COURSE DESIGN FOR OFFICE ADMINISTRATION STAFF

Aminah – 18178001

ESP MID TERM ASSIGNMENT

1. Introduction

English for specific purpose (ESP) is an approach to teach English for specific purposes.
However, theoretically and practically, ESP is different from teaching English for general. ESP
has special characteristics which led students and teachers to be able in using English for specific
field. The main goal of ESP is dealing with the usefulness of English in fieldwork. For instance,
vocational high school students who take mechanic major which need special skill of English
such as reading to read manual instruction, manual operation or etc. It means that it is a need to
learn English for supporting their future job. Hutchinson and Waters in Bojović (2004) argue that
ESP as an approach rather than a product– meaning that ESP does not involve a particular kind
of language, teaching material or methodology. The basic question of ESP is: Why does this
learner need to learn a foreign language? The purpose of learning English became the core. It can
be understood that ESP deals with learning English is based on students’ need especially for their
future job. Meanwhile, Streven in Bojović (2004) claims that definition of ESP makes distinction
between:

1) absolute characteristics (language teaching is designed to meet specific needs of

the learners related in the content to particular disciplines, occupations, and
activities; Center on the language appropriate to those activities in syntax, text,
discourse, semantics and so on, and analysis of the discourse; designed in
contrast with general English) and
2) two variables characteristics (ESP may be restricted to language skills to be
learned such as reading and not taught according to any pre-ordained
methodology)

It can be summarized that ESP deals with teaching English based on students’ need
related in particular disciplines, occupations, and activities. That’s why ESP is different from
English for general. The main distinction is based on the purpose or the aim of usefulness
English I each or particular disciplines and etc. The application of ESP itself spreads on the some
disciplines, occupation and institutions or school which prepares their students to be professional
in their disciplines especially in using English based on the need of field work.

ESP is related to need analysis. Need analysis is a starting point in ESP especially for
designing ESP, materials, syllabus and so on. Need analysis is the main core. Before designing
process, need analysis must be done because through need analysis, the designers will
investigate, determine and know what actually needed by students, market, and other aspects.
Actually what is need analysis? Some experts propose some definition about need analysis. Iwai
et al in Songhori (2007:2) argue that need analysis is activities that are involved in collecting
information that will serve as the basic for developing a curriculum that will meet the needs of
particular group of students. It’s supported by Johns in Songhori (2007:3) claims that needs
analysis is the first step in course design and it provides validity and relevancy for all subsequent
course design activities. It means that need analysis is important where it is as the key of ESP
because need analysis is a starting point especially in designing materials, syllabus, teaching and
learning model, evaluation and so on.

Regarding of the importance of need analysis, enquiries and requests of travelers, and yet
very little literature could be found on English courses tailored for office administration staff.
Thus this paper addresses how to design a language course for these office workers, from
examining the context, analyzing the needs and identifying the objectives, to designing the
syllabus and the material, as well as planning the assessment of the learners and the evaluation of
the course.

2. Context
Every job has its own risk and no one is easy or better. In office, one of important
position is being office administration staff where the tasks including of managing and
organizing the boss schedule, the archive, being communicative with others, making presentation
and being presenter and taking notes during the meeting. Those all are not easy to be done. An
office administration staff should make sure that everything is well-organized. Therefore, staff
working in this environment is supposed to reach and maintain a high standard of flexibility and
productivity, which are often enhanced by means of personnel training and education. It has been
pointed out by the government where they facilitate by giving training to people with no-cost.
English also important part of this job since almost all field work is asking for TOEFL/IELTS
score to submitting a job. Office administration staff who will have communicate with
international partner will need English so as they have this skill, it will help them and make them
feel at home during their work.

3. Needs Analysis
3.1 Rationale
The main goal of need analysis is to gather information about 3 main points namely
lacks, wants and necessity (Hutchinson & Waters, 1987: 55). In gathering information, of course
need analysis has to cover the 3 components above through those components above, the
designers of curriculum will designed what should be done and not in teaching and learning
process. In this case, this paper will analyze the need of office administration staff since they
need to be aware of their position which include the situations where they need to function
(communicating events), the linguistic features identified in these situations, the language skills
required in these situations, and other areas of knowledge (if any) needed to fulfill their.

3.2 Methods
This is a descriptive study using secondary data. The data were documents, including
articles, journals and books which collected through reading and reviewing such documents. The
data were then analyzed using a content analysis.

