ENGLISH FOR MARKETING

(EXPERIENCE CONSULTANT)

This paper aimed to describe the basic course outline or syllabus needed in
English for Marketing (Experience Consultant) course based on the checklist of
subjective and objective criteria that have been analysed according to need
analysis. The checklist of the subjective and objective analysis shown on the table
A.

Table A. Checklist of the subjective and objective analysis.

CHECKLIST FOR MATERIAL EVALUATION
SUBJECTIVE ANALYSIS
In terms of materials requirements
AUDIENCE
1. A. Who are your learners?
 Experience Consultants or
Marketing Officers
 Ages : 18 – 35 years
 Nationalities : Indonesian
 Sex : Male / Female
 Study or work specialism (s) :
marketing
 Status or role with respect to
specialism : worker, staff
 Knowledge of:
- English : lack
- Specialism : good
- Other : lack
 Educational background :
Senior High School
 Interests : very interest to
English Course
AIMS
2. A. What are the aims of your
course?
 To master English for
marketing in spoken and
written English
CONTENT
3. A. What kind of language
OBJECTIVE ANALYSIS
Materials being evaluated
1. B. Who is the material
intended for?
 Experience Consultants or
Marketing Officers
 Ages : 18 – 35 years
 Nationalities : Indonesian
 Sex : Male / Female
 Study or work specialism (s) :
marketing
 Status or role with respect to
specialism : worker, staff
 Knowledge of:
- English : lack
- Specialism : good
- Other : lack
 Educational background :
Senior High School
Interests : very interest to
English Course
2. B. What are the aims of the
materials?
 To improve their knowledge
of English and learn the new
vocabulary and expression
3. B. What type(s) of linguistics

1
 description do you require?
 Kinds of language description
required are structural
grammar, language variation
(drills), notional/functional
grammar, discourse-based.
4. A. What language points
should be covered?
 Language points should be
covered are structures,
functions, and vocabularies.
5. A. What proportion of work
on each macro-skill is
desired?
 Speaking: Dialogues of
-any activities in the counter.
 Reading and comprehension
-any activities in the Counter
description is/are used in the
materials?
 Structural practice, reading
and comprehension, listening
and comprehension, speaking
and comprehension, writing
and comprehension, sentence
building
4. B. What language points do
the materials cover?
 Structural practice
 reading and comprehension
 listening and comprehension
 speaking and comprehension
 writing and comprehension
 sentence building
 comprehension questions
 make sentences based on new
vocabularies
 gap filling and completion
sentences with new
vocabularies
5. B. What is the proportion of
work on each skill? Is there
skills-integrated work?
 Speaking: Dialogues
1. The interview
2. Finding ways in Counter
3. Introducing themselves
4. Talking to the prospective current
foreign customers
5. presenting and describing the
company’s products
Reading: Reading comprehension
1. Catalogue
2. Spec card
 There is skills-integrated
works among their job
activities in reading, writing,
speaking and listening, e.g.
making medical records,
2

