2. ENGLISH FOR OCCUPATIONAL PURPOSES ON
BANK EMPLOYEES
WRITTEN BY
JIEN RIZKI MAGSARA RH
09120590
CHRISTINE ELLYSTA J.P
09120596
IKA SUSI PURBA
09120599
ORIZA NAIBAHO
09120652

3. CHAPTER 1
INTRODUCTION
Background to study
English has become an international lingua franca.People over
the world use English as a means of communication.It has also
become language of science and technology and a symbol of prestige
in many societies.Case (2003) states in his review on “Teaching
English as an International Language” that it is estimated that by
2025 there will be more speakers of English as a second language
than the speakers of English as a first language.Because of
importance of English language internationally the linguists have
been exporting its different fields.

4. So,this paper looks at a concise introduction of ESP,varieties of
theoretical bases of needs analysis with its criticism and a real practice for
needs analysis.It will consider how to discover the particular needs of
people requiring English for specific purposes.What are needs and how they
can be analyzed? What kind Needs Analysis of English for Occupational
Purposes of theories or what approaches have been used to handle this
issue and what procedure will be adopted before going to needs analysis? A
real needs analysis is included with its evaluation.On the behalf of results
from needs analysis a course can be designed for importers and exporters
professionals.
Munby (1978) work on needs analysis in ESP is a landmark for the
coming linguists.Although he has been criticized bitterly by linguists yet he
is also a precedent in the field of ESP.

5. There are seven approached to needs analysis: deficiency
analysis,strategy analysis,means analysis,language audits,set-menu needs
analysis,computer based needs analysis and target/deficiency needs
analysis.Three methods as pre course,mid course and post course are used
for conducting needs analysis.In this study two instruments are used to find
out the needs of target situation,learners’ needs,wants and their lacks.First a
questionnaire is used as an instrument to get information.The second tool to
get data is semi structured interview which is used to collect the qualitative
data. It is indicated by these instrument that all the learners are educated
and good in general English but for their business they need training in
specific fields.

6. Although speaking and listening functions are
performed mostly in their business yet the
development of some specific reading and writing
functions can also play an important role in promoting
their business.
English for Occupational Purposes examines the
field of teaching English in occupational settings as a
particular instance of general workplace training and
development.It is the first book to unite scholarship on
workplace English with general training.

7. The book uses case studies and surveys from various
occupational contexts to ask whether English for Occupational
Purposes and general training use the same "language" in
articulating their curricular and instructional development.The
main focus of the study is on business organizations, specifically
in South Korea,where English has become an integral part of
business both in the workplace,in business to business
negotiations,and in professional training.
This fascinating monograph will be of interest to
researchers in English for specific purposes and applied
linguistics as well as scholars of workplace education.

8. CHAPTER II
DISCUSSION
This research note reports on a study to investigate what
English language skills are used by new graduate employees in
their daily work in various departments in Banks at
Pematangsiantar.Through interviews with 8 bank employers in
two banks of Pematangsiantar namely BRI Parluasan and Bank
Mandiri on Sudirman.
We use quessionaires to determine what proportion of
their daily communicative tasks is carried out in English,and
which English language skills are used more frequently.

9. An attempt is also made to determine the extent of and reason for these
employees’ difficulty in using English to carry out their various tasks,and
what kind of interest they have in undergoing English language training
courses.
The result from the quessionaires state that every employers need
basic English to support their own work.But not every employers have
some knowledge of English.Some of them have a low,medium and high
knowledge.So,from this research we may conclude that every employers
have a medium capability in English.
In EOP we as a teacher of English must know the capability and
needs of learners.It means that the teacher easy to explain their material to
the learners more specificly based on the learners’ needs.

10. Here the teachers are demanded to be a
professional for the learners because the teachers
do not teach the learners like in junior high school
or in senior high school.The teachers teach a
learners who has work in their own job position.
In this paper we will show the example
quessionaires of the bank employers which fill by
them when we ask to fulfill this quessionaires

11. Analysis of the data
It is indicated in the above tables that all the learners are
qualified.Thus they are all in better position in general English
communication skill but they need training in English for specific
context.All the learners are agreed upon the fact that the knowledge
of English language is very useful in increasing their business.Most
of the learners think that speaking and listening are the integrated
part of their business but in specific domain.For example in
speaking demonstration,discussion,asking questions about some
information are main function except requesting something which
has less importance comparing to others functions and in
listening,listening conversation and attending seminars.

