CRITICAL BOOK REVIEW

Bahasa Ingris Bisnis Lanjutan

Dosen Pembimbing:

Rika , S.Pd.,M.Hum

Doly Siregar (7223510005)

Arief Putra Johavi Damanik (7223510001)

MANAJEMEN C 2022

PROGRAM STUDI MANAJEMEN

FAKULTAS EKONOMI

UNIVERSITAS NEGERI MEDAN

2020
 FOREWORD

We thank God Almighty for His blessings and grace, the author was able to
complete this critical book Bahasa Ingris Bisnis Lanjutan.

In the preparation of this critical book, the author realizes that the smooth
writing of a critical book is due to the help and motivation of various parties. Therefore,
the author would like to express his gratitude to those who have helped in the smooth
writing of this critical book.

In writing this critical book, the author has tried to present the best. The author
hopes that this critical book can provide information and have useful value for all
parties.

Medan, September 2023

Doly Siregar
Arief Putra Johavi Damanik
 TABLE OF CONTENTS

FOREWORD..........................................................................................................2

DAFTAR ISI...........................................................................................................3

BAB I PRELIMINARY.........................................................................................4

BACKGROUND..............................................................................................4

AIM...................................................................................................................4

BENEFIT..........................................................................................................5

BOOK IDENTITY...........................................................................................5

BAB II BOOK SUMMARY..................................................................................6

BAB III DISCUSSION........................................................................................23

BAB IV CLOSING...............................................................................................25

CONCLUSION...............................................................................................25

SAGGESTIONS.............................................................................................25

REFERENCES.....................................................................................................26
 BAB I

PRELIMINARY

I. BACKGROUND

Business English is a subset of English for a particular purpose and may be

considered a specialization in the learning and teaching of English, or a variant of
international English. Many non-native English speakers study the subject with the aim of
doing business with English-speaking countries, or with companies located outside the
English-speaking world but still using English as a common language or lingua franca. Most
of the English communication that takes place in business circles around the world takes
place between non-native speakers.

Business English means different things to different people. For some, it focuses
on vocabulary and topics used in the worlds of business, commerce, finance, and
international relations. For others it refers to the communication skills used in the workplace,
and focuses on the language and skills required for typical business communication such as
presentations, negotiations, meetings, small talk, socialization, correspondence, report
writing, and a systematic approach.

II. AIM

The writing of this critical book review aims to add insight to readers and writers
regarding the development of students which includes the concepts and principles of student
development. And also aims to discuss the material regarding the Telephoning Chapter.

III. BENEFIT
 The author of this critical book is expected to provide benefits both practically
and theoretically in learning Bahasa Ingris Bisnis

IV. BOOK IDENTITY

Buku Utama:

Judul buku :English for Business Communication

ISBN :-

Pengarang : Simon Sweeney

Penerbit :-

Tahun Terbit :-

Bahasa teks : English

Buku Pembanding:

Judul buku : English for Business Communication

ISBN :-

Pengarang : Simon Sweeney

Penerbit : Cambridge University Press

Tahun terbit :-

Bahasa Teks : English

 BAB II

BOOK SUMMARY

2.1 Ringkasan Buku Utama : Bahasa Ingris Bisnis

Penulis : Simon Sweeney

Bab 2 Telephoning

1. Could i leave a message ?

a.Preparing to make a telephone call

Begin by brainstorming on what is required in preparing to make a call. Write

students' suggestions on the board. Now let students suggest what the people in the cartoon
might be saying to each other. Have students act out the conversation in pairs. Elicit
comments on what went wrong and highlight the lack of preparation involved in each
situation

b. Receiving calls

Check that students understand the change of context to incoming calls. Explain
that the focus of attention is still on being well prepared. Introduce a second short extract
from the recording of Clare Macey. Explain how different people have different objectives in
a phone call.

c.Taking and leaving messages

There are four recordings. Deal with each one in turn, playing each one twice.
The fi rst time students should simply listen and not feel obliged to write anything.
language focus option
Note: The language of 'getting through' is not overtly examined in the Student's Book.
However, since there are several examples of requesting a particular person, you may wish to
focus on these. Ask learners what the response would be if the person were available.
Hold on, please,
Who shall I say is cailing,
One moment, please,
I'll put you through,
Hold the line, please, etc.
You may also choose to focus on some of the language in the recordings by
asking learners to repeat certain phrases, to write them down if they are not sure about them,
etc.

