Receiving Telephone Calls, Making a Deal, Buying and Selling, Handling Complaints, Having an Overseas Business Trip, Presenting Products, Attending a
Meeting, and Preparing Yourself for a Job Interview. The complete designed materials were in the appendix.
From the descriptive statistics, it was found that average means was 3.4 in four points of agreement. It indicated that the designed materials were good,
applicable, and acceptable for the Students of Management Major of Duta Wacana University.
The designed materials would be very useful for the students of Management Major of Duta Wacana University. The designed materials provided the students
with the communicative and interesting activities that made based on the students’ needs. The designed materials really fulfilled the students’ needs and could
encourage them to learn.
B. Suggestions
After concluding the study, the writer would like to give some suggestions for the English lecturers who would apply this materials design and for the other
researchers who are willing to develop similar study.
1. For the English Lecturers
The designed materials provide various tasks and activities to improve student’s speaking ability. Since this designed materials use Task-based Learning,
the teaching-learning activities tend to be students centered not teacher centered. Concerning that fact, the lecturers who are willing to use this designed materials
should read and comprehend teacher’s manuals first before use them so that the 53
lecturers will be able to give simple and clear explanations and instruction to the students. By simple and clear explanation and instructions, the students will be able
to do what they are expected to do in the teaching- learning activities. In applying the materials, the lecturers also have to consider the time allocation. They should
monitor the students and guide them doing the tasks in order not to waste time. Besides, the lecturers must create relax, fun, and interesting teaching-learning
atmosphere to make the students eager to learn. Considering that this designed materials mainly aimed at improving the students’ speaking ability, the teacher must
remind and encourage the students to speak English actively.
2. For the other Researchers
Due to the limitation of time, the writer could not implement the materials in order to know the effectiveness. Thus, the writer suggests some researchers who are
interested in this field to continue the study by implementing the designed materials to know the effectiveness.
54 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
BIBLIOGRAPHY
Borg, Walter H. and Gall, Meredith D. 1983. Educational Research: An Introduction
. New York: Longman.
Brown, James Dean. 1988. Understanding Research in Second Language Learning: A teacher’s guide to statistic and research design
. New York: Cambridge University Press.
Davis, Suzan and West, Richard. 1993. Business English 1. London: Pitman Publishing.
Davis, Suzan and West, Richard. 1993. Business English 2. London: Pitman Publishing.
Davis, Suzan and West, Richard. 1993. Business English3. London: Pitman Publishing.
Dick, Walter and Reiser, R.A. 1989. Planning Effective Instruction. Boston: Allyn and Bacon.
Elliot, J. 1988. Action Research for Educational Change. Buckingham: Open University: Press.
Gagne, R. M and Brigs, L.J. 1979. Principles of Instructional Design. New York: Halt, Rinewharts Winston.
Gaudart, H. 1992. Persuading Students to Speak in English. Selangor, Malaysia: Melta.
Halfield, Jill. 1984. Advanced Communication Games. Essex. Addison Wesley Longman Ltd.
Houle, Cyril O. 1978. The Design of Education. San Francisco: Jossey–Bass Publishers.
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Hutchinson and Waters. 1987. English for Specific Purpose: A Learning Centered Approach
. Cambridge: Cambridge University Press.
Kemp, J.E. 1977. Instructional Design: A Plan for Unit and Course Development. Belmont, Massachusetts: Fearon Pitman Publisher, Inc.
Larsen-Freeman, Diane. 1986. Techniques and Principles in Language Teaching. Hongkong: Oxford University Press, Inc.
Leo, Sutanto. 2001. English for Professional Accommodation Services. Jakarta: PT Gramedia Pustaka Utama.
Moore, Brendan. 1987. English for the Office. London: The Macmillan Press Ltd.
Norman, Suzan. 1983. We’re in Business. Wesley: Longman.
Nunan, David. 1988. Syllabus Design. Cambridge: Cambridge University Press.
Nunan, David. 2003. Practical English Language Teaching. New York: McGrawhill.
Richard, Jack C. and Rodgers, Theodore S. 2001. Approaches and Methods in Language Teaching: A description and analysis
. 2
nd
ed. Cambridge: Cambridge University Press.
Robinson, Pauline C. 1991. ESP Today: A Practitioner’s Guide. Englewood Cliffs, New Jersey: Prentice Hall Regents.
