: 59)

Cognitive Tasks• Classifying Putting similar things together in groups• Predicting Predicting what is to come in the learning process• Inducing Looking for patterns and regularities• Taking notes Writing down key information in own words• Concept mapping Showing the main idea of a text in the form of a map• Inferencing Using what you know to learn something• Discriminating Distinguishing main ideas from supporting ideas• Diagramming Using information from a text to label diagram

Interpersonal Tasks• Co-operating Sharing ideas and learning with other students• Role playing Pretending to be someone else and act like them

Linguistic Tasks• Conversational patterns Using expressions to start and maintain conversation• Practicing Doing controlled exercise to improve skills• Using context Using context to guess unknown words or concepts• Summarizing Selecting and presenting major points in a summary• Selective listening Listening to key information without knowing all• Skimming Reading quickly to get a general idea of a text

Affective Tasks• Personalizing Sharing own feelings or opinions about something• Self-evaluating Thinking on own learning performance and rate it

• Reflecting Thinking about ways you learn bestCreative Task

• Brainstorming Thinking as many new words or ideas as one can

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c. Framework of Task Based Learning

The framework consists of three phases: pre-task, task cycle and language

focus. The components within each phase of the framework provide a naturally

flowing sequence, each one preparing the ground for the next. There are many ways

in which the components within the framework can be weighted differently and

adapted to suit learners’ needs.

1) Pre Task Phase

Pre-task phase introduces the class to the learning topic. Here, topic-related

words and phrases are activated. Teacher should help learners recall and activate

words and phrases that will be useful both during the task and outside the classroom.

Introduce words and phrases that they are unlikely to know. This phase also

facilitates learners to explore and be familiar with the topic language by doing

activities such as classifying words and phrases, matching, brainstorming or mind

mapping. The point of this phase is to boost students’ confidence in handling the task,

and give them something to fall back on.

Teachers should also ensure that all learners understand what the task

involves, what its’ goals are and what outcomes are required. Instruction-giving is a

truly communicative use of the target language. It provides valuable exposure and a

chance for learners to grapple with meaning and should be considered another

learning opportunity.

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2) Task Cycle Phase

This is where the learners start working in small groups or in pairs to achieve

the goals of the task. Teachers should encourage learners to work independently and

to communicate on their own to achieve the set goals by keeping minimum

interference on learners’ work. Therefore, there is often little concern for grammatical

accuracy.

After they have finished, teachers should ask them to prepare an oral or a

written report on how they solved the task as well as the result of the task. Learners

will psychologically feel encouraged to do their best when they know that they have

to report their work to the class. It will make learners plan their reports effectively

and maximize their learning opportunities. Therefore, they will try to deliver their

work correctly and orderly, which will be the process that drives their language

development forward.

After that, the teacher should ask some groups or all of them if possible, to

report their task to the class. This will give learners a natural stimulus to upgrade and

improve their language. It encourages them to think about form as well as meaning;

accuracy as well as fluency and to use their prestige version of the target language. It

allows other students to hear or read what they have done, which provides useful

exposure. In this phase, the teacher may provide brief feedback on students’

presentation. It is important that learners’ performance must not be devaluated.

Teachers should emphasize their good points. Such positive reactions increase

students’ motivation and self esteem and encourage them to do better next time.

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3) Language Focus Phase

This phase allows a closer study of some of the specific features such as

unfamiliar words, structures, or pronunciation that naturally occur in the task cycle.

By this point, the learners will have already worked with the language and processed

it for meaning, so they are ready to focus on the specific language forms that carry

that meaning. Thus, the study of this form is clearly contextualized through the task

itself. After reviewing the features, learners then practice what has been discussed

during the language analysis activities to improve their language form. This final

phase, which includes analysis and practice components, fulfils the fourth desirable

extra condition for learning.

The elements of task based learning are illustrated in Figure 2.2.

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Figure 2.2: Willis’s Task-based Learning Framework (Willis, 1996: 38)

Pre-task Introduction to topic and task

Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare. Students may hear a

recording of others doing a similar task

TaskStudents do the task, in pairs or small groups. Teacher monitors

from a distance

Task CyclePlanning

Students prepare to report to the whole class (orally or in writing) how they did the task, what they decided or

discovered

ReportSome groups present their reports to

the class, or exchange written reports, and compare the result

AnalysisStudents examine and discuss specific features of the text or transcript of the

recording

PracticeTeacher conducts practice of new

words, phrases and patterns occurring in the data, either during or after the

analysis

Language Focus


The writer can determine the sequence of learning activities after

understanding the stages in task based learning framework. Therefore, the materials

for each meeting will consist of pre-task, task-cycle, and language focus phase.

d. Learner’s Roles in Task Based Learning

Learner’s roles are very important in task based learning because the activities

in the classroom emphasize on learner’s active involvement. Willis (1996) describes

the roles of learners as follows:

1) Learners as active language users

When the learners do the tasks, they have the opportunities to communicate

and to experiment with the language in order to complete the tasks. Therefore, they

have to find a way to overcome their linguistic resource before conveying their

thoughts. That would lead them to learn the skills of restating, paraphrasing, using

gestures, guessing from linguistic and contextual use, asking for clarification, as well

as consulting with other learners (Willis, 1996).

2) Learners as language learners

Besides paying attention to the message of a task, the learners should also

notice the form in which the message is delivered. The grammatical rules can be

deduced from the interaction that they observe in the task cycle phase. Learners can

also deduce them by consulting it with the teacher in the language focus phase.

Therefore, learners take full responsibility of their own learning progress.

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3) Learners as group participants

When doing the tasks, learners are often required to work in groups, in which

they have to cooperate with other learners. Eventually, those tasks will improve

learners’ communication skills, such as negotiating, respecting others’ opinion, and

improving their thinking skills (Willis, 1996). Knowing learners’ roles in TBL will

help the writer to select the learning activities appropriate for TBL, in which the

learners function as the language users, language learners and group participants.

e. Teacher’s Roles in Task Based Learning

Willis (1996) describes the roles of the teacher as follows:

1) Teacher as a facilitator

The teacher mainly functions as a facilitator because task based learning is a

learner-centred approach. The teacher sets up tasks, gives the instruction to do them,

and makes sure that learners do the task using the target language and learn

something from the activities.

2) Teacher as a monitor

This will take place in the task-cycle phase. The teacher should keep

minimum interference with working learners and stop teaching. They should observe

and encourage the learners from a slight distance, as well as reminding them to use

the target language. If the teacher stands too close with the learners, they tend to ask

the teacher for words they do not know rather than to express it in another way.

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3) Teacher as a language advisor

In the planning stage, the teacher should help the learners find phrases that

can precisely convey what they mean. Teachers can suggest the learners to look up

the definition of unfamiliar words in the dictionary, encourage the other members of

the group to edit the report draft together, and give positive comments on their good

points as well as creative use of the language.

4) Teacher as a chairperson

Teacher’s role as a chairperson takes place in the report stage. Teachers have

to introduce the presentation, set a purpose for listening, nominate which group

speaks next, and make a summary at the end. Teachers should not interrupt or correct

learners during their presentation because it can be discouraging. Teachers who are

inexperienced with task based learning need to be well-informed of how to act and

respond to learners’ errors when implementing the materials.

4. Journals in Language Teaching and Learning

In task based learning, the success of learning lies heavily on the learners.

This may cause some difficulties for the learners who do not have good learning

strategies. It will also be difficult for the teachers to monitor the learning progress of

those learners. This may lead to a condition where the learners fail to obtain the sense

of achievement, and in turn will make learning as a demotivating experience for

them. One of the possible solutions is to use a learning journal.

22


Brown (2004) defined a journal as a record of one’s thoughts, feelings,

reactions, assessments, ideas or progress toward goals, which is usually written with

little attention to structure, form, or correctness. Writing a journal aims to record

events and ideas for later reflection, which will help learners trigger insights about

learning. Writing a journal can also facilitate learners to become more reflective, in

which they can monitor their own learning progress and take control of their own

learning.

By writing journals, the learners can express their thoughts freely, without

fearing being judged by anyone. Teachers should provide reflective questions which

can encourage them to think deeper, especially about things related to their learning

difficulties. Journals can help learners realize the importance of setting their own

goals, as well as monitor their own achievements and learning difficulties (Brown,

2004).

Watson (1996) stated that journals are also beneficial for the teachers because

it enables teachers to be better acquainted with the learners and also inform about the

learners’ progress and difficulties. Through journals, teachers will be able to

investigate the affective states which hinder the learners’ learning progress such as

anxiety, experience from past failure, lack of confidence, or tendency to withdraw

from challenges. Journals can also provide information about the learners’ needs and

wants, from which we can draw suggestions from the learners on ways to improve the

teaching learning process. Most importantly, writing journals will help learners

practice and improve their writing skills (Brown, 2004).

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According to Brown (2004), there are some principles that the teacher must

consider before applying it. They are:

a. Introduce learners to the concept of journal writing since not all learners are

familiar with it.

b. State the objectives of the journal.

c. Give guidelines on what kinds of topics to include.

d. Show the example of a journal.

e. Encourage learners to write about their success as well as their difficulties.

Similarly, encourage them to write about classroom activities they found

useful, effective, and fun as well as those that seem confusing, useless, boring

or frustrating.

f. Designate appropriate time frames and schedules for review.

g. Provide optimal feedback in your responses.

h. Avoid the use of evaluative or judgmental comments to ensure learners’

confidence and honesty.

5. Material Adaptation

a. Definition

According to Tomlinson and Masuhara (2004), materials adaptation includes

adjusting or changing the existing materials into the suitable one depend on the need

of the learners, students, and the situation.

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b. Principles of Materials Adaptation

According to Tomlinson and Masuhara (2004, p. 13), there are two principles

of material adaptation. First, “Deep processing of language is required for effective

and durable learning” that means the focus of the learner should normally be on

meaning. Second, “The learners’ attention should be drawn to linguistic features of

the input.” It means that teachers can use kind of activities like listen to or read a text

such as story and joke for the sake of understanding and enjoyment the meaning in

focused and holistic way before their attention is drawn to the linguistic features in an

analytical and discrete manner.

c. Techniques for Materials Adaptation

The various techniques for materials adaptation can be divided into three main

categories in terms of quantity, they are Plus (+), Minus (-) or Zero (0) (Tomlinson

and Masuhara, 2004). In Plus Category, there are two techniques for materials

adaptation, namely, addition and expansion. The addition technique means that

teachers may add different texts and/ or activities, whereas in the expansion technique

teachers may expand texts and activities by increasing the length, difficulty, depth,

and so on.

In Minus Category, there are three techniques for materials adaptation,

namely, deletion, subtraction, and reduction. In deletion technique, teachers may

delete some texts and/or activities altogether. In subtraction, teachers may decrease

the number of sentences in a text or part of an activity, while in reduction technique

25


teachers may reduce texts and activities by decreasing the length, difficulty, depth,

and so on.

In Zero Category, there are five techniques for materials adaptation, namely,

modification, replacement, reorganisation, resequencing, and conversion.

Modification is a technique that enables the teachers to make changes to instructions.

Replacement technique means that teachers may swap one activity with another

whereas reorganisation means that teachers may change the positions of texts and

illustrations. Resequencing is a technique that enables teachers to change the

sequence of the activities, whereas conversion is a technique to change the genre of a

text or move the content from one medium to another.

6. Instructional Design Model

According to Kemp (1977), the instructional design plan is designed to

answer three questions which may be considered the essential elements of

instructional technology. The questions are:

a. What must be learned? (Objectives)

b. What procedures and resources will work best to teach the desired learning

levels? (Activities and resources)

c. How will we know when the required learning has taken place? (Evaluation)

26


The relationships among the eight steps are illustrated in Figure 2.3.

27

Figure 2.3: Kemp’s Instructional Design Model (Kemp, 1977: 9)

SupportService

Evaluation

Learning Objectives

Goals,Topics,GeneralPurposes

Learner Characteristics

TeachingLearningActivitiesResource

Pre-Assessment

SubjectContent

Revise


The eight steps in developing an instructional design:

a. Consider goals, list topics, and state the general purposes for each topic

Identifying goals is essential, as all educational programs are based on stated

goals. Goals can be derived from the society, learners, or subject areas. After defining

the goals, learning topics are then selected based on its complexity to function as the

scope of the program. The final step is to set general purposes for each topic to state

what outcomes are expected from the learners.

b. Identify learners’ characteristics

Learners’ characteristics are important to consider for ensuring the

effectiveness of a program. Learners’ characteristics cover learners’ capabilities,

needs, and interests, as well as learners’ academic factors, social factors, learning

condition, and learning styles. One of the ways to obtain such information is through

questionnaires.

c. Specify the learning objectives in terms of measurable behavioral

outcomes

Kemp’s model perceived learning as the outcome of instruction that requires

learners’ active efforts. Therefore, learning objectives have to be stated in terms of

activities that will best promote learning. The objectives should indicate exact and

measurable behavioral objectives. That way, teachers will know in specific about

what to teach and parameter to decide if the objectives have been accomplished or

not.

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d. List the subject content to support each objective

This involves selecting and organizing specific knowledge, skills, and

attitudinal factors of each topic. The writer can start either from stating the learning

objectives first or listing the subject contents first, as long as the subject contents lead

to the achievement of the objectives and learners’ needs due to the flexibility of

Kemp’s model. Contents have to be sequenced from the lowest level to the highest so

that a sequential learning can take place.

e. Develop pre-assessment

Conducting pre-assessment aims to determine the difficulty level of the

materials and differentiate between beginner and intermediate or advanced learners.

Two kinds of information that should be obtained through pre-assessment are

whether learners have acquired the necessary background for the topic and whether

the learners have previously achieved the learning objectives of the lesson.

f. Select teaching/learning activities and instructional resources

The selection of instructional materials is closely associated with the planning

of teaching and learning activities. The teaching/learning activities and resources

must treat the subject contents and motivate students to be able to accomplish the

objectives. These activities and resources can be in the forms of printed materials,

audiovisual media, or other items for group and individual uses.

g. Consider the support service necessary to implement the design plan

Support service must be considered carefully when designing the instructional

plan and developing the materials. Support service covers the available budget,

29


necessary equipment and facilities, as well as personnel’s time and schedules for

preparing and implementing the materials.

h. Evaluate the accomplishment of objectives to revise the design plan

The purpose of evaluation is to measure if learners have achieved the learning

objectives. There are two kinds of evaluation: formative evaluation and summative

evaluation. Formative evaluation is beneficial to monitor how well the instructional

model serves its objectives as well as to determine the weaknesses of the model. This

evaluation takes place during developments and try-outs. Summative evaluation is

useful for analyzing the results of a program when it is in full use, measuring

learners’ final achievement of the objectives, and also providing feedback for

revisions and improvement of the instructional plan. This evaluation takes place

during implementation.

One distinctive characteristic of Kemp’s model is its’ flexibility. The designer

may start the designing process with whichever step he is ready to start with and then

move back and forth to the other steps (Kemp, 1977). This model gives freedom to

the writer in choosing the order, because there is no fixed sequence to do this.

However, since the eight steps are interdependent, and thus decisions related to one

step may affect the others; constant adjustments to all steps must be carefully made

during the process of designing.

Revisions of the instructional program are important to attain an effective

instruction. In Kemp’s model, the revisions of the steps are made necessary by

evaluating students’ accomplishment of objectives (Kemp, 1977).

30


B. Theoretical Framework

This section discusses the synthesis of the theories discussed in the previous

subchapters.

To find out the answer to the first objective of this study, the writer has to

understand the underlying principles of ESP, speaking and task based learning. ESP

is an approach which is based on the learners’ needs. It means that all the decisions

related to the designing of the materials will be based on the learners’ needs and

interests. The result of ESP is a kind of materials that match directly with the

condition that they are going to encounter in their working field.

In teaching speaking, the writer should design classroom activities which are

adjusted with the teaching of English as the Foreign Language. Therefore, the

activities should have balanced fluency and accuracy, provide learners with more

opportunities to talk and limit the teacher talk, involve negotiation of meaning as well

as guidance and practice in transactional and interactional speaking.

In task based learning, tasks are considered as the core unit of planning and

instruction. Tasks enable learners to discern, manipulate and interact in authentic

language while their attention is principally paid to meaning rather than to form. This

is a kind of situation at which Krashen and Terrel (1983) argued the language is

taught best. The framework of task based learning consists of three components: pre-

task, task-cycle, and language focus phase. In these phases both the teacher and the

learners play various roles. The learners function as active language users, language

31


learners as well as group participants, while the teacher acts as a monitor, a language

advisor, or a chairperson, depending on the phase the teacher is in.

Due to its learner-centeredness, learners learning using task based learning

might have difficulty in assessing and taking control of their own learning. The writer

therefore proposes the use of journals to make learners more aware of their learning

goals, learning strategies, learning difficulties, achievements, as well as to provide

vast writing opportunities for them and to help the teacher monitor learners’ progress.

This study adapts Kemp’s instructional model for developing the materials.

Below are the steps for developing the materials. However, as the Kemp’s model is

flexible, the following steps do not mean to be obligatory. As long as necessary

adjustments to the affected steps are made, the change of order is possible.

1. Identify learners’ characteristics

In this step, the writer identifies the appropriate materials based on the

students’ characteristics and needs. The writer obtains information on learners’

academic factors, learning styles, learning conditions, as well as their capabilities,

needs and interests through needs analysis questionnaire.

2. Consider the necessary support service

The writer finds out the facilities, equipment, as well as available schedules

for implementing the materials through needs analysis questionnaire.

32


3. Conduct pre-assessment

The writer conducts information gathering on learners’ proficiency level and

their background knowledge for the learning topics through needs analysis

questionnaire.

4. Consider goals, list topics, and state general purposes

This is where the writer states the goals, learning topics, and general purposes

of the designed materials based on the information about students’ characteristics and

needs.

5. Specify the learning objectives

This process is about what students should know or be able to do, or in what

ways they should behave after studying the topic. The writer uses the stated goals,

topics and general purposes as the guideline to specify the learning objectives.

6. List the subject contents

The writer lists the subject contents by adapting the materials taken from the

Internet and books. In order to ensure the appropriateness of the adapted materials,

firstly, a theme-based syllabus will be developed. In the syllabus, the writer describes

topics, activities, exercises, indicators and evaluation tools used. Secondly, the writer

develops lesson plans to arrange the activities, exercises and evaluation based on the

topics.

7. Select teaching/learning activities and resources

Using the information gathered on learners’ characteristics, background

knowledge, proficiency and the available support service, the writer then selects the

33


learning resources and tasks, designs appropriate learning activities and tasks that are

suitable with the learners’ level, and constructs question for the journals. This study

uses Tomlinson and Masuhara’s materials adaptation techniques (2004). The writer

uses the Plus Category that includes addition and expansion techniques and the Zero

Category that includes modification and conversion techniques. To achieve the goals,

the writer chooses activities that are interesting and contextual for the banking staff.

In designing the materials, the writer uses the activities like predicting,

cooperating, personalizing, conversational pattern, listing and sorting, using context,

diagramming, jigsaw tasks, information gap, ordering, decision-making, comparing,

problem-solving and creative tasks to achieve the learning objectives because tasks in

TBL are normally done in pairs or in groups.

8. Evaluate the materials and revise any parts requiring improvement

To evaluate the designed materials, the writer conducts expert validation and

user validation. The writer conducts expert validation by distributing evaluative

questionnaire to two lecturers of English Education Study Program of Sanata Dharma

University. In user validation, the writer obtains feedback from two English

instructors from Global Lingua Yogyakarta through evaluative questionnaire as well.

The feedback from the questionnaire will then used for improving the materials by

revising the materials. All feedback from the questionnaire are used as the basis in

revising the materials. The writer revises some units of the design in order to

complete the final version of the designed materials.

34


The writer’s theoretical framework steps figure is presented in Figure 2.4

below:

Figure 2.4: The Writer’s Theoretical Framework Chart

35

Identify learners’ characteristics

Consider the necessary support service

Conduct pre-assessment

Consider goals, list topics and state general purposes

Specify the learning objectives

List the subject contents

Select teaching learning activities and resources

Evaluate materials and revise any parts requiring improvement


CHAPTER III

METHODOLOGY

This chapter focuses on the methodology applied in this study. The discussion

involves the method of the study, participants of the study, instruments, data

gathering technique, data analysis technique and procedures.

