0% found this document useful (0 votes)

354 views168 pages

Speaking For Informal Interaction PDF

This document outlines a handbook for undergraduate English students at UIN Sunan Ampel Surabaya on informal spoken English interactions. It was created by Fikri Yanda with support from the Government of Indonesia and Islamic Development Bank. The handbook aims to help students improve their English communication skills through examples of common expressions, dialogues, and exercises for different informal situations like greetings, introductions, apologies, complaints, and small talk. It focuses specifically on American English but aims to guide students to communicate effectively in any informal context.

Uploaded by

Bagas Dana

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

354 views168 pages

Speaking For Informal Interaction PDF

Uploaded by

Bagas Dana

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 168

SPEAKING FOR

INFORMAL INTERACTION

A Handbook For English Department Undergraduate Students

Faculty of Letters and Humanities
UIN Sunan Ampel Surabaya

By
Fikri Yanda, M. Pd.

Supported by:
Government of Indonesia (GoI) and Islamic Development Bank
(IDB)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

FOREWORDS
BY
THE RECTOR OF UIN SUNAN AMPEL

Based on the decree of Ministry of National Education (MoNE) No.

232/U/ 2000 about curriculum in higher education and evaluation, and No.
045/ U/ 2002 about the core curriculum in higher education, and No. 353
2004 about curriculum design in higher education, State Institute of Islamic
Studies Sunan Ampel Surabaya publishes students’ handbooks as a part of
the effort to improve the profesionalism of the lecturers.
To publish high quality handbooks, Islamic State University (UIN)
Sunan Ampel Surabaya in cooperation with the Goverment of Indonesia
(GoI) and Islamic Development Bank (IDB) conducted training on textbook
development and wokshop on textbook writing for the lecturers of UIN
Sunan Ampel. The output of the training and workshop is that many books
are produced by lecturers of 5 faculties in UIN Sunan Ampel.
SPEAKING FOR INFORMAL INTEACTION is one of the published
books intended to be used in the early semester. We expect that after the
publication of this book, the teaching and learning process is better, more
efective, contextual, joyful and students become more actively involved.
Hence, it can increase the quality of the students’ competence.
To the Government of Indonesia (GOI) and Islamic Development Bank
(IDB) which have given support, the facilitators and the writers who have
done to the best of their effort to publish this book, we are very grateful. We
hope that this textbook can help the students study Pragmatics more
effectively and make UIN Sunan Ampel Surabaya have better academic
quality.

Rector of UIN Sunan Ampel Surabaya

Prof. Dr. H. Abd. A’la, M.Ag.

NIP. 195709051988031002

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

PREFACE
First of all, I’d like to express my deepest gratitude to Allah for
His blessings so that I can finish writing this textbook “Speaking for
Informal Interactions” as one of the supporting systems in S1
program, in the Department of English Letters at the Faculty of Letters
and Humanities of IAIN Sunan Ampel Surabaya.
Informal English in its native countries is varied based on its
geographical and cultural background. Since people native in English
have spread in different regions, even continents, they differ the way
of communication in their origin language: English, especially in
informal situation.
Simply to say, there are four English native countries in the
world. They are the United Kingdom (The Great Britain), the United
States of America, Australia, and Canada. Even though they root to
one language which is English, each has its own style of informal
communication. The way an American greet people may be different
with a British in informal situation. This book will lead the students to
the American one. Therefore, the utterances or expressions exist in the
book will probably fit only to the people from the United States, or
who experience with American English style.
This textbook “Speaking for Informal Interaction” is designed to
serve several purposes. The most essential goal is to enable students to
express their ideas through popular utterances in informal English,
especially in American style. The content of this textbook consists of:
Openings and Closings, Introductions and Address Systems,
Invitations, Thanking People and Replying to Thanks, Apologizing,
Expressing Anger and Resolving Conflict, Giving Compliments and
Replying to Compliments, Getting People’s Attention and
Interrupting, Agreeing and Disagreeing, Controlling the Conversation,
and Getting Information.
iii

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

The book contains the common expressions used by the
American people in their daily life. It provides examples of dialogues,
certain phrases to use in certain situations, and tasks in order to
practice the expressions by the students themselves. Hopefully, this
book can help and guide the students to be good speakers of English.
I am also indebted to the Government of Indonesia (GOI) and
Islamic Development Bank (IDB) because they have been supporting
the process of publishing this textbook. Finally, my thanks go to the
committee and all of the lecturers who have contributed to make this
handbook as its present shape.
Praises be to Allah, Lord of the Universe.

Writer

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

TABLE OF CONTENTS

Cover
Opening Remarks
Preface
Table of Contents
Course Outline

Chapter 1 Introduction
Chapter 2 Openings and Closings
Chapter 3 Introductions and Address Systems
Chapter 4 Invitations
Chapter 5 Thanking People and Replying to Thanks
Chapter 6 Apologizing
Chapter 7 Expressing Anger and Resolving Conflict
Chapter 8 Giving Compliments and Replying to
Compliments
Chapter 9 Getting People’s Attention and Interrupting
Chapter 10 Agreeing and Disagreeing
Chapter 11 Controlling the Conversation
Chapter 12 Getting Information

Sistem Penilaian
Bibliography
Curriculum Vitae

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

COURSE OUTLINE

A. Identity
Subject : Speaking for Informal Interactions
Department : English Letters
Credit :2
Time : 12 x 100 minutes
Subject Category : Main / Compulsory

B. Description
Speaking for Informal Interactions provides students with real and
appropriate expressions of spoken English in informal situations
for basic level covering Openings and Closings, Introductions and
Address Systems, Invitations, Thanking People and Replying to
Thanks, Apologizing, Expressing Anger and Resolving Conflict,
Giving Compliments and Replying to Compliments, Getting
People’s Attention and Interrupting, Agreeing and Disagreeing,
Controlling the Conversation, and Getting Information.

C. Significance
This is a basic subject to Speaking; a prerequisite for Speaking for
Formal Interactions. The materials help the students to express
their own ideas verbally in any informal situations. It develops
their communication skill in spoken English.

D. Basic Competence, Indicators, and Materials

No Basic Indicators Materials

Competence
1 Students are a. Students use correct Openings
able to and approriate opening
express phrases in their

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

openings and expressions.
closings. b. Students use correct Closings
and appropriate closing
phrases in their
expressions.

2 Students are a. Students use correct Introductions

able to and appropriate
express introduction phrases in
introductions their expressions.
and identify
address b. Students use correct Address
system. given names and system
surnames.
3 Students are Students use correct Invitations
able to and appropriate
express invitation phrases in
invitations. their expressions.
4 Students are a. Students use correct Thanking
able to and appropriate
express thanking phrases.
thanking and
replying.
b. Students use correct Replying to
and appropriate thank- thanks
replying phrases.

5 Students are Students use correct Apologizing

able to and appropriate
express apoligizing phrases.
apologizing.

6 Students are a. Students use correct Expressing

able to and appropriate anger Anger
express anger phrases.
and conflict-
b. Students use correct Resolving

vii

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

resolving. and appropriate Conflict
conflict-resolving
phrases.

7 Students are a. Students use correct Giving

able to and appropriate Compliments
express compliment phrases.
compliments
b. Students use correct Replying to
and replying.
and appropriate Compliments
compliment-replying
phrases.

8 Students are Students use correct Getting

able to and appropriate People’s
express interrupting phrases. Attention and
interrupting. Interrupting

9 Students are a. Students use correct Agreeing

able to and appropriate
express agreeing phrases.
agreeing and
b. Students use correct Disagreeing
disagreeing.
and appropriate
disagreeing phrases.

10 Students are Students use correct Controlling the

able to and appropriate Conversation
express conversation-
conversation- controlling phrases.
controlling.

11 Students are Students use Getting

able to information-asking Information
express

viii

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

information- phrases.
asking

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Chapter I
INTRODUCTION

To practice again and again is the key for success in learning a

foreign language. As it is the basis of it, getting lots of input is
important as well. For speaking, the students must know its two basic
types: formal and informal.

Formal English is used in “serious” texts and situations — for

example, in official documents, books, news reports, articles, business
letters or official speeches. Informal English is used in everyday
conversations and in personal letters.

An utterance like: “As the price of five dollars was reasonable,

I decided to make the purchase without further thought,” is considered
as formal English. The same meaning but different sense will be
expressed in this one: “It was, like, five bucks, so I was like “okay”.
The last one is considered as informal English.

Formal English is necessary for reading a book, giving a

business presentation or writing an official letter. On the other hand,
informal English is also needed for understanding and communicating
with English speakers in everyday situations.

Differences between Formal and Informal English

Formal English Informal English

Used in official, literary, Used in everyday, personal

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

academic, etc. content. conversations.

Typically used in careful, Typically used in

edited writing — when the “improvised” speech — when
writer has a lot of time the speaker is speaking
to polish his text. Formal without preparation, as in a
English also occurs in speech, conversation (in real life or
usually when the speaker is over the phone). Informal
saying something that was English also occurs in
prepared beforehand (for writing, usually whenever the
example, reading the news writer is writing quickly and
ordelivering an official without editing (for example,
speech). in an Internet chatroom or in
quick, personal e-mails).

Sentences are longer and Sentences are simpler and

more complicated, for shorter, for example: Did you
example: Toyota’s US sales see Toyota’s sales figures?
bounced back in March as Looks like the discounts have
substantial discounts helped actually worked.
to win back customers who
had been shaken by the firm’s
mass safety recalls.

The standard of correctness is

higher. Some phrases are
considered correct (or at least
acceptable) in informal
English, but wrong in formal
English. For example:
- I have made less
mistakes. (formal:I have
made fewer mistakes.)
- She’s liking

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

it. (formal: She likes it.)
- I feel real good. (formal: I
feel really good.)

Because informal English is

“improvised”, it is sloppy.
Speakers (and sometimes
writers) often do the
following:
- Use “delaying expressions”
to give themselves
time: Well, I think they
should have asked us
first, you know?
- Use “correcting
expressions” to correct
themselves: He’s not
well. I mean, he’s not sick,
but he’s very tired.
- Use “qualifying
expressions” to show that
what they said is not
exactly right: This
whole bloggingthing is
getting kind of old.

Informal English contains

useful “everyday phrases”, for
example:
- Here you are. There you
go. (when giving
something to someone)
- Excuse me?, Come
again? (to ask someone to
repeat something)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

- What do you mean? (to ask
for explanation)
- So, you’re saying
that...? (to ask for
confirmation)
- Exactly!, I couldn’t agree
with you more. (to agree
with someone)
- By the way..., Anyway... (to
change the topic)
- See you. Take care. (to say
goodbye)

A huge number of words and A huge number of words and

phrases are used mainly in phrases are used mainly in
formal English. For informal English. For
example: nevertheless, to example: dude, freaking, uh-
disclose, to constitute, to huh,nope (= no), to
undertake, daunting,impervio puke, trashy,grownup, aweso
us, anew, truly, solace, to me, to chill out,stuff, hard-
enchant, frantically, sizeable, up, to tick somebody off,to
to clutch, heyday, as it sell like crazy.
happens,upsurge, retrieval

Many (but not all) phrasal Phrasal verbs are used

verbs are avoided. frequently. For example, in
informal situations, people
usually say found out instead
of discovered, came
across instead
ofencountered and got
away instead ofescaped.

Words and phrases are

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

sometimes pronounced in a
shortened and simplified way,
e.g. Lemme go!, I’m doin’
fine, Whassup?, Whatcha
gonna do?

Sources of formal and informal input?

The chart below shows the types of English (formal, informal or “in
between”) from different sources of input:

Source: www.antimoon.com
5

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

PREVIEW

Speaking formally or informally?

Are the people below speaking formally or informally?

Get us a Cheers for

couple of the drink.
tickets.

I would like Thank you

two tickets for buying

for the show me a drink.

please.

Certainly.
Yeah. Call That will
it a tenner. be twenty
pounds.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Are the people below speaking formally or informally? We speak
informally to people we know well (such as friends and family). We
speak formally to people who do not know as well.

Could I Could you

order the tell me how
sausages, to get to the
please? station?

Good
Where’s
afternoon.
the station
How are
from here?
you?

Can I have
Hiya.
bangers
What’s up?
and mash?

Source: bbc.co.uk/skillswise

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Chapter II
OPENINGS AND CLOSINGS

INTRODUCTION

Opening a conversation
and bringing a
conversation to an end
are essential parts of
our everyday language.
The students might
already know how to
say hello and good-
bye, but in this lesson
they will study in more
detail how English
native speakers,
especially Americans,
perform these
functions. We might
notice some
similarities, as well as some differences, if we compare American
conversation openings and closings with those on our native culture
(Indonesian).
The students are to learn the dialogues that follow, listen carefully
to how the teacher express greeting and how to say indicating that the
conversation is over. They also have to notice especially how many
interchanges it takes to end a conversation. The students later practice
it by themselves and create their own dialogues.
To help them in comprehending the materials, exercises and
workshets are provided in the end of the chapter.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

LESSON PLAN

Objective:
The students are able to express openings and closings.

Indicators:
1. Students use correct and approriate opening phrases in their
expressions.
2. Students use correct and appropriate closing phrases in their
expressions.

Time: 2 x 50 minutes

Teaching Procedures
1. Pre-speaking (35 minute)
a. The students learn the dialogue examples.
b. The students read the dialogues loudly and perform it in front
of the class.
c. The students answer questions related to the dialogues.
d. The lecturer drills the students.

2. Whilst-speaking (45 Minute)

a. The students are to be in pairs: find conversation partner.
b. The lecturer gives the tasks to each pair.
c. The students make and perform their own dialogue.
d. Each pair performs their dialogues in front of the class.
e. The lecturer monitors the students’ performance.
f. The lecturer and the students evaluate their performances.

3. Post-speaking (20 minute)

a. The lecturer and the students make conclusion.
b. The lecturer gives motivation and suggestion to the students.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

c. The students make reflection.
d. The lecturer gives exercises to the students at home.

DETAILED MATERIALS

Greetings
Greetings in all languages have the same purpose: to establish contact
with another person, to recognize his or existence, and to show
friendliness. The formulas for greeting are very specific and usually
do not carry any literal meaning. People say “Good morning” even if
it is a miserable day and may reply to “How are you?” with “Fine,
thanks,” even if they aren’t feeling well.
The greeting is always returned, often in the same form but
with different stress.

A: How are you?

B: Fine, thanks. How are you?
or
A: How are you?
B: Fine, thanks, and you?
A: Fine. (Thanks.)

People who are together every day greet one another the first
time they meet each day. They do not shake hands.
When people have not seen each other for a long time, the
greeting is often enthusiastic and is usually accompanied by shaking
hands among men, hugging among both men and women, and
sometimes a kiss on the cheek among women.

Preclosings and Closings

Usually people do not suddenly quit talking, say good-bye, and leave
each other abruptly; ending a conversation normally takes some time.
This involves two kinds of interactions: preclosings and closings.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Preclosings are phrases that signal the end of a conversation; closings
are phrases that explicitly end the conversation.
There are some people with whom it is difficult to end a
conversation. The problem is that they usually ignore the signals that
end the conversation. With close friends this does not usually cause
any severe difficulties; but with people we do not know well or with
people in superior positions, it is considered rude to ignore
preclosings. If someone ignores your first preclosing, you can use a
stronger one (see Phrases section).
In formal situations, the superior (in age, status, etc.) usually
signals the end or a conversation. On the telephone, the caller usually
precloses. In informal situations, either the speaker may preclose.
Preclosings often include thanking a person for something (Chapter 4)
or making an excuse or apology (Chapter 5).
Closings, like greetings, are commonly used exchanges with
no literal meaning. People who are together every day say good-bye at
the end of the day or week (and wish each other a nice weekend).
When leaving a party, guests always find the host or hostess to
say thank you and good-bye. People who are leaving each other
permanently or for a long time shake hands or embrace, depending on
the relationship. If you are in an unfamiliar situation and wonder what
to do, watch other people or ask.

Dialogue Example 1
(Listen carefully to your teacher. Once you get the way the speakers
express the utterances, practice it by yourself. Instead, do the dialogue
with your friend.)
Mike : Say, Grace, how you doing?*
Grace : Mike! Hey, how are you?
Mike : Not bad. Where you going?*
Grace : Over to Jerry’s. How about you?
Mike : Oh, I just got off work. Boy, I’m so hungry I could eat a
horse!
Grace : Where are you working now?
11

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Mike : J & L Steel. It’s a real pain. But I guess I shouldn’t complain.
Lots of guys are out of work these days.
Grace : Yeah, that’s the truth. Well, I better let you go get some
supper.*
Mike : Yeah, it was great seeing you again. Maybe we could get
together sometime.
Grace : Sounds good.* I’ll give you a call.
Mike : OK. Great. Well, I’ll be seeing you.
Grace : OK, Mike. Enjoy, your meal.
Mike : Thanks. Bye.
Grace : Bye.

Vocabulary
get off work : finish working for the day
out of work : unemployed

*Note:
These are all examples of informal speech in which words are
dropped:
How (are) you doing?
Where (are) you going?
I (had) better
(It) sounds good

Dialogue Example 2
(Listen carefully to your teacher. Once you get the way the speakers
express the utterances, practice it by yourself. Instead, do the dialogue
with your friend.)
(The telephone rings.)
Dean Schubert : Hello. This is Virginia Schubert.
Fred Marshall : Hello, Dean Schubert. My name is Fred Marshall. I’m
a reporter from the Times.
Dean Schubert : Yes?