Setyarini, Susana
and Sulistyo,
Ule. 2007.
Successful English
for Business
.Yogyakarta: Andi.
Skehan, Peter. 2003. A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
Soekamto, Toeti. 1993. Perancangan dan Pengembangan Sistem Instruksional. Jakarta: Intermedia.
56 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Ur, Penny. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press.
Widdowson, H.G. 1979.Teaching Language as Communication. Oxford: Oxford University Press.
Willis, Jane. 1996. A Framework for Task-Based Learning. Essex: Longman.
Yalden, Janice. 1987. The Communicative Syllabus: Evolution, Design and Implementation
. Englewood Cliffs, New Jersey: Prentice 57
Pre-Design Survey Questionnaire
Kuesioner
Identitas Respondent
Nama :
Umur :
Jenis kelamin :
Berilah tanda silang [X] pada huruf yang anda pilih sesuai dengan pendapat anda
1. Apakah anda sudah bisa berbicara dalam bahasa Inggris? A. Sudah
B. Belum 2. Kapan anda mulai belajar bahasa Inggris?
A. SD C. SMUSMK
B. SLTP D. Universitas Akademi
3. Apakah anda pernah mengikuti kursus bahasa Inggris? A. Pernah
B. Belum pernah 4. Dalam perkuliahan anda, bahasa pengantar yang biasa digunakan dalam ceramah,
diskusi, dan buku referensi dalam bidang manajemen adalah: A. Bahasa Indonesia
C. Jawaban lain……….. B. Bahasa Inggris
5. Sehubungan dengan kemampuan berbahasa Inggris, berada pada level manakah anda sekarang?
A. Pemula beginner C. Lanjutan advanced
B. Menengah intermediate 6. Apakah anda senangtertarik belajar bahasa Inggris?
A. Ya B. Tidak
7. Apakah pembelajaran bahasa Inggris diperlukan untuk menunjang profesi anda di masa depan dalam dunia kerja?
A. Ya B. Tidak
8. Apakah anda ingin ikut pelatihankursus bahasa Inggris? A. Ya
B. Tidak
58 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9. Apakah tujuan utama anda mempelajari bahasa Inggris? A. Agar dapat melakukan presentasi dalam bahasa Inggris di dalam perkuliahan
B. Untuk mempersiapkan diri dalam menghadapi wawancara kerja di masa depan C. Agar kelak dapat diterima bekerja di Perusahaan Asing
10. Menurut anda keterampilan bahasa Inggris apa yang anda paling anda perlukan? A. Berbicara
C. Membaca B. Mendengarkan
D. Menulis
11. Apa masalah anda ketika berkomunikasi dalam bahasa Inggris? [boleh pilih lebih dari satu jawaban]
A. Tata bahasa grammar B. Cara pengucapan pronunciation
C. Istilah vocabulary 12. Topik-topik apa sajakah yang ingin anda pelajari dalam bahasa Inggris untuk
mendukung pekerjaan anda di masa depan ? [boleh pilih lebih dari satu jawaban]
A. Getting to Know your Colleagues mengenal rekan kerja B. Explaining Company Profile menjelaskan profil perusahaan
C. Making and Receiving Telephone Calls melakukan pembicaraan melalui telephone
D. Making the deal membuat kesepakatan E. Buying and Selling membeli dan menjual
F. Handling Complaints menangani keluhan G. Having an Overseas Business Trip melakukan perjalanan bisnis ke luar negeri
H. Presenting Product mempresentasikan produk I. Attending a Meeting mengikuti rapat
J. Preparing Yourself for Job a Interview mempersiapkan diri untuk wawancara kerja
K. Lain-lain Yaitu ………………………………………..
58 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Post-Design Survey Questionnaire
Hal : Permohonan Pengisian Kuesioner.
Lamp. : 1. Gambaran Umum Materi 2. Syllabus
3. Students’ handout 4. Teacher’s manuals
Kepada Yth. Bapak Ibu
Di tempat
Dengan hormat, Saya adalah mahasiwa Universitas Sanata Dharma,
Nama : Ria Franciska
NIM : 031214031
Prodi Jurusan Fak. : PBI PBS FKIP Alamat
: Jl. STM Pembangunan No. 15 A, Mrican, Yogyakarta
Sehubungan dengan penyelesaian Tugas Akhir Skripsi yang saya buat, dengan judul “Task-based English Speaking Instructional Materials for the Students Of
Management Major of Duta Wacana University Yogyakarta” , saya mohon
BapakIbu bersedia untuk menilai atau memberikan pendapat tentang materi pengajaran yang telah saya susun dengan cara mengisi kuesioner. Adapun materi
pengajaran terlampir. Demikian permohonan saya, atas kesediaan Bapak Ibu saya ucapkan terima kasih.