6. A. What micro-skills do you
need?
(e.g. deducing the meaning of
unfamiliar words)
Dialogues :
1. Introducing themselves
2. Talking to the prospective
current foreign customers
7. A. What text-types should be
included?
- Text types should be
included:
- Leaflet, brochure
- Letters
- Dialogue texts
- Visual text (picture,
diagram, charts, graph, etc)
- Practical demonstration
text.
8. A. What subject matter area
are required?
a. Subject-matter areas
b. What level of knowledge
should be assumed?
Academy level via entrance
test to Marketing academy.
c. What types of topics are
needed? Nursing activity
hospital organization, and
medical technology,
working abroad, studying,
abroad, visa arrangement,
accomodation, flight
arrangement.
d. What treatment should the
topics be
given?(straightforward.
Factual, ‘human interest’
3
serving patients.
6. B. What micro-skills are
covered in the material?
Dialogues about experience
consultant job and counter
Dialogues :
1. Introducing themselves
2. Talking to the prospective
current foreign customers.
3. Presenting and describing
the company’s products
7. B. What kinds of texts are
there in the material?
Text is the materials are:
- Dialogue texts
- Letters
- Visual texts
- Pictures, diagrams, charts,
graphs
- Practical demonstration
texts
8. B. What is/are the subject-
matter area(s), assumed level
of knowledge, and types of
topics in the materials?
a. Subject – matter areas.
b. It is assumed that the learner is
already familiar in his own
language with the subject
matter of the book, and has a
good grounding in the basic
grammatical patterns and
vocabulary of english. This
book will be used to improve
his knowledge of english
within the frame-work of a
technical vocabulary that is of
interest to the learners.
c. The topics are :
 angle, humorous, unusual
perspective, taking into
account issues, controversy,
etc.)
9. A. How should the content be
organized throughout the
course?
The conttent should be
organized throughout the
course by practicing dialogue
and writing on the nursing
job activities
10. A. How should the content be
organized within the course
units?
The content should be
organized within the course
units by practicing dialogues,
4
1. The interview
2. About wards
3. Finding ways in counter
d. What treatment are the topics
given? The topics are treated
as follows:
Each of the series has
individual approach, all the
volumes are organized in the
same general way.
The book is based on a series
of situational dialogues,
followed by narrative passages
for reading comprehesion.
Exercise give the students
practice in handling some of
the useful and more difficult
patters, as well as lexical
items, that occur in each unit.
Tape recordings, of the
dialogues and selected
exercise, may be used either in
the language laboratory or for
private study. Each volume is
provided with a glossary of
technical terms.
9. B. How is the content
organized throughout the
materials?
The content throughout the
materials is organized as
follows:
 Preface
 Introduction
1. The interview
2. Talking about company
products(1)
3. Talking about company
products(2)
4. Finding the way
 Key to exercices
 Glossary
10. B. How is the content
organized within the units?
Each unit begin with a dialog
in colloquial conversational
 reading, and writing. While
reading, the learners will also
learn writing. While speaking,
the learners will also learn
listening.
11. A. How should the content be
sequenced throughout the
course?
The content should be
sequenced throughout the
course :
- From easier to more
difficult.
- To creat varieties
12. A. How should the content be
sequenced within a unit?
The content should be
sequenced whitin a unit from
accurasy to fluency.
METHODOLOGY
13. A. What theories of learning 13. B. What theories of learning
should the course based on?
 Theories of learning of the  The materials are based on the
course should be based on
combination of behaviourist,
cognitive, and some other
kinds.
14. A. What aspects of the
learners’ attitude to
expectations about learning
English should the course
take into account?
 Necessities: to cope with
style. Three important
grammatical structures are
then drills intensively. These
exercise, though useful for
written work, are intended for
oral practice of marketing
activity. A reading and
comprehension section
follows, additional exercises
give further practice in
grammatical or lexical items
encounter in the unit.
11. B. How is the content
sequenced throughout the
book?
The content the sequenced
throughout the book is from
easier to more difficult and
some reading comprehension
is varied.
12. B. How is the content
Sequenced within the unit?
The content sequenced whitin a
unit is emphasized on repetition
until the students entirely fluent
and can make the appropriate
changes quickly and accurately.
are the materials based on:
theories of learning of the
course should be based on
combination of behaviourist,
cognitive, and some other
kinds.
14. B. What attitudes
to/expectations about
learning English are the
materials based on?
 Necessities: to cope with
marketing situations
5
 marketing situations  Lacks: doing marketing
 Lacks: doing marketing studies
studies, add knowledge about  Wants: to undertake marketing
English for marketing studies