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Fred Marshall : I heard about a strange animal at your house. Could I
come and talk to you about it?
Dean Schubert : Yes, it certainly would make an amusing story! Can
you come you come this afternoon at three o’clock?
Fred Marshall : Yes, that would be fine. Thank you very much. I’ll
see you then.
Dean Schubert : You’re welcome. Good-bye.

Dialogue Example 3
(Listen carefully to your teacher. Once you get the way the speakers
express the utterances, practice it by yourself. Instead, do the dialogue
with your friend.)
Jack : Oh, my gosh, that’s Susie Johnson!
Mike : What?
Jack : Over by the bananas. Come on, let’s go say hello. (They go
over to Susie.) Hey, Susie!
Susie : What? … Jack?!
Jack : Hey, how are you? Gee, we haven’t seen each other in … it
must be close to three years!
Susie : Well, how have you been?
Jack : OK.
Susie : Still working at Lamstons?
Jack : Let’s not go into that. Oh, Susie, this is Mike, one of my
buddies at work.
Susie : Hi, Mike.
Mike : Hi, how are you?
Jack : Gee, we ought to go somewhere to talk. How about Peter’s
Pub?
Susie : Sounds good. Just give me a minute to pick up a few things
for dinner tonight.
Jack : OK. See you at the check-out stand.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Idioms:
oh my gosh : an expression that shows surprise
gee : an expression that shows surprise
buddy : good friend
check-out stand : cashier; where you pay for what you buy

Phrases

SITUATION GREETINGS RESPONSES

More formal Good morning. Good morning.
Good afternoon. Good afternoon.
^ Good evening. Good evening.
| How nice to see you! Yes, it’s been quite a
| What a pleasant surprise! while
| Hello, Robert.
| How are you? Hello, Kathryn.
| Hi, Bob. Fine, thanks. And you?
| How’ve you been? Hi, Kathy.
| What’s happening? Pretty good.
| What’s new? Not much.
v How are you doing? Nothing.
How you doing? OK.
Less formal Long time, no see. Not bad.
Yeah!

SITUATION PRECLOSINGS RESPONSES

More formal Well, I’m afraid I have to Thank you for coming.
be going. (I’ve got to get
^ up early tomorrow.) Yes, I’ve enjoyed it.
| It’s been a pleasure. My pleasure.
| Thank you for the advice.
| I really must go now. It was good to see you.
| (stronger)
| It was nice to see you. Maybe we can talk

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

| (note past tense) again.
| Well, it’s getting late.
| I know you’re busy . . . Nice to see you.
| Nice to see you again. It was fun.
| Thanks for coming. Sounds good.
v Maybe we could get
together sometime. Same here.
Less formal Great seeing you. OK. See you.
I’ve really got to go. See you again.
Got to go now.

SITUATION CLOSINGS RESPONSES

More formal Until the next time . . . Good-bye.
^ Good night, Bill. Good night, Jean.
| Good-bye, Harry. Good-bye, Lisa.
| Have a nice (weekend). You, too.
v Talk to you later. Bye. Take it easy.
Less formal See you later. So long. Take care.

STUDENTS’ WORKSHEET

Exercise 1
1. What do the two speakers call each other?
2. How do they greet each other? (What phrases do they use?)
3. What does Mike mean when he says, “It’s a real pain”?
4. How many exchanges does it take Mike and Grace to end their
conversation?
5. How do Mike and Grace say good-bye? (What phrases do they
use?)
6. Is this a formal conversation? How do you know?

Exercise 2
1. Why does Fred Marshall telephone Dean Schubert?
2. What words do they use to greet each other?

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

3. Why does Fred thank her?
4. What is the relationship of the speakers?
5. Is the dialogue more formal or less formal than Dialogue 1?

Exercise 3
1. How many people are there? Where are the speakers? What are
they doing when this dialogue begins?
2. How does Jack say hello?
3. Identify the ages and relationships of the speakers.
4. What can you say about the level of formality here? Why is it
appropriate?

Exercise 4
What gestures can you use for greeting someone in your country? Do
you shake hands? If so, what are the rules for handshakes? How do
you end a conversation in your country? Do you have certain
expressions to show that you are ready for a conversation to end?

Practice
1) Incomplete Dialogues
Directions: For each situation that follow, read the cues given, then
discuss the relationship among the speakers and the level or formality.
Using this information, complete the dialogues orally with phrases
from Section Phrase or with any other appropriate response. Example:

A: It was nice seeing you again.

B: yes, let’s do it again.
A: Bye.
B: Bye.

Situation 1
A: Hi, Jack. How are you?
B: _________________________
A: Not bad. What’s up?

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

B: _________________________

Situation 2
X: _________________________
Y: Good morning, Dr. Anthony.
X: _________________________
Y: _________________________

Situation 3
A: . . . Well, that’s very interesting but I’m afraid I must __________ .
B: All right. I’ll be talking to you again later, maybe?
A: _________________________
B: _________________________

Situation 4
A: . . . and that’s just the way it happened.
B: Oh, I almost forgot. I’m supposed to meet ________________ .
A: _________________________
B: _________________________
A: _________________________

2) Structured Dialogues
Directions: After looking at each situation carefully, discuss with your
partner(s) the relationship among the speakers and the appropriate
level of formality. Then practice, using any words or expressions
appropriate to express the functions given. Your teacher will ask you
to perform the dialogue for the class.

Situation 1 (Example)
A and B are old friends. They see each other again after for years. A
has an important meeting and can’t talk long. (You can use your real
names or made-up names for practicing these situations.)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

A B
1. Greets B, expresses surprise 1. Returns greeting and
Hi, Betty! Haven’t gestures
seen you in age! Oh, hi! It has been
a long while!
2. Asks about B’s family
How’s your family? 2. Answers questions, asks
about A’s job
John’s fine and
the kids are doing
well in school. I
hear you’re
working for a
3. Replies to B’s question,
precloses lawyer.
Yes, I really like it a
3. Replies to preclosing,
lot. In fact, I have to
gives closing
go to move now. It was great
seeing you. Bye!
4. Replies to closing
Bye!

Situation 2
A and B are students at the university. They see each other between
classes.

A B
1. Greets B 1. Greets A, asks about
2. Talks about weekend, asks weekend
about B’s weekend 2. Answers question
3. Gives preclosing
3. Replies to preclosing,
4. closes gives closing
4. replies

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Situation 3
B is A’s boss. A needs to leave work early today to see the doctor and
approaches B, who is working at his or her desk.

A B
1. coughs to get B’s attention, 1. returns greeting, offers
greets B help
2. explains situation, requests 2. asks for reason
permission to leave early
3. gives reason 3. gives permission
4. thanks B, gives preclosing 4. replies to preclosing
5. closes 5. replies

3) Roleplays
Directions: Discuss the situation with your partner and decide on the
proper level of formality. You can use the suggested expressions if
you want to. Then practice. When you are ready, perform for the class
and discuss your performance with your teacher and classmates.

Roleplay 1
Professor A and student B meet in the corridor. B has a class in
another building and is already late, but doesn’t want to be rude to
Professor A, who is very friendly and talkative this morning.

Useful expressions

A B
Article on communication Copy it later
Get your comments (chemistry) class

Roleplay 2
A and B work for the same insurance company. They see each other at
the office after a two-week vacation.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Useful expressions

A B
Fantastic trip Stayed home and relaxed
When skiing Played golf

Roleplay 3
You are on your way to the bus stop go to downtown for a show that
starts at eight o’clock. It is now seven-thirty, and it takes fifteen
minutes to get there. You meet an acquaintance who is obviously glad
to see you and wants to talk for a while.

Useful expressions

You Acquaintance
Terrible hurry Chat for a bit
Last minute appointment

Roleplay 4
A has to delay B by talking while their friends finish preparations for
B’s surprise birthday party. B tries several preclosings, but A doesn’t
listen.

Useful expressions

A B
Did you hear about … ? Late for a date
Just one more thing. Busy
Oh, did you know . . .? Got to go
Great weather Nice to see you
New haircut

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Chapter III
INTRODUCTIONS AND ADDRESS SYSTEMS

INTRODUCTION

When making an introduction in

any language, we need to know
the formulas and rules for doing
it. We also need to know what to
call the participants. This lesson
will help the students to identify
given names and surnames (last
names) and to decide which
form of the name is appropriate
to use. They will also learn how
introductions are made.
The students are to learn the
dialogues that follow, listen
carefully to how the teacher express introduction and how to use
address system. The students later practice it by themselves and create
their own dialogues.
To help them in comprehending the materials, exercises and
workshets are provided in the end of the chapter.

LESSON PLAN

Objective:
The students are able to express introductions and identify address
system.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Indicators:
1. Students use correct and appropriate introduction phrases in
their expressions.
2. Students use correct given names and surnames.

Time: 2 x 50 minutes

2. Whilst-speaking (45 Minute)

3. Post-speaking (20 minute)

a. The lecturer and the students make conclusion.
b. The lecturer gives motivation and suggestion to the students.
c. The students make reflection.
d. The lecturer gives exercises to the students at home.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

DETAILED MATERIALS

Introductions
A formal introduction consists of two parts: giving the names and, if
not provided by the context, some information about the people being
introduced so they will have some common ground to begin a
conversation. This information may include the relationship to the
introducer, as in Dialogue 1 at the beginning of this unit or Dialogue 3
in Unit 1.
In making a formal introduction, one person is first presented
to another: “Mrs. Carr, I would like to introduce my friend, Albert.”
“Susie, this is Mike.” Albert presented to Mrs. Carr, Mike to Susie. In
general, subordinates are presented to superiors, men to women,
younger to older. Afterward, the presentation is reversed. “Albert,
Mrs. Carr.” “Mike, Susie Johnson.” (In Unit 1, it was not very polite
of Jack not to give Mike’s last name, but informal relationships
sometimes allow for that.)
Men usually shake hands when they are introduce to other
men. It is the woman’s choice whether or not to shake hands when
introduce to a man, and the man should wait for the woman to offer
her hand. If she offers the hand, shake it. Among professional women
it is becoming more and more common to shake hands. Handshakes
should be firm and brief. Americans regard a firm handshake as a sign
of directness and honesty.
People must sometimes introduce themselves: for example, at
a party, in a new class, or in a new neighborhood. If you meet anew
neighbor on the same street or in the hallway of your apartment
building you might say: “Hello, I’m (full name). I’ve just moved
here.” The other person responds by giving his or her full name and
indicating where he or she lives.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

A reintroduction may occur when two people who have met
before see each other again. The reintroduction enables them to
converse.

A: I’m (full name). You may not remember, but we met at Sally’s.
B: Oh, yes. I remember now. What a party that was!

The Address System

In most languages there are specific linguistic features that
mark the relationship of the speakers, for example: the tu/usted/vous
and du/ni varieties of the second-person pronoun or the honorifics. In
English this relationship is marked by the use of the address system.
Most Americans have three names: a first (sometimes called a
given) name, a middle name (or an initial), and a last name (called the
family name, or surname). Examples:

James Arthur Phillips

Barbara Kay Tillitt
Dan D. Newton
Patricia Redford

As in any language or culture, people who do not know each

other well or who differ in status use formal address: title + family
(last) name, for example, Dr. Johnson. In universities, some
departments insist on formality and the use of title + last name. Others
prefer a less formal use of names and titles. Look and listen to the
people in your department.
People who know each other well use first names in both
informal and formal situations. To change from a formal naming
relationship to an informal one, the superior (in age, position, etc.)
should suggest it:

A: Why don’t you call me Bill?

B: All right, Bill.
24

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

This often happens in an informal situation, such as a party or a social
event.

SITUATION ADDRESS FUNCTION

FORMS
Formal Dr. Snow Title + last name
Professor Schultz Used in formal situations
Dean Schoolcraft
Mr. Carnegie Mr. : a man
Miss Scaife Miss : a single woman
Mrs. Snow Mrs. : a married woman
Ms. Newman Ms. : a single or married
woman
Susan
Melanie Full first name
Barbara Note: Some people want
Patricia their full first name used in
Joseph all situations.

Informal Anderson Last name only

Smith Used in sports or in the
Pearson military, and in some offices.
Polifroni Used by a superior to a
subordinate or among equals.
Do not use this form unless
you are certain that it is
Sue appropriate.
Barb
Pat Short first name
Joe Not all names have a short
form, but many do.
Bobby

Diminutive first name

Some people consider this
form childish, so make sure
it is appropriate to use.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Intimate Red Nickname
Sunny Very informal; should be
Chip used only when you are sure
T.J. the person wants you to use
Flip this form. Some names (such
as Red) are very personal
and can be insulting if not
used properly.

Note: If an American name is new to you, you should find out whether
it is a man’s name or a woman’s name, to avoid embarrassment to
yourself later. A few names (Chris, Pat, Bobby, Terry, etc.) can refer
to either to a female or to a male.

SEX FIRST NAME FIRST NAME FIRST NAME

(Full) (Short) (Diminituve)
Female Barbara Barb Barbie
Catherine, Cathy, Kathy, Kitty, Katie
Kathryn Kate Chrissy
Christina Chris, Tina Jeannie
Jean Jean Patty, Patti
Patricia Pat, Trish Susie, Suzy
Susan, Suzanne Sue

Male Alfred Al Alfie

Charles Chuck Charlie
Christopher Chris
David Dave Davy, Davie
James Jim Jimmy
John Jack Johnny, Jackie
Joseph Joe Joey
Patrick Pat Paddy
Robert Bob, Rob Bobby, Robby

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Dialogue Example 1
(The doorbell rings. Mrs. Carr opens the door.)
Mrs. Carr : Good evening, George. Come in. How have you
been?
George : Just fine, thank you. How are you?
Mrs. Carr : Oh, reasonably well.
George : Mrs. Carr, I would like to introduce a friend of mine,
if I may: Albert Douglas. Albert, this is Mrs. Elaine
Carr.
Albert : Pleased to meet you, Mrs. Carr.
Mrs. Carr : I’ve heard so much about you, Mr. Douglas. Please do
come in. oh, Richie? Darling, I’d like you to meet
someone – a friend of George’s.
Mr. Carr : Oh, hello, George. Glad you could make it.
(He shakes hands with George.)
George : Hello, Rich. It was very thoughtful of you to invite us.
Mrs. Carr : Yes, darling, as I was saying, this is Albert Douglas.
(to Albert) My husband, Richard.
Albert : (shaking hands with Mr. Carr) Very nice to meet you,
Mr. Carr.
Mr. Carr : The pleasure’s mine. But call me Rich. Everyone
does. Mind if I call you Albert?
Albert : Of course not. But just plain “Al” will do.

Vocabulary
make it : come

Dialogue Example 2
Mark : This seat taken?
Edward: No, help yourself. Haven’t seen you before. You new in
engineering?
Mark : Yeah, I just switched majors from computer science – too
much math!

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Edward: Well, don’t expect it to be any better here! What’s your
name, anyway?
Mark : Mark. What’s yours?
Edward: Edward, but everybody calls me “Chip”.
Mark : Chip, huh? Well, I’m not going to tell you my nickname is!
Oh, here comes the professor. What’s his name, anyway?
Scarey, or something like that?
Edward: James Kerry. But we call him “Big Jim” because he’s so
short.
Mark : To his face?
Edward: No. Are you kidding?

Vocabulary
major : major field of study
kidding : joking, making a joke

Phrases
Introductions

SITUATION INTRODUCER RESPONSE A RESPONSE

B
More formal I’d like to introduce How do you do? How do you
Henry Cheng. do?
^ I’d like to introduce Glad to meet
| Marie Brandon. you. The pleasure
| I’d like you to meet is mine.
| Patricia Murphy. Nice to meet Nice to meet
| I’d like to introduce you. you.
v Tony Angelo.
I’d like you to meet Pleased to meet
Less formal Akiko Sato. you.
This is Ali Hasan. I’ve heard so
Nice to meet much about
you. you.
Hi.
Hi.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Self-Introductions

SITUATION SELF RESPONSE

More formal Hello. I’m John du How do you do? I’m Julie
^ Plessis. Duarte.
| Hello. My name is Pleased to meet you. I’m
| George Kyrkostas. Sue Washington.
v I don’t think we’ve Nice to meet you. I’m Eva
Less formal met. I’m Young Kim. Beck.
Hi. I’m Mike. What’s
your name? Hi. I’m Margaret, but
everyone calls me Peggy.

STUDENTS’ WORKSHEET

Exercise 1
1. Name the character in this dialogue. Where are they? What are they
doing?
2. There are two introductions here. Find the first one. Who is
presented to whom?
3. Where is the second introduction? What words does Mrs. Carr use?
4. How are the two introductions different?
5. What do the different people call each other?
6. What kind of relationships do the various people have?
7. When do they use handshakes?
8. What is the significance of “But call me Rich” in the dialogue?
9. How would you describe the level of formality in this situation?
Which character seems least interested in being formal?

Exercise 2
1. Where are Mark and Edward? What are they doing?
2. How old are they?
3. How do they introduce themselves?
4. What do they call their professor?
5. What is the level of formality?