Yogyakarta, 14 Maret 2008 Hormat saya,
Ria Franciska 60
Questionnaire
I would like to improve my materials design development for my thesis entitled Task-Based English Speaking Instructional Materials for the Students Of
Management Major of Duta Wacana University Yogyakarta. This questionnaire is
aimed to collect feedback, evaluation, and comments from the respondents for the designed materials. I am certainly grateful for the feedback, evaluation, and
comments.
Please fill the respondent’s identity below: Name
: Occupation
: Management Major lecturerPBI lecturer Educational Background
: S1 S2 S3 Teaching Experience
: …………… years
Put a thick √ on the boxes provided to give your opinion.
The degree of agreement is classified as follows: 1: if you strongly disagree with the statement
2: if you disagree with the statement 3: if you agree with the statement
4: if you strongly agree with the statement 61
OPINION NO.
STATEMENTS 1
2 3
4
1. The standard competence is well formulated.
2. The basic competences are well formulated.
3. The indicators are well formulated.
4. The indicators are able to support the attainment of
the basic competencies. 5.
The tasks implemented facilitate the students to meet the basic standard of speaking competence.
6. Task-Based Learning is really developed in the
materials. 7.
The contents of the materials have been relevant to the needs of learning English speaking.
8. The topics are well formulated and in line with the
level of difficulty. 9.
The tasks in each unit are well elaborated and are able to facilitate the students to understand the topic
being discussed. 10.
The instructions are understandable and useful for both teacher and students.
11. The contents of the designed materials motivate the
students to learn. 12.
The materials are in line with the allotted time. 62
1. What are your comments on the materials design?
2. What are your suggestions to improve materials design?
♣ ŤħăпĶ ЎθŨ ♣
63 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
General Description of the Materials
Gambaran Umum Materi
Study ini berjudul “Task-based English Speaking Instructional Materials for the Students Of Management Major of Duta Wacana University Yogyakarta”.
Tujuan dari studi ini adalah membuat atau mendesain materi bahasa Inggris sebagai paduan
belajar yang digunakan untuk meningkatkan kemampuan mahasiswa program studi manajemen dalam berkomunikasi dalam bahasa Inggris. Materi ini disusun
berdasarkan kebutuhan mahasiswa program studi manajemen yang telah berada pada level Inggris menengah intermediate dan akan menempuh level Inggris lanjutan
advanced. A. Latar Belakang
Penulisan materi ini dilatarbelakangi oleh dua hal. Pertama, mahasiswa program studi manajemen yang secara khusus dipersiapkan untuk berkecimpung dalam dunia
bisnis dan ekonomi harus dilengkapi dengan kemampuan berkomunikasi dalam bahasa Inggris. Hal ini dikarenakan seiring dengan meningkatnya arus globalisasi
hampir semua perusahaan di Indonesia menjalin hubunganbekerja sama dengan perusahaan-perusahaan asing. Oleh karena itu bila mahasiswa program studi
manajemen tidak dapat berkomunikasi dalam bahasa Inggris mereka tidak akan mampu bersaing dalam dunia kerja nantinya. Kedua, materi bahasa Inggris yang
fokus pada
upaya peningkatkan
kemampuan mahasiswa
untuk berbicaraberkomunikasi secara lisan dalam bahasa Inggris masih belum memadai.
B. Isi Topik- topik yang dipilih dalam materi ini berdasarkan pada hasil analisa
kebutuhan yang didapat dari hasil kuesioner yang dibagikan kepada 20 mahasiswa program studi manajemen, Universtas Duta Wacana Yogyakarta. Dari hasil analisa
kebutuhan tersebut maka terpilihlah delapan 8, yaitu: Making and Receiving Telephone Calls, Making a Deal, Buying and Selling, Handling Complaints, Having
an Overseas Business Trip, Presenting Products, Attending a Meeting, dan Preparing Yourself for a Job Interview.