d.Asking for and giving repetition

Introduce the recording as a conversation between a Malaysian woman who calls

the Human Resources office of an American company, Michigan Insurance Inc. She has to
attend for a job interview for a position in a new office in Kuala Lumpur.

e.The secretarial barrier

Discuss the implications of the cartoon introducing this section. Ask students
about their experience of dealing with hostile secretaries or if they themselves have ever
performed a similar role. One implication is that here is a company that does not want to do
business.
Role plays 3 and 4
These very short (two to three minutes only) role plays are designed to practise the cold call
situation, where the caller is making an unsolicited approach to a potential customer. In each
case, the customer (or prospect) is not really interested in being cooperative. As before,
provide and elicit feedback.
Transfer
Students should work in pairs, A and B. Each student assumes role A as deviser and planner
of a situation relating to his / her interests. In the interaction phase, one student adopts a
secondary role, B, role playing a part in a situation devised by the other learner, A. Once
completed, students turn their attention to the other situation and switch roles A and B.
1. Devise situations. Students both assume role A to plan and devise a task relating to their
own work, interests or choices. In most cases they are themselves in the envisaged interaction
task.
2. Selection. Students decide whose situation to perform first.
3. Joint planning phase. The deviser and planner (A) explains the situation and the other role
to his / her partner (B). Discussion and clarification ensues.
4. Interaction phase. Partners A and B perform Xs situation. A is simulating himself / herself
in a real situation, B is role playing, for example as a receptionist.
5. Feedback.
6. Switch roles A and B. Perform other learner's situation following the same steps.

2. Good to Hear From You Again!

a. Cross-cultural communication on the telephone (1)

Play each extract in turn, with a brief discussion after each one to check students'
answers to the matching exercise, identification of the problem in each case and suggested
solutions.
Key
a) Good preparation.
b) Speak slowly, clearly and use simple language.
c) Repeat what you have understood, look for confirmation, ask for repetition if necessary.
d) North America, Scandinavia, Germany and France are 'explicit' countries - direct talking,
making it quite clear what they mean.
e) Japanese, Russians and Arabs - a more indirect style of talking, so more difficult to
interpret what they think.
f) You cannot see the body language.

b.Setting up appointments
Introduce the extract as a call between two colleagues, Lara and Bob, needing to
discuss a personnel problem. Another colleague, Leon, has resigned. Students should write
the details of the appointment in the diary. Introduce the situation: Vladimir Kramnik from
Moscow calls Swallow Exports for an appointment with Ms Hannam. Students should write
the arrangements made in Ms Hannam's diary.

c.Changing arrangements
Introduce the conversation on the recording between two colleagues, John and
Pamela. Elicit answers to the introductory questions:
Key
a) 4 o'clock today.
b) Something has happened and so John has to go home early.
c) They will have a 'working lunch' together on Thursday at 12.30.

If necessary, play the recording again to confirm the above, but also asking
students to note the style of the conversation. Elicit the following:
Key
a) Very informal, very colloquial.
b) Friends and colleagues, native English speakers.

Play the extract again. This time ask students to follow the four-part structure of a
conversation about changing arrangements and to complete the missing words from the given
phrases.
Make sure the four-part structure is clear.
( 1) Reference to original arrangement 'We're supposed to meet today ... '
(2) Statement of problem ~ Need for change 'I'm sorry, I really can't make it.'
(3) Fixing new appointment 'Can we meet some other time?' etc.
(4) Confirmation 'See you Thursday, then.'

d.Ending a call
Explain that students will listen to a recording of Catherine Welsh, a
Communications Consultant, talking about telephoning and, in particular, ending calls. But
tell them that before they hear what she says, you want them to think about possible solutions
to the problems. Have them work in pairs to suggest ideas. Do not examine their answers yet.
Key
a) Repeat details, confirm agreements, send a fax.
b) Is that all? or Anything else?
c) Small talk helps to build and maintain friendly relationships - but keep it brief]
d) Make a polite excuse, say you have a meeting, offer to call back later.

