PAPER

ENGLISH FOR RECEPTIONIST OCCUPATION

EOP

Lecture:
Luh Angelianawati, S.Pd., M.Pd

Arranged By:
Name: Debora Sabrina
Student ID Number: 2112150009

English Language Education Study Program

Faculty of Letter and Languages
Christian University of Indonesia
2023/2024
 TABLE OF CONTENTS

Introduction........................................................................................................................1

Data Collection Procedures and Instruments......................................................................2

Results and Discussion......................................................................................................3

1)Need Analysis Results..............................................................................................4

a. Target Need Analysis (see page 55-56)......................................................4
b. Target Situation Analysis (see page 59-60)................................................5
c. Learning Need Analysis (see page 61-62)..................................................5
B.Discussion................................................................................................................7
C.Conclusion ...............................................................................................................7
D.References ...............................................................................................................8
 INTRODUCTION

English is a popular language used in many different countries. At work, too, using
English is primary and necessary. When learning English, learning English certainly has its
own goals. When learning English, we need to know what our needs and desires are when
learning English. Learning English can also be learned depending on the job or ability we
have. Learning English for receptionists is certainly quite different from learning English for
pilots. Because of the differences in work, the tools and communication are also hugely
different.

Brown (1995) defines the term needs analysis (also known as needs assessment) as
the activities involved in gathering information as a basis for developing a curriculum that
meets learning needs. practice of a specific group of students.

Hutchinson & Waters (1992) define needs analysis based on “needs” and “wants” to
differentiate between what learners need to know and what learners feel they need to know.
The focus here is on the “gap” which represents the gap between the required competencies
in the target situation and the learner's existing competencies. This definition views language
needs as a process of negotiation between the learners and their society.

Need analyses are a way for us to find out which English language learning is suitable
for our work or abilities. By doing need analyses, every learner can choose English learning
that suits the job they want and can find out that English learning is not only in general but
can also suit our jobs.
 DATA COLLECTION PROCEDURES AND INSTRUMENT

To find out the success of someone in learning English for a receptionist. I conducted
an interview with a receptionist who had just started working at a hotel. With the instrument
to interview one person by asking 3 questions, namely:

The material is about English for Specific Purpose:

1. What do you need or what are your needs in learning English as a receptionist?

2. Are there things that you lack in learning English as a receptionist?

3. What do you want or what do you want to achieve in learning English for a
receptionist?

By conducting the above interview, I found that:

1. She answered that the most needed in learning English as a receptionist is when doing
greetings, communicating with guests, when having to prepare rooms for guests and
doing correspondence. It is exceedingly difficult because when the vocational school
majored in receptionist or office, it was not taught that English is suitable for the job.
2. She replied that in learning English, she had to learn English for a receptionist by
starting all over again and it was very time consuming. Her class was online, and it
made her time more efficient.
3. She answered that what she wanted was to be able to communicate with a receptionist
worker and to be able to understand and understand more about learning English for
receptionists.
 RESULT AND DISCUSSION

The results of the interview that I have done with my friend. That learning English for
a receptionist is not an easy thing because of course you must adapt to unfamiliar words,
which are not or rarely spoken and heard in daily activities. So that he is difficult to divide
the time between work and English that must be learned for a receptionist. The interview was
not only limited to an interview, but how can I provide solutions for my friend when she has
difficulty in dividing time between work and learning English.

A. NEED ANALYSIS RESULTS

1) Why do you analyze needs?
Needs are the main thing as a student. By analyzing needs, we can find out
what our needs are in doing something. If what we do is not in accordance with
the needs, then it is the same as futility.
2) What do you mean by need?
A need is something someone really needs. When doing something based on
need, the person will do it very well to provide the achievement of what is needed.
3) What are the target needs?
The target needs are in accordance with what is needed. In doing work, of
course, each job has a different target.
4) What are the learning needs?
Learning needs are about learning that suits our skills, strengths, and
weaknesses, according to the abilities we have. So that the learning that is done can
fulfill our needs in learning.
5) How to collect information about?
By conducting interviews, conducting data searches, distributing questioners,
conducting data collection from data searches.
ANALYSIS FOR ESP AND GE:

What do you mean by “Needs”?

According to the language-centered approach: it is “the ability to understand and/or linguistic

features of the target situation”

1. Target need: What does the student need to do in the target situation?
How do students do a deeper search about whether the language used is appropriate
for the job to be taken, whether the practices carried out will be useful later in the
desired and targeted world of work.
2. Learning needs: What students need to do to learn for they

There are several things that students need to do to learn:

 Do we know the purpose of learning these things?

 Will it be useful when we do a job?
 What is the purpose of learning this?