Setiap topik terdiri dari tiga 3 tahap, yaitu Pre-Task, Task Cycle, dan Language Focus karena pembuatan materi ini didasarkan
pada Task-based Learning TBL. Metode Task-based Learning adalah sebagai berikut:
64 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Tahap 1: Pre-Task Pada tahap ini, para siswa diajak untuk secara aktif mengeksplor topik yang akan
dibahas. Hal ini dapat dilakukan dengan menstimulasi siswa dengan mengingat pengetahuan yang mereka miliki dan pengalaman pribadi mereka yang
berhubungan dengan topik bahasan. Tahap 2: Task Cycle
Tahap ini dibagi menjadi tiga 3 yaitu: a. Task
Pada tahap ini para siswa mengerjakan latihan-latihan yang ada. Mereka diharapkan untuk berbicara dan berdiskusi menggunakan bahasa yang
menjadi tujuan pembelajaran, dalam hal ini bahasa Inggris. Di sini guru memonitor siswa dan membantu mereka untuk dapat berkomunikasi lebih
aktif. b. Planning
Pada tahap ini para siswa mempersiapkan hasil yang telah mereka lakukan di latihan. Selain itu mereka juga mempersiapkan diri untuk mempresentasikan
hasil dari latihan mereka. Guru membantu mereka dengan memberikan masukan tentang penggunaan bahasa.
c. Report Pada tahap ini para siswa mempresentasikan apa yang mereka lakukan saat
latihan atau melaporkan hasil dari latihan mereka. Guru memberikan masukan, terutama yang berkaitan dengan isi laporan.
Tahap 3: Language Focus Tahap ini dibagi menjadi dua 2 yaitu:
a. Analysis Pada tahap ini para siswa menganalisa kumpulan ekspresi-ekspresi atau tata
bahasa yang berkaitan dengan latihan- latihan sebelumnya. b. Practice
Pada tahap ini para siswa mengerjakan latihan berdasarkan analisa yang telah dilakukan.
Waktu yang dibutuhkan untuk membahas satu unit adalah satu kali pertemuan dengan alokasi waktu 3X 35 menit 105 menit.
65 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
C. Tujuan 1. Memberikan alternatif pembelajaran bahasa Inggris berdasarkan Task-based
Learning TBL. 2. Membantu meningkatkan kemampuan siswa dalam berbicara menggunakan
bahasa Inggris. 66
Syllabus
Standard of competence:
The students are expected to be able to use basic communication skills in English actively and apply them in any situation, especially in more formal situation.
Unit Topic
Basic Competencies
Main Materials Achievement
Indicators Learning Tasks
Types of Tasks
Learning Stages
Time Evaluation
Media 1
Making Receiving
Telephone Calls
At the end of the meeting
the students are able to
make and receive
telephone calls
appropriately .
- Questions - Role Play
- Expression in
making receiving
telephone calls. At the end of
the meeting the students are
able to
- Share their experience in
making and receiving
telephone calls.
- Find information
related to making and
receiving telephone
calls. - Tell their
personal experience in
making and receiving
telephone calls.
- Discuss the questions
related to making and
receiving telephone
calls.
- Prepare the answers.
- Report the answers in
front of the class.
- Sharing personal
experienc e.
- Opinion exchange
task. - Creative
task. P-T
TC 1 T
P R
10’
30’ The
students’ active
participation in doing the
tasks given.
The students’
performance in doing the
tasks.
Portfolio - Handout
- Blackboard whiteboard
- Dictionary
67 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
- Conduct an action of
making and receiving
telephone calls.
- Identify the expressions
in making and receiving
telephone calls by
looking at the provided
examples.
- Use the expressions
- Make a telephone
conversation. - Rehearse
practicing the dialog
- Practice the dialog.
- Write down leaving
message in the message
form.
- Show the result in
writing down the leaving
message.
- Mention some
expressions in making
and receiving telephone
calls by reviewing at
the TC 2.
- Do the
exercises TC 2
T
P
R
LF A
P 45’
20’
68 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
in making and receiving
telephone calls
correctly. given.
2 Making a
Deal At the end of
the meeting the students
are able to make a deal.
- Questions - Game
- Expressions of
making a deal. At the end of
the meeting the students are
able to
- Share their experience in
making a deal.
- Conduct exchanging
bartering activity.