A. Method of the Study

This study was intended to find the answers to the problems formulated.

Firstly, the writer tried to find out how English instructional speaking materials using

task-based learning for the staff of Bank Mandiri Yogyakarta were designed.

Secondly, the writer tried to present the design of English instructional speaking

materials using task-based learning for the staff of Bank Mandiri Yogyakarta.

In order to solve the problems, the writer needed to employ a method. The

method used was Educational Research and Development (R & D) method. It was a

process used to develop and validate educational products (Borg, 1983). According to

Borg and Gall (1983), the goal of R & D is to develop the research knowledge and

incorporating it into a product that combines educational research and educational

practice rather than discover new knowledge or to answer specific questions about

practical problems. The R & D cycle enables the writer to adapt relevant findings and

36


translate them into tested, usable educational products. In this cycle, the writer studies

the findings relevant to the product to be constructed, develops the product, field-tests

it in the setting where it will be used, and uses the field-testing feedback to revise the

product.

There are ten major steps in the R & D cycle; they are Research and

Information Colleting, Planning, Developing Preliminary Form of Product,

Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational

Product Revision, Operational Field Testing, Final Product Revision and

Dissemination and Implementation (Borg and Gall, 1983). Due to the limitation of

time and capacity, the writer decided to employ only the former five steps out of the

ten major steps.

R & D cycle provides the orderly and fixed steps for developing an

educational product, but it does not specify the kinds of information required for

developing the product. On the other hand, Kemp’s steps specify the information

required for developing the product but give freedom to the writer to decide the order

of the steps. Therefore, this study adapted R & D cycle as the framework to decide

the ideal order for Kemp’s eight steps. Due to the flexibility of Kemp’s steps, the

steps suggested in this study do not mean to be obligatory. The R & D cycle is used

to ease the description of the material designing process in chapter IV. The R & D

cycle is described as follows:

37


1. Research and Information Collecting

This step aims to collect findings and useful information for developing the

product. The information gathering involved three of Kemp’s steps: identifying

learners’ characteristics, investigating the support services and conducting pre-

assessment. In this step, the writer collected the underlying theories in the field of

ESP, speaking, task based learning, materials adaptation, journals and the learners’

characteristics as well as their needs in order to support the study. The writer

collected all the data from the Internet, books and theses. Besides collecting the

underlying theories, the writer also distributed needs analysis questionnaire to twenty

staff of Bank Mandiri Yogyakarta to find out their characteristics, needs and the

available support services for the teaching learning activities.

2. Planning

Planning included defining skills, stating objectives and determining course

sequence. Objectives also provide the best basis for developing an instructional

program, since the program can be field tested and revised until it meets its objectives

(Borg & Gall, 1983). This step aims to construct the framework of the designed

materials, which involved three steps of Kemp’s instructional design model: stating

goals, general purposes and topics; specifying learning objectives; listing and

organizing subject contents. After those steps are conducted, the writer used the data

and the results of the research and information collecting as the basis for selecting

learning topics, specifying learning indicators and organizing subject contents.

38


3. Development of Preliminary Form of Product

After the initial planning has been completed, the next major step in the R &

D cycle is to build a preliminary form of the educational product that can be field

tested (Borg & Gall, 1983). In this phase, the Kemp’s step of selecting

teaching/learning activities and resource was conducted. Each of the organized

subject contents was developed into learning materials. Tasks and instructional

resources were selected based on their appropriateness with the available support

services, learners’ characteristics and abilities.

In developing preliminary form of product, the writer selected the subject

content and made the preliminary design that referred to the syllabus. The writer

applied the Plus Category that included addition and expansion techniques

(Tomlinson & Masuhara, 2004). The writer also applied Zero Category that included

modification and conversion techniques by modifying and converting the materials.

4. Preliminary Field Testing

After the process of the developing the preliminary form of the materials was

accomplished, the next step to do was evaluating the materials. Kemp’s evaluation

step was conducted in this phase. The purpose is to obtain feedbacks, suggestions,

criticism and comments of the new educational product. The preliminary field test

contributes greatly in helping to develop and improve the educational products. In the

preliminary field-testing, the writer conducted expert validation and user validation.

39


According to Educational Seminar held by The Department of National

Education in 2008, expert validation is an evaluation process that requires review by

experts. In this study, expert validation was conducted through distributing evaluative

questionnaire to two lecturers of the English Language Education Study Program of

Sanata Dharma University. User validation is an evaluation process that requires

review by future users of the product. In this study, user validation was conducted

through distributing evaluative questionnaire as well to two English instructors of

Global Lingua, Yogyakarta. After the weaknesses had been detected, they were used

to improve and to revise the materials.

5. Main Product Revision

The feedback obtained from the preliminary field testing was then used to

revise and improve the designed materials. This step was conducted to obtain some

information needed to make some improvement on the designed materials (Borg &

Gall, 1983). In this step, the writer revised the design based on the results of the

expert validation and the user validation step. It is hoped that the revised materials

will be more applicable and ready to use.

The result of the main product revision was specified as follows:

Product Specification:

Name : English Instructional Speaking Materials Using Task Based Learning

for the Staff of Bank Mandiri Yogyakarta

User : the staff of Bank Mandiri Yogyakarta

40


Purpose : Developing and improving the learners’ ability in speaking.

Teaching- Learning Approach: Task-Based Learning.

Syllabus type : Theme based syllabus.

Materials : Speaking by using various activities.

Type of product : Printed and recorded materials.

Time allocations : Eight units in 8 x 90’ total meetings.

Media : Recorded listening passage, books.

Facilities : DVD player, MP3 player, screen or TV, sound speakers, CD.

Activities : Predicting, cooperating, personalizing, conversational pattern, listing

and sorting, using context, diagramming, jigsaw tasks,

information gap, ordering, decision-making,

comparing, problem-solving and creative tasks

Evaluation tools : Group presentation, individual oral test.

To summarize all of the five steps of the R&D above, the writer presented the

chart of the adopted R&D model cycle collaborated with Kemp’s adapted model in

Figure 3.1.

41


Figure 3.1: The Writer’s R & D Adopted Cycle Collaborated with

Kemp’s Adapted Model

B. Research Participants

The writer chose the staff of Bank Mandiri as the participants because of two

reasons: Bank Mandiri had asked the writer for an English course that would suit

their needs and the writer also had an access to conduct the needs analysis and the

process of teaching there. Research participants in this study were categorized into

Research and Information Collecting participants and Preliminary Field Testing

participants.

Goals,Topics,General

Purposes

Evaluation

Research and Information Collecting

Planning

Developing Preliminary Form of Product

Preliminary Field Testing

Main Product Revision

Learning Objectives

Pre-Assessment

42

Learner Character-

istics

Support

Service

SubjectContent

Teaching/Learning

Activities,Resource


1. Research and Information Collecting Participants

The participants for Research and Information Collecting consist of twenty

staff of Bank Mandiri Yogyakarta, which would be the learners for which the

materials were designed. They were chosen to contribute to the conducting of some

information required in needs analysis. The age range was between 24 – 35 years old.

2. Preliminary Field Testing Participants

The participants for Preliminary Field Testing were two English instructors of

Global Lingua, Yogyakarta and also two English lecturers of the English Language

Education Study Program of Sanata Dharma University. The English instructors from

Global Lingua were chosen since they were specialized in teaching English for

Specific Purposes particularly English for Banking. Therefore, they should be able to

judge its relevance and practicality. The English lecturers of the English Language

Education Study Program of Sanata Dharma University were chosen due to their

experience and expertise in English language teaching and were expected to give

significant evaluation for the other aspects of the designed materials. They were

expected to give comments, feedbacks and evaluations on the designed materials,

which were significantly beneficial to revise and improve the designed materials.

43


C. Research Instruments

Instruments used in this study were questionnaires. Seligeer and Shohamy

stated that a questionnaire is a printed form of data collection, which contains

questions or statements for subject to respond, often anonymously (1989). The

advantage of a questionnaire is its ability to obtain data from a large number of

samples in a relatively quick and economical way.

Ary, Jacobs and Razaveih (2002) said that there were two types of

questionnaire; structured and unstructured questionnaires. In structured

questionnaires, both questions and answers are provided. Participants have to choose

the response(s) that best represent their own opinions, beliefs and suggestions using

their own words. This model is easier to construct yet harder to analyze. In this study,

the writer distributed a questionnaire which combined those two types of

questionnaires.

Instruments used in this study were needs analysis questionnaire, expert

validation questionnaire and user validation questionnaire. The needs analysis

questionnaire was distributed during the research and information collecting step,

while the expert validation questionnaire and the user validation questionnaire were

distributed during the preliminary field testing step. The needs analysis questionnaire

aimed to collect information on learners’ characteristics, whose results would serve as

the basis for developing the materials. Therefore, needs analysis questionnaire

covered areas such as the needs, capabilities, interests, academic factors, learning

44


styles and learning conditions of the learners. The needs analysis questionnaire was

distributed to twenty staff of Bank Mandiri Yogyakarta.

Meanwhile, the expert validation questionnaire and the user validation

questionnaire served as the evaluation sheets for the participants to assess the

designed materials. Evaluation was done based on the criteria provided in the

questionnaires. The questionnaire itself consisted of two parts. In the first part, the

participants stated their degree of agreement on the statements constructed to assess

the essential aspects in the materials, such as the relevance of the contents with the

learners’ needs, the elaboration, the activities and the outlook of the designed

materials. There were four degrees of agreement to choose: strongly agree, agree,

disagree, and strongly disagree. The more the respondents agree with the statements,

it can be inferred that the better the materials were developed. In the second part,

there were essay questions enquiring the respondents to write their comments and

suggestions to improve the designed materials. The results of both parts would be

used as the input to revise and improve the materials. The user validation

questionnaire was given to two English instructors of English for Specific Purposes

from Global Lingua Yogyakarta. The expert validation questionnaire was distributed

to two English lecturers of the English Language Education Study Program of Sanata

Dharma University.

Based on the explanation of the research instruments above, the writer

presented the data collection in Table 3.1.

45


Table 3.1 The Writer’s Data Collection

Instruments Participants Time Data Obtained Research Problem

Questionnaire for Needs Analysis

The staff of Bank Mandiri Yogyakarta

May 2008, before designing the materials

Learners’ characteristics, learners’ educational background, learners’ difficulties in learning English, available facilities, learners’ needs and interests.

Research problem one.

Questionnaire for Expert Validation

Two English Lecturers of the English Language Education Study Program of Sanata Dharma University

November 2008, after designing the materials

Reviews, comments and suggestions to the designed materials.

Research problem two.

Questionnaire for User Validation

Two English instructors of Global Lingua, Yogyakarta

November 2008, after designing the materials

Reviews, comments and suggestions to the designed materials.

Research problem two.

D. Data Gathering Techniques

The data gathering were conducted twice: in the research and information

collecting stage and in the preliminary field testing stage. In the research and

information collecting stage, the writer gathered the data by searching relevant

theories and information for the basis of the study from various books, journals,

Internet sources and also distributing the needs analysis questionnaires to twenty staff

of Bank Mandiri Yogyakarta. It was conducted in May 2008. The staff chosen to be

the participants were those who wanted to join the English course. Due to their heavy

46


working hours, the writer decided to leave the questionnaire to them then collected

the questionnaire a week after.

In the preliminary field testing stage, the data were gathered by distributing

the user validation questionnaire to two English instructors of English for Specific

Purposes of Global Lingua, Yogyakarta and also expert validation questionnaire to

two English lecturers of the English Language Education Study Program of Sanata

Dharma University. It was conducted in November 2008. Those techniques were

used to obtain feedback on the designed materials to create final revision of the

designed materials. The writer presented the data gathering techniques in Table 3.2.

Table 3.2 : The Writer’s Data Gathering Techniques

Data Collection Purposes

Searching relevant theories, needs analysis questionnaire

To answer the first problem

Expert validation questionnaireUser validation questionnaire.

To answer the second problem

E. Data Analysis Techniques

In order to draw conclusions, the writer presented and analyzed the data

obtained from the questionnaires. Detailed discussion on data presentation and

analysis of each questionnaire will be explored as follows.

47


1. Needs analysis questionnaire

Since the needs analysis questionnaire used multiple choice questions, the

data were presented and analyzed through frequency distribution, which is a

systematic arrangement of individual measures from the lowest to the highest

response (Ary et. al., 2002). From each question, the data were sorted based on the

frequency of the responses. As most people find it easier to understand data in

percentage than in raw frequencies (Brown & Rodgers, 2002), the data were

converted into percentage. The results of the questionnaires would help the writer

determine the learning topics and activities that suit the learners’ needs and wants, in

order to make the designed materials interesting and motivating.

The percentage was calculated by the amount of students who chose the

options divided by amount of all students who participated. The formulation to find

out the percentage is presented as follows.

n x 100 % ∑n

Note:

n = the number of participants who choose certain statements

∑n = the total number of participants

2. Expert validation and user validation questionnaire

In the first part of the questionnaires employed by the writer, there are four

points of agreement to measure the statements. They are presented in Table 3.3.

48


Table 3.3: Points of Agreement

Points of Agreement Meaning

1 Strongly disagree with the statement

2 Disagree with the statement

3 Agree with the statement

4 Strongly agree with the statement

The designed materials would be considered as an acceptable design if the central

tendency for each statement in the questionnaire was between the scales of 3 to 4.

After the distributed questionnaires were collected, the results were analyzed

to find out how well the materials were developed. Formerly, the educational

background and teaching experience of the expert validation and user validation’s

participants were described and presented in Table 3.4 and Table 3.5.

Table 3.4: The Form of the Description of Expert Validation Questionnaire Participants

Groups of Respondents

Educational Background Teaching Experience SexD3 S1 S2 S3 <1 1-5 5-10 >10 M F

Lecturers

Table 3.5: The Form of the Description of User Validation Questionnaire Participants



Instructors

49


To analyze the data of the first part of the questionnaire, the respondents’

agreement toward the given statements, central tendency was used. Central tendency,

the trend of a set of numbers that clusters around a particular value, is a convenient

way of summarizing data of nominal categories such as the Likert scale (Brown &

Rodgers, 2002). In this study, the central tendency was measured using mean. Mean

is the sum of all the values in a distribution divided by the number of values. It is

used to find a single statistic that characterizes the entire set of numbers. The formula

of calculating the mean can be seen below.

X = ∑ x

N

Note:

x = mean

∑ = sum of

x = score

N = number of participants

After the central tendency of each statement was found, the data were

presented in the format displayed in Table 3.6.

Table 3.6: The Form of the Results of Expert and User Validation Questionnaire

No. Respondents’ Opinions Frequency of OccurrenceN

Central Tendency

1 2 3 4 Mean

50


Analyzing the data of the second part of the questionnaire, the essay

questions, was done by summarizing and presenting respondents’ opinions,

suggestions and criticisms into some paragraphs. The results of the preliminary field

testing questionnaires were used as the feedback to revise the designed materials.

F. Research Procedures

The writer used some steps as the procedures of conducting the study. Those

steps were:

1. Research and information collecting

This was obtained through distributing the needs analysis questionnaires to

the staff of Bank Mandiri in Yogyakarta. It was done to collect information necessary

for presenting the materials, namely: pre-assessment, learners’ characteristics and

support services. The writer also searched for the theories on designing task-based

materials.

2. Planning

This step was conducted in order to help the writer decide the goals, topics,

general purposes, learning indicators, and organized learning topics and subject

contents of the designed materials based on the results of the research and

information collecting.

51


3. Developing preliminary materials

In this step, the writer designed the materials by selecting tasks and activities,

as well as constructing guiding questions for students’ journals.

4. Conducting preliminary field testing

It was done through distributing the designed materials and the expert

validation and user validation questionnaire to two English instructors of English for

Specific Purposes of Global Lingua, Yogyakarta and two English lecturers of the

English Language Education Study Program of Sanata Dharma University. It was

meant to check the suitability and applicability of the materials and also to obtain

feedback for the improvement of the materials.

5. Main product revision

The revision of the designed materials was based on the results of preliminary

field testing. This step aimed to make some improvements on the materials designed

by the writer. The revised materials then become the final version of the materials

and are ready to be used.

52


CHAPTER IV

RESULTS AND DISCUSSION

This chapter is divided into two major parts. The first part presents the

steps on how to design English instructional speaking materials using task-based

learning for the staff of Bank Mandiri Yogyakarta. The second part presents what

English instructional speaking materials using task-based learning for the staff of

Bank Mandiri Yogyakarta look like.

A. Process of Designing English Instructional Speaking Materials

To answer the first research question, how English instructional speaking

materials using task-based learning for the staff of Bank Mandiri Yogyakarta are

designed, the stages of presenting the final version of the materials are elaborated

in this chapter. There are five stages.

1. Research and Information Collecting

By distributing needs analysis questionnaires, the writer collected the

necessary information for developing the materials. The gathered information

consisted of data concerning learners’ characteristics, pre-assessment and support

services.

a. Learners’ Characteristics

The needs analysis questionnaires’ participants were twenty staff of Bank

Mandiri Yogyakarta, but only fifteen copies of the questionnaire were qualified

53


because the other five copies were not completed. The data were recorded in

Table 4.1.

Table 4.1: Data of the Participants

Respondents Sex EducationStaff of Bank Mandiri Yogyakarta F M SMU S1 S2

5 10 2 12 1

Most of the learners have had their Bachelor Degree. The results of the

questionnaires indicated that learners’ learning motivation was very high. There

were 12 out of 15 participants who stated their enjoyment of learning English. All

the staff of Bank Mandiri Yogyakarta considered that English is important. Most

of them had a conversation in English to interact with the foreign customers in

Bank Mandiri. The learners stated that 1% to 5% of their customers are

foreigners. Although English is important, the mastery of English was not

considered as a must for them, because it did not influence their status, salary and

promotion. However, since their job description is to serve the customers well,

they considered speaking as the most important skill to learn. It can be seen in

Table 4.2.

Table 4.2: The Importance of English for the Staff of Bank Mandiri

Items Responses Number Percentage1. Whether or not English is important for

the staff of Bank Mandiri

a. Yes

b. No

15

0

100%

0%2. The frequency of the staff of Bank

Mandiri in having a conversation in

English.

a. never

b. sometimes

c. often

2

13

0

13,3%

86,7%

0%3. People with whom the staff of Bank a. foreign customer 12 80%

54


Items Responses Number PercentageMandiri have a conversation in English. b. superior

c. colleague

1

0

6,7%

0%4. The percentage of foreign customers

who are using Bank Mandiri’s services.

a. < 1%

b. 1 – 5%

c. 5-10%

d. > 10%

0

15

0

0

0%

100%

0%

0%5. English skill that supports the job

description of the staff of Bank Mandiri.

a. Speaking

b. Listening

c. Reading

d. Writing

15

5

5

3

100%

33,3%

33,3%

20%

Table 4.3 showed the data about the participants’ interest in taking an

English course.

Table 4.3: Participants’ Interest in Taking an English Course

Cases Responses Number PercentageIf there is an English Course

conducted at Bank Mandiri:

1. Whether or not the staff of Bank

Mandiri join the course.

a. Yes

b. No

15

0

100%

0%2. The length of the course desired by

the staff of Bank Mandiri.

a. 1 month

b. 1,5 months

c. 2 months

15

0

0

100%

0%

0%3. The amount of meetings desired by


a. 8 – 10 meetings

b. 11 – 13 meetings

c. 14 – 16 meetings

14

1

0

93,3%

6,7%

0%4. The frequency of the course desired

by the staff of Bank Mandiri.

a. once a week

b. twice a week

c. three times a week

0

15

0

0%

100%

0%5. The duration per meeting desired by


a. 60 minutes

b. 90 minutes

c. 120 minutes

0

15

0

0%

100%

0%

The results indicated that all learners wanted to join an English course.

They also wanted the course to run for one month and to take place twice a week.

Most learners desired to have eight to ten meetings for the course, where each

55


meeting lasted for 90 minutes. Therefore, the writer designed a model of an

English course as described below. The course would run ten meetings where

eight topics would be covered. The course would be conducted twice a week and

each meeting would take 90 minutes. Therefore, the course would be completed

within 1, 5 months.