3.3 Findings
Office administration is identically with paper pushing and issuing instruction, requiring
little initiative and few skills. This stereotype is impacted to the staff where they actually need
some skill to support their job. The effectiveness of administrative determines the successful of
an organization. Related to some document about need analysis of office administrator, in which
the data were collected by using interview which is done with an English teacher and distributing
30 questionnaires to office administration students.
 The interview’s result which is done with the teacher, it found that that English is very
important because in globalization era where they students are prepared to get ready to face
global era in applying job or work. It also supported by the result of the questionnaires which
about 80% students respond that the most skill they need is speaking. However, writing doesn’t
get the student attention that it is also important since they will not only have communication in
spoken but also in written such as replying e-mail and business letters. It is supported by a guide
book of administrative skill (p.5), in which it tells that the administrator’s need writing skill to
make a report. Related to this case, the writer is looking for some material that appropriate, as
follow below:
 The most frequently used office knowledge is about checking and handling data, while
the most frequently performed office tasks is giving directions about services and
receiving telephone.
 Despite the fact that these respondents were aware of their main duties as office
informants.
 Mostly the respondents choose to read fiction book than their instructional book
 Moreover, it was also found that what more than half of the respondents aware that in this
department, they need to speak well. After incorporating the information gathered on
these office into the questionnaire findings, a list of tasks is outlined as follows:
Giving directions to office facilities and services
Giving suggestions about office accommodation
Dealing with making note
Dealing with presentation
Dealing with telephone enquiries
Dealing with e-mail enquiries
Besides language competence, some other qualities of office administration staff were
gathered from some job searching and review websites (Learn direct-Careers Advice). A brief
summary is given below:
 Team-working ability
 Tact-fulness in problem-solving situations
 Helpful approach with a smiling face
 Mind-reading ability.
 Apparently, this collection of office administration staff qualities was expressed in a
narrative and somewhat rhetorical language. For the sake of generating language learning
objectives, they are interpreted into the language learning theories or skills underpinning these
ethical qualities so as to be of use in syllabus planning and material production:
 Collaboration
 Verbal and nonverbal conversational devices
 Speech act—deducing and inferring speakers’ intention
 Interaction.

4. Objectives
Referred to the findings obtains through the needs analysis and the context consideration
taken into account, a set of objectives for this course was formulated in light of Basturkmen’s
five general categories (2006: 134-144), namely, language system and use, target performance,
strategic competence, cross-cultural awareness and critical awareness. These objectives will be
used as a reference whenever the learning is observed, reflected on and evaluated as the course
goes along. At the end of the course, the learners will be able to:
 recognize the patterns of giving directions, making phone calls and writing e-mails
 use the appropriate expressions, grammar structures and lexis in given situations
 use the appropriate intonation and paralinguistic features to help others understand what
is being said
 Identify and use task-related vocabulary
 recognize the ways of open, continue, and close a conversation
 identify the conversational tactics and give examples to them
 skim relevant texts for content and meaning, and scan them for specifics
 identify the sequence of service telephone calls and the expressions used to actualize it
 identify the features of different e-mail writing styles
 use the language and skills specified while doing situation roleplays
 tell the difference between conventional behaviors in the target cultures and the local
culture
 make critical judgements about target practice according to their own experiences at
office administration.
 5. Syllabus
5.1 Choosing Course Content
It is necessary to choose the content of a course before a syllabus could be designed for
the course, for “choosing course content” means to consider what the learners should learn, what
the course should include or exclude, and how different elements link to one another, given who
these learners are, what their needs are and what the course is aimed at, so as for the decisions on
syllabus to be made (Graves, 2000: 39). The content of the course in this paper was chosen
according to the needs analysis findings, the course objectives and the course designer’s beliefs
about language and learning. They are shown in the grids as follows:
Materials
Language System
grammar models and conditionals when giving suggestions
vocabulary signposts such as baggage claim, ticketing service, and
quarantine
pronunciation pitch movements such as fall, high rise, low rise, fall rise and
rise fall
(Bogle, 1996)
Language in context
discourse formulate in direction-giving dialogues such as turn-taking,
pauses and
fillers (Scotton & Bernsten, 1988)
pragmatics politeness (Cutting, 2002)
Language skills
Listening
Speaking
Reading
Writing
Paralinguistic feature of language
physical features gesture, facial expression and eye contact (Harmer, 2001)
vocal features whispering, breathiness and nasality (Harmer, 2001)

5.2 Selecting Syllabus Framework

The task based is used for designing the syllabus. It decided since this syllabus use
learning centered approach because it describes the process and the product of the objective.
Meanwhile, the course aims to help students in their job so that by using task based syllabus, the
task will be pedagogical and based on the real world situation which then, after the course is
done, the activities are meaningful for them.

6. Material
In designing the material, in the first day, it will give a macro-task had already been
decided: giving directions to facilities and services. As a result, rather than starting from looking
for appropriate input, examining language and content in it, and then devising tasks in which the
language aspects and content will be used, as Hutchinson & Waters (1987: 109) suggest, the next
step was to look for the resource which involves the communication situation of the task in the
exact or similar way that the situation happens in the learners’ work place and appropriate
resource that should be extracted was the typical language aspects, skills and content featured in
it. Then, pedagogical tasks are needed to be devised so that learning targeted on the language,
skills and content could be activated through completing the tasks. In approaching other learning
objectives apart from the target performance competence, such as cross-cultural awareness, some
published source books were used as a supplement. Besides the texts for reading tasks, videos
were selected mostly as the language input of other tasks, so that the learners can have a chance
to associate the paralinguistic features with the aspects of formal language system, which should
not be separated in making sense of the real world communication. For the consideration
explained in the syllabus writing, a language revision will be conducted in each lesson after the
other tasks described in the syllabus have been completed, focusing on all the linguistic and
paralinguistic aspects of the communication in the task situation and meanwhile recycling the
content of previous lessons.