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

6. Paraphrase the last line of the dialogue.
7. Discuss nicknames in your language as compared with English.

Exercise 3
Do you use handshakes or other gestures in introductions? What kind
of titles do you ise in formal address in your country? How do you
address teachers? How do teachers address students? A name is often
used to get a person’s attention. What other ways of getting attention
can you think of?

Practice
1) Incomplete Dialogues
Directions: For each situation that follows, read the cues given, then
discuss the relationship among the speakers and the level of formality.
Using this information, complete the dialogues orally with phrases
from Section Phrases or with other appropriate response. Example:

A: Bill, this is Joe. He’s new in class.

B: Hi, Joe.
C: Hi, Bill.

Situation 1
A: _________________________
B: Nice to meet you, Miss Douglas.
C: _________________________
B: I’m a mechanical engineer.
C: _________________________
B: _________________________

Situation 2
Greg : Susan, I’d like you to meet Alice Carter, a good friend of
mine.
Susan : _________________________

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Alice : _________________________
Susan : Greg’s told me a lot of good things about you, Alice.
Alice : _________________________

Situation 3
A: Hi. I guess I don’t know you. My name’s _______________.
B: _________________________
A: _________________________
B: _________________________

Situation 4
A: _________________________
B: Pleased to meet you. I’m ________________.
A: _________________________
B: _________________________

2) Structured dialogues
Directions: After looking at each situation carefully, discuss with your
partner(s) the relationship among the speakers and the appropriate
level of formality. Then practice, using any words or expressions
appropriate to express the functions given. Your teacher will ask you
to perform the dialogue for the class.

Situation 1
A is a clerk in a large department store. B is her boyfriend. C works in
the department store with A. B is meeting A at the store to go out for
lunch.

A B C
1. Greets B; 1. Greets C 1. returns
introduces co- greeting
worker, C
2. Tells C about B’s 2. asks B for
job 3. Answers more details
question

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Situation 2
Three university students meet in the hall on their way to class. A
knows B and C, but B and C don’t know each other.

A B C
1. Greets B 1. Greets A
2. Introduces C 2. Greets C 2. Replies to B
3. Asks C about 3. Tells what
his or her classes he or
4. Remarks how classes she is taking
well C is doing in
school

Situation 3
A is taking an introductory course in biochemistry. A doesn’t know
any of the classmates very well and is nervous about an upcoming
test. Finally, A decides to call another student from the class and ask if
they could study together.

A B
1. answers telephone
2. Greets B and identifies self 2. greets A
3. Explains the problem, 3. accepts suggestion and
makes a suggestion makes arrangements for the
meeting or rejects suggestion
and gives reason
4. Expresses pleasure/thanks 4. replies to preclosing
or expresses regret, gives
preclosing 5. says good-bye
5. Says good-bye

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

3) Roleplays
Directions: Discuss the situation with your partner(s) and decide on
the proper level of formality. Then practice. You can use the
suggested expressions if you want. When you are ready, perform for
the class and discuss your performance with your teacher and
classmates.

Roleplay 1
A and B work in the same department. A has just started this week.
They meet C, president of the company, at the water fountain.

Useful expressions

A B C
Newest ____________ Like you to meet Increased productivity

Roleplay 2
A is in a new class at school and wants to make new friends. A
introduces himself or herself to B, who seems to know the way
around.

Useful expressions

A B
English, too? Courses are great
Have an apartment? Live on campus

Roleplay 3
A is invited to B’s house for coffee, but A doesn’t like B. A must
decide whether or not to accept B’s invitation.

Useful expressions

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

A B
Not sure about Saturday We should get together more
Busy schedule often
Will let you know for sure Hope you can come
Wouldn’t be any fun without you

Roleplay 4
A thinks B is nice, but they don’t know each other well. A invites B to
a party A is having.

Useful expressions

A B
Never see you outside of class Always studying
Must be a good student Not sure about that
Having a party this Saturday Don’t dance much
Come on over if you can

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Chapter IV
INVITATIONS

INTRODUCTION

This chapter focuses on social

invitations – how to make them
and how to respond to them.
After completing the exercises,
you should feel comfortable in
making and replying to
invitations in various
situations.
The students are to
learn the ways people make
and accept social invitations.
The students later practice it by
themselves and create their
own dialogues.
To help them in
comprehending the materials, exercises and workshets are provided in
the end of the chapter.

LESSON PLAN

Objective:
The students are able to express invitations.

Indicators:
1. Students use correct and appropriate invitation phrases in their
expressions.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Time: 2 x 50 minutes

2. Whilst-speaking (45 Minute)

3. Post-speaking (20 minute)

Detailed Materials

An invitation consists of requesting someone’s presence, stating the

specific event, and setting the time and place. Spoken invitations are
fine for most occasions, but for certain special events, such as
weddings, anniversaries, and baby showers, and formal written
invitations are traditionally sent. They should be answered in writing
and returned to the RSVP address. (RSVP stands for repondez, s’il

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

vous plait, a French expression that means you should respond to the
invitation by calling or, preferably, writing the host.)
It is fairly common to send printed “party” invitations for large
semi-formal cocktail parties. They may say “Regrets only” and give a
telephone number at the bottom, which means you call only if you
cannot attend.

Making the invitation

People usually do not begin a conversation with an invitation,
but instead preface the invitation in some way. (See Dialogue
Example 1.) Once this type of introduction is made, the inviter (the
host) is free to make the invitation, in one of two ways:
1. States what kind of party, excursion, etc., is being planned; or
2. Asks if the listener is free at such-and-such a time and then says
why.
The first invitation is preferable, because it allows the listener
to decide whether to accept or not. The second is likely to get an
indecisive response, as in Dialogue Example 3.
Invitations are usually made privately, in person or by phone.
That is, only the people being invited hear the invitation. People
usually do not feel comfortable inviting you to a party if you are with
someone who is not going to be invited. (Dialogue Example 1 in
Chapter 4 gives an example of when it is proper to make an invitation
in front of someone who is not invited.)

Accepting the invitation

Accepting invitations is very easy. You thank the person for
the invitation or express pleasure at being invited and then get the
details of place and time. It is also a good idea to find out just how
formally you should dress. Appropriate dress varies according to
season and to region.
In many informal cases, you then ask the host or hostess
whether you can help by bringing something, such as a bottle of wine.
Often the host will thank you for offering but will tell you it isn’t
37

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

necessary. However, guests often bring a gift of wine or flowers, even
if the host has turned down an offer at the time of the invitations. A
small item from your country would be quite appropriate as such a
gift.
If you have children and you have invited out by an American,
you should not bring your children unless they have been specifically
invited. In general, evening parties are not appropriate for children,
especially if they are small. Picnics and barbecues, on the other hand,
are usually good parties for children.

Refusing the invitation

If an invitation must be refused, most people expect a reason.
The following sequence would be appropriate: apology, reason for
refusal, thanks for the invitation, and perhaps a second apology (see
Dialogue Example 2).

If someone asks if you are free at a certain time, but doesn’t

say what the invitation is for, you are not required to commit yourself
until you know what the invitation is for. For example, if you say that
you’re free and the invitation turns out to be something you’d hate to
do (a trip to a local sight you’ve seen ten times), then you will be in a
position of having to take back your acceptance or of inventing an
excuse later. If this happens, tell the person who invited you that you
have to check and that you’ll tell him or her later.

Non-invitations
There are also phrases that sound like invitations but in fact are
not. People may say things like: “We’ll have to get together
sometime” or “You’ll have to come over and visit us sometime.” You
can identify such non-invitations by their generality –there is no
specific time mentioned, and the word “sometime” is often used. They
are often ritual expressions of parting. On these occasions you could
respond: “Yes, that would be nice,” or “I’d love to,” or something

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

similar, and then let the subject drop. If they do not call you, you
could always invite them for some occasion.

Problems with invitations

When someone asks you to his or her home, it is very clear
who is the guest and who is the host, but invitations to restaurants for
lunch, dinner, coffee, a drink, etc., sometimes present problems, and
the customs vary in different parts of the United States.
In many instances it is the inviter who pays, as one would
expect, but in some instances each one pays his or her own check:
You “go dutch.” This is often the case with friends in informal
situations, such as “Let’s go get a beer” or “Want a cup of coffee?” In
some parts of the country, however, some people like to entertain
friends by taking them to a restaurant for dinner instead of having
dinner at home. In this case the host expects to pay and the guest may
offer to leave the tip, which may be declined by the host. (If so, just let
the matter drop.) If the invitation is expressed in fairly casual terms,
such as “Let’s go to (name of restaurant) for dinner,” it may be more
of a suggestion than an invitation, so you should be prepared to pay
your part of the bill.
If you want to invite someone for a meal at a restaurant, be
explicit: “I’d like to take you to …” Americans should be explicit
also, but they often assume you know the local customs in the matter.
Ask a friend’s advice if you are not sure.

Dialogue Example 1
(Someone is knocking at the door.)
Gretchen : Good morning, Dr. Hampton. May I come in?
Dr. Hampton : Good morning, Gretchen. Of course. How can I be of
help?
Gretchen : Well, it’s not about school, Dr. Hampton. It’s just that
Alan and I wanted to have a few people over for a
dinner party to celebrate finishing my dissertation, and
we’d like to invite you especially, since you’re
39

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

chairman. Would you be able to come the weekend
after next, on Saturday?
Dr. Hampton : I’d be delighted to, Gretchen. Saturday, did you say?
Gretchen : If that’s all right for you and Mrs. Hampton.
Dr. Hampton : I’ll have to check with Elizabeth, but I’m pretty sure
it’ll be all right.
Gretchen : Good. If you could come around six-thirty or seven
o’clock, that would give us time to chat a while over a
glass of wine before dinner.
Dr. Hampton : That sounds fine. We’ll be there around seven.
Gretchen : That would be great! Oh, I’m so pleased that you and
Mrs. Hampton will be able to make it!
Dr. Hampton : Well, it should be fun. And you deserve it after all
that hard work. But, say, Gretchen, will I have to start
calling you Doctor Schmeltzer now?
Gretchen : Of course not, Dr. Hampton!
Dr. Hampton : Well, then can’t you reciprocate by calling me Henry?
Gretchen : Of course, Dr . . . I mean Henry – but it’ll take some
getting used to.

Vocabulary
dissertation : the big research project paper written by a candidate
for the Ph.D. degree.
it’ll take some getting used to: it will take some time to get
accustomed to.

Dialogue Example 2
(The telephone rings.)
Tom : Hello.
Don : Hello, Tom? This is Don. How are you?
Tom : Oh, hi, Don. Good. How have you been?
Don : Fine. Listen, Jerry and I wanted to go bowling tomorrow
night out at the bowling alley on seventy-nine, but we don’t

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

have a way to get there. If you drive, we’ll pick up the tab for
the bowling. How about it?
Tom : Well, it sounds like fun, but actually I’ve really got a lot of
homework to do just now.
Don : Oh, come on, Tom. It’ll be fun. Make you relax. You’ll study
better!
Tom : I really can’t. I’ve got a chemistry exam on Monday and a
book report due on Tuesday in American Lit. that I’m really
getting nervous about. I don’t think I’d enjoy it much. But
thanks a lot for thinking of me. Sorry I can’t help you out.
Don : Oh, don’t worry about it. Maybe next time. Good luck on
your exam.
Tom : Thanks. See you.
Don : Bye.

Vocabulary
seventy-nine : the name of a highway
pick up the tab : to pay for (a dinner, tickets, etc.)

Dialogue Example 3
(The telephone rings.)
David : Hello?
Cathy : Oh, Hello, David. How are you?
David : Just fine, thanks, Cathy.
Cathy : Say, Dick and I were wondering, are you and Shirley free this
Friday?
David : Friday? Oh . . . it seems Shirley mentioned something about
having to work late on Friday. Why, what did you have in
mind?
Cathy : Oh, we just thought it would be nice to have you over for
dinner, but if you’re not available . . .
David : Well, let me check again with Shirley. I’ll call you tonight
and let you know for sure, OK?
David : OK. Till then.
41

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Vocabulary
have someone over for dinner: invite someone to dinner at one’s home

Phrases

SITUATION MAKING AN ACCEPTING REFUSING

INVITATION
More formal I’d like to invite Thank you. I’d I’m awfully
you to dinner this love to. sorry, but I
^ Saturday. have other
| That would be plans.
| I’d like to invite wonderful. I wish I could,
| you to a party next Yes, thank you. but…
| Friday. What time?
v I was wondering if I’d really like
you’d like to… to, but . . .
Less formal We’re going to
have a few friends Thanks. I’d love
over on to.
Wednesday, and Sorry. I’ve
we’d love you to already made
come. Sounds great. plans for
Are you free on OK. Saturday.
Saturday? Would All right. Oh darn! Have
you like to… to …

How about
dinner?
How about coffee?
Let’s go to our
place for a beer.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

SITUATION OFFERING TO BRING RESPONSE
SOMETHING
More formal I wonder if I might be It’s enough just to have you
^ able to bring something? come.
| Let me bring something,
| won’t you? Oh, you don’t need to.
v Is there anything I could
Less formal bring? Just bring yourself.
What shall I bring? Well, thanks, if you’d like
Can I bring the wine? to.
What should I bring? Well, John’s bringing salad,
so why don’t you bring
dessert?

MAKING A NON-INVITATION
You’ll have to come over sometime.
We’ll have to get together again soon.
If you’re ever in Houston, look me up.
If you’re ever in Pittsburgh, give me a call.
If you’re ever in the area, come and visit.

STUDENTS’ WORKSHEET

Exercise 1
1. Describe the speakers’ relationship. What forms of address do they
use?
2. Where does the conversation take place? What is the topic of
conversation?
3. How does Gretchen introduce the invitation? Why is she being so
flexible about the time in her invitation?
4. What kind of gathering is it going to be? Is anyone besides Dr. and
Mrs. Hampton going to be invited?
5. What is the function of the two last utterances of the speakers (Dr.
Hampton: Well, then can’t you … Gretchen: Of course, Dr . . .)?

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

6. What do you think the guests will be wearing to the dinner party?
7. How formal is this dialogue?

Exercise 2
1. Who calls whom on the telephone? Why?
2. What kind of invitation is there?
3. How does Tom react to the invitation? What is his reply?
4. How does Don feel at the end of the conversation?
5. What is the level of formality in this conversation?

Exercise 3
1. Why does Cathy call David?
2. What form of address do the participants use?
3. Notice that Cathy does not identify herself. What could explain
this?
4. What can you say about David’s attitude towards Cathy in (David:
“Friday? Oh . . . in mind?”? How eager is he to accept an
invitation from Cathy?
5. What is the result of the invitation?

Exercise 4
Is it acceptable to refuse an invitation in your country? Under what
circumstances? Do people use “non-invitation”? When going out to a
restaurant or movie, is it common in your country to “go dutch”?

A: Can you come for dinner Sunday?

B: I’d love to. What can I bring?
44

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

A: Some white wine would be fine.
B: OK. See you then. Thanks.

Situation 1
A: Would you like to come over for dinner tomorrow?
B: _________________________. What time?
A: _________________________
B: _________________________

Situation 2
A: _________________________
B: Oh, that would be great! _________________________?
A: Around eight o’clock.
B: _________________________
A: _________________________

Situation 3
A: _________________________
B: Well, I had planned to go see a movie that night. Why?
A: _________________________
B: _________________________

Situation 4
A: _________________________
B: Oh, I’m sorry, but ________________.
A: _________________________
B: _________________________

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Situation 1
A and B are good friends. They work in the same office. A has just
finished moving into a new house and wants to invite B over to
celebrate.

A B
1. Greets B 1. Returns greeting
2. Invites B to housewarming 2. Accepts invitation, asks
3. Gives time about time
4. Accepts or rejects the offer 3. Offers to bring something
4. Expresses pleasure, thanks
A for invitation

housewarming : party to celebrate moving into a new house

Situation 2
A is a professor at a large university where B, a foreign student, is a
candidate for the Ph.D degree. A and B have met each other only once
before. Now A wants to invite B to his or her house for a barbecue.

A B
1. Greets B 1. Greets A
2. Invites B 2. Asks about time
3. Gives time 3. Accepts invitation, thanks A
4. Expresses pleasure

Situation 3
A and B are both students in the same English class, but from different
countries. They don’t know each other very well, but A hopes that by
inviting B for dinner, they can become better acquainted.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

A B
1. Greets B 1. Greets A
2. Invites B 2. Accepts invitation
3. Gives time and location 3. Disagrees with the time,
suggests alternate time
4. Agrees 4. Expresses pleasure, thanks A
5. Acknowledges thanks,
gives directions to
location

Situation 4
A works for a large corporation. B is A’s boss, but the two don’t know
each other very well. A decides to invite the boss (with husband or
wife) to dinner.

A B
1. Greets B 1. Greets A, asks what A
2. Invites B wants
3. Gives time and location 2. Asks for more
information
4. Expresses pleasure or 3. Accepts invitation or
expresses regret rejects invitation and
gives reason

3) Role-plays
Directions: Discuss the situation with your partner(s) and decide on
the proper level of formality. Then practice. You can use the
suggested expressions if you want. When you are ready, perform for
the class and discuss your performance with your teacher and
classmates.

Roleplay 1
A and a friend, B, are standing in the hall talking. C comes up to them
and greets them. C wants to invite A to a dinner party, but doesn’t
want B to come.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Useful expressions

A C C
Nice to see you again What’s happening? Haven’t seen you in a
We were just talking Just passing by long time
Give me a call, A I think she’s avoiding
me

Roleplay 2
Student A wants to invite Professor B to dinner, but B’s schedule is
very full.