Based on the questionnaire, the writer classified the participants into Pre-

Intermediate level students because most of the participants had already learnt

English at school, so they had known the basic knowledge of English. In the next

discussion, the writer presented the media to learn English, teaching learning

procedures, class activities and the best ways for them to learn. The information

was recorded on Table 4.4.

Table 4.4: Teaching Learning Media and Activities

Items Responses Number Percentage1. Media chosen by the staff

of Bank Mandiri to learn

English.

a. movies

b. songs

c. games

d. articles

e. English books

f. magazines and newspapers

1

1

14

13

6

9

6,7%

6,7%

93,3%

86,7%

40%

60%2. Favorite activities chosen

by the staff of Bank

Mandiri in learning

English.

a. pair work

b. group discussion

c. whole class discussion

d. lecture

e. presentation

f. role play

g. problem solving

h. debate

i. conversation

j. contextual tasks

15

6

5

2

3

10

7

3

15

15

100%

40%

33,3%

13,3%

20%

66,7%

46,7%

20%

100%

100%

56


Items Responses Number Percentagek. games 14 93,3%

Most of the participants stated that games were their favorite media in

learning English because games provided both fun and the essential experiences

of using the target language that they should have. Through games, they also feel

challenged to accomplish the goals. Based on this, the writer was sure that the

materials designed would help the staff of Bank Mandiri in improving their

English.

The next question showed the detailed activities that the participants liked

most. Since all of the participants chose learning by doing pair work, contextual

tasks and conversation, the writer designed the materials which gave a lot of

chance for the learners to discuss and be involved in a conversation. Other

favorite activities were games and role play. Based on this, the exercises in the

material designed would include most of those activities.

The following sections showed the findings of the selection of the topics

by the staff of Bank Mandiri. There were thirteen topics that the writer offered.

The complete information can be seen in Table 4.5.

Table 4.5: The Results of the Chosen Topics

Topics Number Percentage1. Greeting and Introduction

2. Handling Complaints

3. Numbers

4. Telephone Conversation

15

15

15

14

100%

100%

100%

93.3%

57


Topics Number Percentage5. Describing Location

6. Explaining New Services

7. Using Bank’s Facilities

8. Making Appointments

9. Opening an Account

10. Asking Balance

11. Exchanging Currency

12. Cashing a Check

13. Transferring Money

13

13

12

12

5

4

4

4

4

86.7%

86.7%

80%

80%

33.3%

26.7%

26.7%

26.7%

26.7%

The data were the results of the questionnaire. Learners chose Greetings

and Introduction, Handling Complaints, Numbers, Telephone Conversation,

Describing Location, Explaining New Services, Using Bank’s Facilities and

Making Appointments as the topics to learn English. The presentation of the

results on the topics showed the order of the chosen topics based on the

percentage of the participants who chose those topics. The data had not

represented the order of the presentations of the topics for the materials yet. Those

topics were considered as ‘wants’ of the learners. Therefore, the topics might be

reordered, added or reduced based on the lacks of the learners, the need of

learning English for the staff, the area of content and the degree of the topic’s

difficulties. Finally, the writer could conclude the needs of the learners in terms of

necessities, lacks and wants in Table 4.6.

Table 4.6: Necessities, Lacks and Wants of the Learners

Necessities The staff need English to communicate well with the foreign customers using

their bank’s services.Lacks The staff are lack of vocabulary and expressions related to their job description

to serve the foreign customers well.

58


Wants English is needed to communicate well with the foreign customers in order to

give the best service to improve the image of the bank.

b. Pre-Assessment

The data included learners’ proficiency level and their weaknesses. From

the questionnaires, the writer found that eleven of them had learned English by

joining an English course. Table 4.7 gave clear explanation about those who had

joined an English course.

Table 4.7: Educational Background

Joined English Course

Level Time

Yes No Beginner PreIntermediate

Intermediate Advanced In 6 months

In 1 year

> 2 years

11 4 3 7 - 1 1 1 9

The writer found out that from those who had joined an English course

before, seven of them were in the Pre Intermediate level. Most of them took a

course more than two years ago (nine respondents). Therefore, 14 participants

stated that they only had passive English ability.

The next discussion was about the weaknesses they had, which were the

difficulties in communicating using English. All of the participants found that

they had difficulties in communicating using English. The difficulties that they

met were presented in Table 4.8.

59


Table 4.8: Difficulties in Communicating Using English

Difficulties Number Percentage

1. The participants do not know what English vocabulary to produce

2. The participants do not know how to say the words that they want

to say

3. The participants do not know the meaning of the sentences spoken

by the foreign customers

4. The participants cannot produce correct English sentences

5. The participants cannot respond correctly to certain expressions

12

1

14

5

15

80%

6,7%

93,3%

33,3%

100%

The data showed that all of the staff of Bank Mandiri Yogyakarta found

difficulties in communicating using English. The first difficulty was that they did

not know how to respond correctly to certain expressions. They knew what they

wanted to say, but they could not find the English word. The second difficulty was

that they did not know the meaning of the sentences spoken by the foreign

customers. They did not know what the foreigners were asking or saying because

they were not familiar with the words used by the foreigners. The first and the

second difficulties were strongly influenced by the third difficulty where the

participants did not know what English vocabulary to produce. They were lack of

vocabulary related to their working world, and that was why they could not

understand and respond correctly to what the foreign customers said. The

participants also stated that they could not produce correct English sentences. The

last difficulty was that they did not know how to say the words that they wanted to

say.

c. Support Services

60


There were three main facilities that enabled teaching learning activities: a

whiteboard as the main media; a set of portable speakers and a VCD-MP3 player

which would be useful for the listening activities. There were also other

supporting facilities such as seven personal computers, a television, an LCD

projector, a photocopying machine as well as free Wi-Fi internet access.

To sum up, the writer concluded that the necessary support services to

implement the task-based materials were available.

2. Planning

Obtaining the necessary data, the writer then developed the framework of

the materials to be designed, which consisted of stating goals, topics and general

purposes, specifying learning indicators and organizing subject contents.

a. Stating Goals, Topics and General Purposes

In the Research and Information Collection step, all of the participants had

chosen Speaking as the skill that they wanted to learn most. Therefore, the

designed materials would be focusing on speaking skill. Although the purpose of

the materials was to learn speaking, it did not mean that speaking is the only skill

that was developed in the materials. The writer combined the other skills for the

exposure because it was one of the essential factors of successful language

learning.

The most important aspect of planning a research-based educational

product is the statement of the specific objectives to be achieved by the product.

Objectives also provide the best basis for developing an instructional program,

61


since the program can be field tested and revised until it meets its objectives. The

goal of the designed materials was to improve the Speaking skill of the staff of

Bank Mandiri Yogyakarta. It is elaborated as follows.

1) At the end of the program, learners are able to communicate with the foreign

customers by using the target language.

2) At the end of the program, learners are able to apply their knowledge in their

daily life.

There were eight topics selected by the participants, which were related to

their needs. The writer organized the topics based on the level of difficulty of each

topic, and then the writer set the general purposes based on the stated goals. The

topics were stated in Table 4.9.

Table 4.9: The Learning Topics of the Materials

No Learning Topics1. Greetings and Introduction2. Numbers3. Telephoning Conversation4. Making Appointments5. Describing Location6. Introducing New Services7. Explaining Bank Facilities8. Handling Complaints

Objectives are the specific outcomes or products of courses that are

outlined in a syllabus. The writer determined the general purposes for each

meeting in order to achieve the goals in Table 4.10.

Table 4.10: The General Purposes

Topics General PurposesGreetings and 1. The learners know how to greet others.

62


Topics General PurposesIntroduction 2. The learners know how to introduce themselves.

3. The learners know how to introduce othersNumbers 1. The learners know how to read numbers

2. The learners know how to ask for specific informationTelephoning Conversation

1. The learners know how to make a polite call.2. The learners know how to respond politely to a telephone call.

Making Appointments

1. The learners know how to make an appointment

Describing Location 1. The learners know how to describe the locations inside the building.

2. The learners know how to give directions to the locations inside the building.

Introducing New Services

1. The learners know how to promote new services.

Explaining Bank Facilities

1. The learners know how to explain procedures.

Handling Complaints

1. The learners know how to handle complaints.2. The learners understand how to offer solutions.

b. Specifying the Learning Indicators

After stating the goals, general purposes and the learning topics, the writer

then specifies the learning indicators. Learning indicators define the performance

students should be able to demonstrate in order to be categorized as successful in

achieving the general purposes. The learning indicators for each general purpose

are presented in Table 4.11.

Table 4.11: The Learning Indicators of the Materials

General Purposes Learning Indicators1. The learners know how to greet others.2. The learners know how to introduce

themselves.3. The learners know how to introduce

others.

At the end of the lesson, the learners are able to:1. Identify greeting expressions in the

conversation.2. Mention greetings expressions in the

conversation 3. Greet others using the appropriate

expressions.

63


General Purposes Learning Indicators4. Respond to formal or informal greetings.5. Mention some useful expressions that are

used in introducing themselves.6. Introduce themselves and others using the

appropriate expressions.7. Respond to others’ introducing using the

appropriate expressions.1. The learners know how to read numbers2. The learners know how ask for specific

information related to numbers

At the end of the lesson, the learners are able to:1. Say the numbers correctly.2. Mention vocabulary used in asking specific

information related to numbers.3. Mention useful expressions used in asking

specific information related to numbers.4. Use useful vocabulary used in asking

specific information related to numbers correctly.

5. Use useful expressions used in asking specific information related to numbers correctly.

1. The learners know how to make a polite call.

2. The learners know how to respond politely to a telephone call.

At the end of the lesson, the learners are able to:1. Mention the vocabulary related to

telephoning conversation2. Mention the expressions used to make a

polite telephone call.3. Use good spoken English correctly in

making a polite telephone call.4. Use good spoken English correctly in

answering a polite telephone call.1. The learners know how to make an

appointment.At the end of the lesson, the learners are able to:1. Mention the vocabulary used in making an

appointment. (date and time)2. Mention the expressions used to make an

appointment.3. Use appropriate vocabulary correctly in

making an appointment.4. Use appropriate expressions politely in

making an appointment.1. The learners know how to describe the

locations inside the building.2. The learners know how to give directions

to the locations inside the building.

At the end of the lesson, the learners are able to:1. Mention the vocabulary used to describe

location and give direction inside the building.

2. Mention the expressions used to describe location and give direction inside the building.

3. Describe the location of a certain place inside the building using proper vocabulary and expressions.

4. Give direction to a certain place inside the building using proper vocabulary and expressions.

1. The learners know how to promote new services.

At the end of the lesson, the learners are able to:1. Mention the vocabulary related to promote

64


General Purposes Learning Indicatorsnew services.

2. Mention the expressions used to promote new services.

3. Use useful vocabulary to promote new services.

4. Promote new facilities using appropriate expressions.

1. The learners know how to explain procedures.

At the end of the lesson, the learners are able to:1. Mention the vocabulary related to

describing procedures.2. Mention the expressions used to

explain procedures.3. Use good spoken English on useful

vocabulary to explain procedures.4. Use good spoken English to explain the

procedures using appropriate expressions.

1. The learners know how to apologize politely.

2. The learners understand how to offer solutions.

At the end of the lesson, the learners are able to:1. Mention some useful vocabulary for

apologizing politely.2. Mention some useful expressions for

apologizing politely.3. Use the useful vocabulary to apologize

politely in conversation.4. Use the useful expressions to apologize

politely in conversation.5. Mention some useful vocabulary for

offering solutions politely.6. Mention some useful expressions for

offering solutions politely.7. Use useful vocabulary in offering solutions

politely.8. Use useful expressions in offering solutions

politely.

c. Listing and Organizing Subject Contents

Having stated the goals, general purposes, learning topics and learning

indicators, the writer classified and arranged the learning topics to be developed.

Each topic would be developed into the materials for one meeting. The designed

materials contained eight meetings. The classification and arrangement of the

learning topics into units can be seen in Table 4.12.

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Table 4.12: The Organization of Subject Contents

Unit Unit Name Subject Contents

1. Meeting New People • Greet others

• Introducing yourself

• Introducing others

2. Dealing with Numbers • Read numbers correctly

• Asking for specific information related to numbers

3. How to Survive on the Phone • Make a polite telephone call

• Respond politely to a telephone call

4. Perfect Time to Meet • Making appointments

5. Where Are They? • Describing locations inside buildings

• Giving directions to places inside buildings

6. Have You Known This? • Promoting new services

7. How Do They Work? • Explaining procedures

8. Good Complaint Handlers • Apologizing

• Giving advice

3. Developing Preliminary Form of Product

In this stage, the writer designed the learning materials based on the results

of research and information collecting and the principles of the task-based

learning. Teaching/learning resources and tasks for each learning topic were

selected according to their suitability with the attainment of goals, general

purposes, and learning indicators.

In designing the materials, the writer used Tomlinson and Masuhara’s

materials adaptation techniques (2004). The writer used the Plus Category that

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included addition and expansion techniques. In addition technique, the writer

added activities for the learners’ exercises. In expansion technique, the writer

added the depth of the materials to learn. The writer also used the Zero Category

that included modification technique where the writer changed the instruction of

the materials.

The developed activities for the materials were predicting, cooperating,

personalizing, conversational pattern, listing and sorting, using context,

diagramming, jigsaw tasks, information gap, ordering, decision-making,

comparing, problem-solving and creative tasks based on the types of tasks and

task based learning. The activities mostly integrated speaking with other skills.

Adapting the concept of pre-task, task-cycle, and language focus in task

based learning framework (Willis, 1996), the writer designed that the materials for

every meeting would consist of five main phases: Do You Remember?; Don’t

Stop Now!; Can You Do These?; Let’s Learn!; and It’s Time to Write. These five

phases are actually the modification of the three-phase task based learning

framework, in which the pre-task phase is prolonged and developed into two

phases: ‘Do You Remember?’ and ‘Don’t Stop Now!’. A new phase, ‘It’s Time to

Write’, is also added. The first section, Do You Remember?, was designed to

introduce the learners with the context and to relate learners’ personal experience

to the topic. This section serves as the pre-task phase in Willis’ task based

learning framework whose aim was to prepare learners for the main task. The

second section, Prepare Yourself!, provided useful expressions, vocabulary and

exercises to prepare learners for key language items to do the main task(s). This

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section serves as the extension of the pre-task phase in Willis’ task based learning

framework. Can You Do These?, the third section, gave learners opportunities to

produce and learn the language while accomplishing the task(s). Similar with the

Willis’ task-cycle phase, this section served as the main tasks of the lesson. The

fourth, Let’s Learn!, provided the recommended grammatical aspects related to

the topic that would be necessary for the learners to understand. This section

resembled Willis’ language focus phase. Finally, It’s Time to Write encouraged

learners to reflect their learning experience in a journal. This additional section

served as a home assignment encouraging learners to think, reflect, and evaluate

what they had learned.

Such modifications were made considering that the majority of the

learners were beginner to pre-intermediate learners of English with very limited

vocabulary, as suggested by the findings of research and information collecting.

Willis (1996) suggests that the task based learning framework should be adapted

if applied for beginner learners, with more emphasis should be given on the

exposure. The initial focus of the lesson should be more on letting learners gain

confidence, while the public use of language is temporarily reduced, as argued by

Willis (1996). One result of this would be a longer pre-task phase and a shorter

task cycle, in which the planning and report stage are either very short or totally

omitted.

It was feared that if the pre-task phase was not prolonged, students would

not be ready for the task-cycle phase, considering their language abilities are

insufficient to cope with the tasks. Consequently, it might happen that during the

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discussion many learners would choose to keep silent as they do not know what

and how to speak, while the smaller-in-number, more advanced learners would be

dominating the discussion. By providing more activities using the pre-task phase,

it is expected that students will be better prepared with the language items they

would encounter when accomplishing the task cycle later. The teaching learning

resources of the designed materials were taken from teaching reference books and

on-line materials.

There were various kinds of tasks used in the teaching learning activities.

Most of them, however, have one similarity – they should be done collaboratively.

Since the task based learning is meant to be used with English as the language of

classroom instruction, pair works and group works would be helpful in engaging

learners in meaningful communication and bridging the proficiency gap among

learners. In the following, the kinds of tasks used in each phase of the designed

materials, as well as the nature and purpose of each phase are discussed.

a. Do You Remember?

This pre-task phase functioned to introduce the topic of the lesson as well

as to activate learners’ prior knowledge. Predicting, cooperating or personalizing

tasks were the kinds of tasks used in this phase, in which learners were involved

either in pairs or in a whole-class discussion in order to share their personal

experience related to the topic.

b. Don’t Stop Now!

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The purpose of this phase serving as the pre-task phase in Willis’ task

based learning framework was to prepare learners for the main task. Selective

listening, conversational pattern, listing and sorting, using context, diagramming

and jigsaw tasks were the kinds of tasks used in this phase. Working together on

the tasks and exercises, learners would have the chances to explore the useful

language items (vocabulary, phrases) they would encounter when accomplishing

the main task later. Instead of form-oriented, most of the exercises were meaning-

oriented, so that the important feature of task based learning, discussing

grammatical items only after the task was completed, was preserved.

c. Can You Do These?

Similar with the Willis’ task-cycle phase, the tasks in this phase served as

the main tasks of the lesson. The learners had to cooperate with their partners to

solve the tasks, in which they were engaged in an authentic, meaningful

communication. The main tasks were information gap (role play), ordering and

sorting (classifying), diagramming, decision making, comparing, problem-

solving, or creative tasks (group project), whose focus was to provide learners the

opportunities to produce and experiment with the language. It had to be noted,

however, that learners’ grammatical errors should not be corrected yet. Instead,

they should be carefully observed and noted for the explanation on the next phase.

d. Let’s Learn!

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The focus of the phase resembling Willis’ language focus phase was to

make learners more aware of and understand the grammatical errors they

produced. In this phase, learners’ significant errors were presented and discussed

with the class, followed with grammar exercises. In the designed materials, the

recommended grammatical item to be discussed and the exercises were

constructed. However, if during the observation the teachers found a more urgent

matter to discuss, the authority to decide was fully theirs.

e. It’s Time to Write

This additional phase served as a home assignment encouraging learners to

think, reflect, and evaluate what they had learned. This phase utilized

personalizing, reflecting, and self-evaluating tasks in the forms of two or three

questions for learners to answer individually at home. The purpose was to help

students monitor their own progress as well as to help the teacher understand the

learners better.

4. Preliminary Field Testing

After the process of developing the preliminary form of the materials was

accomplished, the next step to do was preliminary field-testing. This step aimed to

evaluate the appropriateness of the designed set of the materials and to detect

possible weaknesses and judge the suitability of the designed materials to be

implemented. In this step, the writer adapted Kemp’s Instructional Design step,

namely, evaluating designed materials. This step was conducted through expert

validation and user validation. The background of the participants for the expert

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validation and user validation questionnaires are presented in Table 4.13 and

Table 4.14.

Table 4.13: The Description of Participants for Expert Validation Questionnaire



Lecturers 2 2 2

Table 4.14: The Description of Participants for User Validation Questionnaire



Instructors 2 1 1 2

The writer conducted expert validation by distributing evaluative

questionnaire to two lecturers of the English Language Education Study Program

of Sanata Dharma University. The lecturers were selected concerning their

experience and expertise in English language teaching. The writer also conducted

user validation to two English instructors of Global Lingua, Yogyakarta by

distributing the same evaluative questionnaire as used in the expert validation.

The selection of the English instructors was based on considerations that they

would be the users of the materials, and hence would be able to judge the

materials’ applicability and practicality. The writer combined the results of both

the expert validation and the user validation questionnaire by considering the fact

that the statements listed in both questionnaires are the same.

