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1. Warming Up
The first section dealt with the preparation before entering the main materials. This section provided interesting pictures related to the topic discussed
in each unit. Learners were asked to guess what activities on the pictures, give comments to the pictures, and try to make simple dialogue related to the pictures.
Teacher used this section to measure how far the learners‘ background knowledge of the topic given and motivate them to be actively learning English through
speaking class.
2. Conversation
The second section dealt with the model of using expressions in the dialogues. The learners found new words, grammars, and expressions used in each
unit. The teacher read the dialogues first correctly and fluently, and then let the learners read the dialogues with the partners. The learners were given the correct
examples of reading and pronouncing English words loudly before they were asked to practice conversation with their partners. The conversations were related
to the learners‘ daily speaking. In order to make the learners easy to understand the conversation, the writer
also encourages the learners to find the new vocabularies in word power subsection. Word power was used as the implementation of the content focus in
ESP materials design. It contained the list of useful English words with high frequency of occurrence. Several of the words or phrases were translated in
Indonesia and several, the learners were asked to find the meaning using English dictionary.
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3. Language Focus
The third section dealt with the grammar explanation, language expressions, and its practice. It was aimed to strengthen the learners‘ grammar foundation
through simple and clear explanation. It also facilitated the students how to use language expressions correctly by giving them exercises
4. Language Practice
The fourth section dealt with the activities given to the learners in order to master the contents of each unit. The activities were to practice the language
expressions and grammar given. All the activities were Pair Work; Role Play, Jigsaw, Team Game Tournament TGT, Learning Together, and Student Team -
achievement Division STAD. In this section, the learners were motivated to speak as they communicate in daily communication in their office and have
presentation with foreign donators. The tasks given encouraged the learners to freely express their ability of everything they have learned in each unit.
5. What Have You Learned?
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