Useful expressions

A B
Come over for dinner Awfully busy schedule
Love to have you Reports to write for the president

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Chapter V
THANKING PEOPLE AND REPLYING TO THANKS

INTRODUCTION

In this chapter, the students will look at and practice situations that
require an expression of thanks. As they proceed through the chapter,
they may notice situations that in our native culture also do require a
thank-you. They may also notice situations where a thank-you would
be expected in our country, but not expected in the English native
countries.
The students are to learn the ways people make and accept social
invitations. The students later practice it by themselves and create
their own dialogues.
To help them in comprehending the materials, exercises and
workshets are provided in the end of the chapter.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

LESSON PLAN

Objective:
The students are able to express thanking and replying.

Indicators:
1. Students use correct and appropriate thanking phrases.
2. Students use correct and appropriate replying phrases.

Time: 2 x 50 minutes

2. Whilst-speaking (45 Minute)

3. Post-speaking (20 minute)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

DETAILED MATERIALS

As you know, there are many different situations that call for an
expression of thanks. As in the case of invitations, it is sometimes
appropriate to send formal, written thank-you letters and cards. In this
unit, however, we will be concerned only with spoken language.

When to thank
The following list contains the most common situations that require
thanks. You may be able to think of other ones as well. In general,
people thank someone:
1. For a gift;
2. For a favor;
3. For an offer of help;
4. For a compliment and a wish of success;
5. When asked about their health;
6. For an invitation;
7. When leaving a party or social gathering;
8. For services, such as being waited on in a store or restaurant.

Thanking for gifts

There is a specific form for this type of thank-you. The person
receiving the gift usually says three things:
1. An expression of thanks;
2. A compliment on the gift itself, showing that the recipient likes the
gift; and
3. A question relating to the gift (its origin, use, maker, etc.) to show
interest in the gift. This is really another type of compliment
(Chapter 7) and its optional in informal circumstances.

Two examples of thanking are:

Janice : Oh, thank you! I just love roses! Are they from your garden?
Jack : It’s beautiful! Thank you very much. I’ve always wanted a
picture from Japan. Did you get in Osaka?
51

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Another way of thanking for a gift is to use an expression of thanks
and then to state that a gift was not necessary or expected:
Mike : Oh, thank you. But you really didn’t have to.

Note: although people do telephone to thank for a gift, a written note

is also expected.

Thanking for favors

A “favor” is doing something for another person that the doer had no
obligation to do, for example, going to the store for a friend of mailing
some letters so that a sick friend wouldn’t have to go out in the rain.
Since a favor involves doing something extra, it requires an
expression of thanks. In Dialogue 3, Linda has done a favor for Janet.
Janet thanks Linda by giving her a plant as a present.
Two ways of offering a favor and asking for a favor are:

A offers to help B asks A for a favor

B accepts help and thanks A

A agrees to do the favor

B thanks A

It is appropriate to thank the person again after the favor has

been done. For “bigger” favors, that is, ones involving more time of
effort, the beneficiary (B, above) may also give a gift to the doer of
the favor (A, above). For small things, such as holding open a door, a
person simply says “Thanks” and the response is usually the nasal
sound “Mm-hmm.”

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Thanking for offers of help
Always thank someone who offers to help you, whether you accept
their help or refuse it politely (see Dialogue Example 2). When
refusing an offer of help, you may want to say something like:

No, thank you.

No, but thank you for offering.
Thank you, but I’ll manage OK by myself.

Nick : Do you need help moving this weekend?

Joe : Thanks, I’ve already got four other guys! But thanks for
offering.

Remember that in the U.S., offers of help are usually made only one.
Therefore, do not politely refuse the first time thinking you will be
asked again.

Thanking for compliments and wishes of success

When you receive a compliment, whether on your work, your
clothing, your family, or anything else, it is appropriate to say thank
you, and to make a comment about the thing being complimented.
(Making and replying to compliments will be discussed in more detail
in Chapter 7.)

Nancy : That’s a nice shirt!

Rolando : Oh, thanks. I just got it at Sears.

David : You’re a good driver.

Liz : Thanks. I had a good teacher.

Americans also say thank you when someone wishes them well (see
Dialogue Example 2).

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Steve : Good luck on your exam tomorrow, Sal.
Sal : Thanks, Steve. I’ll need it!

Thanking for interest in your health

“Thank you” is also used in reply to questions about your health, or
that of a relative.

Mark : How’s your husband these days?

Ellen : Oh, he’s pretty good, thanks.

Thanking for invitations

In Unit 3 you practice thanking for invitations. Remember that it is
polite to thanks the other person for the invitation, whether or not you
accept it.

Peggy : Can you come over for lunch on Saturday?

Molly : Oh, I’d love to, but I’ve got a dentist’s appointment at eleven-
thirty. Thanks anyway for the invitation.

Thanking when leaving a party

Expressions of thanks are always made when the guests take leave of
the host. At this time, the host may reply by thanking the guests for
coming, saying that it was nice to have them over (see Dialogue 1).

Mrs. Downes : Thank you so much for the lovely evening, Charlotte.
Frank and I had such a good time.
Mrs. Hill : You’re quite welcome, Mildred. Thank you for
coming. We’d been looking forward to seeing you for a
long time.

Thanking for other services

Americans often thank each other at other times, too. A student may
thank a professor who has just written comments on one of the
student’s papers or who had taken the time to see the student, in spite
54

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

of a very full schedule. Patients will also thank doctors for their
services.

Doctor : … so the best thing now is to go home and take these pills,
and if you don’t feel better in a couple of days, let me know.
Patient : Thank you very much, Doctor.
Doctor : That’s quite all right. Good-bye.

In a store, the clerk thanks the customer for making the purchase and
the customer thanks the clerk for helping.

Clerk : There you are. Thank you.

Customer : (taking the package) Thank you.

In a restaurant, the waiter or waitress thanks the customer when the

order is taken, and the customer sometimes thanks the waiter or the
waitress as each course is placed on the table.

Waiter : Are you ready to order?

Customer : Yes, I’ll have …
Waiter : Thank you.
(Waiter puts down the drinks.)
Customer : Thank you.

Dialogue Example 1
Harry Carpenter : (Crossing the room to where Mrs. King is
standing talking to another guest) Excuse me,
Marilyn? It’s getting late, so I’m afraid we’ll
have to be leaving.
Marilyn King : Oh, so early?
Louise Carpenter : Well, Harry’s got to get up and drive to the
airport for an eight o’clock plane tomorrow.
Harry : We’ve really had a wonderful time, Marilyn.
Thank you very much for inviting us.
55

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Marilyn : Say, Louise, why don’t we meet downtown for
lunch someday next week?
Louise : I’d love to!
Marilyn : I’ve heard Harold’s has delicious salads.
Louise : Oh! That sounds wonderful.
Marilyn : I’ll give you a call later on and we can decide
the time.
Harry : Honey?
Louise : All right, dear. Well, it’s been a delightful
evening. Thank you very much.
Marilyn : Not at all.
Louise : I’ll look forward to your phone call.
Harry : Thanks again. Good night.
Marilyn : Good night.
Louise : Good night.

Dialogue Example 2
(The telephone rings.)
Ella : Hello?
Susan : Ella? Susan. How are you?
Ella : Oh, hi, Susan. What’s up?
Susan : I just wanted to thank you again for the towels. When I got
home from the shower I checked, and they just match out
curtains.
Ella : Oh, don’t mention it. You deserve a few towels for putting up
with that guy of yours!
Susan : Yeah, he’s something else.
Ella : Seriously, though, I wish you all the happiness in the world.
Susan : Thank you, I know you do. That’s sweet of you. Well, I
suppose I’d better get going on my list of errands – got to call the
bakery or there won’t be a wedding cake!
Ella : Well, let me know if I can be of any help.
Susan : Thanks. I might take you up on that.
Ella : OK. We’ll see you later.
56

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Susan : Yeah. And thanks again. Bye.
Ella : Bye-bye.

Vocabulary
shower : a party for someone who is getting married or having
a baby
put up with : endure

Dialogue Example 3
(The doorbell rings.)
Linda : Oh, hi, welcome back! Have a nice trip?
Janet : Oh, it was fantastic! Fresh air and sunshine every day. We
were really lucky with the weather.
Linda : Come on in. I’ve got the coffeepot on.
Janet : Thanks, but I’ve got a ton of laundry to do. I just stopped by
with this – it’s for you.
Linda : Oh, thank you! It’s beautiful! I don’t have any plants like
this. But you shouldn’t have.
Janet : Well, Jim and I just wanted to show you how much we
appreciated your looking after the house and watering the
plants while we were away.
Linda : Well, what are friends for? By the way, I tried to buy you
those towels you wanted on sale, but they only had these really
ugly ones left. Sorry.
Janet : Oh, that’s OK. Thanks for trying.
Linda : You’re welcome.

Phrases

SITUATION EXPRESSING THANKS RESPONSE

More formal I’m very grateful for… You’re very welcome.
I’m very grateful for… You’re quite welcome.
^ I’m so grateful for… You’re entirely
| Thank you very much welcome.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

| for… Don’t mention it.
| Thank you so much for… You’re welcome.
| Thank you for… It was my pleasure.
v That was nice of you. Don’t mention it.
Thank you. You’re welcome.
Less formal That was nice of you. Well, I just wanted to
Thank you. But you really show my appreciation
shouldn’t have. for…
They’re beautiful! But But I wanted to.
you didn’t need to (give
me anything). You’re welcome.
That’s a lot for… Sure.
I really appreciate (the It was nothing. What
invitation). are friends for?
Thanks! Don’t worry about it.
Forget it.
Thanks a million!
Thanks a million!

SITUATION EXPRESSING THANKS RESPONSE

FOR A FAILED
ATTEMPT
More formal Thank you for trying. I’m sorry it didn’t work
^ I appreciate your help, out.
| anyway. Perhaps you’ll have
| better luck next time.
v Thank you very much for
your efforts.
Less formal
Thanks, anyway. Sorry it didn’t work out.
Thanks a lot for trying, at Sure. Too bad it didn’t
least. work.
STUDENTS’ WORKSHEET

Exercise 1
1. Describe the setting.
2. What does “giving someone a call” mean?
3. Paraphrase Harry’s remark,“Honey?”.
58

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

4. Identify the preclosings. Find the expressions of thanks.
5. How formal is this dialogue?

Exercise 2
1. How many expressions of thanks are there in this dialogue? How
do they differ?
2. Who decides to end the conversation? Note that usually the person
who initiates a telephone conversation will also make the decision
to end it.
3. Describe the relationship between the two women.
4. Point out which expressions show that this is an informal
conversation.
5. How would Susan say the first line if she were speaking to
someone in a formal context?

Exercise 3
1. Where does the conversation take place?
2. Does Janet express thanks in “Thanks, but I’ve got a ton of laundry
to do. I just stopped by with this – it’s for you”?
3. Why does Linda thank Janet in “Oh, thank you! It’s beautiful! I
don’t have any plants like this. But you shouldn’t have”?
4. Paraphrase “But you shouldn’t have”.
5. Identify the two speakers’ relationship and the level of formality.

Exercise 4
Are there times when your culture requires an expression of thanks,
but American culture does not? Is it common to give gifts as an
expression of thanks?

Practice
1) Incomplete Dialogues
Directions: For each situation that follows, read the cues given, then
discuss the relationship among the speakers and the level of formality.
59

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Using this information, complete the dialogues orally with phrases
from Section Phrase or with other appropriate response. Example:

A: Thanks a lot. The flowers are beautiful.

B: You’re welcome. I’m glad you like them.

Situation 1
A: I would like to take this opportunity to thank you for __________.
B:
A:

Situation 2
A:
B: _______________, but you really shouldn’t have.
A:
B:

Situation 3
A: I’m very grateful to you for ___________.
B:
A:
B:

Situation 4
A: Thanks a lot for _____________.
B:
2) Structured dialogues
Directions: After looking at each situation carefully, discuss with your
partner(s) the relationship among the speakers and the appropriate
level of formality. Then practice, using any words or expressions
appropriate to express the functions given. Your teacher will ask you
to perform the dialogue for the class.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Situation 1
A has just recently gotten married to B’s former roommate. A sees B
at a bookstore and goes over to thank B for the wedding gift.

A B
1. Greets B 1. Greets A
2. Thanks B on the present, 2. Replies to thanks
compliments B on the gift
3. Asks for more information 3. Replies to question
about the gift
4. Repeat thanks, 4. Replies to compliment
compliments present again
5. Gives preclosing 5. Replies to preclosing
6. Says good-bye 6. Says good-bye

Situation 2
Same circumstances as in Situation 1, except that now B is A’s
academic advisor at the university. A doesn’t know B very well, and is
a little nervous. A drops by B’s office to thank B again for the gift.
(Use the functions in Situation 1.)

Situation 3
A is going to move and needs a lot of help. A talks to friend B befor
class that day.

A B
1. Greets B 1. Greets A, asks about A’s
2. Thanks B and gives family
information, asks B to do 2. Agrees to do a favor or refuses
a favor to do the favor and gives an
excuse, wishes A well
3. Thanks B, makes 3. Replies to preclosing
arrangements, gives
preclosing or thanks b,
expresses regret, give

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

preclosing
4. Says good-bye 4. Says good-bye

Roleplay 1
A needs someone to babysit while he or she goes to a doctor’s
appointment. A calls friend B and asks B to do this favor. B either
agrees to do it or refuses to and gives the reason. After arrangements
are made, they say good-bye and hang up.

Useful expressions

A B
Doctor’s appointment at ___ What can I do for you?
o’clock Always glad to be of help
Really would appreciate the favor What are friends for?
Shouldn’t take more than ____ Sorry, but I’ve got to ...
minutes

Roleplay 2
A just got an exam back and got a poor grade on it. A is very worried
and asks the professor for an appointment to talk about it. The
professor has a very busy schedule but manages to find a time to meet.
After making arrangement, A says goodbye.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Useful expressions

A B
Really worried about my test You do need some help
Don’t understand these problems I’m glad you’re taking this
Make an appointment to talk seriously
Whenever it’s convenient for you My schedule is rather full just
Thank you now
What about (day and time)
You’re welcome

Roleplay 3
A, B’s boss, wants to invite B to a formal dinner party. B wants to go
but isn’t sure how to get there or what to wear.

Useful expressions

A B
Dinner party at my house I would be delighted to
Just a few business associates Rather formal?
Wear a dark suit and tie I’ve never been to your house ...
I’ll draw you a map Thank you
Looking forward to (meeting
your wife)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Chapter VI
APOLOGIZING

INTRODUCTION

Everyone makes mistake, and everyone needs to know what to do

and say after making a mistake. This chapter focuses on apologies,
and the aim is to help the students know both what to say and when to
say it.
The students are to listen to the following dialogues and be
prepared to answer discussion questions in class. They should listen
especially for the occasions when they hear people apologizing. They
have to figure out when they apologize and what they say to
apologize.
To help them in comprehending the materials, exercises and tasks
are provided in the end of the chapter.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

LESSON PLAN

Objective:
The students are able to express apoligizing.

Indicators:
1. Students use correct and appropriate apologizing phrases.

Time: 2 x 50 minutes

2. Whilst-speaking (45 Minute)

3. Post-speaking (20 minute)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

DETAILED MATERIALS

Usually, you apologize if you have violated a social rule or have done
something that hurts or inconveniences another person. The function
of the apology is to show regret for the wrongdoing and to offer an
explanation or a remedy.

The form
Apologies vary, depending on the formality of the situation, the
relationship between the two people, and, most important, the
seriousness of the mistake. Stepping on someone’s toe accidentally
would not require the same type of apology as running over
someone’s dog in the street. In general, the more serious the error, the
more elaborate the apology should be. There are five possible parts to
an apology:

1. Formal expression of regret. This may be explicit, as in “I’m

sorry,” or implied, as in “I didn’t mean to.”
2. Explanation (excuse), which shows why the mistake occurred.
3. Offer to remedy the situation, if some damage has been done, of a
remedy is possible.
4. Assurance that the mistake will not be repeated (for example,
subordinate to superior).
5. Admission of guilt, which shows that the person apologizing
accepts the blame.

The first part, the formal expression of regret, is almost always

included in the apology. The other parts (2-5) can be combined with 1
in various ways, as the following examples indicate. Note, however,
that the more serious the infraction, the more of these parts (2-5) will
be included:

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

A: I’m sorry I was late to class, Dr. Paulston, but I overslept.
B: Well, it’s OK this time, but you know it’s disturbing the rest of the
class.
A: Yes, I know. You’re right. I won’t let it happen again.

A: Oh, sorry. I didn’t know you were sitting here. Let me move my
stuff to another table.
B: No, it’s OK. I can sit over here just as easily.

A: While you were out I borrowed your coffee cup and I’m afraid I
broke it.

When to apologize
There are many different situations that require an apology, but they
all have something in common: something undesirable or
uncomfortable has happened. Almost always, it is the person who has
made the mistake who apologizes. Americans apologize for:

- Hurting someone’s feelings or causing a misunderstanding;

- Being late for or missing a meeting, class, appointment, etc.;
- Interrupting a conversation or meeting;
- Talking someone’s else’s property by mistake;
- Being impolite;
- Damaging another person’s property;
- Telling a secret accidentally (“letting the cat out of the bag”);
- Calling someone early in the morning or late at night;
- Dialing a wrong number on the telephone;
- Invading someone’s personal space by bumping or hitting them
accidentally.