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After the data of post designed questionnaires were computed and

analyzed, it was found that the results were satisfying. In the first part of the

questionnaires, where the participants had to state their degree of agreement on

the given statements, the means ranged from 3.25 to 4.00, indicating the

participants believed the materials had been well-developed. The helpful

materials to achieve the learning indicators, the relevant discussions on each unit

to the topic, the various and encouraging activities for learners to speak, the clear

and understandable questions in the journal, and also the attractive and well-

designed layout were the strongest features of the materials. The mean of such

statements is 4.00, indicating all the four participants were under the impression

that the designed materials were very good on those aspects. The results of the

first part of the post-design questionnaire can be seen in Table 4.15. The detailed

results were presented in Appendix C.

Table 4.15: The Results of the Questionnaire for Expert Validation and User Validation

No Respondent’s Opinion on

Central

TendencyN Mean

A. Learning Indicators1. The learning indicators are able to support the

achievement of the general purposes.

4 3.75

2. The learning indicators are specific and well-

formulated.

4 3.50

B. Learning Materials3. The materials help learners to achieve the

learning indicators.

4 4.00

4. The materials are suitable with the needs on

English for banking.

4 3.75

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Central

TendencyN Mean

5. The activities are fun and motivating. 4 3.756. The materials are within the allotted time. 4 3.257. The discussions on each unit are relevant to the

topic.

4 4.00

8. The instructions for students are helpful and

easy to comprehend.

4 3.25

9. The materials are arranged systematically

according to the level of difficulty.

4 3.75

C. Teacher’s Guide10. The teacher’s guide is helpful and

understandable.

4 3.75

11. The lesson plans are able to give clear picture

of how to implement the materials.

4 3.25

D. Implementation of Task Based Learning Framework12. The activities are various and encourage

learners to speak.

4 4.00

13. The “Do you remember?” and “Don’t stop now!”

sections have given sufficient language input

for the learners.

4 3.25

14. The “Can you do these?” section has facilitated

learners to produce language.

4 3.75


learners the opportunities to learn the language

by doing the activities.

4 3.50

16. The “Let’s learn!” section has given learners

insight of the grammatical items commonly

used in certain topic.

4 3.50

E. Questions in “Its time to write”17. The questions are clear and understandable. 4 4.0018. The questions have encouraged learners to

share their feelings freely.

4 3.75

19. The questions have facilitated learners to

monitor their own progress.

4 3.25

F. Overall Evaluation20. The layout of the materials is attractive and 4 4.00

74



Central

TendencyN Mean

well-designed.21. In overall, the learning materials are well-

developed.

4 3.75

In the second part of the questionnaires, the participants’ comments were

also found to be satisfying and encouraging. The participants stated that the

materials were seriously developed, attractive, applicable, well-arranged and

motivating. In addition, the learning activities were considered various and

interesting. One participant also stated that the materials were really suitable for

adult learners since the grammatical theory were not given at the beginning in

every unit.

The questions regarding the Teacher’s Guide book also gained positive

comments. The lesson plans and the task instruction were said to be really clear

and helpful for the teachers to follow because they gave the detailed idea of how

and what to do when implementing the materials.

In terms of suggestion for revision, there were some helpful suggestions to

improve the designed materials. First of all, most of the participants agreed that

more detailed instructions should be added in every section of the unit, not just in

“Can You Do These?” section, because the brief instructions were not clear

enough to give vivid description on what to do. Second, the phrase “Don’t Stop

Now!” was better changed into a positive phrase, because negative phrases tend to

affect the learners to do the opposite thing. Third, the activities should be

75


numbered to give clear division and to make the learning activities systematic.

The last suggestion was to state explicitly the aim of “It’s Time to Write” in the

overview of the materials. The results of the essay questions of the questionnaire

are presented in Table 4.16.

Table 4.16: The Results of Essay Questions

Statements

Respondents

The lecturers of English

Language Education Study

Program of Sanata Dharma

University

The English instructor of Global

Lingua, Yogyakarta

Comment on the

designed materials

The materials are seriously

developed, applicable, motivating

and interesting.

The topics are well-developed, well-

arranged and really attractive. The

learning activities are various and

interesting. The materials are really

suitable for adult learners since the

grammatical theory were not given

at the beginning in every unit.Comment on the

Teacher’s Guide

The Teacher’s Guide is clear and

helpful. The writer should provide

more instructions for the games.

The lesson plans are really helpful

for the teachers to follow because

they gave detailed idea of how and

what to do when implementing the

materials.Suggestions to

improve the

materials

1. Provide more detailed

instructions in every section of

the unit.

2. Change the phrase “Don’t Stop

Now!” into a positive phrase.

3. Number the activities to give

clear division and to make the

learning activities more

systematic.

1. Provide thorough instructions

because brief instructions were

not clear enough to give vivid

description on what to do.

2. State explicitly the aim of “It’s

Time to Write” in the “Overview

of The Materials”.

3. Mention the ways to evaluate the

learning achievement, teaching

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Statements

Respondents

The lecturers of English

Language Education Study

Program of Sanata Dharma

University

The English instructor of Global

Lingua, Yogyakarta

instruments and references in the

lesson plans.

5. Main Product Revision

The main product revision step was carried out to improve the designed

materials and to obtain the final version of the designed materials. This step was

carried out based on the evaluation on the preliminary form of the product. The

results of the preliminary field testing had implied that the designed materials had

been satisfactory enough. However, some points in the design needed revision

based on the expert validation questionnaire and the user validation questionnaire.

The writer used the suggestions to improve and revise the designed materials.

The first suggestion was giving more detailed instructions in every section

of the unit. In the materials given to the respondents, detailed instructions were

only given in the “Can You Do These?” section. However, in response to the

suggestion, the writer decided to accept it. It was considered compulsory to give

clear instructions in every section of the unit so that the users who did not have

the Teacher’s Guide would know what to do without relying too much on the

teacher to give the instructions. Therefore, in the revised version, instructions are

given in every section of the unit.

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The second suggestion was to change the phrase “Don’t Stop Now!” into a

positive phrase. The writer interviewed some people consisted of learners and

instructors on whether negative commands tend to stimulate the learners to do the

opposite things. Most of them agreed with that statement, so the writer decided to

accept the suggestion. Therefore, in the revised version, the phrase for section B is

changed into “Prepare Yourself!”

The third suggestion was numbering each activity to make the learning

activities systematic. The writer decided to accept the suggestion because the

writer agreed that the learners would be confused when doing more than one

exercise if there was no clear division to indicate their learning progress.

Therefore, in the revised version, each activity is numbered.

The fourth suggestion was completing the lesson plans by including the

teaching and learning media, evaluation and references. The writer accepted the

suggestion because it was considered important to make the lesson plans as

applicable as possible and give clear picture on how to implement the materials,

including the necessary tools. Therefore, in the revised version, the lesson plans

are completed by listing the teaching and learning media, evaluation as well as

references.

The fifth suggestion was stating explicitly the aim of “It’s Time to Write”

in the overview of the materials. The writer decided to accept the suggestion so

that the users of the materials would know the benefits of doing the “It’s Time to

Write” section instead of considering it merely as homework.

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In conclusion, the designed materials was revised by conducting five

things: adding instructions in every section of the unit, changing the phrase

“Don’t Stop Now!” into “Prepare Yourself!”, numbering each activity contained

in each section, adding the teaching and learning media, evaluation and

references, and stating explicitly the aim of “It’s Time to Write” in the overview

of the materials.

B. The Presentation of the English Instructional Speaking Materials for

Bank Mandiri Yogyakarta

After doing some revisions based on the suggestions from the participants

of preliminary field testing, the final version of the set of English instructional

materials for the staff of Bank Mandiri was finally finished. The final version of

the designed materials produced as the result of this study was presented in

Appendix E.

The materials consisted of two books: the Teacher’s Guide and the

Students’ Book. The Teacher’s Guide would be the handbook for the teachers. It

contained the overview of the materials, how to use the materials, the syllabus and

the lesson plans, the photocopiable task materials, the task instructions, and the

answer keys to the exercises.

The Students’ Book consisted of eight units in which each of them

represented the eight topics that were arranged according to the level of difficulty.

The first topic was greetings and introduction, continued with numbers,

telephoning conversation, making appointments, describing location, introducing

79


new services, explaining bank facilities and the last topic was handling

complaints.

There would be five sections in each unit as the adaptation of Willis’s

framework of task-based learning. The first section, Do You Remember?, was

designed to introduce the learners with the context and to relate learners’ personal

experience to the topic. This section serves as the pre-task phase in Willis’ task

based learning framework whose aim was to prepare learners for the main task.

The second section, Prepare Yourself!, provided useful expressions, vocabulary

and exercises to prepare learners for key language items to do the main task(s).

This section serves as the extension of the pre-task phase in Willis’ task based

learning framework. Can You Do These?, the third section, gave learners

opportunities to produce and learn the language while accomplishing the task(s).

Similar with the Willis’ task-cycle phase, this section served as the main tasks of

the lesson. The fourth, Let’s Learn!, provided the recommended grammatical

aspects related to the topic that would be necessary for the learners to understand.

This section resembled Willis’ language focus phase. Finally, It’s Time to Write

encouraged learners to reflect their learning experience in a journal. This

additional section served as a home assignment encouraging learners to think,

reflect, and evaluate what they had learned.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions and suggestions. In the first part, the

writer concludes the summary of the study. Meanwhile, in the second part,

suggestions following up this completed study are provided.

A. Conclusions

This study was conducted to answer the two research questions: (a) how

English instructional speaking materials using task-based learning for the staff of

Bank Mandiri Yogyakarta are designed, and (b) what the designed English

instructional speaking materials using task-based learning for the staff of Bank

Mandiri Yogyakarta look like.

To answer the first research question, the researcher adopted R & D cycle as

the framework to decide the ideal order for Kemp’s eight steps:

1. Research and Information Collecting. It comprises Kemp’s steps of identifying

learners’ characteristics, conducting pre-assessment, and finding out the available

support services.

2. Planning. It includes Kemp’s steps of considering goals, listing topics, stating the

general purposes for each topic, specifying the learning objectives and listing as

well as organizing the subject contents.

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3. Developing Preliminary Form of Product. It consists of Kemp’s step of selecting

teaching/learning activities and instructional resources.

4. Preliminary Field Testing. It adapts the Kemp’s step of evaluation.

5. Main Product Revision. It adapts Kemp’s step of revision.

To answer the second research question, the researcher conducted expert

validation and user validation step by distributing evaluative questionnaire to two

lecturers of the English Language Education Study Program and also to two English

instructors of Global Lingua Yogyakarta. The outcome implied that the materials

were ready to be implemented for the staff of Bank Mandiri, indicated by the range of

mean of 3.25 up to 4.00. Despite obtaining positive comments such as the materials

were seriously developed, attractive, applicable, well-arranged, motivating, the

various and interesting learning activities, and also that the materials were really

suitable for adult learners, the materials had been improved by adding instructions in

every section of the unit, changing the phrase “Don’t Stop Now!” into “Prepare

Yourself!”, numbering each activity contained in each section, adding the teaching

and learning media, evaluation and references, and stating explicitly the aim of “It’s

Time to Write” in the overview of the materials.

The final version of the designed materials produced as the result of this study

is presented in the appendices. The arrangement of the materials is displayed in Table

5.1.

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Table 5.1: The Arrangement of the Materials

Meeting Unit Learning Topic1 Meeting New People Greetings and Introduction2 Dealing with Numbers Numbers3 How to Survive on the Phone Telephoning Conversation4 Perfect Time to Meet Making Appointments5 Where Are They? Giving Directions 6 Have You Known This? Introducing New Services7 How Do They Work? Explaining Bank Facilities8 Good Complaints Handler Handling Complaints

Adapting Willis’ framework of task-based learning, the materials of each

meeting was divided into five sections. The first section, Do You Remember?, was

designed to introduce the learners with the context and to relate learners’ personal

experience to the topic. The second section, Prepare Yourself!, provided useful

expressions, vocabulary and exercises to prepare learners for key language items to

do the main task(s). Can You Do These?, the third section, gave learners

opportunities to produce and learn the language while accomplishing the task(s). The

fourth, Let’s Learn!, provided the recommended grammatical aspects related to the

topic that would be necessary for the learners to understand. Finally, It’s Time to

Write encouraged learners to reflect their learning experience in a journal.

B. Suggestions

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In this part, the writer would like to give the material users and future

researchers some suggestions related to the study in this field. The followings are the

suggestions.

1. Suggestions for Materials Users

To begin with, task-based learning can be considered as a new method.

Therefore, it is assumed that there are still many teachers who do not know much

about this method. Consequently, the teachers who are not accustomed to task-based

learning should be willing to keep learning and improving themselves. Furthermore,

the learners who are used to the spoon feed method should change their paradigm of

learning a language. Teachers should give a lot of encouragement and positive

motivation. They should also give optimal and in-depth feedback to the learners’

journals in order to create a supportive relationship with the learners through the

journals.

Considering the fact that task-based learning is a new method, the users of the

book are suggested to read carefully all the information contained in the Teacher’s

Guide so that they are able to implement the materials effectively.

2. Suggestions for Future Research

Due to some constraints related to time and money, the writer has not

implemented the designed materials. Therefore, future researches on the

implementation of the designed materials are welcome. The researches can focus on

whether the materials are effective or not when they are implemented to the learners.

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The writer also recommends involving the advanced technology such as the Internet,

computers or other multimedia devices as the media for the teaching and learning

activities.

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APPENDICES


APPENDIX A

Questionnaire for Needs Analysis


KUESIONER

Anda diminta untuk menjawab seluruh pertanyaan di bawah ini dengan cara mengisi sesuai dengan perintah pada setiap pertanyaan. Pilihlah jawaban yang sesuai dengan Anda.

A. Data pribadi

Bank Pusat atau Cabang :Usia :Jenis kelamin :Pekerjaan :

B. Pertanyaan yang harus dijawabJawablah pertanyaan di bawah ini dengan cara memberi tanda silang ( x ) pada jawaban yang mewakili pilihan Anda.

1. Apakah pendidikan terakhir Anda?a. SMA / SMUb. D1c. D2d. D3e. S1f. S2g. Lain-lain:……………

2. Pernahkah Anda mengikuti kursus Bahasa Inggris di luar jenjang SD, SMP, SMU?

a. Yab. Tidak

3. Apabila pernah, level terakhir apa yang Anda ikuti?a. Beginnerb. Pre Intermediatec. Intermediated. Advanced

4. Apabila pernah, kapan Anda mengikuti kursus pada level tersebut?a. 6 bulan terakhirb. 1 tahun terakhirc. waktu lainnya:……………………..


5. Apakah menurut Anda, penguasaan bahasa Inggris penting bagi pekerjaan Anda saat ini?

a. Yab. Tidak

6. Apakah kemampuan berbahasa Inggris Anda mempengaruhi hal-hal berikut:a. statusb. gajic. promosid. tidak satupune. lainnya:……………………..

7. Seberapa sering Anda melakukan percakapan dalam Bahasa Inggris?a. tidak pernahb. kadang-kadangc. sering

8. Dengan siapakah Anda melakukan percakapan Bahasa Inggris?a. customer asingb. atasanc. rekan sekerjad. lainnya:……………………………..

9. Apakah Anda senang belajar Bahasa Inggris?a. Yab. Tidak

10. Bagaimana kemampuan Bahasa Inggris Anda saat ini?a. Aktifb. Pasif

11. Seberapa banyak prosentase customer asing yang menggunakan jasa bank tempat Anda bekerja sekarang?

a. < 1%b. 1-5%c. 5-10%d. > 10%

12. Skill Bahasa Inggris mana yang paling mendukung pekerjaan Anda?a. Speakingb. Listeningc. Readingd. Writing


13. Dari topik - topik berikut, mana sajakah yang paling Anda butuhkan? (boleh memilih lebih dari satu)

a. Menyapa dan perkenalanb. Menjelaskan lokasi dan arahc. Cara membuka rekeningd. Menanyakan saldoe. Cara menggunakan fasilitas bankf. Menjelaskan produk atau program barug. Percakapan teleponh. Membuat perjanjiani. Menangani keluhanj. Menukar mata uangk. Menguangkan cekl. Transfer uangm. Angka dan mata uangn. Lainnya:……………………….

14. Apakah Anda menemui kesulitan dalam melakukan percakapan dengan topic-topik di atas?

a. Yab. Tidak

15. Jika Anda menjawab “Ya”, kesulitan apakah yang Anda temui? (jika lebih dari 1, berilah nomor urut dari tingkat kesulitan yang paling tinggi)

____ tidak tahu kosakata dalam Bahasa Inggris yang ingin diucapkan____ tidak tahu bagaimana cara mengucapkan kosakata dalam Bahasa Inggris

yang ingin diucapkan____ tidak tahu arti kalimat yang diucapkan oleh customer asing____ tidak bisa merangkai kata-kata dalam Bahasa Inggris menjadi kalimat yang

benar____ tidak dapat memberi respon yang tepat untuk ekspresi-ekspresi tertentu____ lainnya:………………………………………………………………….

16. Media apa yang Anda pilih untuk mempelajari Bahasa Inggris?a. filmb. laguc. permainand. berbicara langsung dengan orang asinge. membaca buku berbahasa Inggrisf. majalah, korang. ceritah. lainnya:……………………………………..


17. Aktivitas belajar seperti apa yang Anda rasa efektif?a. diskusi berpasanganb. diskusi berkelompokc. diskusi satu kelasd. ceramah e. presentasif. bermain peran (role play)g. memecahkan masalah (problem solving)h. debati. percakapanj. tugas-tugas yang kontekstualk. permainanl. lainnya:………………………………………

18. Sebutkan fasilitas yang sekiranya mendukung terjadinya proses pembelajaran di kantor Anda:

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Seandainya diadakan kursus Bahasa Inggris:

19. Apakah Anda ingin mengtikuti kursus Bahasa Inggris tersebut?a. Yab. Tidak

20. Berapa lama waktu yang Anda inginkan?a. 1 bulanb. 1,5 bulanc. 2 buland. lainnya:……………

21. Berapa kali pertemuan yang Anda inginkan?a. 8 – 10 pertemuanb. 11 – 13 pertemuanc. 14 – 16 pertemuand. lainnya:……………


22. Frekuensi pertemuan yang Anda inginkan:a. 1x seminggub. 2x semingguc. 3x seminggud. lainnya:…….............

23. Durasi setiap pertemuan yang Anda inginkan:a. 60 menitb. 90 menitc. 120 menitd. lainnya:…….............


APPENDIX B

Questionnaire for Expert Validation and User Validation


Questionnaire for Expert Validation & User Validation

This questionnaire is intended to obtain the feedback on designed materials from the participants. The feedback will then be useful to improve the designed materials.

Participant’s Identity:

Name : ______________________________Sex :

:

male

femaleOccupation :

:

teacher

lecturerEducational background :

:

S1

S2

S3Teaching experience : _______ years

I. Please give a tick ( √ ) on the degree of agreement that best represent your position on the statements below:

4 : Strongly Agree/Very Good 2 : Disagree/Poor3 : Agree/Good 1 : Strongly Disagree/Very Poor

No StatementDegree of

Agreement4 3 2 1

A. Learning Indicators1. The learning indicators are able to support the achievement

of the general purposes.2. The learning indicators are specific and well-formulated. B. Learning Materials3. The materials help learners to achieve the learning

indicators.4. The materials are suitable with the needs on English for

banking.5. The activities are fun and motivating. 6. The materials are within the allotted time.7. The discussions on each unit are relevant to the topic.8. The instructions for students are helpful and easy to

comprehend.9. The materials are arranged systematically according to the

level of difficulty.


No StatementDegree of

Agreement4 3 2 1

C. Teacher’s Guide10. The teacher’s guide is helpful and understandable.11. The lesson plans are able to give clear picture of how to

implement the materials.D. Implementation of Task Based Learning Framework12. The activities are various and encourage learners to speak.13. The “Do you remember?” and “Don’t stop now!” sections have

given sufficient language exposure for the learners.14. The “Can you do these?” section has facilitated learners to

produce language.15. The “Can you do these?” section has facilitated learners the

opportunities to learn the language by doing the activities.16. The “Let’s learn!” section has given learners insight of the

grammatical items commonly used in certain topic. E. Questions in “Its time to write”17. The questions are clear and understandable.18. The questions have encouraged learners to share their

feelings freely.19. The questions have facilitated learners to monitor their own

progress.F. Overall Evaluation20. The layout of the materials is attractive and well-designed.21. In overall, the learning materials are well-developed.