- Conduct negotiation.
- Tell their experience in
making a deal.
- Play the game of
barter or exchange.
- Prepare the result of the
barter. - Report the
result of the barter in
front of the class.
- Play negotiation
- Sharing personal
experienc e.
- Creative task.
P-T
TC 1 T
P
R
TC 2 T
10’
25’
55’ The
students’ active
participation in doing the
tasks given.
The students’
performance in doing the
tasks.
Portfolio - Handout
- Blackboard whiteboard
- Dictionary PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
- Identify the expressions
in making the deal by
looking at the provided
examples.
- Use the expressions
in making the deal
correctly. game.
- Prepare the result of
negotiation. - Report the
result of negotiation in
front of class.
- Mention some
expressions of making
the deal by reviewing at
the TC 1and TC 2.
- Do the exercises
given. P
R
LF A
P 15’
3 Buying
Selling At the end of
the meeting the students
are able to do buying and
selling activity.
- Questions - Game
- Role play - Structure
Countable nouns and
uncountable nouns.
At the end of the meeting the
students are able to
- Share their experience in
buying - Tell their
personal experience in
- Sharing personal
experienc e.
- Creative task.
P-T 10’
The students’
active participation
in doing the tasks given.
The - Handout
- Blackboard whiteboard
- Dictionary - Picture
selling.
- Conduct buying and
selling.
- Ask and give appropriate
and sufficient information
about any item.
- Identify the countable
buying selling.
- Play the game of
buying and selling.
- Prepare reporting the
result of the game.
- Report the result of the
game in front of the class.
- Make a dialog based
on the situation
given.
- Rehearses practicing the
dialog. - Practice the
dialog in front of the
class.
- Study the provided
TC1 T
P
R
TC2 T
P
R
LF A
45’
40’
10’ students’
performance in doing the
tasks.
Portfolio PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
nouns and uncountable
nouns.
- Use countable
nouns and uncountable
nouns correctly.
examples.
- Do the exercises
given. P
4 Handling
Complaints At the end of
the meeting the students
are able to handle
complaints appropriately
. - Questions
- Game - Role play
- Expressions of
apologizing and promising
explaining action.
At the end of the meeting the
students are able to
- Identify the situation of
complaint.
- Find out the strategies of
handling complaint.
- Practice the dialog.
- Answer the questions
related to the dialog.
- Discuss the questions.
- Prepare the answers.
- Report the answer in
- Opinion exchange
task. - Creative
task. P-T
TC 1 T
P R
10’
30’ The
students’ active
participation in doing the
tasks given.
The students’
performance in doing the
tasks.
Portfolio - Handout
- Blackboard whiteboard
- Dictionary PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
- Manage complaint in
a good way.
- Identify the expressions
of apologizing
promising explaining
action
- Use the expressions
of apologizing
promising front of the
class.
- Make a dialog based
on the situation
given.
- Rehearses practicing the
dialog. - Practice the
dialog in front of the
class.
- Mention some
expressions of
apologizing and
promising explaining
action by reviewing at
the TC 2.
- Do the exercises
given. TC 2
T
P
R
LF A
P 50’
15’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
explaining action
correctly.
5 Having an
Overseas Business
Trip At the end
of the
meeting the students are
able to do an overseas
business trip.
- Questions - Role play
- Structure
direct questions and
indirect questions
At the end of the meeting the
students are able to
- Find information
related to business trip.
- Find information
of travel arrangement
and hotel reservation.
- Reserve a ticket and
reserve a hotel.
- Answer the question
related to an overseas
business trip.
- Discuss the question
related to the travel
arrangement and hotel
reservation.
- Prepare the answers.
- Report the answers in
front of the class.
- Make a dialog based
on the - Opinion
exchange task.
- Creative task.
P-T
TC 1 T
P R
TC 2 T
10’
30’
45’ The
students’ active
participation in doing the
tasks given.
The students’
performance in doing the
tasks.
Portfolio - Handout
- Blackboard whiteboard
- Dictionary PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
- Identify the way to ask
politely.
- Use the polite way to
ask appropriately
. situation
given. - Rehearse
practicing the dialog.
- Practice the dialog in
front of the class.
- Mention some
expressions of
apologizing and
promising explaining
action by reviewing at
the TC 2.