Now introduce the recording. Students should compare Catherine's suggestions

with their own, adding any new suggestions she makes. Elicit answers and comments on this
and the previous question.
Transfer
Remind students of how they should combine their learning from this course with any work
situations involving English.

3. Unfortunately there’s a problem...

a. Cross-cultural communication on the telephone (2)
The first exercise is a warmer, to focus students on good reading strategies. After
just a few seconds, check the answers:
Key
a) Communication across cultures, trying to reduce embarrassment.
b) Five paragraphs.
c) Therefore, probably five main ideas.

Before students read the text, remind them to look for the main points, not to try
to understand everything. Remind them that a paragraph normally consists of a single topic
and related comment. Topic + comment ~ main idea = paragraph. After five minutes, check
the answers to the True / False exercise.
Key
a) True
b) True
c) False
d) False
e) True
f) False

b. Problem-solving on the telephone

Begin with a brief general discussion on what is meant by customer service. Ask
what it involves, why it is important, etc. Then introduce the recording, explaining that a
retailer, Lee Santana, calls Yoshinaga Takafumi, a representative of AKA Company, a
Japanese telecommunications equipment supplier. On first listening a), ask students to
identify the problem and the solution. On second listening b), ask them to identify aspects of
customer service and c) to follow the structure of the call as shown in the Student's Book.
 c. Complaints
Introduce the dialogue. A dissatisfied customer, Hamid Nadimi of Ahmed AI-
Hamid & Co. in Riyadh, calls a supplier of a pipeline system, Peter Carr, of Stella
Communications pic, from England. After the first listening, students should answer.
a) what's the problem? Answer: There has been a delay in repairing valves in a pipe system.
b) Play the tape again if necessary, asking students to note the other information required by
the incomplete flow chart:
key
a.The response: that Bains (the technician) needed to see what was required to repair the
b.faults. Action decided: to contact Bains and say exactly what would happen.

2.2 Ringkasan Buku Pembanding : Bahasa Ingris Bisnis Lanjutan

Penulis : Simon Sweeney

Bab 2 Telephoning

1. Could i leave a message ?

 Preparing to make a telephone call

 Receiving calls
 Taking and leaving messages
 Asking for and giving repetition
 The secretarial barrier

Skill Cheklist

Telephoning : Preparation for a call

Reading-Background information
Deskpreparation

Have the following available:

 Relevant documentation/notes
 Correspondence received
 Computer files on screen
 Pen and paper
 Diary
Check time available

How much time do you need?

How much time do you have?

Objectives

Who do you want to speak to?

In case of non-vailability, have an alternative strategy:

 Call back/be called back-when?

 Leave a message
 Speak to someone else
 Write or fax information.
Do you want to:

 Find out information?

 Give information?
Introduction

Do you need to refer to:

 A previous call?
  A letter,order, invoice or fax?
 Someone else (who?)
 An event (what?when?)
Prediction

What do you expect the other person to say/ask you? How will you respond?

Language

Key phrases (see Language Checklist)

Pronunciation

Spelling

2. Good to hear From you Again!

 Cross-cultural communication on the telephone (1)

 Making arrangements
 Changing arrangements
 Ending a call

Telephoning across cultures

Many people are not very confident about using the telephone in English.
However, good preparation can make telephoning much easier and more effective. Then,
once the call begins, speak slowly and clearly and use simple language.

Check that you understand what has been said. Repeat the most important.

5 information, look for confirmation. Ask for repetition if you think it is

necessary. Remember too that different cultures have different ways of using language. Some
speak in a very literal way so it is always quite clear what they mean. Others are more
indirect, using hints, suggestions and understatement (for example 'not very good results' =
'absolutely disastrous') to put over their message. North America, Scandinavia,

10 Germany and France are 'explicit' countries, while the British have a
reputation for not making clear exactly what they mean. One reason for this seems to be that
the British use language in a more abstract way than most Americans and continental
Europeans. In Britain there are also conventions of politeness and a tendency to avoid
showing one's true feelings. For example if a Dutchman says an idea is 'interesting' he means
that.

15 it is interesting. If an Englishman says that an idea is 'interesting' you have to

deduce from the way he says it whether he means it is a good idea or a bad idea.

Meanwhile, for similar reasons Japanese, Russians and Arabs-'subtle' countries- sometimes
seem vague and devious to the British. If they say an idea is interesting it may be out of
politeness.