II. Please answer the following questions.1. What is your comment on the designed materials?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. What is your comment on the teacher’s guide?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. What is your suggestion to improve the materials?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Thank you for your participation. May God bless you!


APPENDIX C

The Results of the Questionnaire

for Expert Validation

and User Validation


The Results of the Questionnaire for Expert Validation and User Validation


Degree of

Agreement

Central

Tendency4 3 2 1 N Mean

A. Learning Indicators1. The learning indicators are able to support the

achievement of the general purposes.

3 1 - - 4 3.75

2. The learning indicators are specific and well-

formulated.

2 2 - - 4 3.50

B. Learning Materials3. The materials help learners to achieve the

learning indicators.

4 - - - 4 4.00

4. The materials are suitable with the needs on

English for banking.

3 1 - - 4 3.75

5. The activities are fun and motivating. 3 1 - - 4 3.756. The materials are within the allotted time. 1 3 - - 4 3.257. The discussions on each unit are relevant to the

topic.

4 - - - 4 4.00

8. The instructions for students are helpful and

easy to comprehend.

1 3 - - 4 3.25

9. The materials are arranged systematically

according to the level of difficulty.

3 1 - - 4 3.75

C. Teacher’s Guide10. The teacher’s guide is helpful and

understandable.

3 1 - - 4 3.75

11. The lesson plans are able to give clear picture

of how to implement the materials.

1 3 - - 4 3.25

D. Implementation of Task Based Learning Framework12. The activities are various and encourage

learners to speak.

4 - - - 4 4.00

13. The “Do you remember?” and “Don’t stop now!”

sections have given sufficient language input

for the learners.

1 3 - - 4 3.25



Degree of

Agreement

Central

Tendency4 3 2 1 N Mean


learners to produce language.

3 1 - - 4 3.75


learners the opportunities to learn the language

by doing the activities.

2 2 - - 4 3.50

16. The “Let’s learn!” section has given learners

insight of the grammatical items commonly

used in certain topic.

2 2 - - 4 3.50

E. Questions in “Its time to write”17. The questions are clear and understandable. 4 - - - 4 4.0018. The questions have encouraged learners to

share their feelings freely.

3 1 - - 4 3.75

19. The questions have facilitated learners to

monitor their own progress.

1 3 - - 4 3.25

F. Overall Evaluation20. The layout of the materials is attractive and

well-designed.

4 - - - 4 4.00

21. In overall, the learning materials are well-

developed.

3 1 - - 4 3.75


APPENDIX D

Teacher’s Guide


English for Banking

Instructional Speaking Materials

Designed for the Staff of Bank Mandiri

Teacher’s Guide


HOW TO USE THIS BOOK

This book was devised as the complement for the Practical English for

Bank Staff of Bank Mandiri Yogyakarta – Student Book. The Student Book

contains a various learning activities which will help learners to understand

English grammar better and in particular to practice using English for

communication purpose. The learning materials were developed based on the

competences required in English for banking world. The skills are taught in

combination, but this book focuses mainly on the Speaking skill, using task

based learning (TBL).

The tasks in the Student’s Book were designed to fulfill the four conditions

needed for effective language learning to happen proposed by Jane Willis:

sufficient language exposure, wide opportunities for using and experimenting the

language, motivating activities, and the focus on language form.

This book aims to help the teachers implement the materials in the

Student’s Book more effectively. Therefore, there will be six sections elaborated

in this book: (1) overview of the learning materials, (2) syllabus and lesson plans,

(3) task instructions for the teachers, (4) answers to the exercises, (5) transcript

of the listening passages and (6) photocopiable task materials.

The overview will elaborate the principles of TBL underlying the teaching/

learning activities in the materials briefly. That will give the users of the book the

description of what to do and why when applying the materials. Syllabus is

provided so that the users can see the map of the language taught in the book.

Lesson plans are given to give clear illustration on the ideal implementation of

the materials. To ease the teachers, this book also provides simple instructions

for doing the tasks, the answer key to every exercise, the transcript of the

listening passages and photocopiable tasks materials.

The writer,

Patricia Angelina Lasut


The Overview of the Designed Materials

All of the materials and teaching-learning activities in the Student Book

were developed based on the principles of Task Based Learning (TBL). This part

will elaborate the basic principles of TBL in order to give the users of this book a

clearer description on the concepts underlying the materials and activities in the

Student Book.

TBL, just like its’ proponent Communicative Language Teaching,

perceives language as a mean of communication. Therefore, TBL believes that

language is learned best when it is used to communicate. In TBL, the process of

communication is encouraged by doing tasks. Tasks are believed to create

opportunities and involve learners in a meaningful communication, in which they

can learn the language best. When they are doing the tasks, they do not talk

about the language. Instead, they use the language to complete the task. During

their effort in solving the task, they will also learn communicative competences

such as delivering their opinions, negotiating, and expressing their feelings.

Therefore, the tasks in TBL do not focus on the form but in meanings. Learners

will then be encouraged to speak because they have the opportunities to

experiment with the language without having to memorize the grammar rules in

their mind, which will hinder them from improving because there is no real

application of it.

Besides the primary presence of tasks as its core activity, the other

uniqueness of TBL lies in the way it views grammar teaching. Unlike other former

methodology, TBL believes that grammar will be learned more effectively by the

learners after they have the opportunities to experiment with the grammar that

they already have. This way, the grammar teaching will be more significant

because they have experienced it themselves. They know what they did wrong

and they know the correct form. It will be more memorable for the learners

because the use of it is relevant to their needs. Therefore, it will promote

learning.


The concepts elaborated above are the foundation of the

teaching/learning activities in the Student Book. There are five important phases:

A. DO YOU REMEMBER?

This phase contains some questions related to the learner’s daily

activity that is related to the topic as well. This phase helps learners to

explore more and getting familiar with the topic. This phase aims to recall

student’s background knowledge on the topic.

B. PREPARE YOURSELF!

In this phase, learners are given preparatory tasks so that they will

be ready for the main task. Mostly they will involve listening, vocabulary

exercise, dialogues and reading passage. All of them aim to give more

exposure for the learners. Listening and reading are for written exposure,

while vocabulary and dialogues are for getting the learners familiar with

the topic.

C. CAN YOU DO THESE?

This is where the main tasks take place. Learners will practice

producing the language here. To complete the task, they will have to use

the expressions that they have learned in the previous phases. Teachers

should keep minimum interference. Let the learners experiment freely with

the language. Do not correct any mistakes the learners make. Instead,

write them down.

D. LET’S LEARN!

In this phase, teachers show the learners the mistakes they often

make in the main tasks. Explain why is it wrong as well as telling them

what the correct form is. Since the learners have experienced making the

mistakes, the teaching of grammar will be more significant and memorable

for them. The writer has presented the ideal grammar items to teach in

each meeting, but teachers have full freedom to present other

grammatical items that relevant to their own classes.


E. IT’S TIME TO WRITE

At the end of each meeting, learners should be encouraged to

share their feelings and also the important events for them during the

teaching learning activities by answering the provided reflective questions.

Motivate learners to share without paying attention to the form. Let them

express their feeling and thoughts freely. It will help learners trigger

insights about learning. This section aims to help students monitor their

own progress as well as to help the teacher understand the learners

better. This can also be done as homework for learners.


Syllabus

Time allocation: 8 meetings x 90 minutes

• Meeting 1 : Meeting New People

• Meeting 2 : Dealing with Numbers

• Meeting 3 : How to Survive on the Phone

• Meeting 4 : Perfect Time to Meet

• Meeting 5 : Where Are They?

• Meeting 6 : Have You Known This?

• Meeting 7 : How Do They Work?

• Meeting 8 : Good Complaint Handlers


LESSON PLAN – MEETING 1: MEETING NEW PEOPLE

General Purposes:1. The learners know how to greet others.2. The learners know how to introduce themselves.3. The learners know how to introduce others

Learning Indicators:1. Identify greeting expressions in the conversation.2. Mention greetings expressions in the conversation 3. Greet others using the appropriate expressions.4. Respond to formal or informal greetings.5. Mention some useful expressions that are used in introducing themselves.6. Introduce themselves and others using the appropriate expressions.7. Respond to others’ introducing using the appropriate expressions.

Learning Activities Time AllotmentPre-activity

DO YOU REMEMBER?1. In pairs, students discuss the difference between picture A &

B and what to talk when meeting new people. 5’

Whilst-activities PREPARE YOURSELF!

2. In pairs, practice saying the expressions given.3. Students read the expressions provided.4. Students listen to the passage and do the listening exercise.5. In pairs, students match the expressions with their functions in

formal and informal context.CAN YOU DO THESE?

6. Students do “The Conference Game” task in a group of 3 students, and report the result.

LET’S LEARN!7. Students read and learn the verb “be” in present tense 8. Students do the matching exercise in “Let’s Learn”.9. Students filter the subjects used for the verbs.

5’5’10’5’

30’

10’10’5’

Post-activityIT’S TIME TO WRITE

10. Students review today’s lesson and listen to teacher’s instructions on how to write the reflection assignment.

5’


Learning Materials:

• Enclosed

Teaching and Learning Media

• White Board

• Board Marker

• VCD/MP3 Player

• Speakers

• Board Game

Evaluation

• Students’ participation in class

• Written assignments (i.e. reflection sheet)

References


Emmerson, P. (2008). Basic business. New York: Oxford University Press.


Tillitt, B. & Mary N. B. (1985). Speaking naturally. New York: Cambridge University Press.



LESSON PLAN - MEETING 2: DEALING WITH NUMBERS

General Purposes:1. The learners know how to read numbers2. The learners know how to ask for specific information

Learning Indicators:1. Say the numbers correctly.2. Mention vocabulary used in asking specific information related to numbers.3. Mention useful expressions used in asking specific information related to numbers.4. Use useful vocabulary used in asking specific information related to numbers

correctly.5. Use useful expressions used in asking specific information related to numbers

correctly.


DO YOU REMEMBER?1. In pairs, students discuss how to read the numbers and list

ways of making a payment that they know. 5’


2. In pairs, students act out the provided dialogues.3. Students find the definitions of the vocabulary based on the

context in the dialogues given.4. Students read the expressions given. 5. In pairs, students filter the expressions into the provided

columns. 6. Students fill in the blanks with suitable expressions.

CAN YOU DO THESE?7. In pairs, students do a role play being the customers and the

person serving based on the role cards.LET’S LEARN!

8. Students read and learn the Countable and Uncountable Nouns.

9. Students do the grammar exercise in “Let’s Learn”

5’5’

10’5’

5’

30’

10’

10’Post-activity

IT’S TIME TO WRITE10. Students review today’s lesson and listen to teacher’s

instruction reminding them to keep doing their reflection assignment.

5’


Learning Materials:

• Enclosed


• White Board

• Board Marker

• Blank Papers

• Role Cards

Evaluation



References


Hutchinson, T. (2008). Big city. New York: Oxford University Press.

Viney, P. (2008). Handshake. New York: Oxford University Press.


LESSON PLAN – MEETING 3: HOW TO SURVIVE ON THE PHONE

General Purposes:1. The learners know how to make a polite call.2. The learners know how to respond politely to a telephone call.

Learning Indicators:1. Mention the vocabulary related to telephoning conversation2. Mention the expressions used to make a polite telephone call.3. Use good spoken English correctly in making a polite telephone call.4. Use good spoken English correctly in answering a polite telephone call.


DO YOU REMEMBER?1. In pairs, students discuss the difficulties in using phone in

English and their experience dealing with it. 5’


2. Students listen to the passage and fill in the blanks with the words they hear.

3. In pairs, students practise saying the expressions related to using phone in English.

4. In pairs, students choose the appropriate response for the given expressions.

CAN YOU DO THESE?5. Students complete the message form with the information

they read. 6. In pairs, students role play being the PA and the caller, then

report it to the class. LET’S LEARN!

7. Students read and learn different uses of “Can, Could and May”.

8. Students do the grammar exercise in “Let’s Learn”.

10’

5’

5’

10’

30’

10’

10’Post-activity

IT’S TIME TO WRITE9. Students review today’s lesson and listen to teacher’s


5’


Learning Materials:

• Enclosed


• VCD/MP3 Player

• Speakers

• White Board

• Board Marker

• Blank Message Form

• Role Cards

Evaluation



References


Hadfield, J. (1984). Intermediate communication games. Edinburgh: Thomas Nelson and Sons Ltd.

Hudson, R. H. (2008). Business communication. New York: Oxford University Press.

Irvine, M. (2008). Commercially speaking. New York: Oxford University Press.

Smith, J. (2008). Business one. New York: Oxford University Press.


LESSON PLAN – MEETING 4: PERFECT TIME TO MEET

General Purposes:1. The learners know how to make an appointment

Learning Indicators:1. Mention the vocabulary used in making an appointment. (date and time)2. Mention the expressions used to make an appointment.3. Use appropriate vocabulary correctly in making an appointment.4. Use appropriate expressions politely in making an appointment.


DO YOU REMEMBER?1. In pairs, students discuss the busiest day in their bank,

preferable day to have an appointment and information in making appointment.

5’


2. Students read the expressions in making appointments.3. Students arrange the jumbled conversation into the correct

order. 4. Students do the T/ F comprehension exercise.

CAN YOU DO THESE?5. In pairs, students play a competition game on telephoning and

face to face conversations and report it to the class. LET’S LEARN!

6. Students read and learn dates and times. 7. Students write the dates in British style. 8. Students write the dates in sentence forms. 9. Students change the given time into sentences. 10. Students draw the time based on the sentences.

5’10’

5’

30’

10’5’5’5’5’


10. Students review today’s lesson and listen to teacher’s instruction reminding them to keep doing their reflection assignment.

5’


Learning Materials:

• Enclosed


• White Board

• Board Marker

• Board Game

Evaluation



References

Kavanagh, M. (2008). Express series. New York: Oxford University Press.

Naunton, J. (2008). Head for business. New York: Oxford University Press.



LESSON PLAN – MEETING 5: WHERE ARE THEY?

General Purposes:1. The learners know how to describe the locations inside the building.2. The learners know how to give directions to the locations inside the building.

Learning Indicators:1. Mention the vocabulary used to describe location and give direction inside the

building.2. Mention the expressions used to describe location and give direction inside the

building.3. Describe the location of a certain place inside the building using proper vocabulary

and expressions.4. Give direction to a certain place inside the building using proper vocabulary and

expressions.


DO YOU REMEMBER?1. In pairs, students discuss their experiences related to asking

and giving directions. 5’


2. Students match the vocabulary with their meanings. 3. Students read the expressions of asking & giving directions. 4. Students act out the dialogues and answer the questions using

the clues in the pictures. CAN YOU DO THESE?

5. In pairs, students ask & answer questions about places in the floor plan.

6. In pairs, students do the information gap ask to find where the places are located and report it to the class.

LET’S LEARN!7. Students read and learn prepositions of place.8. Students do the grammar exercise in “Let’s Learn”

10’5’10’

10’

25’

10’10’



5’


Learning Materials:

• Enclosed


• White Board

• Board Marker

• Floor Plan Copies

Evaluation



References

Murphy, R. (1998). Essential grammar in use. Great Britain: Cambridge University Press.


Warshawsky, D. (1993). Spectrum I. Englewood Cliffs: Prentice Hall Regents.


LESSON PLAN – MEETING 6: HAVE YOU KNOWN THIS?

General Purposes:1. The learners know how to promote new services.

Learning Indicators:1. Mention the vocabulary related to promote new services.2. Mention the expressions used to promote new services.3. Use useful vocabulary to promote new services.4. Promote new facilities using appropriate expressions.


DO YOU REMEMBER?1. In pairs, students discuss their experience when introducing

new services in their bank. 5’


2. Students study the expressions in introducing + promoting new service.

3. Students match the vocabulary with their meanings.4. In pairs, students complete the dialogue with suitable

expressions. CAN YOU DO THESE?

5. In pairs, students make a short conversation based on the given situation.

6. In pairs, students create their own services and attract as many customers as they can then report the result to the class.

LET’S LEARN!7. Students listen to teacher’s explanation on Conditional

Sentence Type 1.8. In pairs, students do grammar exercises in “Let’s Learn”

5’

8’7’

10’

30’

10’

10’



5’


Learning Materials:

• Enclosed


• White Board

• Board Marker

Evaluation



References



LESSON PLAN – MEETING 7: HOW DO THEY WORK?

General Purposes:1. The learners know how to explain procedures.

Learning Indicators:1. Mention the vocabulary related to describing procedures.2. Mention the expressions used to explain procedures.3. Use good spoken English on useful vocabulary to explain procedures.4. Use good spoken English to explain the procedures using appropriate expressions.


DO YOU REMEMBER?1. Students discuss their experience in explaining procedures. 5’


2. Students read the passage.3. Students write the words indicating procedure.4. Students change the procedures into short sentences.5. Students study the expressions of explaining procedures.

CAN YOU DO THESE?6. Students listen to the passage and number the activities in the

correct order. 7. In a group of 3/ 4 people, students take the faced-down card

and explain the procedures stated in the cards then report the result to the class.

LET’S LEARN! 8. Students listen to teacher’s explanation on Imperative

Sentence.9. Students do grammar exercise on “Let’s Learn”.

5’5’5’5’

15’

25’

10’

10’Post-activity

IT’S TIME TO WRITE 10. Students review today’s lesson and listen to teacher’s


5’


Learning Materials:

• Enclosed


• White Board

• Board Marker

• VCD/MP3 Player

• Speakers

• Activity Cards

Evaluation



References


Barnard, R. (2008). Business venture. New York: Oxford University Press.



LESSON PLAN – MEETING 8: GOOD COMPLAINT HANDLERS

General Purposes:1. The learners know how to handle complaints.2. The learners understand how to offer solutions.

Learning Indicators:1. Mention some useful vocabulary for apologizing politely.2. Mention some useful expressions for apologizing politely.3. Use the useful vocabulary to apologize politely in conversation.4. Use the useful expressions to apologize politely in conversation.5. Mention some useful vocabulary for offering solutions politely.6. Mention some useful expressions for offering solutions politely.7. Use useful vocabulary in offering solutions politely.8. Use useful expressions in offering solutions politely.


DO YOU REMEMBER?1. Students discuss their experience on handling complaints. 5’


2. Students look at the pictures provided.3. Students match the pictures with the situations provided. 4. Students match the responses with the pictures.5. Students read the expressions on apologizing and assuring

customers. CAN YOU DO THESE?

6. In pairs, students make a short dialogue based on the given situation.

7. In groups, students role play as customers and the representatives then report the result to the class.

LET’S LEARN!8. Students read and learn Simple Future Tense.9. Students do grammar exercise on “Let’s Learn”.

5’5’5’5’

10’

30’

10’10’



5’


Learning Materials:

• Enclosed


• White Board

• Board Marker

• Role Cards

Evaluation



References


Casler, K. (2008). Business assignments. New York: Oxford University Press.

Murphy, R. (1998). Essential grammar in use. Great Britain: Cambridge University Press.

Wallwork, A. (2008). Business options. New York: Oxford University Press.


1. THE CONFERENCE GAME

Meeting/ topic : 1/ introductions.Type of activity : board game (individual decision – making task).Participants : 3 – 4 people in each group.Functions practiced : greeting people, introducing yourself, introducing other.Photocopiable materials : available.

Divide students into groups consisting of 3 – 4 students. Copy one board game for each group. Give one coin per group and one token per student.

Tell the students they are going to go to a banking conference as the representatives for their banks. They will meet a lot of people who work in banking field. They will toss the coin and move their tokens as many steps as shown by the coin (numbers mean one step and pictures mean two steps). As soon as they have moved the token to a box, they have to read the situation in the box and give response. They can use the expressions they have learned, but the members can’t repeat the same expressions in a row.

After responding, they ask the other members to give opinion if their response was right or wrong. If it was wrong, they have to stay at their previous box. If it was right, they can stay at their new box. The first two students who arrive at Finish and stay there win the game.

2. ROLE - PLAY: CUSTOMERS & PERSON SERVING

Meeting/ topic : 2/ numbers.Type of activity : role – play.Participants : 2 people.Functions practiced : asking and giving information about numbers.Photocopiable materials : available.