7. Assessment
The assessment that will be used in this course consists of two tool are portfolio and
situational role play. Portfolio is an informative assessment tool that documents individual
learner’s progress over time in specific areas recognized in the syllabus, facilitates their
reflection on the weakness, strengths and needs so that they can set personal goals towards the
objectives It will provide a good ground for teacher-learner communication about what and how
much effort to be made towards learning objectives. During the course, the role plays that they
done also will be recorded. Meanwhile, as they should have interaction with others, situational
role plays will be done on the last day, and the video-recordings of the role plays will be
compared with those in the portfolios to see the progress. The specific content and rubrics of the
situational role plays will be created.
8. Evaluation
On planning course evaluation, decisions were made about setting the four basic
parameters of an evaluation, which are purpose, audience, participant and approach. Firstly,
since the course will last only for seven days and not have an exit test, the evaluation may make
a daily measurement of what is working well, what is not, and what needs to be changed or
improved, so that timely reaction could be made as the course goes on. Given this fact, a
formative evaluation will apply. The audiences who will be interested in the evaluation results
will be the teacher and the employer. The former is concerned about the learners’ feedback on
every aspects of the course, while the employer would like to know whether the course is
delivering what is supposed to, whether it is well organized and whether the employees are
making progress. Those will take part in the evaluation are temporarily just the learners.
Probably when the course is carried out, some consultants can be asked to attend the class and
give opinions.

9. Conclusion
In short, ESP course design is an integrated, systematic and flexible process, in which
consistent review ought to be made on individual sub-processes in terms of the core elements of
language use, language learning and learners’ specific needs in a target context. It is not a one-
off production but an on-going process of planning, implementation, negotiation, reflection and
refinement. In this final section, it is necessary to discuss the limitations and future research
directions of this course. Such as in office administration, some research is worth doing on the
analysis of the text features of e-mail writing and other communicating conventions of the target
office discourse community to benefit the on-going course development.

REFERENCES
Basturkmen, H. 2006. Ideas and Options in English for Specific Purposes. London: Lawrence
Erlbaum Associates.
Bogle, D.1996. Practical Phonology. Edinburgh: Moray House.
Bojović, Milevica. 2004. Teaching Foreign Language for Specific Purposes: Teacher
Development. Available in. http://associatioofteachereducationeurope.com Retrieved on
May 20,2014 at 20.15.
Cutting, J. 2002. Pragmatics and Discourse: A Resource Book for Students. London: Routledge.
Graves, K. 2000. Designing Language Courses: A Guide for Teachers, Boston: Heinle and
Heinle.
____.___.Guide to Basic Administrative Skills For Youth Shadow Local Councils.___.__

Harmer, J. 2001. The Practice of English Language Teaching (3rd ed.). Harlow: Pearson
Education Ltd.
Hutchinson, T. & Waters, A. 1987. English for Specific Purposes: A Learning-centred Approach.
Cambridge: Cambridge University Press.
Learndirect-Careers Advice. 2008. Retrieved from http://www.learndirect-advice.co.uk/
helpwithyourcareer/jobprofiles/profiles/profile1431/
Scotton, C. M. & Bernsten, J. 1988. Natural conversations as a model for textbook dialogue.
Applied Linguistics, 9 (4), 372-384
Songhori, Mehdi Haseli. 2008. Introduction to Need Analysis. Available in www.esp-world.info.
Retrieved on March 27, 2014 at 21.25.
Sample of material

Example of making a note

Video make a call and receive a call

 - Active and passive voice :
When we say that people and things “do”,
we use active verb forms
ACTIVE
Dani writes an application letter
Dani is writing an application letter
Dani wrote an application letter
When we say what happens to people and
things – what is done to them
PASSIVE
An application letter is written (by Dani)
An application letter is being written (by
Dani)
An application letter was written (by Dani)

To make a call
- Greetings (Good morning/afternoon/evening).
- May I speak to …, please?
- I’m …(your name) from …(your company’s name)
- I’m calling about …(your purpose)
- Could you put me through to Mr/Mrs…?
- Could I leave a message?
- Could you take my message for Mr/Mrs…?

To receive a call
- Greetings (Good morning/afternoon/evening)+ name of your company.
- Can I help you? May I help you?
- Who’s calling, please? Who’s speaking, please?
- May I have your name, please? Could I have your number?
- Hold on, please. Just a moment, please.
- I’m sorry. The line is engaged. Sorry, Sir/Ma’am. The line is busy.
- I’ll put you through to Mr/Mrs…
- Do you want to hold on, or call again later?
- Can I take your message?
- Could you speak up, please? It’s a terrible connection

 Pitch movements Implications

Fall Yes/no question
 High rise Incompleteness; more to come
Low rise Politeness Completion statement

 Task

Make a dialogues based on this situation then take a note about the dialogue based
on this situation below and practice it
1. A: Call Gama Techno. You need to speak to Mr Naruto Razimoto. If he is not there, leave a
message. Use your own name and number.
B: You work for Gama Techno. Mr Razimoto’s line is engaged at the moment. Ask the caller to
hold on or call again later. Offer the caller to leave a message. Take the caller’s name and phone
number.