- Do the exercises
given. P
R
LF A
P 20’
6 At the end of
- Questions At the end of
- Sharing The
students’ - Handout
Presenting Products
the meeting the students
are able to present a
product. - Role play
- Game the meeting the
students are able to
- Share their experience in
presentation.
- Find information
related to presenting
products.
- Conduct a product
presentation. - Tell their
personal experiences
in presentation.
- Discuss the question
related to presenting
product.
- Prepare the answers.
- Report the answers in
front of the class.
- Make a product
presentation based on the
item given.
- Rehearse present the
product. - Present the
product in personal
experience - Opinion
exchange task.
- Creative task
P-T
TC 1 T
P R
TC 2 T
P
R 10’
35’
45’ active
participation in doing the
tasks given.
The students’
performance in doing the
tasks.
Portfolio - Blackboard
whiteboard - Dictionary
- Identify the expressions
of persuading people.
- Use the expressions
appropriately front of the
class.
- Mention some
expressions of persuading
by reviewing at the TC 2.
- Play the game.
LF A
P 15’
7 Attending a
Meeting At the end of
the meeting the students
are able to attend a
meeting. - Questions
- Role play At the end of
the meeting the students are
able to
- Share their experience in
attending a meeting.
- Tell their personal
experiences in attending a
meeting. - Opinion
exchange task.
- Creative task
P-T 10’
The students’
active participation
in doing the tasks given.
The students’
performance in doing
- Handout - Blackboard
whiteboard - Dictionary
77 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
- Find information
related to meeting.
- Conduct a small
meeting.
- Identify the useful
language for participating
in a meeting. - Discuss the
questions. - Prepare the
answers. - Report the
answers in front of the
class.
- Conduct a meeting
based on the situation
given.
- Rehearse reporting the
final conclusion of
the meeting.
- Report the final
conclusion of the meeting
in front of the class.
- Mention some useful
language for participating
in a meeting TC 1
T P
R
TC 2 T
P
R
LF A
35’
50’
10’ the tasks.
Portfolio
78 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
- Use the useful
language appropriately
by reviewing at the TC 2.
- Do the exercises
given. P
8 Preparing
Yourself for Job
Interview At the end of
the meeting the students
are able to face a job
interview. - Questions
- Role play At the end of
the meeting the students are
able to
- Find information
related to job interview.
- Identify the questions
which are commonly
used in job interview.
- Conduct job interview.
- Answer the questions.
- Discuss the questions.
- Prepare the answers.
- Report the answers in
front of the class.
- Make a simulation of
job interview based on the
situation - Opinion
exchange task.
- Creative task
P-T
TC 1 T
P R
TC 2 T
15’
25’
50’ The
students’ active
participation in doing the
tasks given.
The students’
performance in doing the
tasks.
Portfolio - Handout
- Blackboard whiteboard
- Dictionary
79 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
- Identify the strategies to
succeed in a job
interview.
- Master the strategies to
succeed in a job
interview. given.
- Rehearses reporting the
result of the job
interview.
- Report the result of the
job interview in front of the
class.
Mention some strategies facing
job interview by reviewing at the
TC 2.
- Do the exercises
given. P
R
LF A
P 15’
P-T : Pre –Task LF : Language Focus
TC : Task Cycle A : Analysis
P : Planning
P : Practice
R : Report
80 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
References:
Davis, Suzan and West, Richard. 1993. Business English1. London: Pitman Publishing. Davis, Suzan and West, Richard. 1993. Business English 2. London: Pitman Publishing.
Davis, Suzan and West, Richard. 1993. Business English3. London: Pitman Publishing. Halfield, Jill. 1984. Advanced Communication Games. Essex. Addison Wesley Longman Ltd.
Leo, Sutanto. 2001. English for Professional Accommodation Services. Jakarta: PT Gramedia Pustaka Utama. Moore, Brendan. 1987. English for the Office. London: The Macmillan Press Ltd.
Norman, Suzan. 1983. We’re in Business. Wesley: Longman. Setyarini, Susana and Sulistyo, Ule. 2007. Successful English for Business.Yogyakarta: Andi.
www. effectivemeetings.com
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Students’ Handout
Basic Competence:
At the end of the meeting the students are able to make and receive telephone calls appropriately.