15. A. What kinds of exercise /

tasks are needed?
 Guided
 Comprehensions – productions
 Language/skills practice
 one right answer –many
possible right answer?
 Whole class – group –
individual
 Language -/ skills -based -
content –based
 Simulation
 self study – home works
16. A. What teaching learning
techniques are to be used?
 Pair –work
 small – group work
 presentation
 other kinds
17. A.What aids are available for
use?
 overhead projects
 video
18. A. What guidance /support
for teaching the course will
be needed?
 statements aims
 List of vocabulary and
language skill points
 Language guidance
 Technical Information
 Methodological directive and
15. B. What kinds of exercise
/tasks are included in the
materials?
 Guided
 Comprehensions – productions
 Language/skills practice
 one right answer –many
possible right answer?
 Whole class – group –
individual
 Language -/ skills -based -
content –based
 Simulation
 Self study – home works
16. B. What teaching learning
techniques can be used with
the material?
 Pair –work
 small – group work
 presentation
 other kinds
17. B. What aids are available
for use?
 overhead projects
 video
 Marketing aids; brochure,
speccard
18. B. What guidance do the
materials provide?
 statements aims
 List of vocabulary and
language skill points
 Language guidance

6
 hints
 Suggestions for further work
 Tests
19. A. How flexible do the
materials need to be? it can be:
 Linked to the other materials
related to health, medical and
biological terms.
 Used without cassettes.
 Added to other materials
 Technical Information
 Methodological directive and
hints
 Tests
19. B. In what ways are the
materials flexible?
 They cannot be begun at
different points.
 The units cannot be used in the
different orders.
 They can be linked to other
materials
 They can be used without
some of their components(e.g.
cassettes)

OTHER CRITERIA
20 A. What price range is 20B. What is the price?
necessary?
 Registration : Rp.50.000
 Registration : Rp.50.000  The course price: Rp.50.000
 The course price: Rp.50.000 include meeting.
include meeting.  Course Book : Rp.75.000
 Course Book : Rp.75.000
21B.When and how readily can the
21A. When and in what quantities material be obtained?
should the materials be available? The material be obtained:
The material should be available -according to purchase order of book
before the course begins and the requisition.
quantities are as many as the users. -one month after the purchase order is
received by the publisher.

7
 According to checklist, the writers prepare the syllabus for the English for
marketing (Experience Consultant) course which is divided into twelve sessions
as follow:
Session 1:

Time components activities

Topic/content Learning outcomes
allotment Language Class
Structure: Teacher
Participants are able explains the
to: materials
use auxiliary verbs they are
(do, does, is, am, are) going to
correctly. study in the
make yes-no meeting.
questions. make Auxiliary verbs, Teacher and
questions by using i.e. is, am, are, participants
question word (What, do, and does. negotiate
Who, Where, When, Questionwords: about the
How). what, regulation of
Respond to questions who,where,when, the class
Vocabulary: and how) Teacher
1. Introducing
themselves
Participants are able to Greetings: explains
use sufficient Good Morning, auxiliaryverb
2. Talking to
vocabulary to Good Afternoon, s, and
the current
introducethemselves Good Evening, questions
foreign
to their words
customers
2 hours
3. Talking to
prospective How are you, Teacher
customers, and How do you play video
the
and have sufficient do? about a
prospective
current
and Vocabulary : simple
proper vocabulary to Introduce, introduction
foreign
speak to current opportunity, and asks the
customers
customers. please, know, participants
Listening: remember, invite, to do role
Participants are able see, meet, play
to: present, glad, between a
recognize greeting happy, new, customer
sentences from former, previous, and a
interlocutors. recent, etc marketing
Recognize the WH staff
questions from Teacher
interlocutors. mentions
Speaking: certain
Participants are able words and
to: participants
greet customers. repeat after

8
 introduce her
themselves. Participants:
questions by using Pay
WH questions. attention to
speak using correct a video and
auxiliary verbs do role play,
one
participant
act as
marketing
staff and
the other as
a customer
Discuss
some
vocabulary
or key
words in the
video.