2. A: Call Ancient Gallery. You need to speak to the Marketing Manager. If she/he is not there,
leave a message that your company wants the price list and the latest catalogue of Ancient
Gallery.
B: You work for the Ancient Gallery. Ask the caller to wait. You need to check if your Manager
is available. Then, you find out that he has just gone out of the office. Offer the caller to leave a
message. Tell the caller that you will give his/her message.

 Assessment ; Rubric

No Aspek yang dinilai kriteria skor

Originalitas penulisan Sangat original 5
Original 4
1 Cukup original 3
Kurang original 2
Tidak original 1
Kesesuaian dengan judul Isi sangat sesuai dengan judul 5
Isi sesuai dengan judul 4
2 Isis cukup sesuai dengan judul 3
Isi kurang sesuai dengan judul 2
Isi tidak sesuai dengan judul 1
Keruntutan teks Keruntutan teks sangat tepat 5
Keruntutan teks tepat 4
3
Keruntutan teks cukup tepat 3
Keruntutan teks kurang tepat 2
 Keruntutan teks tidak tepat 1
Pilihan kosakata Pilihan kosakata sangat tepat 5
Pilihan kosakata tepat 4
4 Pilihan kosakata cukup tepat 3
Pilihan kosakata kurang tepat 2
Pilihan kosakata tidak tepat 1
Pilihan tata bahasa Pilihan tata bahasa sangat tepat 5
Pilihan tata bahasa tepat 4
5 Pilihan tata bahasa cukup tepat 3
Pilihan tata bahasa kurang tepat 2
Pilihan tata bahasa tidak tepat 1
Penulisan kosa kata Penulisan kosakata sangat tepat 5
Penulisan kosakata tepat 4
6 Penulisan kosakata cukup tepat 3
Penulisan kosakata kurang tepat 2
Penulisan kosakata tidak tepat 1
Kerapihan tulisan Tulisan rapih dan mudah terbaca 5
Tulisan tidak rapih tetapi mudah terbaca 4
7 Tulisan rapih tetapi mudah terbaca 3
Tulisan tidak rapih dan sulit terbaca 2
Tulisan tidak rapih dan tidak terbaca 1

Speaking skill rubric

fluency pronunciation performance skill

No Nama
1 2 3 4 1 2 3 4 1 2 3 4
1
2
3
4
5

criteria score
very good 85 -
100 total score
Student’s score = x 100
good 70 - 84 12

okay 55 -69
poor 25 - 54
Peer Evaluation
Watch the video-taped role-play of direction-giving situations and evaluate each pair’s
performance using the following rating scale.
Note: Don’t forget to add any other aspects you feel important and your comments.

Name:
Date:
(1= awful, 2=improvable, 3=ok, 4=excellent)
Homework
Find a partner and make a conversations in your working environment.
 SYLLABUS
OFFICE ADMINISTRATION STAFF
(LEARNING CENTERED APPROACH)
Course duration : 7 days
Course length : around 10 hours
Lesson time : adaptive to different shifts
Size of group : 10
Resources : a prepared course, plus the resources to be drawn from the learners and office management
Participants : office administration staff
Assessment : no exit test required
Target Strategic Cross-cultural Critical Time
Days Materials Language
performance competence awareness awareness: Allocation
Giving - Identifying the Problem- recognizing and - Articulating the - Conversational 1x2 hours
directions to expressions solving: giving exploring what feelings and tactics: fillers,
office that open, directions to politeness in opinions about confirmation
facilities and continue and others of conversation the target checkers, etc.
services close a specific needs means in the target practice - Lexis: facility
conversation cultures, by - Suggesting categories
about giving making contrast to ways of - Intonation: pitch
1 directions that in local adapting the movements—fall,
- Identifying culture target practice high rise and low
fillers and to the local rise
their functions context - Paralinguistic
in features:
conversation Physical—gesture
and generating and facial
more expression
examples
2 Giving - Skimming and Problem- Discussing the As is required in - Grammar: 1x2 hours
 suggestions scanning solving: dealing difference in Day 1 Modals—Offers
about the websites about with the boss taking turns and and suggestions;
accommodati tourism and tight schedule making Conditionals
on transportation interruption - Conversational
- Identifying the politely between tactics: expressions
skills for the target cultures used in time of
taking turns and the local interruption
and culture - Lexis: tourism and
expressions transportation
for dealing - Intonation: pitch
with movements
interruption - fall-rise and rise-
and generating fall
more - Paralinguistic
examples features:
Physical—gesture
and facial
expression
Dealing with - Identifying Problem- Exploring relevant As is required in - Grammar: past 1x2 hours
making note active voice solving: making cross-cultural issue Day 1 participle
- Identifying notes in certain if any - Conversational
passive voice situation tactics: back-
3 channeling,
repetition and
clarification
request
Contact
Dealing with - Identifying Problem - Discussing the As is required in - Expressions: 1x2 hours
presentation skills for solving: making expression of Day 1 opening sequence
opening and a topic to being informative and pre-sequence
4
closing the present and catching
in reason-to-call
presentation attention in target
- Identifying cultures and the - Lexis: learner-
 skill for giving local culture generated
detail - Intonation:
information revision