12. Regarding reading and writing eighty percent of the learners think
that these skills are useless for them in general purpose but theses
skills have an important role in their business because they have
to read memos/bills, reports,letters and bank forms related export
and import The case of writing is not too different from the
former one where they have to write business letters and fill some
kind of forms related to their business.It is clear that all of the
learners deal their business over the phone and use internet.Thus
in these both functions four skills of English language are used
but for specific purpose.

13. QUESSIONAIRES
Name : Age :
Address: Gender :
Job position : Last Educat.:
Background of educat. :
Answer this questions below based on needs of your own job position by give 
on your answers!
1. Do English needs in your job?
 Yes  No
2. In English,there is 4 skills : Writing,Speaking,Reading,Listening.Do 4 skills is
needed in your job?
 Yes  No
3. Is every bank employees have a basic understanding of English?
 Yes  No

14. 4. Is it to be an employee of the Bank must have the ability in
the English language?
 Yes  No
5. Did you pass the test earlier in the understanding of the
English language to become an employee of the Bank?
 Yes  No
6. Do you think the English language including the ability to
easily understood?
 Yes  No

15. 7. Do you feel that your English language ability is sufficient to support in your
work?
 Yes  No
8. If you received training in English, what ability would you have deepened to
support your work:...
9. What are the most difficult thing in your job that makes you to learn English:
10. In your opinion, the difficulty - the difficulty of what makes it difficult to
understand the English language, especially about your job:

16. CHAPTER III
SYLLABUS OF ENGLISH FOR
OCCUPATIONAL PURPOSES
COURSE DESCRIPTION
English for Occupational Purposes surveys the
development of EOP and the classification of EOP
areas,and discusses the basic principles and
techniques in EOP design covering the
syllabus,materials and methodology and assessment.

17. COURSE OBJECTIVES
The course is designed to enlarge your knowledge of the business
world and develop the essential communication and language
skills needed in business contexts.It aims to build
competence,fluency and confidence in learners in handling
telephoning,socializing,negotiating,meetings and presentations.
EVALUATION
Scores are drawn from attendance 10%,assignments 10%,Class
Participation/Quizzes 20%,presentations 30%,final test 30%.

18. TENTATIVE COURSE OUTLINE

19. CHAPTER IV
LESSON PLAN OF ENGLISH FOR
OCCUPATIONAL PURPOSES
Identity
Name of Institute : Bank Rakyat Indonesia
(BRI)/Bank Mandiri
Subject : English for Occupational
Purposes
Time alocation : 2 x 45’

20. Standar of competence
To express meaning in transactional and interpersonal dialogue in daily context.
To express meaning in short text functional and monologue in recount text.
Basic Competence
To express meaning in transactional (to get think done and interpersonal to
socialize) dialog formal and informal setting using spoken language accurately,
fluently, and acceptably which involves: introduction, greeting/leave taking,
accepting invitation, offer, asking, accepting, promise, and breaking promise in
daily context.
To express meaning in short text functional and monologue formal and informal
setting using spoken language accurately,fluently,and acceptably in daily
context.

21. Aspect/Skill : Speaking skill
Indicator
1. To definite meaning of expressions of accepting
invitation/offering.
2. To describe expressions of accepting invitations/offering
3. To identify expressions of accepting
4. To identify expressions of accepting offer/invitation in dialog.
5. To retell the offer/invitation of accepting offer/invitation in
dialog

22. OBJECTIVE
1. Students are able to identify in daily context.
2. Students are able to identify the meaning of
sentence accurately or inaccurately.
3. Students are able to express in daily context.

23. LEARNING MATERIAL
Respond to expressions of making,accepting/offering :
1) Student will hear these expressions.Then find any possible
responses to each expression.
a. Would you like to come to lunch on Saturday?
b. You will come to my birthday, won't you?
c. Let's meet at ten o'clock tomorrow morning.
d. Shall we have dinner this evening at my house?
e. I'll promise I'll be there.
f. I'd love to. Thank you very much.

24. 2) Student listens to the tape and complete the following dialogue
based on what you heard.
Dialogue 1
Arief and Rita are fond of literature.They enjoy reading
stories,novels,and watching drama.On the way home,Arief and
Rita have a chat.
Arief : Do you have a plan for tomorrow's holiday?
Rita : Too bad.I have nothing to do.
Arief : I've got a plan for tomorrow. 1?
Rita : Really? Tell me, please. Then, I'll decide to come or not.