Session 2:
allotmen outcomes components
Topic/content Class activities
t Learning Language
Structure:  Teacher explains
Participants are present perfect tense,
able to: noun phrases, and
identify the nouns.
correct forms  Teacher gives some
of verbs in
texts about certain
perfect tense
products and asks
noun phrase
form participants to read
Present carefully and answer
4. Presenting use countable continous
and and the questions
tense and
describing uncountable  plays a video in
perfect tense.
2 hours the nouns which
Noun phrase
company’s Vocabulary: someone is describing
products Countable &
Participants are products of a company.
(part I) uncountable
able to use
nouns  Teacher asks
adjectives to participants to do role
describe the playa and describe their
specification of
own company’s
items. i.e: big,
products
small, low,
high, Participants:
strong, good,  Do role play, a
thebest, marketing staff
thickness, presents his or her

9
 dimension, company’s products,
color, size etc. and a customer
Listening: prepares questions
Participants are related to the products.
able to:  Discuss the
get the conversations they
detailed
watch from video
informationwh
en someone  Each participant asks
is describing a questions and responds
product to questions after
Speaking: describing products
Participants are
able to:
describe items
by using
simple present
tense and
proper
adjectives.
Describe the
features
oftheitems

Chapter 3

Time
outcomes components
allotmen Topic/content Class activities
Learning Language
t
Structure:  Teacher explains
The passive active voices
participants  Teacher gives the
are able to: texts
 Use passive related to the healthcare
active voices devices and asks
5. Presenting Vocabulary:  passive participants to answer
and Participants are active voices the questions correctly.
2 hours
describing able to:  noun  Teacher gives
company’s phrases
 use noun and grammar
products and
noun phrases and vocabulary
(part II) adjectives
when exercises such as
describing choosing the right
company’s forms of verbs, correct
products. adjectives.
 Learn more Participants:
Adjectives for Read the products

10
 describing catalogues and discuss
products the
Listening: verbs or adjectives used
Participants are to describe company’s
able to: products.
understanding
Discuss some
the
vocabulary or key
conversation
words that are used in
on the video.
describing products
Reading:
Participants are Each participant
able to: asks
questions and
comprehend
responds
the texts
to questions after
given.
describing products
Answers the
questions
based on the
texts correctly

Chapter 4

Time
outcomes components
allotmen Topic/content Class activities
Learning Language
t
Structure: The forms of
Teacher shows
Participants are adjective,
different things and
able to: comparative,
explains the
understand and
comparative,
the superlative.
superlative by using
comparative Examples:
pictures
degree Adjective
Teacher asks
distinguish - profitable
participants to do a
Comparing one adjective, - high
group discussion and
product to comparative, - low
2 hours asks them to discuss
another and - new
the
product superlative - old
strengths and weakness
forms - expensive
of their products.
Vocabulary: -good
Comparative: Teacher gives
Participants are
- higher vocabulary-exercises
able to use
- lower Participants:
some
adjectives, - better will see medical
- cheaper pictures shown on
noun and
- thinner slides and then they
adverbs that

11
 are Superlative: Describe the features of
often found in -the most these items.
a expensive Describe the products
product - the cheapest by using correct
catalogue - the biggest comparative forms.
Speaking: - the heaviest do a group discussion
Participants - the thinnest to describe the
are Words that are differences between
able to: often found in the products and also
use correct product describe their strengths
tenses in a catalogues and weaknesses
conversation. do a vocabulary
use exercise : find the
meanings of the
adjectives
difficult words and
in their match the words with
sentences. the right pictures
compare one
of the
company’s
products to
another
company’s
product

Finally, the writers conclude that English for Marketing course is aimed to
the marketing officers especially experience consultant to increase their English in
communication purposes.

12
 REFERENCES

Afifi, john. 2018. Jitu menjual diri dalam beragam situasi. Yogyakarta. Laksana
Dudley T, St John M.J.E.1999.Developments a multi-disciplinary
approach.newyork.cambridge university press.
Pantow, Johanna B.S. 2002. Introduction to ESP. Modul out of modul 6.
Universitas Terbuka.
Rafanani, Been. 2018. Teknik kilat mempengaruhi orang lain dengan cara seni
bicara.Yogyakarta. Araska publisher.

13