Indicators:
At the end of the meeting the students are able to -
Share their experience in making and receiving telephone calls. -
Find information related to making and receiving telephone calls. -
Conduct an action of making and receiving telephone calls. -
Recognize the expressions in making and receiving telephone calls by looking at the provided examples.
- Use the expressions in making and receiving telephone calls correctly.
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Answer the questions below.
1. Have you ever made or received a telephone call? 2. Have you ever made or received a telephone call for the sake of
business? 3. What was it about?
4. Do you think there are some differences in making and receiving telephone calls for your own sake and for the business’ sake? Explain
it.
TASK
Make groups of four. Answer the following questions.
1. What are your strategies to obtain information on the phone effectively?
a. When you make a call b. When you receive a call
2. How do you avoid confusion on the telephone?
3.
Match the terms with the right meaning
.
Task Cycle 1
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an internal number which connects an outside line with an office inside a building through a private switchboard
{ }
an installation for the manual control of telephone connections in an
office, hotel, or other large building { }
to connect a telephone call to the right number
{ }
a system for dialing a number overseas directly, without using an
operator { }
to place where an operator connects telephone calls { }
a connection between one telephone number and another { }
to use the number on a telephone to get a connection { }
a person who connects, or put through, telephone calls to the right
number or extension { }
a book listing individuals or organizations alphabetically or thematically
with details such as names, addresses, and telephone numbers. { }
a small book with blank pages , used for writing messages
{ }
PLANNING
Each group rehearses sharing the answers.
REPORT
Each group shares the answers in front of the class.
D switchboard
I operator F pad
H put through
E line G extension
C directory
J International Subscriber Dialing I.S.D.
A exchange B dial
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TASK
Do it in pairs.
Make a telephone conversation of a person you may create the name by yourself and a secretary. The person actually calls Mr. Mrs. X
you may create the name by yourself to talk about something important related to their business create the reason of calling, but
secretary says that heshe is not available at the moment. The caller decides to leave a message for himher.
PLANNING
Each pairs rehearses practicing the dialog.
REPORT
Each pair practices the dialog in front of the class. While listening to your friends’ dialog you must help the secretary to write down the
message in the message form.
Task Cycle 2
MESSAGE FORM
For…………. From……………
Of…………… Tel. No. ……………………..
Message……………………………………………………………………………… ………………………………………………………………………………………………
………………………………………………………………………………………………. Date………………………….
Time…………………………… Received by…………………………
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ANALYSIS
1. Look over and study the expressions below.
2. Did you use them when you did the task cycle 2? What are they?
Making Telephone Calls
Ask to speak to people
Could I speak to Mr. Rodger, please? Could you put me through Mr. Rodger, please?
Introduce yourself
This is Elena Scotch of FCD Ltd.
Say what you want
I’d like to make an appointment to see you next week.
The person you are calling is not there
Could I leave a message for him, please?
Answering Telephone Calls
Answering a direct incoming call
Business Design Centre. Good morning.
Answering an incoming call via private exchange switchboard
Accounting Department. Miss Lee speaking.
Response when someone is not present
I’m afraid Mr. Dempsey is not here at the moment. Would you like to wait or would you like to leave
message?
Response when you transfer a call to another extension
Hold the line please. I’ll put you through…… Could you hold on, please?
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PRACTICE
In pairs, express the following situation spontaneously. Don’t make any note.
1. You answer a direct telephone call. You work at Luxury Shoes Company.
2. You want to speak to the Export Marketing Manager on extension 31.
3. Introduce yourself on the phone. You are Andersen Gold of IIC Bank.
4. You answer a telephone call via private exchange switchboard in your office building. You are in the Sales Department.
5. You want to know the price of type ZX767 letter opening machine. 6. You answer a telephone call. The caller wants to talk to Mr.
Andrew Sanders, the accountant, but you cannot contact him and you don’t know how long he will be out of his office.
7. Ask someone on the telephone to post the Certificate of Insurance by air mail.
8. You want to transfer an incoming call to another extension. Tell the caller.
Sources: Business English 3 by Suzan Davis and Richard West-1993 English for the Office by Brendan Moore-1987
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Basic Competence:
At the end of the meeting the students are able to make a deal.
Indicators:
At the end of the meeting the students are able to - Share their experience in making a deal.
- Conduct exchange barter game. - Conduct negotiation.
- Identify the expressions in making a deal by looking at the provided
examples. - Use the expressions in making a deal correctly.
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