1. TARGET NEEDS

Objective Subjective
(i.e., as perceived by (i.e., as perceived by
course designers) student)
Learning English on the Learning English that
Necessities
job as a receptionist suits one’s job or abilities
Inadequate place or
Learning to be a
environment practice
Lacks receptionist properly and
using English that is
correctly
relevant to our work
Wants Successfully trained Can understand the work
receptionists in the use of of being a receptionist and
English can use English that is
suitable for our work or
 abilities

2. A TARGET SITUATION ANALYSIS FRAMEWORK

1. Why is this language needed?
Because English is a language that is quite common and has been very widely
used in various parts of the world. when you want to build a relationship with a
foreign country, English is a bridge for us to build a communication, so that
cooperation can be established between one country and another.
2. How will the language be used?
When receiving guests, sometimes there are a lot of people who come of
course from different countries, so that's when English must be used because this
English language learning is taught to suit the purpose of its use or in accordance
with the work being done.
3. What will be the content area?
English can be used when we are receiving guests or at work. when we are
working as a receptionist English is what must be used. especially in a hotel to
receive guests or tourists who come to visit the hotel where we work.
4. Who will learners use the language with?
Learners can use the English language with teachers or assessors who come to a
school. English for a receptionist needs to be applied in the world of education
directly so that all learners can get used to using English when receiving guests.
5. Where will the language be used?
It can be used in a school that has a receptionist department, in a hotel or a
place where we do an internship or an internship.
6. When will the language be used?
when a student is doing an internship or working in a hotel.

3. ANALYSING LEARNING NEEDS

A framework for analyzing learning needs:

 Why are learners taking this course?

 Because there are many people who work as receptionists but do not use
English properly in their work as receptionists. Because English has English for
specific purpose, by taking this course the learners can differentiate, know that
English has its own purpose.

 How do learners learn?

Many are working or busy so I make the learners learn via online by using
zoom, google meet and so on so that working students can have highly effective time

 What resources are available?

The resources that have been provided are speakers from various foreign
countries who have a profession as a receptionist, books to learn English for
receptionists, there are English learning videos for receptionists that can be accessed
by all students.

 Who are the learners?

The learners are workers who work as receptionists who certainly cannot
distinguish English in general from English for the receptionist profession.

 Where will the ESP course take place?

The ESP course will take place online and can be done offline in a rented
place by providing speakers directly from the receptionist profession.

 When will the ESP course take place?

The course will run in 3 batches:

Morning: 07.00 - 09.00 a.m.

Afternoon 11.00- 13.00 a.m.

Evening 20.00-22.00 p.m.

B. DISCUSSION
So, from the need analysis data obtained. Learning English for a receptionist,
there are several obstacles obtained from conducting interviews. I have to do is:
a. I want to teach in a more interesting way so that it is not boring, (learning
videos that are also interesting so that they can attract learners to be more
enthusiastic in learning)
b. In line with the work of a receptionist, I want to teach with online meetings
such as using via zoom, meet and so on that can be used for learning to be
more effective and not disturb the workers who take part in the learning.
c. I think that workers who work as receptionists can join the course or learning
that I will open.
d. Learning is also done by inviting foreigners to join in teaching English for
receptionists. The people invited must have the same profession, which is
needed by the receptionists.

C. CONCLUSION
To conclude by doing need analysis in ESP course design, we can find out that
there are general needs and specific needs in learning English. Need analysis is a way
for us as teachers to create a learning design for those who are learning English
according to work. Need analysis also makes us know about the target we will teach,
whether the language learning is useful for the learners, where the learning can be
done and used. By conducting interviews, I can find out that working as a receptionist
certainly has a different use of English than English in general, or commonly used by
many people.
D. REFERENCES
a. Eisner, M., & Britten, N. (1999). What do general practice receptionists think
and feel about their work? British journal of general practice, 49(439), 103-
106.
b. MERINE, A. (2020). Needs Analysis of English Communicative Skills of
Hotel Receptionists and Future Steps towards Possible Solutions: The Case of
Sheraton, Royal and Meridien Hotels in Oran (Doctoral dissertation).
c. Sams, H. C., & Snyder, L. M. (1975). An Analysis of the Information
Receptionist Occupation.
d. Oh, Y. S., Lee, M. J., & Seo, B. J. (2015). Education for Job Performance and
Attitude of Receptionists in General Hospital Front Desk.
e. Sari, N. K. C., Susyarini, N. P. W. A., Suarja, I. K., & Sudiarta, M. (2020).
Check-in Handling by Receptionist to Improve Service Quality. International
Journal of Glocal Tourism, 1(2), 99-108.