Dealing with - Identifying the Problem - Comparing the As is required in - Expressions: 1x2 hours
telephone means of solving: service telephone Day 1 opening sequence
enquiries transmitting answering conventions in the and pre-sequence
information phone calls in target cultures and in reason-to-call
- Identifying the the right way the local culture - Lexis: learner-
circumstances even when the generated
in using speaker has a - Intonation:
5 telephone bad manner revision
- Paralinguistic
features:
Physical—revision
Vocal—
whispering,
breathiness,
nasality, etc.
Dealing with - Identifying the Problem- Comparing the e- As is required in Accommodate the 1x2 hours
e-mail means of solving: mail writing Day 1 genre to the demands
enquiries transmitting answering a convention in the of the international
passenger’ e- target cultures and aviation community
information
mail the local culture
6 - Identifying the
circumstances
in using
telephone

Situational role plays

The situations and criteria of the role play will be decided
7 Assessment
according to the learners’ feedback throughout the previous
six days.
 Document – questionnaire that used for need analysis
at SMK – Administrasi Perkantoran

The data below is the result of the questionnaire which in my last project in analyzing the
students need at SMK Nusatama Padang - Administrasi Perkantoran. I use this as reference of
making syllabus since the students will be the staff of office administration.

Nama :

Kelas :

Jurusan :

Petunjuk pengisian :

1. Dalam pengisian angket tidak ada istilah benar atau salah karena pengisian angket ini
bukan merupakan ujian atau tidak akan mempengaruhi nilai anda.
2. Angket ini akan memberi gambaran mengenai gaya belajar apa yang anda gunakan dalam
memahami suatu informasi atau materi pembelajaran.
3. Baca dan isilah angket ini sesuai dengan apa yang anda butuhkan dalam membelajaran.
4. Perhatian dan partisipasi anda merupakan sumbangan yang sangat berharga dalam
penelitian ini. Oleh karena itu peneliti ucapkan terimakasih.

Berilah tanda check ( ) pada kolom yang menurut anda sesuai dengan kebutuhan belajar
anda.
Keterangan :
SS : Sangat Sering
SR : Sering
KD : Kadang-Kadang
JR : Jarang
TP : Tidak pernah
 A. Gambaran dari skil yang dibutuhkan dan kesulitan yang dialami

Pada jurusanmu, seberapa seringkah kamu diminta untuk menggunakan skil dibawah ini ?

Skill SS SR KD JR TP
Reading 7 (46,67%) 3 (20%) 3 (20%) 2 (13,33%) 0
Writing 2 (13,33%) 3 (20%) 7 (46,67%) 2 (13,33%) 1 (6,67%)
Speaking 3 (20%) 11(73,33%) 1 (6,67%) 0 0
Listening 6 (40%) 7 (46,67%) 2 (13,33%) 0 0

Pada skill yang manakah kamu sering mengalami kesulitan:

Skill SS SR KD JR TP
Reading 2 (13,33%) 3 (20%) 7 (46,67%) 2 (13,33%) 1 (6,67%)
writing 2 (13,33%) 3 (20%) 5 (33,33%) 2 (13,33%) 3 (20%)
Speaking 0 2 (13,33%) 12 (80%) 0 1 (6,67%)
listening 0 5 (33,33%) 3 (20%) 6 (40%) 1 (6,67%)

B. Pernyataan umum

Skill apa yang paling penting dalam jurusanmu ?

Sangat Penting Cukup Kurang Tidak

Penting penting penting penting
Listening to English 7 (46,67%) 4 (26,67%) 4 (26,67%) 0 0
Speaking English 10 (66,67) 2 (13,33%) 3 (20%) 0 0
Writing English 5 (33,33%) 7 (46,67%) 3 (20%) 0 0
Reading English 8 (53,33%) 2 (13,33%) 5 (33,33%) 0 0

Seberapa pentingkah skil-skil dibawah ini dengan peluang kerja setelah kamu tamat sekolah ?

Sangat Penting Cukup Kurang Tidak

Penting penting penting penting
Listening to English 9 ( 60%) 4 (26,67%) 2 (13,33%) 0 0
Speaking English 12 ( 80%) 2 (13,33%) 1 (6,67%) 0 0
Writing English 3 (20%) 10 (66,67) 2 (13,33%) 0 0
Reading English 2 (13,33%) 11 (73,33%) 2 (13,33%) 0 0
 C. Speaking and Listening Skill

Seberapa seringkah kamu melakukan hal-hal dibawah ini :