In addition, Americans also apologize when some person or animal

for whom they have responsibility (their children, guests, relatives, or
pets) makes a social error.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Other uses of “I’m sorry”
The words “I’m sorry” don not always indicate an apology. These
words are also used to express sympathy, as in “I’m sorry to tell you
that you’ll have to re-type this report. Mr. Lockhart can’t stand
spelling errors.”
There are still other situations in which people say “I’m sorry”
or “Excuse me” but are not really apologizing. You can use these two
expressions if you walk between two people talking in the hallway, or
if you cough, burp, sneeze, hiccup, or yawn. You can also say
“Pardon me” in a more formal situation. Example:

A: Well, I’m really sorry that your report got coffee spilled on it, but I
haven’t even been near your desk this morning. Can’t you write a
note to the boss and explain what happened?

Responding to an apology
When someone has done something wrong and has apologized to you
for the inconvenience or hurt, you can accept the apology by saying
something like: “That’s OK” or “It couldn’t be helped.” (See other
phrases in the next section.) When you accept an apology in this
manner, you are showing that everything is all right and that you have
no hard feelings toward that person. In certain cases, a person will
continue to be angry even though the other person has apologized, or
may even refuse to accept the apology by saying that there was “no
excuse” for the behavior of the other person. This, however, is not the
usual way to react to an apology.

Dialogue Example 1
(The telephone rings.)
Russel : Hello?
Sandy : Hi, Russ? It’s me. Look, we’re having a bit trouble with the
car, so it looks like we won’t be able to make it tonight. I’m
really sorry.
Russel : Oh really? What is it?
68

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Sandy : Well, it’s the carburetor again. We just had it fixed last week,
but it must be clogged up again somehow.
Russel : Well, I’m sorry to hear that. Want me to come get you?
Sandy : Well, actually, we’re stuck on the freeway and I had to walk
a mile to this gas station to get help.
Russel : In this terrible weather?
Sandy : Yeah, I’m pretty wet, I can tell you that!
Russel : Look, why don’t I come pick you guys up in my car, once
they tow the car to the station. Where are you at?
Sandy : You know that Arco station at the entrance to the freeway?
Russel : Oh, yeah, I know where that is. I’ll be right down. We still
might be able to catch the late show.
Sandy : OK, great. Sorry about the inconvenience.
Russel : Don’t worry about it. See you in a little bit.
Sandy : Thanks. See you.

Vocabulary
freeway : major highway
inconvenience : trouble

Dialogue Example 2
It is extremely crowded in the cafetaria. Sandra, wearing a backpack,
has her arms full of library books and is carrying an umbrella over her
arm. She sees a free spot at a table on the other side of the room.

Sandra : (bumping the pack into someone) I’m sorry. It’s so

crowded today.
Person 1 : Yeah. It’s OK.
Sandra : (stepping on someone’s books) Oops, sorry.
Person 2 : No harm done.
Sandra : (poking someone with the umbrella) Oh, I’m so sorry.
Person 3 : Mybe you should have left that stuff outside.
Sandra : You’re right. I’ll never try this again. But all the
lockers were full.
69

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Person 3 : I can see you’ve got a problem.
Sandra : (putting her books at the empty place) Is this place
free?
Person 4 : As a matter of fact, this guy asked me save it for him.
Person 5 : Yeah, that’s my place.
Sandra : Oh, I’m sorry. I didn’t see anyone here. (picks up her
books)
Person 5 : No. That’s OK. You take it. It’ll be easier for me to
move.
Sandra : You’re sure? Thanks a lot.

Dialogue Example 3
Jeffrey and Paul, roommate at college, are visiting ther hometown
during spring break. Jeffrey has just told a neighbor, Mrs. Wallace,
about Paul’s new job after graduation. He also told her how much
Paul was going to be earning ...

Paul : Aw, Jeffrey! What did you have to go and do that for?
Jeffrey : Do what?
Paul : You know what I’m talking about. Why did you go tell Mrs.
Wallace how much money I’m going to make? Now she’ll go
and tell the whole world!
Jeffrey : Well, I’m sorry.
Paul : Yeah, but you know how she talks to everybody and their
brother!
Jeffrey : Well, I apologize. I guess I wasn’t thinking. I got all excited.
Paul : Oh well, it’s done now. I guess it doesn’t matter that much,
anyway. They were bound to find out eventually. Everybody
in this town’s got a big nose!
Jeffrey : You know, it is a lot of money for a first job ...
Paul : You think I’ll be able to buy a Porsche?
Jeffrey : Well, I think you’d better wait and see how much is left after
Uncle Sam gets his share!

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Phrases

SITUATION APOLOGY RESPONSE

STUDENTS’ WORKSHEET

Exercise 1
1. Where are the two speakers in this dialogue?
2. What is the weather like?
3. What is wrong?
4. What had Sandy, Russel, and the third person referred to in the
dialogue been planning to do before the car broke down?
5. What does Sandy apologize for? What words does he use? There
are two apologies in this dalogue. Find them both.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

6. When Russel says he is sorry, is this an apology?
7. What does Russel offer to do? What is Sandy’s reply?
8. Note that in the dialogue, “Where are you at?”, the word “at” is not
necessary. In standard formal English it would not be appropriate.
Why is it used here?

Exercise 2
1. Why does Sandra apologize so often? How many times does she
apologize?
2. Are the apologies different? Why?

Exercise 3
1. What is Paul’s complaint?
2. Which lines constitute the apology? What excuses are given?
3. How does Paul reply to the apology?
4. What does Paul mean about people having big noses?
5. Who is Uncle Sam?

Exercise 4
Have you noticed any times when your culture would have required
an apology but American rules did not? How do you feel when
someone should apologize to you but does not? Are there ways other
than using words that you can apologize?

A: Professor Jones? I would like to apologize for being late to class.

B: it’s OK this time. Please be on time in future.
A: Oh, yes, I will.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Situation 1
A:
B:
A: That’s very nice of you. But at least let me pay for the damage.

Situation 2
X: Oh! Was that your apple?
Y:
X:
Y:

Situation 3
A:
B: You really don’t need to apologize.
A:

Situation 4
A: Gosh, I’m sorry
B:

Situation 1
A was supposed to meet B at the country club to play golf. A arrived
at ten o’clock, waited 45 minutes, and then left. Now A sees B at the
shopping center and goes over to talk with him or her.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

A B
1. Greets B 1. Greets A
2. Asks B for an explanation 2. Apologizes for not
coming, gives explanation
3. Replies to B’s apology 3. Reassures A that it won’t
happen again
4. Asks for a new time 4. Suggests a time
5. Disagrees with time 5. Agrees to A’s suggestion
6. Gives preclosing 6. Repeats apology
7. Replies to apology, says 7. Says goodbye
goodbye

Situation 2
A has taken a three-year-old daughter to visit an elderly friend, B, who
has a house full of antiques. The child has been playing with the pet
cat in another room when they hear a crash. A and B rush to the room
to find a vase on the floor and the cand and the child on the table.

A B
1. Expresses shock, scolds child, 1. expresses doubt as to
apologizes whether it was the fault of
the cat or the child
2. Offers to pay 2. refuses, repeats doubt
3. Repeats apology 3. accepts apology
4. Repeats offet to pay 4. refuses

Situation 3
B, an actor in a local play, wants to invite A, a friend of a friend, to
see the opening-night performance. B calls A at home to see if A can
come.

A B
1. answers phone 1. asks to speak with A
2. identifies self 2. identifies self, explains

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

3. asks for more information how B got the number,
4. declines invitation, apologizes invites A
5. repeats apology 3. gives time and theater
6. says goodbye 4. espresses disappointment,
tries to persuade A
5. accepts apology, gives
preclosing
6. says goodbye

Roleplay 1
A is in a bad mood today because A’s favorite football team lost their
game last night and will not go to the Super Bowl (a national
professional football competition in the USA). B enters A’s office to
ask a question, and A is rather rude with B, but then realizes it and
apologizes.

Useful expressions

A B
End of season Too bad
Lousy mood Don’t follow football

Roleplay 2
A is a guest at a dinnet party that B is giving. The guests have just
been served the dessert when A gets a serious attack of the hiccups. A
keeps apologizing, but there doesn’t seem to be any way to stop them.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

C, another guest at the party, tries to give A help, as does B. They
both have some suggestions for getting rid of the hiccups.

Useful expressions

A B /C
This is terrible Drink of water Spoonful of sugar
Breathe in a paper bag Hold your nose and
take a drink

Roleplay 3
Two faculty members, A and B, are standing in the hallway having a
discussion when C approaches them. C needs to talk with A very
briefly to give A a message.

Useful expressions

A B C
Agenda for the New position in the Message about your
faculty meeting department class cancelled due
to bad weather

Roleplay 4
X has borrowed Y’s math textbook over the weekend to study for an
exam. Now X is returning the book, but notices that some of the pages
are torn out, and X thinks of 2-year-old child at home.

Useful expressions

X Y
Book-eating monster 4-year-old are worse – stronger
Order a new book and faster
Won’t use it any more

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Chapter VII
EXPRESSING ANGER AND
RESOLVING CONFLICT

INTRODUCTION

You may have heard Americans expressing their anger and

been unsure of what they were saying, because they were talking so
fast. Or perhaps you didn’t understand why they were angry. In this
chapter, the students will study what makes Americans angry and how
they express their anger. They will also learn the acceptable ways of
reacting to someone else’s anger.
The students are to listen to the following dialogues and listening
especially for the expressions of anger and the response of the other
person in the dialogue. They will also note what makes the person
angry in the first place.
To help them in comprehending the materials, exercises and tasks
are provided in the end of the chapter.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

LESSON PLAN

Objective:
The students are able to express anger and conflict-resolving.

Indicators:
1. Students use correct and appropriate anger phrases.
2. Students use correct and appropriate conflict-resolving phrases.

Time: 2 x 50 minutes

2. Whilst-speaking (45 Minute)

3. Post-speaking (20 minute)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

DETAILED MATERIALS

There are many things that make people angry. Some of these are
fairly predictable given the situation. Others are highly personal and
idiosyncratic. In this unit, we will outline some of the things that make
many Americans angry. You must be cautious when expressing or
reacting to anger in a language not your own. If you say the wrong
thing, the situation could get worse. It is best to try to resolve the
issue.
The following situations will make many Americans angry:
1. Breaking a promise
Americans consider their word to be their bond. When someone
promises to do something and then does not, that person is
considered untrustworthy.
2. Lying
There is a fine line between “white lies,” such as shaving a few
years off one’s age, and lies. White lies are not considered
harmful, whereas lies - untruths – are seen as the mark of a faulty
character. (See Dialogue Example 1)
3. Interfering in personal matters
Americans are taught as children to “mind their own business.”
People generally do not intrude in other people’s personal
matters, such as money, sex, and family problems, including the
raising of children.
4. Breaking a confidence
When an American tells someone something “between you and
me,” or “in confidence,” or says “I know this won’t go any
farther,” it is expected that no one else will hear the secret. This
rule varies widely according to the people involved and the nature
of the secret, but it is generally a good idea not to tell other people
things told to you in confidence. (See Chapter 5, Dialogue
Example 3)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

5. Taking something without permission
Generally, Americans are happy to lend their personal property if
they are asked. But they do not like it if things are taken without
permission.
6. Being insulting
There are many types of insults, but the most common are
intentional (or unintentional) personal remarks.
7. Failing to apologize
If there has been an obvious wrong, such as a child who has gone
up and down the street letting air out of all the tires on the cars,
people expect an apology (in this case, from the child’s parents).
If a person fails to apologize, it is a mark against that person’s
character.
8. Failing to speak in passing
It is considered poor manners to “snub” friends, that is, to pass by
them on the street without saying hello.
9. Failing to thank someone
Failure to express gratitude for a gift or acknowledge a
compliment is considered rude behavior.
10. Failing to return invitations
A person who has been invited by a friend on several occasions is
expected to reciprocate.

Expressing anger
There are several possible ways to express anger or hostility.
1. Blowing off steam
Many times, a person who is angry will “blow off steam” by
voicing anger to the nearest sympathetic listener, rather than the
person he or she is angry with. The listener tries to console the
angry person by agreeing with his or her anger or by trying to
play peacemaker and resolve the conflict.
2. Mild rebuke
Perhaps the most difficult way of expressing anger, this is the
most acceptable of those strategies outlined here. A person who
80

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

makes a mild rebuke states what is making him or her angry and
suggests a way of solving the problem. (See Dialogue Example 2)
3. Extreme politeness
This is an acceptable way of making anger clear. In this situation,
the angry person suddenly becomes extremely polite, using either
the title + last name or full name form to address the listener, thus
psychologically distancing himself or herself from the listener.
Usually, the angry person talks slower and more distinctly, and
uses a lower voice than normal. (See Dialogue Example 1)
4. Silence
The angry person uses non-verbal (without words) gestures to
show emotion, such as an icy stare. Some people do not like this
method, however, since they believe that people should talk about
their problems. Some people will even get mad if they are given
“the silent treatment.”
5. Sarcasm
This technique involves using nice words in a very unnice way.
Usually, it is the intonation that makes the difference. A false
smile may also accompany the words. Many people consider
sarcasm offensive, especially when used very often. (See
Dialogue Example 1)
6. Screaming and yelling
In this strategy, the idea is to talk loud and fast, mixing in as
many swear words as possible. Door slamming may be used to
punctuate the sentences. This type of behavior, although
widespread, is not considered appropriate. A person using this
method is considered to be “out of control” or “acting like a
child.” (See Dialogue Example 3)
7. Threatening
This usually happens after an initial period of screaming and
yelling. This is also not considered appropriate. (See Dialogue
Example 3)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Resolving conflict
When there is a conflict, the best thing to do is to try to reseolve it so
that relationships remain good. Some people avoid discussing a
conflict. Others become angry themselves. Neither reaction to anger is
very useful in settling a dispute. Here are three ways to resolve a
conflict:
1. Apologize
This involves accepting responsibility for the offense (see Chapter
5). An apology is often the best response to an expression of
anger and, if sincere, will help to calm the other person down. An
apology may have to be repeated before the other person will
accept it (see Dialogue Example 2).
2. Offer to discuss the matter
If someone is angry with you, but you don’t know why, the best
thing to do is ask: “I’m sorry you’re angry, but I don’t understand
why. Please, let’s discuss it calmly.”
3. Find a mediator
If you “blow off steam” to a friend, you can sometimes get advice
on how to settle a conflict or can possibly get your friend to
intercede with the person who is angry. He or she can discuss the
dispute and then get the two of you together again.

Taboo words
In all languages there are words that are considered “bad” to use. They
should be avoided, because they are offensive to most people.
Besides, there are other expressions you can use to express your anger
or frustration.

Dialogue Example 1
Mr. Sorensen : Richard, what’s that under your paper?
Richard : What’s what?
Mr. Sorensen : Lift up your arm. What’s this?
Richard : Oh, that. Uh, that’s a grocery list. I’ve got to pick up
some things on my way home.
82

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Mr. Sorensen : Do your really expect me to believe that?
Richard : Well, that’s what it is.
Mr. Sorensen : (reading) Soren Kierkegaard, Denmark, 1800s, Hegel,
Germany, Sartre, Paris, 1900s... An interesting
“grocery” list, Mister Jackson!
Richard : Oh, gee, let me see that. Oh, my gosh, they must be
my notes. How did they get here?
Mr. Sorensen : I’d like to see you in my office, please. (They leave
the classroom and go to the office down the hall.) Now,
Richard, would you care to explain how the answers to
the test questions appeared on your desk?
Richard : I can’t, sir. Someone must have left them on my desk.
Mr. Sorensen : Someone left them on your desk! Someone with
hand-writing identical to yours left them on your desk?
I’m afraid I can’t accept that answer.
Richard : Are you accusing me of cheating?
Mr. Sorensen : Yes, I am.
Richard : You can’t do that without proof! I’m going to call my
counselor!
Mr. Sorensen : By all means, do that. In the meantime, however,
don’t come to class again. I am extremely disappointed
in your behavior.
Richard : (grumbling to himself as he leaves) What a pig-
headed, narrow-minded jerk!

Dialogue Example 2
Melanie : Hi, Carole!
Carole : Hi, Melanie! This should be a great show. Let’s go in.
Melanie : Sure. Say, did you bring my book?
Carole : Your book? Oh, nuts! I completely forgot.
Melanie : You forgot!? But you promised! I need it to study for
the test. Oh, I knew I never should have loaned it to
you.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Carole : Calmd down, Melanie. I just forgot. Look, after the
show we can drive by the house and pick it up.
Melanie : It’s pretty far out of the way, but I guess we’ll have
to.
Carole : Don’t worry. I’ll treat you to a pizza to make it up to
you.
Melanie : Well, OK.