Divide students into pairs. Copy the role cards for each pair. Next, cut the straight lines, and fold the paper at the dot, so that students can see the role but they can’t see the situation. Tell the students they will act either as a customer or as the person serving.

The customer should tell the person serving about their intentions. The person serving should give responses according to the information contained in their cards. The customers then write down the information given by the person serving. After all the cards have been acted out, tell the students to find another partner and swap roles.


3. TAKING NOTES

Meeting/ topic : 3/ telephoning.Type of activity : sorting.Participants : 2 people.Functions practiced : taking notes. Photocopiable materials : available.

Divide students into pairs. Give each pair one copy of the dialogue and one copy of the message form.

Tell the students they are going to read a dialogue between a caller and a secretary. With their partner, they have to fill the message form with the information they read in the dialogue.

When they have finished, ask them to exchange the message form with other group’s form and check the answers.

4. SMOOTH OPERATOR

Meeting/ topic : 3/ telephoning.Type of activity : information – gap.Participants : 2 people.Functions practiced : taking and leaving message. Photocopiable materials : available.

Divide students into pairs. Pass out he first set of cards (two message templates and two contact cards). Each student needs to have a role card and a message template.

Students will take turns being a PA and being the caller. The caller uses their role card to make a call. They have he name of the person they want to contact and a short message to leave with the PA.

The PA has the message template. This student must ask the caller enough questions so that they can fill in the template. Also, they will need to write in the date and the time the call was made.

Begin the role play with Card A. Make sure that students know that the person being called is NOT in, and that they will be speaking to the PA. Have Mr. Fujikawa call Ms. Malone’s office and leave a message.

Students now change roles. Ms. Malone calls Mr. Fujikawa’s office and leaves a message for him. When the calls are finished and messages have been written, students can check how accurately they took messages by comparing their template with their partner’s contact cards.


5. CONVERSATION GAME

Meeting/ topic : 4/ appointments.Type of activity : board game.Participants : 2 people.Functions practiced : making appointments. Photocopiable materials : available.

Divide students into pairs. Give each pair one copy of the board game and one token per student.

Each student has to complete a row of four squares – horizontally, vertically, or diagonally – before their partner does. In turns, they choose which square they want to own. To win a square, they have to read the situation represented by the letters and numbers then give response. They can use the expressions they have learned.

After responding, they ask their partner if their response was right or wrong. If it was wrong, they have to stay at their previous box. If it was right, they can stay at their new box.

6. ASKING & GIVING DIRECTIONS

Meeting/ topic : 5/ asking and giving directions.Type of activity : information gap.Participants : 2 people.Functions practiced : asking and giving directions. Photocopiable materials : available.

Divide students into pairs. Copy and give floor plan A o student B, and floor plan B to student B.

Student A has the locations of places which student B doesn’t have. Student B has to ask student A to tell where the places are located.

Student B has the locations of places which student A doesn’t have. Student A has to ask Student B to tell where the places are located.

When they have finished completing their own floor plan, check the answers with their partner’s floor plan.


7. CREATE YOUR OWN SERVICE

Meeting/ topic : 6/ Introducing New Service.Type of activity : creative task. Participants : 4 students in each group.Functions practiced : promoting new service.Photocopiable materials : available.

Divide students into groups consisting of 4 students. Encourage students to think about any service which will be interesting to promote. It can be a real service in their bank or an imaginary one.

Assign students to create a presentation to promote their service. The presentation should attract listeners to try the service.

After they have finished, ask each group to present their services in front of the class. The presentation should cover: (a) name of service, (b) description of service, and (c) why the readers will be interested to try the service. To provide speaking opportunities for all students, tell them that all group members should talk during the presentation.

8. TELL ME ABOUT IT

Meeting/ topic : 7/ procedures.Type of activity : presentation. Participants : 3/ 4 people in each group.Functions practiced : explaining procedures. Photocopiable materials : available.

Divide students into groups consisting of 3 to 4 students. Copy and cut the cards and give one set to each group. Put all the cards faced – down.

Each student has to take one card from the pile in turns. Those cards contain common transaction in banks. Students have to explain the procedure of the activity given in the card. If their explanation is correct, they can keep the card, but if their explanation is wrong, they have to put the card back to the pile. Student who collects most cards win.


9. COMPLAINTS CARDS

Meeting/ topic : 8/ complaints. Type of activity : problem – solving. Participants : whole class. Functions practiced : offering solutions. Photocopiable materials : available.

Divide the class into two groups. Group A will act as the customers and group B as the representatives. Give each student in group A a complaint card. Make sure each of the students holds different kind of complaint cards.

Tell the students who hold complaints cards: they are the customer of Bank Mandiri who have a complaint related to the bank’s service. They have to go to some representatives and state their complaints. Ask for solutions to up to 3 representatives. Write down their solutions and then choose one representative as the best representative.

Tell the students who act as representative: they are the representatives of Bank Mandiri. Their job is to handle the complaints from the customers. Apologize and give good solution to every complaint you hear.

After they have finished, ask them to swap roles.


UNIT 1

B. DON’T STOP NOW! I. 1. let me introduce

2. do you do 3. do you do4. meet5. this is6. to meet you7. to meet you, too8. Customers Services Officer9. a financial Advisor10. I work

II. 1. F : LI : B

2. F : JI : M

3. F : KI : F

4. F : HI : I

5. F : DI : G

6. F : AI : N

7. F : CI : E

D. LET’S LEARN! I. 1. c2. e3. h4. b5. a6. g7. f8. d

II. is : He, She, Itam : Iare : You, We, They

UNIT 2

A. DO YOU REMEMBER?1. a. three point six percent

b. two thirdc. three hundred and twenty

sevend. two hundred dollarse. one million

B. DON’T STOP NOW! I. 1. commission

2. bill3. deposit4. cash5. insurance6. receipt7. traveller’s cheque8. credit card9. change10. exchange rate

II. Asking the denomination- In what denomination would you

like it?- How would you like it, Sir?- Would you like it all in Rupiahs?

Asking for ways of payment- How would you like to pay, Sir?

Asking the amount of money- How much would you like to

change? - How much would you like to

transfer, Sir?- How much do you want them

for?

III. 1. How would you like to pay2. In what denomination would

you like it?3. How much would you like to

transfer?4. Would you like it all in

Rupiahs?5. How much would you like to

change?


D. LET’S LEARN! 1. information2. v3. data4. many5. is6. this7. are8. v9. v10. disappointment

UNIT 3

B. DON’T STOP NOW! I. 1. May I help you? 2. May I speak to Ms. Handoyo,

please?3. Do you know when she’ll be

back?4. May I take your message?

5. Would you like me to fax that to you?

6. Could you try sending that information around 3:30?

7. Can I have your name, telephone number and fax number, please?

8. Is that correct?

II. a. 2 b. 3 c. 1 d. 3 e. 2

D. LET’S LEARN! a.present ability b. requestc.present abilityd. requeste.past abilityf. give permissiong. requesth. past abilityi. requestj. present ability

UNIT 4

B. DON’T STOP NOW!I. 1. a. Bank Mandiri. How may I

help you? b. Yes, I’d like to make an

appointment with Mr. Arifin c. Who’s speaking, please? d. This is Masaharu Mizoguchi

from Yachiyo Engineering e. I’m afraid he doesn’t have any

free time this week. Could you manage on Monday next week?

f. Certainly. What about the time?

g. How about at 9:00?h. Okay. Monday morning at 9:00

sounds good. i. Okay. I have booked you a

meeting in Mr. Arifin’s agenda. We are waiting for you, Mr. Mizoguchi.

j. Thank you. Good afternoon. k. Good afternoon.

II. 1. T 2. F 3. F 4. F 5. F

D. LET’S LEARN! I. 2. 22 November 1985 / 22-11-

19853. 11 April 1989 / 11-04-19894. 5 August 2002 / 5-08-2002

II. 1. the first of January ( 1 January) 2. –3. the seventeenth of August (17 August) 4. –

III. 1. ten to eleven2. half past two


3. seven o’clock4. five past eight

IV. 1. 4. 502. 1. 203. 7. 454. 4.30

UNIT 5

B. DON’T STOP NOW! I. 1. f

2. l3. b4. i5. j6. h7. a8. e9. m10. g11. c12. k 13. d

II. 1. Yes, it’s upstairs2. It’s down the hall on the left3. They are over there4. Yes. It’s downstairs5. It’s down the hall on the right 6. They are that way

D. LET’S LEARN! 1. under2. behind3. in front of4. next to / beside5. above 6. opposite

UNIT 6

B. DON’T STOP NOW! I. 1. c

2. f3. b4. g5. a6. e7. l8. i9. d10. k11. h12. j

II. 1. Have you heard…2. It is called..3. is very profitable..4. it is very practical..5. is also..

E. LET’S LEARN!a. I will joinb. I havec. will prepared. hase. isf. have, will finishg. forget, will start h. will visit, isi. have, will keepj. work, will promote


UNIT 7

B. DON’T STOP NOW!I. 1. first

2. secondly3. then 4. finally

II. 1. contact Ferrari and discuss precisely what you want to do

2. satisfy Ferrari3. convince Ferrari4. guarantee high quality items

C. CAN YOU DO THESE?I. 1. get in line.. First

2. tell your purpose.. then3. endorse the back.. after that4. put the cheques.. next5. tellers count.. finally

D. LET’S LEARN!1. Give me your ID2. Give me / Get me a cup of coffee3. Turn on the AC4. Give me that account book5. Say that again6. Sit down7. Lend me your pen8. Pass that newspaper9. Put the forms if..10. Get me the teller

UNIT 8

B. DON’T STOP NOW! I. 1. c

2. b3. d4. f5. h6. a7. e8. g

II. a. Bb. Dc. Hd. Ge. Ff. Ag. Ch. E

D. LET’S LEARN!1. I will carry 2. I will bring3. I will use4. I will sit5. I will do6. I will stay7. I will show


UNIT 1MEETING NEW PEOPLE

B. Prepare Yourself!

1.

Sally Kent is the manager of Bank of Switzerland. She introduces Simon Hastingsto two other people. Listen and fill in the gaps!A : Alessandra, let me introduce you to my colleague, Simon Hastings.B : How do you do?C : How do you do? Pleased to meet you.B : Do you work here, Alessandra?C : No, I work for HSBC Bank. I’m a teller. This is my colleague Akiko Takajima.D : Nice to meet you.B : Nice to meet you, too Akiko. Where are you from?D : I’m from Osaka, in Japan.B : Where do you work?D : I work for Commonwealth Bank in Frankfurt. I’m a Customer Service Officer.

And you?B : I’m a Financial Advisor. I work here at Bank of Switzerland. Sally’s my boss.


UNIT 3HOW TO SURVIVE ON THE PHONE

B. Prepare Yourself!

1.

Secretary : Hello, El’s Computer. May I help you?Caller : Yes, this is Jackie Kornellia from Bank Mandiri. May I speak to Ms.

Handoyo, please?Secretary : I'm sorry, but she's not in right now.Caller : Okay, do you know when she’ll be back?Secretary : Uh, yes, she should be here later on this afternoon maybe about

4:30. May I take your message?Caller : Yes. Ms. Handoyo sent me a brochure detailing your newest line of

laptop computers with a description of other software products, but there wasn't any information about after-sales service.

Secretary : Oh, I'm sorry. Would you like me to fax that to you?Caller : Yes, but our fax is being repaired at the moment, and it won't be

working until around 2:30. Hum . . . Could you try sending that information around 3:30? That's should give me time to look over the material before I call Ms. Handoyo, say, around 5:00.

Secretary : Sure. Can I have your name, telephone number and fax number, please?

Caller : Yes. Jackie Kornellia and the phone number is 560-1287. And the fax number is 560-1288.

Secretary : Okay. Jackie Kornellia. Is your name spelled C-o-r-n-e-l-i-a?Caller : No. It's Kornellia with a "K" and two "l's." K-o-r-d-e-l-l-i-a."Secretary : All right, Ms. Kornellia. And your phone number is 560-1287, and

the fax number is 560-1288. Is that correct?Caller : Yes it is.Secretary : All right. I'll be sure to send you the fax this afternoon.Caller : Okay, thank you.


UNIT 7HOW DO THEY WORK?

C. Can You Do These?

1.

Eric Simons wants to make a deposit and cash a cheque. He is talking about theprocedure. Listen and number the activities in the correct order! Write the expressions he used in explaining the procedure!

The local branch of my bank is located just a few blocks from where I live. It's very convenient, since it has four ATMs open 24/7. Today I had to go in to make a deposit, but since I wanted to cash a check as well, I needed to go inside to talk to a teller.

Inside the bank, I got in line for the tellers. All the tellers are behind a large piece of bulletproof glass , so you have to speak up when you are talking to them. Anyway, when I got to the head of the line, the cashier said, "How may I help you?" "Well," I said, "I'd like to deposit this payroll check into my checking account, and cash this cashier's check ." "Certainly," she said, "just endorse the back of both checks and put them in the tray." "Sure. And, I can get that in small bills--10s and 20s?" I waited for her to process my checks. Then she said, "Here you are ," and counted out the cash and put it in an envelope. I said, "Thank you!" and walked away. Now that I have some money burning a hole in my pocket, I guess I better spend it!


You see an old friend. Greet

him / her

Name three banks which

begin with the letter ‘B’

Ask another person which

bank they work for

Introduce two people to one

another

Ask another person about their family

Ask another person about their banks

Name two countries

where you bow when you meet

someone

Name four famous banks

you want to work for

Ask another person at the conference

what their job is

Introduce yourself to

another person at the

conference

This is your first day working at Bank Mandiri. Greet everyone you meet there.

Ask another person about

the department or division they

work in

Say ‘thank you’ in three different

languages

Exchange business cards

with another participants

Ask another person about their funniest

working

It’s time to go home. Say goodbye to your new

colleaguesFINIS

HStart

THECONFERENCE

GAMEexperiences


You want to change US $ 150 into Rupiahs

CUSTOMERS PERSON SERVING

CUSTOMERSCUSTOMERS

PERSON SERVING

PERSON SERVING

PERSON SERVING

The exchange rate for US$ is 0.87. The commission is 3% for amounts up to Rp 2.000.000,- and 1.5% for

higher amounts

The bill is Rp 490.000. You only take cash or

credit cards

The bill is $19.00

The total price is $250. You need a 20% deposit. You take Visa and

Mastercard but not Amex

CUSTOMERS

CUSTOMERS

CUSTOMERS

You want to settle your hotel bill and pay by

Rupiahs-cheques

You want the bill and a receipt. You only have a

$50 note

You’ve just booked a holiday. You have two credit cards,

Visa and Amex.


146


\

Message date: _____time:_____

for: ______________________________caller:____________________________telephone/fax number:________________________________________________message: ______________________________________________________________________________________________________________________________________________________________________________________________________







CARD A Mr. Hastings CARD B Ms. Kent

CARD C Ms. Boni CARD D Ms. TakajimaYou want to speak to Ms. Boni. Leave a message for her to send the fax again. You did not receive the fax. Ask her to call you when she sends the fax. Your telephone number is 555 2218. Your fax number is 555 2219.

You want to speak to Ms. Takajima. You want to know if she received your fax. Leave her a message to call you back. Your telephone number is 555 1992. Your fax number is 555 1994.

You want to speak to Mr. Hastings. You cannot meet him for lunch tomorrow at 12:30. You want to meet him at 1:30. Leave a message for him to call you back. Your telephone number is 555 1312

You want to speak to Ms. Kent. You want to have lunch with her tomorrow at 12:30. Leave a message for her to call you back. Your telephone number is 555 1213


SQUARES

1 You are calling someone. He's not in the office this morning. What do you say?

2 You're calling a bank. Ask if it's necessary to confirm your payment by fax.

3 A caller wants to speak to Mr. Adi. He's not at the bank.

Offer to do something.4 Someone suggests a meeting

on Tuesday. It's not possible. Say why.

5 The line's engaged. Ask if the caller can wait.

6 A customer asks when you can send a billing statement.

What do you say?7 You're on a business trip. Ask a

colleague to fax you this month's sales figures.

8 You are arranging to meet a colleague in your town, but where? In his / her bank, or in yours? Ask your colleague.

SQUARES

A You or your colleague have to meet Mr Andros at the central bank. Who's going to do it?

Ask your colleague.B You're meeting a friend at the

bank. Her suitcase looks very heavy. What do you say?

C You need to make 200 photocopies of a document. Ask a colleague to do it.

D Ask a friend about his meetings for this weekend.

E Your customer says it is hot in your bank. Offer to do something.

F You're in a foreign bank. Ask the time to the Security.

G Talk about three appointments or meetings you have next week.

H You need to wash your hands before counting money. Ask yourcusomer to excuse you for a minute.


Student A

Security Post Tellers

elevator

entrance

Customer Service

telephone

you are here

Student B

elevator

Restrooms

stairs

entrance

Financial Advisors

you are here

Drinking Fountains


drawing money from ATM

applying for credit cards

paying the credit cards

joining an insurance

cashing the cheque

exchanging currency

closing an account

proposing a loan

making a deposit

saving cash money

opening a new account

transfer money to other banks


COMPLAINT CARD Name:_____________________ Company:___________________ Problem: You did not send the bill on time, so I have to pay 10% fine Name(s) and solution(s): ______________________________________________________________________________________________________________________________________________________________________________________

COMPLAINT CARD Name:_____________________ Company:___________________ Problem: My TRM account is closed without any prior notification Name(s) and solution(s): ______________________________________________________________________________________________________________________________________________________________________________________

COMPLAINT CARD Name:_____________________ Company:___________________ Problem: The ATM program runs too fast. I always can’t finish entering my account number. Name(s) and solution(s): ____________________________________________________________________________________________________________________________________________________________

COMPLAINT CARD Name:_____________________ Company:___________________ Problem: The amount of money in my account book is not the same with the amount in the ATM Name(s) and solution(s): ____________________________________________________________________________________________________________________________________________________________


COMPLAINT CARD

Name:_____________________ Company:___________________ Problem: You misprinted my name in the credit card Name(s) and solution(s): ______________________________________________________________________________________________________________________________________________________________________________________

COMPLAINT CARD Name:_____________________ Company:___________________ Problem: You overcharged my transfer fee by $5 Name(s) and solution(s): ______________________________________________________________________________________________________________________________________________________________________________________

COMPLAINT CARD Name:_____________________ Company:___________________ Problem: It’s been a week since I apply for the overdraft facility. Yet, I haven’t received it up to now. Name(s) and solution(s): ____________________________________________________________________________________________________________________________________________________________

COMPLAINT CARD Name:_____________________ Company:___________________ Problem: The cheque that I give from this bank is returned Name(s) and solution(s): ______________________________________________________________________________________________________________________________________________________________________________________


APPENDIX E

The Final Version

of the Designed Materials


English for Banking

Instructional Speaking Materials

Designed for the Staff of Bank Mandiri

Student’s Book


Table of Contents

IEnglish for Banking - for Bank Mandiri Yogyakarta

Unit 1: Meeting New People1

Unit 2: Dealing with Numbers 6

Unit 3: How to Survive on the Phone10

Unit 4: Perfect Time to Meet14

Unit 5: Where Are They?18

Unit 6: Have You Known This?24

Unit 7: How Do They Work?28

Unit 8: Good Complaint Handle32

(Greetings and Introduction)

(Giving and Asking Information about Numbers)

(Telephone Conversation)

(Making Appointments)

(Describing Locations)

(Introducing New Services)

(Explaining Procedures)

(Handling Complaints)

rs


Unit 1 Meeting New People

Do You Remember?Look at the pictures below!

Picture A Picture B

1. Which picture is formal and which is informal? Why?

2. Have you ever been in a situation where you should talk to a stranger ?

3. What do you usually talk about in that situation ?

B Prepare Yourself!

1English for Banking - for Bank Mandiri Yogyakarta

A

What to Say

In pairs, practise saying the expressions used to greet others below!

Greetings Responses

Good morning. Good morning.Good afternoon. Good afternoon.Good evening. Good evening.How are you? Fine, thanks. And you?Hello, Robert. Hello, Kathy.Hi, Bob. Hi, Robert.Hey, Jane. Jack!!How are you doing? OK.