SS SR KD JR TP
Mendapatkan nilai yang rendah 0 0 6 (40%) 8 1
dalam menyelesaikan tugas atau (53,33%) (6,67%)
partisipasi didalam kelas
Mengalami kesulitan bekerja sama 0 1 (6,67%) 2 11 1
dalam group kecil selama dikelas (13,33%) (73,33%) (6,67%)
(PBM)
Mengalami kesulitan bekerja sama 1 1 (6,67%) 9 ( 60%) 4 0
dengan siswa lain dalam (6,67%) (26,67%)
menyelesaikan tugas diluar kelas
(PMB).
Mengalami kesulitan bimbingan 0 2 (13,33%) 6 (40%) 7 0
dalam diskusi (46,67%)
Mengalami kesulitan berpartisipasi 0 2 (13,33%) 6 (40%) 7 0
dalam diskusi group atau debat (46,67%)
Mengalami kesulitan berinteraksi 0 3 (20%) 1 7 4
dengan siswa lain ketika di labor, (6,67%) (46,67%) (26,67%)
tutorial, dan lain-lain.
Perjuangan, penilaian diluar kelas 0 0 3 (20%) 8 4
yang mewajibkan berinteraksi (53,33%) (26,67%)
dengan orang asing

D. Speaking Sklls

Seberapa seringkah kamu melakukan hal-hal dibawah ini :

SS SR KD JR TP
Kesulitan berbicara dalam 1 3 (20%) 9 ( 60%) 2 0
persentasi (6,67%) (13,33%)
Mengalami kesulitan dalam 2 3 (20%) 8 2 0
pemilihan kata apa yang ingin (13,33%) (53,33%) (13,33%)
diucapkan dengan cepat
Takut salah dalam berbicara 3 (20%) 8 2 1 1
menggunakan bahasa inggris (53,33%) (13,33%) (6,67%) (6,67%)
Tidak tahu apa yang akan dikatakan 0 7 5 3 (20%) 0
dalam bahasa inggris (46,67%) (33,33%)
Tidak mengetahui cara yang baik 0 5 5 5 0
untuk mengatakan sesuatu dalam (33,33%) (33,33%) (33,33%)
bahasa inggris
Mengalami kesulitan dengancara 0 7 6 (40%) 2 0
pengucapan kata dalam bahasa (46,67%) (13,33%)
inggris
 Menemukan kesulitan dalam 0 2 8 4 1
berdiskusi (13,33%) (53,33%) (26,67%)

E. Listening Skill

Seberapa seringkah kamu melakukan hal-hal dibawah ini :

SS SR KD JR TP
Sulit memahami pembelajaran 1 0 8 6 (40%) 0
(6,67%) (53,33%)
Mengalami kesulitan untuk 0 2 2 7 4
membuat catatan (13,33%) (13,33%) (46,67%) (26,67%)
Sulit memahami deskripsi yang 0 8 7 0 0
panjang dalam bahasa inggris (53,33%) (46,67%)
Sulit memahami intruksi 0 1 9 ( 60%) 5 0
percakapan (6,67%) (33,33%)
Sulit memahami bahasa yang tidak 0 4 9 ( 60%) 2 0
formal (26,67%) (13,33%)
Sulit memahami topik dari 0 2 8 5 0
percakapan (13,33%) (53,33%) (33,33%)

Saya sulit memahami perkataan speaker (pembicara) yang diputar atau siswa lain dalam
pembelajaran karena :

SS SR KD JR TP
Mereka berbicara terlalu cepat 0 5 10 0 0
(33,33%) (66,67)
Mereka berbicara sangat cepat 0 5 9 ( 60%) 1 (6,67%) 0
(33,33%)
Intonasi atau cara pengucapan 0 7 6 (40%) 2 0
mereka berbeda dengan apa yang (46,67%) (13,33%)
saya gunakan
Lebih dari 1 orang pembicara 0 6 (40%) 4 4 0
(26,67%) (26,67%)

F. Writing Skill

Mengenai penilaian …

1. Seberapa pentingkah skill ini, dan

2. Apakah kamu sering memiliki masalah pada skil ini ?

SP P KP TP SS S KD TP
4 10 0 0 Memeriksa tanda baca dan ejaan 2 6 6 1
(66, (13,33%)
67)
5 8 1 0 Menyusun kalimat 3 5 7 0
5 8 1 0 Menggunakan kosa kata yang 5 3 7 0
tepat
2 9 3 0 Mengorganisir paragraph 3 6 5 1
(13,3
3%)
3 9 1 1 Mengorganisir penilaian secara 3 6 4 2
keseluruhan (13
,33
%)
14 0 0 Mengungkapkan ide secara 1 7 7 0
wajar
5 9 0 0 Mengembangkan ide 2 7 6 0
(13,33%)
3 11 0 0 Mengungkapkan apa yang ingin 2 7 6 0
kamu katakan secara jelas (13,33%)
3 11 0 0 Penyebutan topik 1 7 7 0
5 8 1 0 Menggunakan intonasi yang 3 6 6 0
tepat
4 10 0 0 Mengikuti perintah/pedoman 2 7 5 1
(66, dan petunjuk (13,33%)
67)
1 13 0 0 Mengevaluasi dan revisi tulisan 1 5 9 0
mu
5 8 1 0 Kemapuan menulis secara 3 4 7 1
keseluruhan
8 6 0 0 Menyelesaikan tugas menulis 3 8 2 2
(13,33 (13
%) ,33
%)