Vocabulary
Oh, nuts : expression of dismay
To make something up to someone: to recompense someone; pay them
back

Dialogue Example 3
Mr. Walters : Hey, can you get your dog to shut up? Some people
are trying to sleep around here!
Mrs. Hudson : Now, wait a minute! Prince is just barking because
your ca is screaming all over the place!
Mr. Walters : But do you know what time it is? It’s one a.m., and
I’ve got to get up at six to go to work. If I don’t get
some sleep soon, there’s going to be one less dog in the
world.
Mrs. Hudson : Are you threatening my dog?
Mr. Walters : I am merely telling the truth. Barking at night has
been proven to be one of the leading causes of death in
dogs.
Mrs. Hudson : You’re nuts!
Mr. Walters : That’s possible. But please, can’t you get that mutt to
close his trap for a few minutes? Or do you want me to
call the cops?
Mrs. Hudson : You ought to shut your own trap. You’re the one
making the most noise now!
Mr. Walters : That does it! Bernice! Get he arsenic!

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Mrs. Hudson : (to the dog) Come here, Prince. Nice boy. I’m going
to take you inside. I don’t trust that crazy old man next
door. (to Mr. Walters) I’M TAKING HIM IN, SO
YOU DON’T HAVE TO CALL THE COPS! AND I
HOPE YOU SLEEP TILL NEXT YEAR!

Vocabulary
You’re nuts : you’re cray
Mutt : (slang) dog
Close his trap : (impolite) close his mouth, be quiet
The cops : (slang) the police

Phrases

BLOWING OFF STEAM RESPONSE

It annoys me when ... I don’t like it either.
I don’t like it when ...
I can’t stand it when ... I know what you mean.
It burns me up when ... Me, too.
I hate it when .. So do I.

SITUATION RESOLVING CONFLICT RESPONSE

More formal I’d like to discuss this That would be a good
matter. idea.
^ Can we discuss this?
| Please, let’s discuss this. Yes, let’s.
v Don’t be angry. Let’s talk it
over.
Less formal Come one. Don’t be mad.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

STUDENTS’ WORKSHEET

Exercise 1
1. Where are the two speakers and what is their relationship?
2. Paraphrase Mr. Sorensen’s words “Do you really expect me to
believe that?”?
3. What is Mr. Sorensen’s attitude when he says, “An interesting
‘grocery’ list, Mister Jackson!”? Do you see a change in the level
of formality here?
4. Why do Mr. Sorensen and Richard leave the room?
5. What upset Mr. Sorensen the most?
6. How did Richard respond to Mr. Sorensen’s anger?
7. Mr. Sorensen did not hear Richard’s last remark. What do you
think the result would be if he had?

Exercise 2
1. Why is Melanie upset? (two reasons)
2. How does Carole fix up the argument? Does she apologize?
3. Are the women in the dialogue close friends? How can you tell?

Exercise 3
1. Who are the two characters in this dialogue, where are they, and
what time is it?
2. Why is Mr. Walters angry? How does he express his anger in the
first two lines? How does Mrs. Hudson respond? Why do you think
she responds this way?
3. What new tactic does Mr. Walters use when he says “If I don’t get
some sleep soon, there’s going to be one less dog in the world.”?
How successful is this tactic?
4. What other tactic does Mr. Walters use when he says “I am merely
telling the truth. Barking at night has been proven to be one of the
leading causes of death in dogs.”? Is this any more successful?

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

5. Who is Mrs. Hudson talking to when she says “Come here, Prince.
Nice boy. I’m going to take you inside.”? And “I’M TAKING HIM
IN, SO YOU DON’T HAVE TO CALL THE COPS! AND I
HOPE YOU SLEEP TILL NEXT YEAR!”?

Exercise 4
Can you rank the dialogues in order of formality, or do they all seem
about the same? Do you find any expressions or intonational patterns
that occur in more than one dialogue?

Exercise 5
How do you usually express anger? What are common ways in our
country for showing anger or frustration? Are there gestures that we
use? Are there things that Americans do that upset or anger us? How
can we deal with that anger?

Practice
1) Incomplete Dialogues
Directions: For each situation that follows, read the cues given, then
discuss the relationship among the speakers and the level or formality.
Using this information, complete the dialogues orally with phrases
from Section Phrase or with any other appropriate response. Example:

A: Hello?
B: Hi, Bob. Can you help me out?
A: Do you know what time it is?
B: I know it’s late. I’m sorry.
A: Ok. What can I do?

Situation 1
A: Would you please be quiet! I’m trying to _______________.
B:
A: I’m sorry, but I’m just nervous about finishing.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Situation 2
X:
Y: What do you want now?
X:
Y:

Situation 3
A:
B: Fine, thanks.
A:
B: I think you should mind your own business!
A:

Situation 4
A: Hey, where were you last night? We waited an hour for you!
B:
A:

Situation 1
X and Y are friends. But X had a big party last weekend and didn’t
invite Y, even though Y always invites X to Y’s parties. Y sees that X
is just getting home from work and goes over to talk.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Y Y
1. Greets X 1. Greets Y
2. Asks how the party was 2. Answers question
3. Expresses anger 3. Apologizes, explains why
Y wasn’t invited
4. Expresses disappointment 4. Repeats apology
5. Accepts apology 5. Invites Y
6. Accepts invitation, expresses 6. Expresses pleasure
pleasure
7. Gives preclosing 7. Responds to preclosing
8. Says goodbye 8. Says goodbye

Situation 2
B has just come to town to go to the university and needs to find an
apartment. B is talking with a classmate, A, before class on the first
day of school.

A B
1. Introduces self 1. Introduces self, asks about
A’s home
2. Gives information, asks 2. Answers question, asks
where B is living now about housing in the area
3. Gives general information 3. Asks about rents
4. Gives information 4. Asks about A’s rent
5. Expresses anger 5. Apologizes and gives
excuse
6. Accepts apology 6. Asks A to go along the the
housing office
7. Agrees to do this 7. Expresses thanks
8. Acknowledges thanks

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Roleplay 1
A promised B to fix B’s bicycle by Friday so B could go on a
weekend bike trip with some friends. However, A got tickets to the
ball-game at the last minute, so A didn’t have time to fix the bike. Act
out the scene where A explains to B why the bicycle isn’t fixed.

Useful expressions

A B
Opportunity to see Reggie Jackson Trip of a lifetime
Training for weeks

Roleplay 2
A and B share an office in a publishing firm. A has a very nice set of
pencils for making illustrations. One day when A is on a coffee break,
B breaks a pencil. B finds one in A’s set and is using it when A
returns. A sees the pencil and the open set, and is very angry.

Useful expressions

A B
No privacy around here Broke my own pencil
Can’t leave anything unlocked Only borrowing it

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Chapter VIII
GIVING COMPLIMENTS AND
REPLYING TO COMPLIMENTS

INTRODUCTION

In this chapter, the students will look at situations that require a

compliment and practice giving compliments. These situations may be
different from those requiring compliments in our native culture. They
will also learn what to say when they want to give a compliment to
someone in English.
As the students listen to the dialogues, they listen especially for
the compliments they hear, and note what the person is
complimenting. Also they must pay attention to how the other person

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

replies to the compliment. Later, they should practice it by
themselves.
To help them in comprehending the materials, exercises and tasks
are provided in the end of the chapter.

LESSON PLAN

Objective:
The students are able to express compliments and replying.

Indicators:
1. Students use correct and appropriate compliment phrases.
2. Students use correct and appropriate compliment-replying
phrases.

Time: 2 x 50 minutes

2. Whilst-speaking (45 Minute)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

3. Post-speaking (20 minute)
a. The lecturer and the students make conclusion.
b. The lecturer gives motivation and suggestion to the students.
c. The students make reflection.
d. The lecturer gives exercises to the students at home.

DETAILED MATERIALS

Purpose
Compliments express approval, and their main purpose is tp show that
you like some aspect of the other person’s appearance, belongings, or
work. This reassures the other person that his or her taste, appearance,
etc., is appreciated by other people.
Some people use compliments to “butter up” somebody, or to flatter in
order to increase goodwill. Therefore, overuse of compliments migh
seem insincere.

Whom to compliment
You may compliment anyone you have occasion to talk with. It may
be a close friend or someone you have just met. And in certain cases
you can compliment a stranger in order to get some information:
You : Excuse me, but I was just admiring your bag. It’s
really nice.
Stranger : Oh, thank you.
You : Would you mind telling me where you got it? I’ve
been looking for one like that for a long time.
Stranger : It’s from that luggage store down on York Avenue.
You : Oh, thank you very much.

What to compliment
Usually, you compliment someone if notice something new about the
person’s appearance: new eyeglasses, a new haircut, an article of

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

clothing, or a piece of jewelry. You may also compliment a person on
his or her general appearance: “Gee, you really look good today” or
“You’re looking trim these days.” It is customary to compliment a
person on a recently purchased item: “Hey, I really like your new car”
or “That new dress is a gorgeous shade of blue.”
When you visit someone’s house for the first time, you can
give a general compliment, such as “What a beautiful house you
have.” Or if you know the house and you notice some new furniture or
a redecorated room, you can compliment the person on the new items.
When hosts prepare a meal for you, or even just snack food a a
party, they like to hear that you appreciate the food. You do not need
to compliment each dish separately, but you can give a general
compliment, followed by a specific one: “The meal was delicious,
especially the lamb.”
In many cultures it is considered inappropriate to compliment
babies, but in the U.S. it is common: “What a cute baby!”

How to compliment
There are three ways to give a compliment: by saying something nice
about the object, by asking how the person made it or where it was
bought (but not how much it cost), or by asking for another look or
another serving, if it is food.

Replying to compliments
There are two basic ways of replying to compliments: accepting them
and rejecting them. In most cases, it is best to accept the compliment.
To do this, you can either thank the person and explain something
about the thing being complimented, or you can return the compliment
by giving the other person a similar compliment. When accepting the
compliment, the dialogue might go like this:
Al : That’s a beautiful dress you have on!
Gay : Oh, thank you. I just got it yesterday.
When returning the compliment, it might go like this:
Alice : I just love your hair that way! Did you do it yourself?
94

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Juanita : Oh, thanks. Yes, I did. Isn’t yours a new cut, too?
Alice : Yes, it is. Thanks.

In certain cases, you may accept the compliment but deny what the
person has said to compliment you. Some people do this to appear
modest:

1. Friend : That was a great dinner. You must have spent all day
cooking.
You : Thanks. But it really only took an hour.
2. Friend : Wow, this is really a nice place!
You : Aw, thanks, but it’s really nothing great.

Dialogue Example 1
Cal : Hey, man, how you doing?
RC : Not too bad. How about you? What’s this machine you’re
leaning on? Somebody pay you to look after his wheels?
Cal : No. It’s mine. Mine and the bank’s.
RC : (whistles) She’s a beauty! How she drive?
Cal : Like a dream. Even on the potholes around here.
RC : That’s great, man. Maybe you’ll let me borrow her sometime.
Cal : Glad you like it, but my own mother doesn’t get to use it.
Anybody dents it, it’s going to be me.
RC : Yeah, I can understand that. I’d do the same if I had a
machine like this. Well, see you around.
Cal : So long.

Vocabulary
man : (slang) can refer to a man or a woman
wheels : (slang) car
pothole: hole in the payment on a stree caused by freezing and
thawing

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Dialogue Example 2
(The doorbell rings.)
George Burns : Hi! Come in!
Jack Palmer : Hi, George. Thank you.
Mary Palmer : Hello, George. How are you?
George Burns : Just fine, thanks, Mary. And you?
Mary Palmer : Fine.
Donna Burns : (coming to gree them) Sorry, last-minute things in the
oven.
Jack : These are for you.
Donna : Oh, thank you! They’re beautiful!
Mary : What a lovely home you have!
Donna : Why, thank you. I’m so glad you could come. Let’s
sit here so we can see the garden as the sun goes down.
Mary : Your garden is beautiful, Donna.
Donna : Thank you.
Mary : What are those tall flowers in the back?
Donna : Those are salvias. Would you like some?
Mary : Thanks so much, but i don’t have a spot of sun to
grow them in.
Donna : That’s right. George mentioned that you and Jack are
specialists in shade flowers. Aren’t you two illustrating
a book? That must be very interesting.
Mary : It’s nice of you to remember. Yes, we’re doing a book
for the Wildlife Federation.
Donna : Well, I’ve got this one shady corner that I have
trouble with. Maybe you can give me some advice.
Mary : I’ll try.
Donna : We’ll just have time for a look before dinner. Back in
a minute, dear.
George : OK. Jack and I will admire the view from here.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Phrases

NOTE: It is sometimes sufficient simply to say “Thank you” to a

compliment. No further reply is required.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

STUDENTS’ WORKSHEET

Exercise 1
1. How many different ways does RC compliment Cal on his car?
2. How does Cal acknowledge the compliment?

Exercise 2
1. What gift does Jack Palmer give Donna Burns? How does she
react?
2. Find the exchanges of compliments and their responses. Note
expecially the way Donna compliments Mary.

Exercise 3
1. How do you react to compliments? Do Indonesian people
compliment babies? Are you complimented on your wife’s or
husband’s success? Is it appropriate in your culture to compliment
the food? A woman’s dress?

A: That’s a great sweater!

B: Why, thank you. I just bought it yesterday.

Situation 1
A: Hi, Joe. Hey, is that a new ________________?
B:
A:
B:

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Situation 2
X: Well, thank you for the _________________.
Y:
X: Yes, I really ______________.
Y:

Situation 3
A:
B: Oh, thanks. I just lost five pounds.
A:
B:

Situation 4
A: Good morning, Jones.
B:
A: Well, thank you, Mr. Tweed. But I was just doing my job.
B: Yes, and we’re proud of you, Jones.
A:

Situation 1
A works in an office where X is the supervisor. X has invited
everyone from the office to a cocktail party one evening. There A
talks with B, X’s spouse.

B A
1. Greets A 1. Greets B, compliments B
on clothing

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

2. Accepts compliment, returns 2. Accepts compliment
compliment
3. Offers food 3. Accepts, compliments B
on the food
4. Refuses compliment, gives 4. Replies to preclosing
preclosing
5. Tells A to have a good time 5. Agrees to

Situation 2
A and B are good friends from school. A sees B on a new motorcycle
and begins to talk with B.

A B
1. Greets B 1. Returns greeting
2. Compliments B on new 2. Accepts compliment, tells
motorcycle when motorcycle was
bought
3. Asks to try motorcycle 3. Agrees or refuses and
gives reason
4. Expresses thanks or expresses
disappointment

Roleplay 1
A has just eaten dinner at B’s apartment. A really liked the meal,
except for the dessert, which A couldn’t finish. They are leaving the
dinner table, and A feels obliged to say something about the meal to
B.

100

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Useful expressions

A B
Desser - \very rich Typical meal
Chicken – delicious Love to cook
Must have taken hours Not hard at all

Roleplay 2
A has been invited to B’s home for dinner. It is the first time A has
been there, and B is showing A around the house.

Useful expressions

A B
Comfortable Family room
Interesting painting Local artist

Roleplay 3
A is showing pictures of A’s newborn baby to B, a co-worker at the
factory. A has several pictures and is very proud of the baby.

Useful expressions

A B
Football player Big baby
Cute

Roleplay 4
A, an executive in a large company, has lost a lot of weight recently
by avoiding alcohol and exercising regularly. A happens to meet B, an
old friend. They haven’t seen each other in quite a while.
Useful expressions

A B
Kick the habit Look terrific

101

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Chapter IX
GETTING PEOPLE’S ATTENTION AND
INTERUPTING

INTRODUCTION

There are certain occasions when you must interrupt people who are
in the middle of doing something else. It is important to know how to
do this, as well as when it is socially acceptable to do it. In this lesson,
the students will study interrupting people and getting people’s
attention, two functions that are very closely linked.
The students are to listen to the following dialogues and listening
in particular to how people get other people’s attention, and when and
how they interrupt each other. They will also note how people react to
the interruptions.
To help them in comprehending the materials, exercises and tasks
are provided in the end of the chapter.

102

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

LESSON PLAN

Objective:
The students are able to express interrupting.

Indicators:
1. Students use correct and appropriate interrupting phrases.

Time: 2 x 50 minutes

2. Whilst-speaking (45 Minute)

3. Post-speaking (20 minute)

103

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

DETAILED MATERIALS

Getting people’s attention and interrupting people are important skills

in any language. These are sometimes difficult to do in another
culture, where the gestures or ways of speaking are very different
from your own. As always, the formality of the situation and the
relationship of the speakers will affect the way people talk to each
other.

Getting people’s attention

In general, it is most polite to be as unobtrusive as possible when
trying to get someone’s attention. In most situations it is best to wait
until the other person is looking in your direction and then try to
“catch his eye”. However, that does not always work. Here are some
other ways.

In a restaurant or store
As the waiter or waitress is going by, raise your hand, palm out, and
say “Waiter” or “Miss” in a voice just loud enough to carry above the
restaurant noise. Customers in restaurants do not snap their fingers.
In a store, if the salesperson is visible, but is not looking at
you, you can say, “Excuse me.”

In class
To ask a question in class, you can raise your hand and wait to be
acknowledged. If the professor does not look up often, raise your hand
and call the professor’s name using the title + last name form. It is not
customary to snap one’s fingers or to address the professor as
“Teacher.”

On the street
Unless you can catch the person’s eye with a wave, it is better not to
try to get someone’s attention on the street. Shouting and whistling
attract too much attention and are considered rude.
104

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

In an office
In general, if someone is at work, but not in private conference, his or
her office door is open. To get that person’s attention, knock on the
door and wait to be acknowledged. Do not enter the office until given
permission to do so. If the door is shut, you may be interrupting
something by knocking, so follow the guidelines in the next section.