20 The opposite of this is that plain speakers can seem rude and dominating to
subtle speakers, as Americans can sound to the British- or the British to the Japanese. The
British have a tendency to engage in small talk at the beginning and end of a telephone
conversation. Questions about the weather, health, business in general and what one has been
doing recently are all part of telephoning, laying a foundation for the.

25 true purpose of the call. At the end of the call there may well be various
pleasantries, Nice talking to you, Say hello to the family (if you have met them) and Looking
forward to seeing you again soon. A sharp, brief style of talking on the phone may appear to a
British partner. Not all nationalities are as keen on small talk as the British!

Being aware of these differences can help in understanding people with different.

30 cultural traditions. The difficulty on the telephone is that you cannot see the
body language to help you.
Skills Checklist

Telephoning (2)

Voice

 speed
 clarity
 volume
Structure

 background information
 key information
 repetition, emphasis and confirmation
 possible confirmation by fax
Style

 formal / informal
 cold call / new contact / established contact
 in-company vs. customer ,supplier ,outside agent
 colleague / friend /business associate / public
 company image
Structure of a call

Beginning

introduce yourself

get who you want

small talk

state problem / reason for call

Middle

ask questions

get /give information

confirm information

End

signal end

thank other person

small talk

refer to next contact

close call

check that there's nothing else to say

3. Unfortunately there’s a problem...

 Cross-cultural communication on the telephone (2)

 Problem solving on the telephone
 Complaints

In some countries, like Italy and Britain, conversation is a form of entertainment.

There is an endless flow of talk and if you break the flow for a second someone else will pick
it up. In other countries there is a higher value placed on listening - it is not only impolite to
break in but listeners will consider what has been said in silence before responding.
 5 Finland and Japan are examples. If you are talking to people who are also
speaking English as a foreign language, they are likely to leave gaps and silences while they
search for words or try to make sense of what you have just said. So be patient and try not to
interrupt, as you would hope they would be patient with you.

10 Every country has its own codes of etiquette. For example it is common for
Anglo- Saxons to use first names very quickly, even in a letter or fax or telephone call. Such
instant familiarity is much less acceptable in the rest of Europe and Asia where even business
partners and colleagues of many years' acquaintance address each other by the equivalent of
Mr or Mrs and the last name or job title.

15 So stick to last names unless you specifically agree to do otherwise. Don't

interpret the other person's formality as stiffness or unfriendliness. On the other hand, if
business partners with an Anglo-Saxon background get on to first name terms straightaway,
don't be surprised.

Skills Checklist

Telephoning (3)

If you receive a complaint:

 consider your company's reputation

 express surprise
 ask for details
 suggest action
 promise to investigate
 make reasonable suggestions, offers to help.
Consider your customer and:

 show polite understanding

 use active listening
  reassure customer.
If you make a complaint:

 prepare for the call

 be sure of the facts
 have documentation available
 decide what you require to resolve the problem – at least partially – or completely.
Who is to blame?

Who is responsible?

Are you talking to the right person?

Was your order or your specifications correct?

Were you partly responsible for arrangements which went wrong, e.g. transport?

Does responsibility actually lie elsewhere, i.e. with a third party?

If you do not get what you want:

 keep control – state what you need calmly

 do you need to continue to do business with the other side?
 if you do, keep a good relationship express disappointment - not anger
 don't use threats - unless you have to!
 BAB III

DISCUSSION

MAIN BOOK :

Advantage in each point described there is the content or intent of the point.

The weakness of the language is less easy to understand and very convoluted.

COMPARISON BOOK :

The language is easy to understand and understand easily.

Weakness at each point is not explained the content or intent of the point
 BAB IV

CLOSING

I. CONCLUSION
From the two tittle of the book both discuss about how to use the phone, but the
two books have differences in content in it. Book 1 discusses its contents in detail but the
language is slightly convoluted while book 2 discusses its content briefly but the language is
easy to understand.

II. SUGGESTION
Book 1 should use sentences that are easy to understand so that the reader can
better understand.

Book 2 should explain its contents in detail so that readers can easily understand
it.
 REFERENCES

Student’s book. Simon Sweeney. Cambridge University Press