G. Reading Skill

Pertanyaan dibawah ini menyangkut dengan tugas-tugas reading yang dibutuhkan:

a. Dibawah ini jenis materi manakah yang kamu harapkan untuk dibaca.
b. Seberapa sering kamu mengalami kesulitan melakukannya
 S KD TP
Artikel jurnal 2 (13,33%) 12 (80%) 1 (6,67%)
Koran 4 (26,67%) 10 (66,67) 1(6,67%)
Cerita fiksi 9 ( 60%) 6 (40%) 0
Semua referensi atau buku pelajaran 9 ( 60%) 5 (33,33%) 1 (6,67%)
Memilih bab dari buku 6 (40%) 8 (53,33%) 1 (6,67%)
Catatan photocopy 7 (46,67%) 7 (46,67%) 1 (6,67%)
Buku kerja atau instruksi labor 1 (6,67%) 9 ( 60%) 1 (6,67%)
Materi bacaan dari komputer 7 (46,67%) 8 (53,33%)

seberapa seringkah kamu mengalami kesulitandengan keadaan dibawah ini:

SS SR KD JR TP
Mengerti dengan inti dari teks 2 (13,33%) 1 (6,67%) 9 ( 60%) 2 1
(13,33%) (6,67%)
Membaca cepat untuk 1 (6,67%) 1 (6,67%) 13 0 0
menemukan topik (86,67%)
Membaca lambat dan hati-hati 1 (6,67%) 9 ( 60%) 5 0 0
untuk memahami topik (33,33%)
Mencari ide pokok dengan 1 (6,67%) 6 (40%) 8 0 0
cepat (53,33%)
Menebak kata-kata baru yang 1 (6,67%) 3 (20%) 9 ( 60%) 2 0
tidak diketahui dalam teks (13,33%)
Memahami struuktur teks 2 (13,33%) 7 (46,67%) 5 1 0
(33,33%) (6,67%)
Memahami sikap penulis dan 2 (13,33%) 5 (33,33%) 7 1 0
tujuannya (46,67%) (6,67%)
Pemahaman secara umum 3 (20%) 5 (33,33%) 5 2 0
(33,33%) (13,33%)

H. Skill yang Ingin Kamu Tingkatkan

Jika kamu mengikuti pelatihan untuk meningkatkan kemampuan bahasa inggris mu, dibawah ini
bagian yang berguna untuk mu!

T
SP P CP KP
P
Mendengarkan pronoun/ intonasi/ 6 (40%) 5 4 0 0
tekanan pola dari New Zeland English (33,33%) (26,67%)
Catatan guru 8 5 2 0 0
(53,33%) (33,33%) (13,33%)
Memahami listening secara umum 8 5 2 0 0
(53,33%) (33,33%) (13,33%)
Berbicara resmi (pidato)/ presentasi 3 (20%) 9 (60%) 3 (20%) 0 0
Berpartisipasi secara efektif dalam 6 (40%) 5 3 (20%) 1 (6,67%) 0
diskusi (33,33%)
Berkomunikasi secara efektif dengan 6 (40%) 8 0 1 (6,67%) 0
teman sebaya dalam diskusi kelompok (53,33%)
kecil, tugas kelompok atau belajar
kelompok diluar kelas (di luar pbm)
Berkomunikasi secara effektif dengan 4 7 3 (20%) 1 (6,67%) 0
staff didalam atau diluar sekolah (26,67%) (46,67%)
Kemampuan perpustakaan 3 (20%) 10 2 0 0
(kemampupan membaca) (66,67) (13,33%)
Menulis esay 6 (40%) 7 1 (6,67%) 1 (6,67%) 0
(46,67%)
Menulis laporan labor (penelitian) 1 (6,67%) 5 9 (60%) 0 0
(33,33%)
Menulis kreatif 3 (20%) 8 3 (20%) 1 (6,67%) 0
(53,33%)
Menulis khusus 4 7 4 0 0
(26,67%) (46,67%) (26,67%)
Mendeskripsikan objek atau procedure 4 9 ( 60%) 2 0 0
(proses) (26,67%) (13,33%)
Menulis kata pengantar dan 2 9 (60%) 3 (20%) 1 (6,67%) 0
kesimpulan (13,33%)
Menulis referensi dan kutipan 1 (6,67%) 9 (60%) 4 1 (6,67%) 0
(26,67%)
Perumusan berhubungan dengan 1 (6,67%) 11 3 (20%) 0 0
pendapat (rumusan masalah) (73,33%)
Menyimpulkan informasi lebih dari 4 7 3 (20%) 1 (6,67%) 0
satu sumber (26,67%) (46,67%)
Menganalisis isi dari tulisan 4 10 1 (6,67%) 0 0
(26,67%)
(66,67)
Pengetahuan kosa kata 9 ( 60%) 5 1 (6,67%) 0 0
(33,33%)
Membaca cepat 4 7 3 (20%) 1 (6,67%) 0
(26,67%) (46,67%)
Membaca kritis 5 4 6 (40%) 0 0
(33,33%) (26,67%)
Membaca untuk mengetahui sudut 4 6 (40%) 5 0 0
pandang penulis (26,67%) (33,33%)
Menyimpulkan materi 3 (20%) 8 4 0 0
(53,33%) (26,67%)
Memahami bacaan secara umum 5 9 ( 60%) 1 (6,67%) 0 0
(33,33%)
 I. Bantuan yang Tersedia

Apakah kamu menyadari tujuan yang tersedia di Student Learning Center untuk siswa-siswa
yang mengambil English sebagai bahasa kedua (siswa non-english)

Jika kamu mengambil beberapa jurusan, jurusan mana yang kamu ambil dan seberapa
pentingnya.