Interrupting people
Most people do not mind interruptions if they are short ones. Dialogue
example 2, for example, shows Max interrupting a conversation with a
quicj question. The following is another example of a brief
interruption:

Jackie : (on the phone) He walks up to me and ... Just a minute.

(to Ted in the office) Can I help you?
Ted : Excuse me, Jackie, but can I ask a question?
Jackie : Sure.
Ted : Has Dr. Betts sent that letter out, do you know?
Jackie : I think so. She sent a bunch of letters out this morning.
Ted : OK. Thanks.
Jackie : (on the phone) Now, as I was saying, this guy walks up to me
last night and says ...

If the interruption is not a quick one, and if it is not an emergency,

there is something you can do. You can ask to make an appointment
with the person.

Mr. Andrews : (talking to a salesperson) ... which means that the

ration will be all wrong. Excuse me. Yes?
Mr. Davidson : (standing in the doorway) Excuse me for interrupting,
but could we make an appointment for later this
afternoon sometime? I want to fo over that engineering
report with you.

105

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Other interruptions
Calling on the telephone is sometimes an interruption. If you call
someone at dinnertime or late in the evening (after ten o’clock), you
should first ask if it is a good time to talk. If not, you can arrange to
call back later.

Joe : Hello?
Ned : Hi, this is Ned. Are you busy?
Joe : We’re eating now. Can I call back in half an hour?
Ned : OK. See you.
Joe : Yeach, bye.

In conversation it is considered impolite to interrupt in the middle of a

sentence – you should wait until the sentence has been completed.
This is called “turn taking” and helps minimize the confusion that
comes from not listening to what the other person is saying.
Interrupting strangers is normally not done, since it is not
considered polite to “eavesdrop,” or listen in on someone else’s
conversation. However, it sometimes happens on occasions when
someone is being helpful. In an elevator, for example, if you hear
people discussing which floor they should get off on and they have the
wrong one, you can interrupt to give them the correct information.

Dialogue Example 1
(Freddy stops at Dr. Lindseth’s open office door and knocks.)
Freddy : Dr. Lindseth?
Dr. Lindseth : Yes?
Freddy : Excuse me, I don’t want to interrupt you ...
Dr. Lindseth : No, no. It’s quite all right. How can I help you?
Freddy : Well, I’d just like to ask you to sign a permission slip
to take that course on microbiology you’re teaching
next term. Would that be all right? (He gives Dr.
Lindseth the slip.)

106

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Dr. Lindseth : Of course, Freddy. Actually, I’m glad you decided to
take it. I think you’ll like it, and I’m glad to have you
in the class.
Freddy : Thank you. It sound like an interesting course.
Dr. Lindseth : I’m glad you think so. (She signs the slip.) There you
are. (She gives the paper back to Freddy.)
Freddy : Thank you very much. Good bye, Dr. Lindseth.
Dr. Lindseth : Good bye, Freddy.

Dialogue Example 2
Jean : ... and then she told me that he didn’t even say he was sorry!
Sue : No kidding.
Max : Excuse me, but could I ask you a quick question?
Sue : Sure. What is it?
Max : Do you spell “address” with one “d” or two?
Sue : Two.
Max : Thanks a lot.
Sue : Sure. (to Jean) Then what did she say?

Dialogue Example 3
(The telephone rings.)
JoEllen : Linguistics.
Ralph : Yes, I’d like to speak with Dr. MacDougal, please.
JoEllen : Who’s calling, please?
Ralph : Ralph Zimmermann.
JoEllen : One moment, please. (buzz)
Dr. MacDougal: Yes?
JoEllen : Excuse me, there’s a Ralph Zimmermann on the line.
Do you want to talk to him?
Dr. MacDougal: No, have him call back later. I’ll be in a meeting now
until twelve o’clock. Would you please hold my calls?

107

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

JoEllen : Of course, Dr. MacDougal. (click) I’m sorry, sir, but
Dr. MacDougal is in a meeting right now. Would you
like to leave a message?
Ralph : Could you tell me what time he’ll be free?
JoEllen : Well, the meeting’s scheduled to last till twelve.
Would you like to call back then?
Ralph : Oh, I’m afraid I can’t. Could you ask him to call me
this afternoon at home?
JoEllen : Your number?
Ralph : 512-8946. Thank you very much.
JoEllen : You’re welcome.

Phrases

SITUATION GETTING RESPONSE

SOMEONE’ATTENTION
More formal Pardon me, Dr. Nathanson/ Yes? What can I do for
Excuse me, Bill. you?
^ Oh, Miss? Yes? (Can I help you?)
| Sir?
| Waiter?
(cough) Yes?
| (clear throat)
| Hey, Beth. Yeah?
v Hey you! (In most cases one
Hey! would receive no
Less formal (Whistle) response or a ruder
one.)

SITUATION INTERRUPTING A RESPONSE

CONVERSATION
More formal Pardon me, but ... How can I help?
Pardon the interruption, but..
^ I’m sorry to interrupt you,
| but...
| I don’t want to interrupt It’s all right. What can

108

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

you, but ... I do for you?
| I hate to interrupt, but ...
| I’m sorry, but... It’s OK.
| Excuse me, but...
v Oh, were you in the middle No. It’s all right.
of something?
Less formal Am I interrupting?

SITUATION INTERRUPTING AN RESPONSE

OVERHEARD
CONVERSATION
More formal Excuse me, but (I think you Oh. Thanks.
want the eighteenth floor,
^ not the twenty-eighth)
| I’d like to say something, if Go ahead.
| you don’t mind.
It’s none of my business,
| but...
| Do you mind if I say
v something?
Can I butt in here? Sure.
Less formal Excuse me, but...

STUDENTS’ WORKSHEET

Exercise 1
1. How does Freddy get Dr. Lindseth’s attention? (2 ways)
2. What function is Freddy performing in his say “Excuse me, I don’t
want to interrupt you ...
3. Why does Freddy thank Dr. Lindseth “Thank you. It sounds like an
interesting course.”?
4. What function does Freddy express in his say in number 3?
5. Paraphrase the expression, “There you are.”

109

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

6. What is Freddy thanking Dr Lindseth for in “Thank you very much.
Good bye, Dr. Lindseth.”?
7. How formal is this conversation?

Exercise 2
1. Who are the speakers and what are they doing?
2. How does Max interrupt? What is the reaction?
3. Why does Max interrupt?
4. Paraphrase Sue’s response to Max “Sure.”
5. How formal is this conversation?

Exercise 3
1. Who are the speakers, and what are their relationships?
2. Why doesn’t Dr. MacDougal want to talk with Ralph at this time?
(This is one situation in which an interrution is not tolerated except
in an emergency.)
3. Who apologized in this dialogue, and why?
4. What function does JoEllen serve for Dr. MacDougal?
5. Do you think this is a formal situation?

Exercise 4
Is whistling at someone considered an appropriate way of getting their
attention in our country? Are there gestures we use to attract people’s
attention? When is it all right to interrupt? How do people react to
interruptions?

110

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

A: Those are great boots.
B: Why, thank you. I got them yesterday on sale.
C: Excuse me, but but do you have the time?
A: Nine thirty-five.
C: Thanks.
A: You’re welcome.

Situation 1
A: What happened next?
B: Well, I started down the dark alley...
C:
B:
C: Do you have change for a ten?
A:
C:
B: As I was saying ...

Situation 2
A: ... so I think parents should not allow children to watch TV at all!
B: Well, I’m not sure if I agree. I think ____________.
C: _____________, but I overheard you talking about __________.
Can I say something?
A:
C:
B:
C:

Situation 3
A: ... So I guess I’ll be seeing you later.
B:
C: _____________. Have you got a minute? I ___________.
A:
C:
A:

111

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

C: _____________. That helps a lot.
2) Structured Dialogues
Directions: After looking at each situation carefully, discuss with your
partner(s) the relationship among the speakers and the appropriate
level of formality. Then practice, using any words or expressions
appropriate to express the functions given. Your teacher will ask you
to perform the dialogue for the class.

Situation 1
A is a student in a technical program, and B is A’s adviser. A goes to
see B in B’s office. When A gets there, B is talking on the phone.

A B
1. Excuses self (to caller), greets 1. Greets B, apologizes for
A interrupting
2. Accepts apology, closes the 2. Asks for appointment
phone conversation
3. Suggests a time 3. Rejects the time
4. Suggests another time 4. Accepts the time, thanks B
5. Replies to thanks 5. Gives closing
6. Replies to closing

Situation 2
A is waiting for the elevator in a large department store, but the
elevator doesn’t come. A is about to give up but suddenly hears
people screaming in the elevator shaft. A decides that they must be
stuck in the elevator between floors. A runs to the nearest cashier,
where there is a telephone. B and C, who are working there, are
talking when A comes over.

B C
1. Compliments C on 1. Replies to
her skirt compliment,
returns the

112

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

compliment
2. Replies to 2. Gets B’s
compliment attention
3. Asks A to wait 3. Interrupts and
gives reason,
asks B to call
for help
4. Makes a phone 4. Expresses concern 4. Explains what
call happened
5. Gives the result of
the phone call

Situation 3
A is walking down the street in a new city, looking for Dawson Street.
A sees two people talking together on the street and tries to catch their
eye to ask for directions.

A B
1. Invites C to a beer 1. Asks for more
party information
2. Gives information 2. Accepts
invitation,
offers to bring
something
3. Accepts offer, tells 3. Agrees,
C what to bring expresses
pleasure
4. Offers to help 4. Apologizes for
stranger interrupting,
asks for
Dawson St.
5. Expresses 5. Asks what the 5. Gives the
ignorance house number number
is
6. Tells A location 6. Thanks C for
help, gives
parting

113

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

7. Returns parting
3) Roleplays
Directions: Discuss the situation with your partner and decide on the
proper level of formality. You can use the suggested expressions if
you want to. Then practice. When you are ready, perform for the class
and discuss your performance with your teacher and classmates.

Roleplay 1
Professor A is working quietly in the office on a report that is taking
all day to complete. B, a student, drops by to talk about a research
paper that is due in two days.

Useful expressions

A B
Deadline for a report Extension of the deadline
Put things off till the last minute Final draft
Learning self-discipline Two other reports due

Roleplay 2
A is sitting in the library trying to finish reading a book before a final
exam begins in half an hour. First, B comes by to say hi, then C wants
the answer to a geometry question, and then D needs change for a
twenty-dollar bill. A is polite in the beginning, but quickly loses
patience as time runs out.

Useful expressions

A B C D
Study for a test Haven’t seen Formula for A ten and two
Terrible at math you for a while the area of a fives
What’s new? circle

114

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Roleplay 3
A is having lunch with a friend, B. A must be back at the office in an
hour. The restaurant is not crowded, but the service is slow because
the waiter stops to chat with other customers. A tries to get the
waiter’s attention to order. When the food finally arrives it is cold, and
A has to call the waiter again to point this out.

Useful expressions

A and B WAITER
At one o’clock I’ll be right there.
An appointment Just one moment.

115

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Chapter X
AGREEING AND DISAGREEING

INTRODUCTION

In talking about almost anything, and expecially when discussing

certain topics, such as religion, sports, the economy, or politics, you
hear many opinions expressed. You will probably agree with some
and disagree with others. This chapter describes appropriate ways of
doing this in English.
The students are to listen to the dialogues, paying careful
attention to the opinions that are expressed, and the way people agree
and disagree with those opinions.
To help them in comprehending the materials, exercises and tasks
are provided in the end of the chapter.

116

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

LESSON PLAN

Objective:
The students are able to express agreeing and disagreeing.

Indicators:
1. Students use correct and appropriate agreeing phrases.
2. Students use correct and appropriate disagreeing phrases.

Time: 2 x 50 minutes

2. Whilst-speaking (45 Minute)

3. Post-speaking (20 minute)

117

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

DETAILED MATERIALS

Agreeing with someone

It is easy to agree with someone, on any level of formality: “I agree
completely with what you said in your lecture” or “Yeah, that’s right,
Dave.” The only way to get into trouble is by being insincere and only
pretending to agree. A person who always agrees with someone else
and never has an individual opinion is not respected. This is especially
true in employer-employee relationships. If the employee always
agrees with the boss, the employee is called a “Yes-man.” It is OK to
disagree with superiors, as long as it is done in an acceptable way.

Disagreeing with someone

There are two ways to disagree with someone: directly and indirectly.

Direct
Marry : The show finishes at ten o’clock.
Chuck : No, it doesn’t. They told me eleven.

When you disagree directly you should be sure of your facts, because
being wrong will require an apology. Notice the appeal to “higher
authority” (“They told me ...”).

Indirect
Mary : The show finishes at ten o’clock.
Chuck : Oh, really? That’s strange. They told me it would be around
eleven.

First Chuck expresses surprise (“Oh, really?”), then doubt (“That’s

strange”), then gives the facts. As long as it is factual information that
is in dispute, either form of disagreeing is acceptable, although
indirect disagreement often sounds more polite.
If you are questioning someone’s opinion or judgment, it is
better to ise indirect techniques, such as:
118

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

1. Turning a statement into a question” “Are you sure ...?”
2. Agreeing with part of the other person’s idea: “I agree that X, but
Y ...”
3. Using introductory remarks: “I could be wrong, but ...”

Look back at the dialogues to find examples of these.

Dialogue Example 1
Ned : .... you know, I think this country’s problems all come
from inflation. That’s the main cause of our troubles
right now. And what’s causing the inflation? It’s the
reckless spending of the Democrats! Every year, they
spend more and more money, and that money has to
come from somewhere. So we pay it in the form of
higher taxes and higher prices on the goods we buy.
Barbara : Well, I’m not sure that I agree with you. It seems to
me that inflation is only one of our problems. What
about unemployment? If people don’t have jobs
because the government cuts spending too much, they
can’t buy things; and then you have a vicious circle of
more unemployment and fewer taxpayers to share the
burden.
Ellen : You know, I think Barb may have something there.
Unemployment is a big problem, especially in the big
industrial cities. The auto industry is fighting for its life
right now, and the government isn’t doing very much
to help it.
Ned : Well, it’s true that the auto industry is in a mess, but I
don’t think the answer is in government regulation or
protection. I believe in the free market system – let the
system work without a lot of government interference,
and everything will be OK.
Ellen : So the strong will win, and the weak will be defeated.
Is that what you mean?
119

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Ned : Well, that’s the way it goes. The survival of the fittest.
Barbara : And too bad about the weak, the poor, the
unprotected...
Ned : Now you’re getting emotional. You have to remain
objective about these things. Let me give you an
example of what I’m talking about ...

Dialogue Example 2
Jean : ... so she said they’re moving to Corvallis in the fall, because
Jeffrey got a job at the university.
Dotty : Oh, where’s that? Isn’t that in California, or someplace?
Lisa : No, that’s in Idaho, a little north of Boise, I think. I have a
cousing there.
Jean : But I thought it was in Oregon. At least, that was the
impression I got from Nancy. She said it wouldn’t be far to
Portland.
Lisa : Oh, you’re right. I guess I was thinking of something else.
Forget what I said.

Dialogue Example 3
David : ... and he said he bought his new car for five
thousand!
Mary Alice : What kind is it?
David : A BMW – I’m not sure what model.
Mary Alice : Are you sure? A BMW for five thousand? Sounds
pretty cheap to me!
David : Well, I think that’s what he said.
Mary Alice : But they don’t make a model for less than eight or
mine thousand!
David : Well, you’ll have ask him. Come to think of it, it does
sound awful cheap ...

120

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Phrases

SITUATION COMPLETE AGREEMENT

More formal I agree completely ...
That’s just what I think, of course.
^ In my opinion, you are correct.
v I couldn’t agree more.
You’re right.
Less formal Sure.

TENTATIVE AGREEMENT
I suppose you’re right.
Well, maybe ...

SITUATION INDIRECT DISAGREEMENT

More formal I’m not sure I can agree.
I wonder if there’s a mistake.
^ In my opinion, ...
| Are you absolutely sure?
| That really surprises me.
| I may be wrong, but ...
| But I thought ...
v Really?
Oh, I don’t know.
Less formal Yes, but ...

SITUATION DIRECT DISAGREEMENT

More formal I’m sorry, but I have to disagree.
I couldn’t agree less.
^ I couldn’t disagree more.
| I refuse to believe that ...*
| No, that’s wrong.*
| You’re dead wrong.*
121

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

v Nope.*
No way!*
Less formal Uh-uh!*

STUDENTS’ WORKSHEET

Exercise 1
1. What is the subject of the discussion?
2. Does everyone agree on what the problem is?
3. In the first 22 lines of discussion, there are two examples of one
person agreeing wiht another’s opinion, and two examples of one
person disagreeing with another. Find the two examples of each
function. What words do they use to show agreement? How do they
express disagreement?
4. What is the level of formality? Does this seem to be a fight or a
friendly argument?

Exercise 2
1. What is the subject of the dispute?
2. Who is moving to Corvallis?
3. There are two instances of disagreement here and one instance of
agreement. What words does each woman use to express her
agreement or disagreement?
4. What inference can you make about the level of formality?