Not bad.Long time, no see.Yeah.

more formal

less formal

Read the information below!

We often start conversations with Yes / No questions.

Is this your first day working at Bank Mandiri?Do you like working as a teller?

Then we continue with Wh- or How questions.

What time does Bank Mandiri open?How long does it take you to get to Bank Mandiri?

1

(Pictures taken from www.fotosearch.com)




1. Introducing Yourself

Let me introduce my self. My name’s ..... How do you do ? I'm ........Hello. I'm .....

Pleased to meet you. I'm .......Hello. My name is ...Nice to meet you. I’m ...

I don’t think we’ve met. I’m ...Hi. I’m Mike. What’s your name? Hi. I’m ....

2. Introducing Another Person

Let me introduce you to ... How do you do? How do you do.This is my colleague ... Nice to meet you. Nice to meet you, too.I’d like to introduce ... Pleased to meet you. Pleased to meet you, too.I’d like you to meet ... Glad to meet you. Glad to meet you, too.

The pleasure is mine.This is ... Hi Hi

3. Other Questions

Where are you from? I’m from ...What do you do? I’m a ........ What about you?Who do you work for? I work for .......... And you?

(adapted from Speaking Naturally. 1985. p. 4)

Sally Kent is the manager of Bank of Switzerland. She introduces Simon Hastings to two other people. Listen to the passage and fill in the gaps!

A : Alessandra, __________________________ you to my colleague, Simon Hastings.B : How ____________________?C : How ____________________? Pleased to _______ you.B : Do you work here, Alessandra?C : No, I work for HSBC Bank. I’m a teller. ______________ my colleague Akiko Takajima.D : Nice ________________.B : Nice ______________________, Akiko. Where are you from?D : I’m from Osaka, in Japan.B : Where do you work?D : I work for Commonwealth Bank in Frankfurt. I’m a ___________________. And you?B : I’m _________________. ____________ here at Bank of Switzerland. Sally’s my boss.

(adapted from Business Basics Students Book. 2007. p. 7)

1

2

3 4

5

6

7

8

9 10

2

3. Other Questions

Read the common expressions used in introduction below!

Listening

1




How often do you socialize as part of your job?

Match the correct formal (F) and informal (I) expressions below with descriptions 1–7!

1 introducing yourself for the first time F____ I _____

2 asking about someone's life / health in general F ____ I ____

3 introducing people who don't know each other F ____ I ____

4 replying to an introduction F_____ I_____

5 expressing pleasure in having met someone F ____ I ____

6 finishing the conversation F ____ I ____

7 saying goodbye F ____ I ____

a I'm very sorry but I'm afraid I have to go now.

b Hi, I'm Pete.

c Goodbye.

d It was very nice meeting you. I hope I will be able to see you again soon.

e Bye.

f Jo this is Kate. Kate this is Jo.

g It was great meeting you. Hope to see you again

soon.

h Pleased to meet you Ms Wong.

i Hi Kate. [Good to meet you.]

j How are you?

k Ms Smith, can I introduce you to Catherine Wong?

Ms. Wong works in Bank Mandiri.

l Good morning / Hello. May I introduce myself? My

name's ...

m How are you doing? / How is it going?

n Sorry, but I have to go now, I've got a meeting in five

minutes.

C Can You Do These?


(adapted from Business Vision. 2008. p. 9)

The Conference Game

This is a board game. Pretend that you are participants at an international conference.

Work in a group of three people. Toss a coin to move.?If it shows numbers : move one square

?If it shows pictures : move two squares

2

There are squares containing tasks that you have to do. The first reaches the finish square is the winner.





You see an old friend. Greet

him / her

Name three banks which

begin with the letter ‘B’

Ask another person which

bank they work for

Introduce two people to one

another

Ask another person about their family

Ask another person about their banks

Name two countries

where you bow when you meet

someone

Name four famous banks

you want to work for

Ask another person at the conference

what their job is

Introduce yourself to

another person at the

conference

Greet everyone

you meet

Ask another person about

the department or division they

work in

Say ‘thank you’ in three different

languages

Exchange business cards

with another participants

Ask another person about their funniest

working

It’s time to go home. Say goodbye to your new

colleaguesFINIS

HStart

THECONFERENCE

GAME

Follow the instructions on each square and start a conversation!

The first person to finish is the winner.

experiences

(adapted from Basic Business. 2008. p.15)

at the conference


1

2




The verb be in present tense

1 The verb be is irregular and is often contracted. We use it to talk about age, nationality, job, and status.

I'm (I am) a Financial Advisor. She's (she is) married.You're (you are) my Branch Manager. They're (they are) Indonesian.He's (he is) thirty. We're (we are) both Tellers.

2 To make a question with the verb “be” we invert the subject and the verb.

Are you married? Is she a Customer Service Officer? What is his job and where is he from? He is a security. He's from Kulon Progo.

Yes, I am.No, she isn't.

Match the questions on the left with the answers on the right!

1 Is she married? ___ a No, they’re not.2 Where are you from? ___ b No, she’s a colleague.3 Is he new? ___ c No, she’s single.4 Is she your boss? ___ d No, he isn’t. He’s Indonesian.5 Are they here? ___ e I’m from Jakarta.6 How old are you? ___ f I’m a Teller.7 What is your job? ___ g Nearly forty8 Is he Dutch? ___ h Yes, he is.

Can you filter which subjects are used for these verbs?

is am are

D Let’s Learn!

E It’s Time to Write

3 words from this lesson 3 useful phrases from this lesson

1.............................................. 1.....................................................2.............................................. 2.....................................................3.............................................. 3.....................................................

Do you like today’s learning activities? Why or why not ?

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

(adapted from Understanding and Using English Grammar. 1989. A4.)

Write and share what you have learned!

Read and learn!


Unit 7 HOW DO THEY WORK?

Do You Remember?

1. Is it easier for you to follow written instruction or oral instruction?

2. Have you ever had to explain a procedure to a slow-thinking person? How did you cope with it?

B Prepare Yourself!


A

Read the passage below!

Protecting the brand has always been a major problem for big name companies. It is easy to lose considerable sums of money when goods are counterfeited and they risk having the value associated with their brand diminished. In Ferrari's

case it was hard to prevent other companies from illegally putting the Ferrari logo on their own goods. To overcome this problem, Ferrari created a new company in Switzerland – called Ferrari Idea – in order to manage, protect, and implement the marketing of the Ferrari brand. Ferrari have a strict procedure for deciding which companies are allowed to use the brand. They try to make sure that potential licensees are in some way linked to Ferrari, e.g. model cars, hats, and banners. When applying for a contract and before signing any licence agreement, companies usually follow these stages:? First, they contact Ferrari and discuss precisely what they want to do.? Secondly, they have to satisfy Ferrari that there is a requirement for their product in the

market.? Then, they need to convince Ferrari that their product will be suitable with Ferrari's

image. ? Finally, they have to guarantee high quality items in terms of materials

used,functionality, and of course colour.By following this procedure, Ferrari can ensure that any licensed merchandise will be compatible with their brand values. Ferrari is unusual as a brand in having two very different types of customers to cater for : wealthy clients who wish to purchase expensive merchandise, e.g. wheel spinner paper weights, steering wheel replicas, and gold watches; and Ferrari fans who may never own a car but who follow the Formula 1 team and who want to buy hats and T-shirts without spending too much money.

Managing the Ferrari Brand

(Taken from Business Vision. 2008. p. 56)

Answer these questions and share them with a partner!

1

(Picture taken from www.fotosearch.com)


English for Banking - for Bank Mandiri Yogyakarta

Explaining procedures:

?First, you will have to ...?To start with, you have to ...

?Second, you ...?After that, you ...?Then, you ...

?Third is ...?Next is ...

?Finally, you ...?The last is ...

?Example

Procedure in opening an account:First, bring your copy of identityAfter that, complete the form of registrationFinally, deposit your money for Rp. 50.000,00 at the minimum

Language Features of Procedures:1. Short, clear and effective sentences2. Sequential order?1, 2, 3, 4, 5, ryc (for written instruction)?first, second, afther that, then, next, finally (for

oral instruction)

What to Say

Mention the words that indicate sequence in the procedure!

______________________

______________________

______________________

______________________

Change the procedures contained inside the text into short and effective sentences!

1. _________________________________________

2. _________________________________________

3. _________________________________________

4. _________________________________________

2 3

C Can You Do These?Eric Simons wants to make a deposit and cash a cheque. He is talking about the

procedure. Listen to the passage and number the activities in the correct order! Write the expressions he used in explaining the procedure!

tell your purpose to the teller ________________

put the cheques in the tray ________________

tellers count the cash and put it in an envelope ________________

get in line for the tellers ________________

endorse the back of both checks ________________

Work in pairs. Now talk about one of your job descriptions in a similar way like Eric Simons did!

1

Unit 7 How do they work?

29

Read the expressions below!4

2

Listening

(Taken from Business Venture. 2008. p. 51)



? Tell Me About It!

Work in a group of three or four!

Your teacher will give each group a pile of faced-down cards containing common activities that occur in a bank.

?

? Take the cards in turn with your friends, and then explain the procedures stated in the cards to the rest of your friends!

3

D Let’s Learn!

Imperative Sentence

An imperative sentence has a hidden subject (=you), and the verb is in the simple form.

Example:( a ) Stand in line = (You) stand in line( b ) Be on time = (You) be on time

In the negative form, “don’t” precedes the simple form of the verb.( c ) Don’t stand outside the line( d ) Don’t be late

An imperative sentence can be used to give directions or clues( e ) Turn right at the corner( f ) Insert your card then enter your password

It can also be used to make a polite request by adding “please”( g ) Please stand in line( h ) Stand in line, please

The pattern of imperative sentence:

Verb (simple form) + Object


30

Read and learn!

(Taken from Longman English Grammar Practice. 1991. p. 140)






1.............................................. 1.....................................................2.............................................. 2.....................................................3.............................................. 3.....................................................

Is there anything that runs outside of your expectations in today’s class?What is it?............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

How did you cope with it?............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Change these polite requests into imperative sentences!

1. Could you please give me your ID?

2. May I please have a cup of coffee?

3. Would you mind turning on the air conditioner?

4. Could you give me that account book?

5. Would you please say that again?

6. Would you sit down, please?

7. May I please borrow your pen?

8. Would you mind passing me the newspaper?

9. Please put the forms if you go outside.

10. Could you get me the teller, please?

31

Write down and share what you have learned!



What to Say

Unit 6 Have You Known This?

Do You Remember?

1. What are the things you explain when introducing new service?

2. What are included in new services in your bank today?

B Prepare Yourself!


A

Introducing new service

We have new service called ...Our new service is ...We offer you to join our new service, ...We offer you to use ...I’d like to inform you about our new service ....Have you heard about our new service?This is our new service. It is ...

Promoting the service

This is very beneficialIf you use this, you will have ...Using this you will gain ...It will be cheaper for you to ... if you use thisIt is very simple and easyThis service will help you to ...This service will give you many benefits, because ...

simple

fantastic impressive

outstanding wonderful

great easy

beneficial practical

fast safe

cheap a.sure to be successful g

b.conspicuously excellent h. useful

c.not complex i. causing admiration

d.exceedingly pleasing j. very good

e.done quickly k. not difficult

f. incredible l. charging little

. very good

In pairs, match the vocabulary with the meanings!

1


Read the expressions below!

2





With your partner, complete the dialogue below with suitable expressions!

A : Good morning, Sir. Welcome to Bank Mandiri. How may I help you?B : Good morning. I’d like to open a new account, please.A : Certainly, Sir. What kind of account do you want to use?B : What can you offer me?A : Well, we just launch a new service this month. ______________________________?B : No, I haven’t. Could you tell me more?A : With pleasure. ___________________________TRM. It stands for Tabungan Rencana

Mandiri.B : How is it different with the others?A : TRM _________________________. While the others only offer you a high rate interest,

TRM will also include you in an insurance. So, ____________________________________.B : Oh, really? Is it health insurance?A : Yes, it is. TRM _______________________. You can withdraw your money whenever you

want. There is no time limitation.B : It sounds great. Okay, I’ll take that.A : Glad to hear that, Sir. I’ll bring you the form right away.B : Okay. Thank you.A : You’re welcome, Sir.

C Can You Do These?

Work in pairs. With your partner, make a short conversations based on the situation below!

A new customer wants to own a credit card. She needs a clear explanation about all types of credit cards, along with the requirements. You need to promote a certain credit card.

Create Your Own Service

Work in pairs. Think of an idea of a new service you would like to promote. Prepare what you are going to say to introduce and to promote your new service. If you have finished, mingle with the others and try to get as many customers as you can!

3

1

2

25

1

2

34

5





26

without you.

D Let’s Learn!

Conditional Sentence Type 1 is used to tell predictable things that will or will not happen in the future.

The patterns :

1) If + simple present + simple future ( S + V1) ( S + will + V )

example :( a ) If you use this service, you will get many benefits.( b ) If she wins the grand prize, she will give it to her parents.

2) simple future + if + simple present ( S + will + V ) ( S + V1 )

example :( c ) I will get 10 additional points if I get a new customer.( d ) He will have more money if he opens a bank account.

Conditional Sentence Type 1

1 In pairs, change the verbs in the bracket into their correct forms!

1. If I earn enough money, I (join) _________________ that health insurance

2. I will open a new account if I (have) _____________ a child.

3. I (prepare) _______________ a report for the meeting tomorrow if I manage to go home

early today.

4. Jack will get the money today if he (have) __________ the traveller’s cheque.

5. Sally always answers the phone if she (be) _________ in her room.

6. If I (have) _____________ time tonight, I (finish) ________________ the novel I’m reading.

7. If you (forget) _____________ to phone, they (start) ______________ the meeting

Read and learn!

(Adapted from Understanding and Using English Grammar. 1989. p. 347)





27



1.............................................. 1.....................................................2.............................................. 2.....................................................3.............................................. 3.....................................................

What is the most difficult thing you learned in today’s lesson?........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Why do you think it is difficult?........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

8. We (visit) _______________ the central bank if it (be) _________ fine tomorrow.

9. If I (have) ___________ much money, I (keep) _______________ them in a bank.

10. If I (work) ___________very hard, the Branch Manager (promote) ______________ me

to a higher position.

2 Use your own ideas to complete the sentences!

1. I will go to the bank if _____________________________.

2. If you don’t hurry, ____________________________.

3. If you go to the meeting today, _____________________________.

4. Shut the computer down if _______________________.

5. If I have spare time tomorrow, _____________________________.


(Adapted from Understanding and Using English Grammar. 1989. p. 349)



Unit 5 Where Are They?

Do You Remember?

1. Have you ever been inside a bank you aren’t familiar with?

2. What will you do when you see a person who seems confused when entering your bank?

3. Have you ever been asked where a certain room in your bank is?

B Prepare Yourself!

A

Build Your Vocabulary

b. di bawah hall ke kiri/kanan

h. di lantai dasar

a. dekat

I. di sana

c. naik/turun tangga

g. jalan lurus

m. di sebelah kiri/kanan Anda

1

Match these words with the meanings!

1. upstairs2. downstairs3. down the hall on the left/right4. over there5. that way6. on the ground floor7. near8. next to9. on your left/right side10. go straight ahead11. go up/down the stairs12. turn left/right13. pass (the lift)

d. lewati lift

e. di sebelahf. di atas

j. jalan yang itu

k. belok kiri/kanan

l. di bawah


(Taken from Spectrum 1. 1993. p. 23)






Build Your Vocabulary

Answer the questions using the pictures below!

2

1. Is there a telephone near here?

2. Excuse me. Where’s the drinking fountain?

3. Excuse me. Which way are the restrooms?

4. Is there a cafeteria here?

5. Which way is the exit?

6. Excuse me. Which way are the elevators?

What to SayAsking Locations:

Is there a ............... here?

Where is the .............. ?

Can you show me where the ................. is?

Which way is the ............... ?

Giving Directions:

Yes, it is downstairs.

It is down the hall

Go down the stairs and turn left. It is on your right side.

A Where is the exit door?

B Over here, Sir.

C Is there a money changer here?

D Yes, it is next to the teller’s desk.

E Can you show me where the Foreign Exchange Department is?

F It’s upstairs. On the third floor.

G Which way is the pay-out counter?

H Oh, that way. Pass the lift and the pay-out

19

Read the expressions below and act out the dialogues in pairs!

3

(Taken from Spectrum 1. 1993. p. 26)


C Can You Do These?


With your partner, ask and answer questions about the places in the floor plan below!

Example: Where’s the elevator? It’s in front of the manager’s room

Asking for the directions

Work in pairs!

STUDENT A

You and your partner are coming out of the elevators. Ask your partner for the directions to the Financial Advisors, the restrooms, the drinking fountain and the stairs. Locate each place on the floor plan. Then answer your partner’s questions!

1

2



20

Security Post Tellers

elevator

entrance

Customer Service

telephone

you are here



STUDENT B

You and your partner are coming out of the elevators. Ask your partner for the directions to the Tellers, the telephone, the Customer Service and the Security Post. Locate each place on the floor plan. Then answer your partner’s questions!

D Let’s Learn!

PREPOSITIONS OF PLACE

next to (beside) / between

Secretary is next to President Bush or

Secretary is beside President Bush

President Bush is between Prime Minister and Secretary

also

Prime Minister is on the left

Secretary is on the right

President Bush is in the middle of the group



21

elevator

Restrooms

stairs

entrance

Financial Advisors

you are here

Drinking Fountains

Read and learn!



behind/in front of

The couple sit in front of the old womanThe old woman sits behind the couple

Our house is by the sea (=beside the sea)The vase is by the window‘Is there a public phone here?’ ‘Yes, by the door.’

by ( = next to / beside )

opposite

The men are sitting opposite the womenThe women are sitting opposite the men

The cat is sleeping under the tableThe girl is standing under a treeI'm wearing a jacket under my coat

under

above and below

The pictures are above the shelvesThe shelves are below the pictures

A

B

A is above the line (higher than the line)B is below the line (lower than the line)



(Adapted from Essential Grammar In Use. 1998. p. 212)

22






1.............................................. 1.....................................................2.............................................. 2.....................................................3.............................................. 3.....................................................

Do you like doing tasks in pair or in small groups? Why or why not?

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

Look at this layout of a meeting. Use the clues below to decide where the people sit!

1. The Personal Assistant sat at the head of the table (A) with the Vice Manager on his left (B).

2. The Director sat at the other end of the table with the Vice Director on his left and the bank lawyer on the other side.

3. Joe was between Dick and Cameron.

4. Nick sat next to Priscilla and opposite Cameron.

5. Becky and Hilary were next to each other on the same side of the table as Priscilla, with Hilary on Becky's right.



23

Director - Priscilla JarmanVice Director - Hillary MaineManager - Malcolm DillonVice Manager - Tony EvansPersonal Assistant - Peter ToSenior Teller - Nick SilinsSenior CSO - Joe GrandHead of FA - Dick ClarkeBank Lawyer - Becky PiperHead of Security - Cameron Ko

A

B CD

E

F

G

HIJ

(adapted from Business Basics Students Book. 2007. p. 34)





Unit 4 Perfect Time to Meet

3 Change then into sentences!

----------------------------------

a quarter to eight half past fourten to five twenty past one

---------------------------------- ---------------------------------- ----------------------------------



1.............................................. 1.....................................................2.............................................. 2.....................................................3.............................................. 3.....................................................

Which is the most interesting activity for you ? Why ?........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

4 Draw the time!

17



- Written: 1 December- Spoken : a. the first of December b. December the first

- 2 ways to write the date: a. using dots (.) 1.12.01 b. using slashes (/) 1/12/01

- British: day, month, year ex: 2 December 2001: 02/12/2001

- American: month, day, year ex: 2 December 2001: 12/02/2001

- Reading the year: a. 1999: nineteen ninety-nine b. 2008: two thousand and eight




D Let’s Learn!