Sangat Cukup Kurang Tidak

berguna
berguna beguna berguna berguna

J. Melayani untuk Siswa ESL

Apakah kamu percaya dengan beberapa perubahan yang dibuat untuk jurusanmu atau cara
mengajarkan sebagai sebuah hasil dari kesulitan siswa seperti yang kamu miliki dalam bahasa
inggris.

Jika kamu jawab iya ceklislah perubahan yang kamu.

Menggunakan pengeluaran yang besar dalam pembelajaran

Mempermudah atau menyederhanakan materi

Kurang terlibat dalam pembelajaran

Menyediakan fotocopi

Menggunakan lebih banyak pilihan ganda

Menyimpulkan bagian penting dari materi

Banyak membaca

Memberi tambahan materi

K. Komentar Tambahan

Apakah kamu mempunyai komentar lain yang dapat membantu penilaian kemampuan bahasa
inggris yang diharapkan oleh sekolah. Kesulitan apa yang kamu, bagaimana jurusan mu dapat
mempersiapkan siswa lebih baik seperti yang tergambar pada angket ini , atau yang lainnya yang
berkaitan dengan kebutuhan mu akan bahasa inggris? jika ada, tulis dibawah ini.
 L. Informasi tambahan

Jika kami membutuhkan informasi lebih, dapatkah kamu mempersiapkan diri untuk wawancara ?

Jika iya, isilah data dibawah ini :

Nama :

Nomor telfon :

SS S KD TP
Memeriksa tanda baca dan ejaan 2 (13,33%) 6 (40%) 6 (40%) 1 (6,67%)
Menyusun kalimat 3 (20%) 5 (33,33%) 7 (46,67%) 0
Menggunakan kosa kata yang tepat 5 (33,33%) 3 (20%) 7 (46,67%) 0
Mengorganisir paragraph 3 (20%) 6 (40%) 5 (33,33%) 1 (6,67%)
Mengorganisir penilaian secara 3 (20%) 6 (40%) 4 (26,67%) 2 (13,33%)
keseluruhan
Mengungkapkan ide secara wajar 1 (6,67%) 7 (46,67%) 7 (46,67%) 0
Mengembangkan ide 2 (13,33%) 7 (46,67%) 6 (40%) 0
Mengungkapkan apa yang ingin kamu 2 (13,33%) 7 (46,67%) 6 (40%) 0
katakan secara jelas
Penyebutan topik 1 (6,67%) 7 (46,67%) 7 (46,67%) 0
Menggunakan intonasi yang tepat 3 (20%) 6 (40%) 6 (40%) 0
Mengikuti perintah/pedoman dan 2 (13,33%) 7 (46,67%) 5 (33,33%) 1 (6,67%)
petunjuk
Mengevaluasi dan revisi tulisan mu 1 (6,67%) 5 (33,33%) 9 ( 60%) 0
Kemapuan menulis secara 3 (20%) 4 (26,67%) 7 (46,67%) 1 (6,67%)
keseluruhan
Menyelesaikan tugas menulis 3 (20%) 8 (53,33%) 2 (13,33%) 2 (13,33%)

SP P KP TP
4 (26,67%) 10 (66,67) 0 0 Memeriksa tanda baca dan ejaan
5 (33,33%) 8 (53,33%) 1 (6,67%) 0 Menyusun kalimat
5 (33,33%) 8 (53,33%) 1 (6,67%) 0 Menggunakan kosa kata yang
tepat
2 (13,33%) 9 ( 60%) 3 (20%) 0 Mengorganisir paragraph
3 (20%) 9 ( 60%) 1 (6,67%) 1 (6,67%) Mengorganisir penilaian secara
keseluruhan
0 14 (93,33%) 0 0 Mengungkapkan ide secara wajar
5 (33,33%) 9 ( 60%) 0 0 Mengembangkan ide
3 (20%) 11 (73,33) 0 0 Mengungkapkan apa yang ingin
kamu katakan secara jelas
3 (20%) 11 (73,33) 0 0 Penyebutan topik
5 (33,33%) 8 (53,33%) 1 (6,67%) 0 Menggunakan intonasi yang tepat
4 (26,67%) 10 (66,67) 0 0 Mengikuti perintah/pedoman dan
petunjuk
1 (6,67%) 13 (86,67%) 0 0 Mengevaluasi dan revisi tulisan
mu
5 (33,33%) 8 (53,33%) 1 (6,67%) 0 Kemapuan menulis secara
keseluruhan
8 (53,33%) 6 (40%) 0 0 Menyelesaikan tugas menulis