25. Arief : I've got a new interesting novel and VCD of a drama
performance.
Rita : Wow,great.What are they about? Are they interesting?
Arief : If I tell you now, it won't surprise you.Now,decide. 2 ?
Rita : I'll be at your house at 8.00 in the morning.
3) The student completes the following dialogues with the
expressions of invitation and appointment.Work in pairs.
1. Ahmad : I plan to go to the National Library this Afternoon
Rudi :___________________

26. Mega : At 8 : 00 a.m.
Siti : _________________________
Ina : My family is going to have a Kambing guling party
tonight.______
Rini : ______________ Kambing guling is my favorite food.
4) Student study these dialogues.Then act them out with your friends.
Dialogue 1
Ira : Hello?
Ari : Hi, Ira! This is Ari.
Ira : Hi, how've you been?

27. Ari : Alright, thanks. Say, would you like to go out tonight?
Ira : Sorry, I can't. I have many matters to settle down.
Ari : Well, how about tomorrow night? Are you still busy?
Ira : I guess not.
Ari : Well,would you like to go to a concert?
Ira : Sure,I'd love to!
Ari : That's settled then.
Dialogue 2
Robi invites Sandra to go to a movie.
Robi : Hi,Sandra.There will be a great film tonight.It's about Nasreddin. Would you like to go
to The movie with me?
Sandra : Of course.I'd love to.When will you pick me up?
Robi : I'll pick you up at 7.30.Be ready.
Sandra : OK.

28. 5) Student Study the following expressions of inviting in
Formal Situation
• Would you like to....
• I'd very much like
• You to....
• We should be
• pleased/delighted if
• You could....
• Would you care to....

29. 6) Student Study the following expressions of
inviting Informal Situation
• Why don't you come to....
• Like to come to....
• Come and....
• Shall we come to....
• You must come to .

30. 7) Study the following expressions of accepting an
invitation formal situation
• That's very kind of you.
• We'd very much like to....
• What a delightful idea.
• With the greatest pleasure.
• Thank you very much for inviting me.

31. 8) Study the following expressions of accepting an invitation Informal situation
• I would/will....
• That would be very nice.
• OK!
• I'd like to love to come.
• All right (then).
LEARNING METHOD
Discussion
Lectures
Assignment

32. LEARNING ACTIVITIES/STEP
Meeting 1
a. Opening Greeting and praying
Student given example how to invite and offer someone to
join activity
Example:
a. Would you like to come to lunch on Saturday?
b. You will come to my birthday, won't you?
c. Let's meet at ten o'clock tomorrow morning.
d. Shall we have dinner this evening at my house?

33. b.Main Activity
1. The student try to speaking how to invite someone
2. Student create a group or in pairs between student
and began a conversation about
• Accepting or offering,try to use express on of use
expressions of making, accepting and declining an
invitation
• Use expressions of making and canceling an
appointment; perform a Monologue of procedure texts.

34. c. Closing
1. Students create a conversation about an invitation
to the reunion SMP
2. Student makes dialogue and act out these
situations using the expressions they have
learned,about “You'll have a graduation party this
evening.Invite this people to your party.”
3. Pray before leaving.

35. Meeting 2
Discussions about thank-you for the invite, though sometimes can not come
a. Opening
1. Greeting dan praying.
2. Collect and do homework by their self
3. Student repeat again the lesson’s yesterday, about the invitation
b.The Main Activity
1) Student Study the following expressions of inviting in Formal Situation
2) Student Study the following expressions of invitingInformal Situation

36. 3) Student study the following expressions of accepting an invitation
formal situation
4) Student study the following expressions of accepting an invitation
Informal situation
c.Closing
1) Students create a dialogue about expression of inviting formal and
informal situation
2) Pray before leaving.
SOURCE
Www. BBC. Co. UK.
Www. Englishclub.Com
Buku BSE SMU kelas X

37. LEARNING MEDIA
1 Tape Recorder or Device MP3
2 Computer and LCD Projector
EVALUATION
Performance
Discussion
Assignment

38. CHAPTER V
CONCLUSION
ESP is not a different variety of English but it is a contextual and
need base situation in which some specific purposes of language functions
are gained.ELT is divided into two categories ESP and EGP then ESP is
divided into EAP and EOP.To carry out ESP courses a Needs Analysis of
English for Occupational. needs analysis is conducted to get information
about target needs and learners,wants.There are many approached to
needs analysis that have used by different linguists like deficiency
analysis,strategy analysis,mean analysis,language audits,set-menu needs
analysis,computer based needs analysis and target/deficiency needs
analysis

39. It is conducted in three methods as pre course,mid
course and post course.Through the needs analysis
that we used to collect the data we come to know that
all learners are educated and good in general English
but for their business purpose they need training in
specific fields.Yet speaking and listening functions
are performed mostly in their business but the some
specific reading and writing functions also can play
an important role in promoting their business.