British American

16(th) September 16(th) September 16 / 9 / 98 9 / 16 / 98

The sixteenth of September Sixteenth September September the sixteenth September sixteenth

Dates

Times- A simple way to tell the time is to say the numbers

10.20 ten twenty11.15 eleven fifteen04.45 four forty - five

- You can also tell the time this way : to past 15’ : a quarter30’ : half

one o’clock ten past three a quarter past four half past three twenty five to six a quaerter to seven

1 Write these dates in two different ways as in the example!

1 the thirty first of December nineteen

fifty-one: 31 December 1951; 31/12/51

2 the twenty-second of November nineteenin eighty-five: _____________; ___________

3 the eleventh of April nineteen eighty-nine:________________ ;_________ __________

4 the fifth of August two thousand and two:________________ ; _________ __________

Write these dates in full, as we would say them , and as we would write them!

1 The first day of the year: _______________________________

2 Your birthday: _______________________________

3 An important date in your country's history: _______________________________

4 An important date in your bank's history: _______________________________

2

(adapted from Head for Business. 2008. p. 60)

16

Read and learn!





State whether the statements below are True (T) or False (F)!

1. Mr. Arifin wants to make an appointment with Mr. Mizoguchi. ___2. Mr. Mizoguchi speaks directly with Mr. Arifin. ___3. Mr. Arifin has many free time this week. ___4. Mr. Mizoguchi can't make it on Monday next week. ___5. The meeting will take place in a restaurant. ___

C Can You Do These?Work in pairs. In this game, you have to try to complete a row of four squares – horizontal, vertical, or diagonal – before your partner does. To 'win' a square you have to make a sentence or question.

1 Take it in turns to choose a square. squares are telephone conversations. squares are face-to-face conversations.

2 If it is a square, look at the corresponding question in the list below. If it is a squares, look at the corresponding question in the list below.

3 To answer the question, use one of these structures.Shall I … ? Can you … ? I'll … Present continuous (I'm … -ing …)Would you like me to … ? Could you … ?

4 If your answer is correct, you win the square. Write your initials in it.

SQUARES

1 You are calling someone. He's not in the office this morning. What do you say?

2 You're calling a bank. Ask if it's necessary to confirm your payment by fax.

3 A caller wants to speak to Mr. Adi. He's not at the bank.

Offer to do something.4 Someone suggests a meeting

on Tuesday. It's not possible. Say why.

5 The line's engaged. Ask if the caller can wait.

6 A customer asks when you can send a billing statement.

What do you say?7 You're on a business trip. Ask a

colleague to fax you this month's sales figures.

8 You are arranging to meet a colleague in your town, but where? In his / her bank, or in yours? Ask your colleague.

SQUARES

A You or your colleague have to meet Mr Andros at the central bank. Make an appointment with him

B You're meeting a friend at the bank. Ask him to go out for lunch.

C You need to make 200 photocopies of a document. Ask a colleague to do it.

D Ask a friend about his meetings for this weekend.

E Your customer says it is hot in your bank. Offer to do something.

F You're in a foreign bank. Ask the time to the Security.

G Talk about three appointments or meetings you have next week.

H You need to wash your hands before counting money. Ask yourcusomer to excuse you for a minute.

3

(adapted from Business Vision. 2008. p. 43)

15


What to Say


Do You Remember?

1.What is the busiest day in your bank ?

2.When someone wants to make an appointment with you, which day would you choose?

3.What information should be there in making appointments?

B Prepare Yourself!


A

Making appointments

I'd like to make an appointment with you. Could we meet to discuss... What day will be convenient for you? What time would be convenient? I'd like to make an appointment with Mr. Arif. I'd like to schedule a meeting with Ms. Dyah. Could I schedule a time to meet with Mr. Adi?

Will Mr. Arifin be in tomorrow? Is he available next Wednesday? Does he have any openings on Tuesday? Does she have any time on Thursday?

Thursday at 10:00 will be fine. Friday at 11:00 sounds good. Okay. Tuesday morning at 9. Monday at 8:00 is not good for me. Wednesday is not possible.Okay. That suits me.

Response

What time is best for you?When would be a good time for you?Would 9:00 on Thursday be okay?Could you manage on Friday?He'll be in on Tuesday.His schedule is open all day Monday.She's free any day but Wednesday.Mr. Itup will be away until Friday.

Sorry, her calendar is full on Monday.She will be out on Wednesday.He doesn't have time on Tuesday.How about Friday at 4:00?

?Yes. I'd like to make an appointment with Mr. Arifin.

? Good afternoon.?Okay. Monday morning at 9:00 sounds good.?I'm afraid he doesn't have any free time this

week. Could you manage on Monday next week?

?Certainly. What about the time?

?How about at 9:00?? Who's speaking, please??Okay. I have booked you meeting in Mr. Arifin's

agenda. We are waiting for you, Mr. Mizoguchi.? This is Masaharu Mizoguchi from Yachiyo

Engineering.?Thank you. Good afternoon.? Bank Mandiri. May I help you?

Arrange the jumbled sentences below to make a good conversation!

1

(adapted from Express Series. 2008. p. 50)


Read the expressions below!

2




Unit 3 HOW TO SURVIVE ON THE PHONE

Do You Remember?

1. What difficulties do you have when using the phone in English ?

2. Have you ever had to deal with a difficult phone call ?

B Prepare Yourself!


A

Secretary : Hello, El’s Computer. ____________________?Caller : Yes, this is Jackie Kornellia from Bank Mandiri. __________________?Secretary : I'm sorry, but she's not in right now.Caller : Okay, _________________________?Secretary : Uh, yes, she should be here later on this afternoon maybe about 4:30. _______

_______________?Caller : Yes. Ms. Handoyo sent me a brochure detailing your newest line of laptop

computers with a description of other software products, but there wasn't any information about after-sales service.

Secretary : Oh, I'm sorry. _________________________? Caller : Yes, but our fax is being repaired at the moment, and it won't be working until

around 2:30. Hum . . . ________________________________________? That's should give me time to look over the material before I call Ms. Handoyo, say, around 5:00.

Secretary : Sure. ______________________________________________________?Caller : Yes. Jackie Kornellia and the phone number is 560-1287. And the fax number is

560-1288.Secretary : Okay. Jackie Kornellia. Is your name spelled C-o-r-n-e-l-i-a? Caller : No. It's Kornellia with a "K" and two "l's." K-o-r-d-e-l-l-i-a."Secretary : All right, Ms. Kornellia. And your phone number is 560-1287, and the fax number

is 560-1288. ______________?Caller : Yes it is.Secretary : All right. I'll be sure to send you the fax this afternoon. Caller : Okay, thank you.

Listen to the conversation then fill in the blanks!

(adapted from Business One. 2008. p. 32)

(taken from Commercially Speaking. 2008. p. 44)

10

11

2

3

4

5

6

7

8

Answer these questions and share your answerswith a partner!

Listening


Unit 3 How to Survive On The Phone


Answering the phone :?Bank Mandiri, may I help you ??Bank Mandiri, can I help you??Respati Speaking.?Good morning. This is Meli. How can I help

you?

Asking the caller to identify himself / herself?Who is calling, please??Who is speaking, please?

Asking for connection:?I’d like to speak to .....?I want to make a person call to ...?Could you put me through to .....?May I speak to ...?Could I speak to .....

Leaving a message:?I’m afraid he’s out at the moment. Can I take a

message??May I leave a message??Can you ask him to call me back??Please tell him to ...

Asking to wait on the telephone:?A moment, please?Will you hold?

Comprehension difficulties:?Can you spell your name, please??Could you repeat that once again, please?

Ending the conversation:?Thank you very much for your help?Thank you for the information?Thanks for calling

What to Say

a Could I speak to Mr Smith, please?1 No, you can't.2 I'm afraid Mr Smith isn't available at the

moment.3 He isn't here.

b Can you tell me when he'll be in?1 No, I can't tell you that.2 He didn't say.3 I'm afraid I really don't know. I'm sorry.

c Oh, I really need to speak to him.1 Would you like me to take a message?2 As I told you, he's not available today.3 He's very busy.

Work with a partner. Tick ( ) the most appropriate response in each case!

d Please tell him I called and ask him to get back to me.1 I'm telling him your message.2 If I see him, I'll tell him.3 I'll make sure he gets your message.

e Good. Thank you.1 What's your name again? ... And you didn't

give me your number.2 You're welcome. Can I just check your

name and number?3 I need your name and number to give him

your message. Give me them please.

(adapted from Business Communication. 2008. p. 23)

2 In pairs, practise saying the expressions below!

3



Unit 3

How to Survive On The Phone


C Can You Do These?

1Your teacher will distribute a blank message form. Read the conversation between a caller and a secretary below. Write down the caller’s message using the form!

A : Hello. Could I speak to Mrs. Walukow, please?B : I'm afraid she isn't in the office this morning. This is Donna speaking. Can I take a message?A : Yes. Tell her I called about the meeting tomorrow. I really need to speak to her before the

meeting. Can you get her to call me?B : Certainly, but I'm afraid I don't know your name?A : Sorry. It's Jackie Kornellia, from Bank MandiriB : Can I have your number, please?A : It's OK. She knows my number.B : Right – but could you give it to me – just to be sure.A : OK. It's 0171 876 9934.

Smooth Operator

Work in pairs. This is a telephone/message role-play. You will be given a role card. Take turns being the Personal Assistant and the caller!

PA : you have to ask the caller enough questions in order to fill in the message template correctly

Caller : the person you want to talk to is not in. Leave a message to the secretary.

Compare the information in the template with the role card to see how accurate you are! ?

2

D Let’s Learn!

Different Uses of “Can, Could and May”st1 use : to express ability and give

permission?Can : express present ability I can speak 5 languages?Could : express past ability I could speak 5 languages when I

was young.?May : give permission You may leave the meeting room.

?nd2 use: to make requests

?Can : the commonest and most informalCan I speak to Sue?

?Could : more polite than “Can”Could I speak to Mr. Johnson, please?

?May : more respectful than “Can” and “Could”

May I speak to your Branch Manager, please?

(adapted from Intermediate Communication Games. 1984. p. 55)

(adapted from Longman English Grammar Practice. 1991. p. 156)

12

Read and learn!


Unit 3 How to Survive On The Phone




1.............................................. 1.....................................................2.............................................. 2.....................................................3.............................................. 3.....................................................

Which part do you enjoy most in today’s class? Why?..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Do you have any suggestion to make the class runs better?.................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Decide whether the modals used in these sentences function to express ability or to make requests!

1. Can you speak English well?

2. Could you pass the document to me?

3. She can count money very fast.

4. May I have the application form?

5. I could work overnight before I had the accident.

6. You may take some days off if you want to.

7. Can I borrow your cell phone?

8. She could memorize people’s names and faces instantly when she was 25.

9. May I tell my clients about this?

10. I can type very fast.

13



1

Unit 2 Dealing With Numbers

B Prepare Yourself!


A I'd like to change some Canadian dollars. Is the the same as yesterday?

B Yes, it is.

A And what's the ?

B It's two per cent.

A OK, can I change two hundred dollars, please?

C Good morning. I'd like to settle my now.

D Yes, sir. How would you like to pay?

C Do you take ?

D I'm afraid not. We only take or .

C I'll pay by credit card, then. Is Visa OK?

D Visa is fine. What's your room number?

exchange rate

commission

bill

traveller's cheques

credit cards cash

E Can we have the bill, please?

F Yes, that's €27.50 altogether.

E OK. Here's fifty. Sorry, I don't have anything smaller.

F No problem.

E Can I have a , please?

F Sure. Here's your , and your receipt.

G So, the total price is €1,500 – that includes flights, hotel vouchers, and .

H That's fine.

G I need to take a ten per cent now. You can pay the balance later.

H OK, here's my credit card.

receipt

change

insurance

deposit

Say these numbers in English!

a. 3.6 % b. 2/3 c. 327

d. $ 200 e. 1.000.000

How many ways of making a payment can you think of?

Make a list!

Note : In English, you write a point (.) not a comma (,) in decimal numbers. You say the numbers after the point separately, for example 23.34 is ‘twenty-three pointt

three four’.

A Do You Remember?

1

2

In pairs, act out the dialogues below!



Unit 2 Dealing with Numbers


What to Say

How much would you like to change ?

Would you like it all in Rupiahs?

How would you like it, Sir ?

How would you like to pay, Sir ?

How much do you want them for ?

How much would you like to transfer, Sir ?

Work in pairs. Classify the expressions above into the columns below!

Asking the denomination Asking for ways of payment Asking the amount of money

In what denomination would you like it?

4

Read the expressions below!3

Complete the definitions of the underlined words from the dialogues!

cash credit card traveller's cheque change commission deposit exchange rate bill receipt insurance

1 The _______________ is extra money that you pay for a service.

2 A _________________is a piece of paper

that shows how much you must pay.

3 A _________________is a sum of money

which is the first payment for something.4 ________________is money in the form of

notes or coins.5 ________________is money you pay to

protect yourself against something bad happening.

6 A_________________is a piece of paper

that shows how much you have paid.

7 A_________________is a cheque you can exchange for foreign money.

8 A___________________ is a plastic card you can use to pay for things

9 ____________________is the money you get back if you pay more than something costs.

10 The________________ is the value of one currency compared to another.

(taken from Big City. 2008. p. 34)

2


C Can You Do These?



D Let’s Learn!

COUNTABLE AND UNCOUNTABLE NOUNS

If a noun is countable:we can use a/ an in front of it We need a computerit has a plural form by adding ‘s/es’ behind it We need to buy some computersused in questions with ‘How many’ How many computers do we need?we can use a number in front of it one computer, two computers

Common uncountable nouns:a. fluids (water, coffee, tea, milk)b. abstractions (confidence, courage, progress, wealth)c. general activities (working, walking, counting)d. solids (gold, silver, glass, paper, wood)e. languages(English, Javanese, Indonesian)f. natural phenomena (flood, moon eclipse)g. gases (oxygen, smoke, pollution)h. fields of study (Physics, Mathematics, English)I. whole groups made of similar items (furniture, equipment, machinery)

?

?

?

?

If a noun is uncountable:?we can’t use a/an in front of it They have some money (not a money)?it doesn’t have a plural form They found some money (not some moneys)?used in questions with ‘How much’ How much money do you get?(not How many money)?we can’ t use a number in from of it We need a lot of money

(taken from Big City. 2008. p. 36)

(adapted from Understanding and Using English Grammar. 1989. p. 204)

Work in pairs. Your teacher will distribute 8 role cards for each pair.4 role cards are the customer’s cards, and the others are the person serving’s cards.In turns, act out the situation you read.

If you have finished, find another partner and change roles!

Read and learn!

Fill in the blanks with the suitable expressions that you have learned!

1. Q : _______________________________? A : Do you take credit card?

2. Q : _______________________________? A : In fifty thousand Rupiahs and some twenty thousand Rupiahs, please.

3. Q : _______________________________? A : $ 400 to this account, please.

4. Q : _______________________________? A : Yes, please.

5. Q : _______________________________? A : $ 200, please.

5


1

2

3

4

5

6

7

8 9 10



Tick ( ) the sentences that are correct. Correct the sentences that are wrong!Example:

much

How many time will we need?

These equipment is very difficult to use.

If the surveys is successful, we'll startpromoting in about six

weeks.

Economics is the study of supply and

demands.

How much dollars do we need?

The goal is hundredscustomers and zero

disappointments.

All our machinery are state of the art.

How much new machines will you need next year?

There are a lot of datas here that we

don’t need.

How many times a year should we replace these cartridges?

I need some informations about

exchange rate


1.............................................. 1.....................................................2.............................................. 2.....................................................3.............................................. 3.....................................................

What is the most difficult thing you have in today’s class ? why ?

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

(adapted from Handshake. 2008. p. 22)

E It’s Time to WriteWrite and share what you have learned!


Unit 8 Good Complaint Handlers

Do You Remember?

B Prepare Yourself!


A

1. Have you ever heard your customers complain?

2. What did you do when they are complaining?

What to Say

Practise saying the expressions used to greet others below

Good morning.Good afternoon.Good evening.Fine, thanks. And you?

Decide which person .........

1. has received a bill which is too high? _____

2. is waiting for a delivery? _____

3. has received the wrong quantity of goods? _____

4. wants to buy something, but can’t? _____

5. would like to receive a cheque? _____

6. has an IT problem? _____

7. is waiting for a call? _____

8. can’t read a document? _____

2


Look at the pictures below! 1




What to Say


Greetings Responses

Good morning. Good morning.Good afternoon. Good afternoon.Good evening. Good evening.How are you? Fine, thanks. And you?Hello, Robert. Hello, Kathy.Hi, Bob. Hi, Robert.Hey, Jane. Jack!!How are you doing? OK.How you doing? Not bad.Long time, no see. Yeah.

Match the responses below to the complaints in the picture!

1. I’m sorry about that. I’ll check with the transporter. ____

2. I do apologize. I’ll dispatch the missing items today. ____

3. One moment, please. I’ll connect you to the Accounts Department. ____

4. Sorry about that. I’ll send it again. ____

5. Yes, I’m afraid there’s only one person there today. Would you like to fax the details? ____

6. I’m sorry to hear that. I’ll inform the responsible department immediately. ____

7. I do apologize. I’ll send you a credit note for the difference. ____

8. I’m sorry about that. I’ll ask him to call you immediately. ____

3

What to Say

Long time, no see. Yeah.

Apologizing

?I’m (really/very) sorry about that

?I have to say I’m extremely sorry about this

?Please accept my apologies

?I do apologize for the mistake

Assuring customers

?This is what I’m going to do

?I will send/revise/prepare ...

?I will make sure it doesn’t happen again

?I will look into the problem

?We will do everything we can to solve this

C Can You Do These?

Work with a partner. Make a short dialogue based on the given situation below!

Say you have a problem Ask what the problem is

Explain the problem

Thank your partner

Admit responsibility and apologizeSay what you will do to solve the problem

Apologize again and say goodbye

1A B

33

Read the expressions below! 4

(Taken from Business Options. 2008. p. 67)

(Taken from Business Assignments. 2008. p. 44)



What to Say


Greetings Responses


Complaints Cards

Divide the class into two groups.

Group A : customersGroup B : representatives

Group A will be given complaint cards. Each card contains a problem.

Make a complaint to the representatives and ask for solution! Go to at least five representatives and decide who is the best representatives and why!

Group B will act as the representatives.

Handle the complaints and then give the best solution for the problem!

If you have finished, exchange roles!

2

Simple Future Tense

D Let’s Learn!

Some uses of “will”:

we often use “will” to make predictions:

The exchange rate will change drastically.

we use “will” in many other ways, apart from predicting the future:

?intentions/promises : I will take all of my money for your birthday?requests/invitations : Will you stand in line, please??offers : We will give you bonus points if you open an account?suggestions : It will be better if you keep your money in the bank?threats : Just wait! You will regret this!?decisions : I will go and ask the teller about it?

In sentences with simple future tense, we place “will” before the verb.The verb in simple future tense is always in simple form.

The pattern :

S + will + V(simple form)


34

Read and learn!

(Taken from Longman English Grammar Practice. 1991. p. 134)





1.............................................. 1.....................................................2.............................................. 2.....................................................3.............................................. 3.....................................................

Which activity that you feel as your favorite activity of the day? Why?

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

What to Say

Greetings Responses


Complete the sentences. Use “I will” + one of these verbs!

What to Say

Greetings Responses

Good morning. Good morning.Good afternoon. Good afternoon.Good evening. Good evening.

How are you? Fine, thanks. And you?Hello, Robert. Hello, Kathy.Hi, Bob. Hi, Robert.

Jack!!

1. My bag is very heavy.

2. Enjoy your holiday, Sir.

3. I don’t want this torn money.

4. Do you want a chair?

5. Have you phoned the manager?

6. Are you coming with me to the bank?

7. How do you use this program?

Greetings

Good morning.Good afternoon.Good evening.How are you?Hello, Robert.Hi, Bob.Hey, Jane.

What to Say

______________ it for you.

Thank you. ____________ you something.

Well, I’m OK with it. ________________ it.

No, it’s OK. ______________ at the corner.

Oh no, I forgot. _______________ it now.

No, I don’t think so. _______________ here.

Come over here and _______________ you.

What to Say carry do use bring show stand stay

Which activity that you feel as boring? Why?.....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................


35


(Taken from Essential Grammar In Use. 1998. p. 67)


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