Exercise 3
1. What are the speakers discussing?
2. Who bought the car?
3. How does Mary Alic indicate he doubt? What line is that in?
4. What function is Mary Alice expressing in “But they don’t make a
model for less than eight or nine thousand!
5. How does David react when his information is challenged? How
does his confidence change from the first to the last conversation?

122

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

6. How formal is this dialogue?

Exercise 4
How can we express disagreement in our culture? Do we usually use
direct or indirect methods? Do employees in our country disagree
openly with their superiors?

A: ... so then my cousins moved to Milwaukee.

B: Oh, that’s in Minnesota, isn’t it?
A: No, it’s in Wisconsin.
B: Oh, sorry.

Situation 1
A:
B: I wonder if you heard that wrong. Did he really say that?
A:
B:
A: Well, all I know is what he said to me.

Situation 2
A: Did you know that ______________?
B: Are you sure?
A:
B: Well, maybe I’m wrong, but ____________.

Situation 3
A: Well, in my opinion, ____________.

123

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

B: Why do you say that?
A:
B: That’s an interesting thought, but _____________.
A:

Situation 4
A: What did you think of (the movie)?
B:
A: Oh, I don’t know. ______________.
B:
A:

Situation 1
A and B are both graduate students in the same class. A is sitting in
the cafeteria one day and sees B carrying a tray ...

A B
1. Greets B 1. Greets A
2. Asks B how the test went 2. Answers question, asks A
yesterday the same question
3. Tells B his or her test score, 3. Describes his or her study
asks how B studies corner
4. Asks for more details 4. Gives more information
5. Disagrees with B’s method, 5. Disagrees with A’s
gives own method method, asks what is the
most important thing for
studying
6. Gives opinion 6. Expresses doubt, gives

124

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

own opinion
7. Gives tentative agreement, 7. Replies to preclosing
gives preclosing
8. Says goodbye 8. Says goodbye

Situation 2
A and B are neighbors. They meet on the street and begin to talk about
nuclear energy.

A B
1. Greets B 1. Greets A, asks about A’s
family
2. Says son, Randy, is working 2. Asks what he will be
in a nuclear plan doing
3. Describes Randy’s position 3. Expresses surprise,
introduces the subject of
nuclear energy and its
dangers
4. Agrees that it is a problem, 4. Disagrees politely with
suggests a solution A’s opinion, gives own
opinion
5. Expresses doubt, asks for 5. Gives further
more information/explanation explanation/more
information
6. Gives tentative agreement 6. Gives preclosing
7. Replies to preclosing 7. Says goodbye
8. Says goodbye

125

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Roleplay 1
A and B are roommates at school, and they are interested in buying a
washing machine for their apartment. A wants to buy a new washer,
so they’ll be sure to have no problems with the machine. B, on the the
other hand, thinks it would be better to buy a used machine, since they
only need it for a year or so.

Useful expressions

A B
Be sure not to get a lemon Short-term investment
Service calls Economical
New washer has warranty Second-hand

Lemon: (slang) a poor-quality machine or appliance

Roleplay 2
A, B, and C, all psychology students, are discussing the best way to
raise children. A is in favor of a strict, authoritarian upbringing,
whereas C favors a permissive, relaxed method. B prefers to combine
both perspectives, depending on the situation.

Useful expressions

A B /C
Firm discipline Firm but kind Child’s rights
Spare the rod and guidance Can’t confuse the child
spoil the child Teach self-control by acting

126

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Must be consistent Balance is needed unpredictably

Roleplay 3
A has been invited by B to a dinner party this weekend. A accepted
the invitation, although A doesn’t know B very well. Now another
friend, C, wants A to come to a party at C’s house. A prefers the
second invitation. A is talking to another friend, D, about deciding to
go to C’s party. D, however, disagrees strongly with A’s decision,
saying that A must go to B’s party, since A had already accepted that
invitation.

Useful expressions

A B
Meet more people The right thing to do
B won’t even know How would you feel

127

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Chapter XI
CONTROLLING THE CONVERSATION

INTRODUCTION

In this section, the students will learn different ways that people
control and change a conversation. The students will study what to do
to change the subject politely, how to show the other person that they
are listening and understanding, and how to get the other person to
repeat or speak more slowly when speaking with them.
The students are to listen to the dialogues, noting expecially the
ways in which one person pays attention, signals understanding,

128

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

shows surprise, changes the subject, or gets the other person to repeat
or talk more slowly.
To help them in comprehending the materials, exercises and tasks
are provided in the end of the chapter.

LESSON PLAN

Objective:
The students are able to express conversation-controlling.

Indicators:
1. Students use correct and appropriate conversation-controlling
phrases.

Time: 2 x 50 minutes

2. Whilst-speaking (45 Minute)

129

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

DETAILED MATERIALS

You have probably heard conversations where someone says things

like this: “... yeah... uh-huh... oh, really?... sure.” These expressions
help control the conversation of guide the discussion. There are
expressions that show attention, understanding, or agreement; others
that show surprise; some that change the subject of the conversation;
and others that get the other person to repeat or slow down.

Showing attention, understanding, or agreement

Expressions such as “Yes” or “Mm-hmm” indicate to the other person
that you are listening and that you want the speaker to continue to
explain his or her ideas or opinions. Sometime, these expressions also
show that you agree with the speaker. Their main function, however,
is to show polite attention and to encourage the other person to
communicate talking.
Another important way of showing that you are listening is to
use non-verbal behavior. For example, you usually look the speaker in
the eye when listening, and this is a signal that you are paying
attention. Nodding the head up and down shows attention,
understanding, or agreement, or leaning forward in a chair shows that
you are really interested in what is being said. This non-verbal
behavior is usually combined with words, so that a person who is
listening attentively will lean forward, nod, and say “Yes ... Mm-
hmm...”

130

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Showing surprise
Expressions such as “Really?,” “No kidding,” or “What?” indicate
surprise, although they may also be used to show doubt or to disagree
mildly with the other person (see Chapter 9). Here again, non-verbal
behavior is also used. To show surprise, people often their eyes wide,
lift their eyebrows, or even (in great surprise) open their mouth.

Changing the subject

In controlling the conversation, you may want to change the subject,
perhaps because you are tired of it or because you feel uncomfortable
talking about it.
Friend : ... and you should see the radio I got! It’s got AM and FM,
and four big speakers!
You : Well, that’s very nice. Which reminds me, did you hear the
results of baseball game last night? The Pirates couldn’t have lost
again?!

Getting someone to repeat or slow down

It is normal for a person to misunderstand or not to hear the other
person sometimes, so you should have no fear of asking someone to
repeat or slow down. There are various ways of doing this, for
instance: (direct) “Could you please repeat what you just said?” or
(less direct) “ I didn’t catch what you just said.”

Dialogue Example 1
Larry : “ ... the Highgate Mall? Hmm... Let me see... You know
where the McDonald’s is on McKnight Road?
Mel : No...
Larry : Well, do you know where Ellsworth Lane is?
Mel : Sorry. I’m from out of town.
Larry : OK. Tell me what you do... Go straight ahead here until you
come to a big intersection. That’s Swallow Run. There’s a
light there. Take a left at the light on Swallow Run, go about
half a mile, and then there’s a kind of Y in the road, so you
131

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

have to keep to the right. After that, take the first left you come
to. That will be Ellsworth Lane, which takes you...
Mel : I’m sorry, but I couldn’t quite follow you. Could you explain
it again a little slower, please? I’d appreciate it.
Larry : Sure. Sorry about that. Yeah, you take a left onto Swallow
Run. That’s the first light here on this road.
Mel : OK.
Larry : And then about half a mile down the road there’s a Y in the
road, and you just keep to the right. Got that?
Mel : Keep to right. Yeah.
Larry : Then after that, take the first left onto Ellsworth Lane.
Mel : Mm-hmm.
Larry : And Ellsworht will take you to McKnight Road. There’s a
light there. That’s where the McDonald’s is. You can’t miss it.
Mel : OK.
Larry : So you turn light on McKnight and keep going and
eventually you’ll see the mall on your left. OK?
Mel : Yeah. And thanks a lot.
Larry : Well, good luck!
Mel : Thanks. Bye.
Larry : Bye.

Vocabulary
Mall : a shopping center with many stores under one roof

Dialogue Example 2
Mrs. Jensen : So you just came back from Phoenix. How was it?
Mrs. Whipple : We had a wonderful time. The weather was beautiful.
Mrs. Jensen : Oh, I’m glad.
Mrs. Whipple : And we had the best vacation in years.
Mrs. Jensen : Good for you. Did you see the Jacksons?
Mrs. Whipple : I spoke with Doris on the phone, but we didn’t get to
see them.

132

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Mrs. Jensen : Oh, really? I’m surprised. You were such good
friends before they left.
Mrs. Whipple : Well, you know how it is. We have some great slides
if you and George would like to come over some
evening.
Mrs. Jensen : Yes, we’d like that. But tell me, what did Doris
Jackson have to say?
Mrs. Whipple : Oh, well, just the usual. Oh, my goodness, look at the
time – it’s almost eleven o’clock. I’m afraid I have to
go. I’ll talk to you another time. Goodbye.
Mrs. Jensen : Bye. (to herself) I wonder what happened between the
Whipples and the Jacksons?

Phrases

SITUATION SHOWING ATTENTION,

UNDERSTANDING, OR AGREEMENT
More formal I see.
Exactly.
^ Yes.
v Right.
Um-hmm.
Less formal Yeah.

SITUATION SHOWING SURPRISE

More formal Really?
Oh no!
^ No kidding!
v What?
Less formal Oh my gosh!

133

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

SITUATION CHANGING THE SUBJECT
More formal Which reminds me ...
Come to think of it, ...
Less formal By the way, ...

SITUATION GETTING SOMEONE TO REPEAT OR

SLOW DOWN
More formal Would you mind repeating what you just
said?
^ Could you please repeat that?
| Would you say that again more slowly,
| please?
| What did you say?
v I didn’t catch that.
Run that by me again.
Less formal What?

STUDENTS’ WORKSHEET

Exercise 1
1. What is the subject of this conversation?
2. What question has Mel just asked Larry when the dialogue begins?
3. Find the place where Mel interrupts Larry. Why does he do this?
4. Why does Larry apologize in, “Sure. Sorry about that. ...”?
5. How does Mel show that he understands the directions Larry gave
him? What expressions does he use?
6. What does Larry mean when he says,”You can’t miss it”?
7. Paraphrase Larry’s expressions “Got that?” and “OK?”, and Mel’s
“Mm-hmm.”
8. Where are the two speakers, do you think? How well do they know
each other? What is the level of formality?

134

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Exercise 2
1. How does Mrs. Jensen show she is listening? What expressions
does she use?
2. In the middle of conversation, why does Mrs. Whipple start talking
about slides? What is she doing?
3. What is Mrs. Jensen trying to do when she says,”Yes, we’d like
that. But tell me...”?
4. What does Mrs. Whipple do when she says,“Oh, my goodness,
look at the time...”?
5. Why does Mrs. Jensen think something is wrong between the
Whipples and the Jacksons?

Exercise 3
What gestures do we use in our country to express surprise?
Agreement? Attention? How do we change the subject of the
conversation? Do we have rules about who may change the subject?

A: ... Well, there was this woman who talked all the time.
B: Yeah?
A: It was awful.
B: Mm-hmm.
A: She said outrageous things.
B: Really?

Situation 1
A: ... and so I said to him,”Look, what difference does it make? I can
always get a new job.”

135

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

B:
C: Where we were on vacation? Oh, we were in Florida. Why?
B:
A:

Situation 2
A:
B: I’m sorry, but I didn’t get that. ____________?
A:
B: Oh, thanks.

Situation 3
A:
B: Well, I don’t mean to change the subject, but ___________.
A:
B:

Situation 4
A: I’m sorry, but I didn’t get what you just said.
B:
A:

Situation 1
Emma and Nels Jorgensen have just had a baby girl, so Nels is telling
his friend Erik all about how the delivery went.

136

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Erik Nels
1. Greets Nels 1. Greets A
2. Asks what the news is 2. Says it was a girl
3. Congratulates Nels and 3. Tells what time Emma
Emma, asks how it went went to hospital
4. Shows attention 4. Tells how long he had to
wait
5. Shows surprise 5. Describes how the baby
looked
6. Shows attention 6. Gives the doctor’s name
7. Asks Nels to repeat 7. Repeats the doctor’s name
8. Shows attention, asks where 8. Gives information
Emma is now
9. Promises to visit 9. Expresses pleasure, thanks
Erik
10. Gives preclosing 10. Replies to preclosing
11. Says goodbye 11. Says goodbye

Situation 2
A, the personal secretary of B, is sitting at work. A has a problem: A
is writing a novel and has been taking a typewriter home at night to
work on the book, even though B does not like that sort of thing.
Today A has forgotten to bring the typewriter to the office and is
hoping B will not notice that it is gone.

A B
1. Greets B 1. Greets A, hands A a
memo and asks A to type
it immediately
2. Changes subject by giving B 2. Responds to message,
urgent message asks A again to type the
memo
3. Offers to get B some fresh 3. Declines offer of coffee
coffee
4. Compliments B on new suit 4. Accepts compliment,

137

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

gives information on suit
5. Compliments B’s taste in 5. Responds to compliment,
clothes reminds A to type memo
6. Agrees to type memo, gives 6. Says goodbye
preclosing
7. Says goodbye

Roleplay 1
A, a sophomore in college, is spending the weekend at the house of a
roommate’s parents. This is A’s first visit, and A is trying to make a
good impression by listening to one parent share childhood memories.
It appears the parent had a very unusual childhood.

Useful expressions

A B
Grow up around here? 10 brothers and sisters
Hobbies as a child All kinds of mischief
Large vegetable garden

Roleplay 2
Student A
You wish to buy a car. You are in a used-car dealer’s and you see a
second-hand car that might be suitable. You decide to find out more
about it, for example, how old it is, who the previous owner was, how
expensive it is to run, how many miles it gets to the gallon, and
whether there is a warranty. You have about $2,000 cash.

138

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Student B
You are a used-car salesperson. You see a customer looking at a car
on the lot. The car is 2 years old and belonged previously to the leader
of a local rock group. It gets about 15 miles to the gallon. There was a
new transmission put in 3 months ago. Your company offers a 3-
month warranty. You can arrange a car loan through a local bank. You
are asking $3,110 for the car, although you can negotiate.

Roleplay 3
A is working as a waitress in a restaurant. One of the customers, B,
needs to know how to drive from the restaurant to a certain hotel in
the center of town. After paying the bill, B asks A for help. A
explains, but has to repeat the directions, because they are a little
complicated.

Useful expressions

A B
Right at the first light Directions to the Starlight?
Left at the third light I’m not from this part of
Post office on the (left) town
Keep going until you see...

139

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Chapter XII
GETTING INFORMATION

INTRODUCTION

Every day we are confronted with situations that require us to obtain

information from strangers. We need to find out where an unfamiliar
street or office is, for example, or we need more information on plane
schedules or car prices before we can make a decision.
As the students listen to the dialogues that follow, listen for the
ways in which the speakers obtain information from others, and the
ways in which one person gives information to the other.
To help them in comprehending the materials, exercises and tasks
are provided in the end of the chapter.

140

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

LESSON PLAN

Objective:
The students are able to express information-asking.

Indicators:
1. Students use correct and appropriate information-asking phrases.

Time: 2 x 50 minutes

2. Whilst-speaking (45 Minute)

3. Post-speaking (20 minute)

141

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

DETAILED MATERIALS

In most cases, if you need information, you can ask someone directly.
However, there are some topics considered personal and private that
Americans are hesitant to discuss. These include salary, age, weight,
and political or religious beliefs, or the cost of particular items. On the
other hand, many Americans are quite free with information about
their children, their health, their friends and neighbors. Once again,
these customs vary according to regional differences. You can
“soften” direct questions by asking indirect questions to show an
interest and to gain information.

Instead of: How much do you Use this: About how much does a
make a year? secretary (or an engineer)
make?

Instead of: How much was that Use this: What are they getting
rug? for oriental rugs these
days?

Calling on the telephone

You can get information over the phone about hours of operation,
availability and cost of items, and public services. A good source of
written information is the local phone book and the Yellow Pages.
When requesting information over the phone, state exactly what
you want. Notice that in Dialogue A, the caller thanks the person for
the information. Sometimes the preclosing is omitted in these calls.
If you call a department store or a company with many offices, your
call will be answered by a switchboard operator. The operator will
answer by saying the name of the company. Tell him or her what you
want. Then you will be put on “hold” while the operator finds the
person you want. When you are on hold, the line is usually silent; you
just wait until the person comes on to talk to you.

142

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Operator : Kaufmann’s.
You : I’d like the furniture department, please.
Operator : Hold, please. (click)
Clerk : Furniture, Tom Jones speaking.
You : Yes, do you have …

Asking someone on the street

On the street people often ask strangers for directions; for information
about public transportation, buses, and taxis; and for the time. A
crowded bus stop is a good place to ask for directions, because
someone is likely to know and the rules for overhearing a
conversation apply (see Chapter 8).
You : Can you tell me how to get to South Side Hospital?
Stranger : Go two blocks down (gestures) and turn right. You
can’t miss it.
You : Thanks.

You : Do all the buses go downtown?

Stranger 1 : I don’t know. I’m new here. Sorry.
Stranger 2 : All the ones with a red sticker in the window go
downtown.
You : Thanks.

Stranger : Do you have the time?

You : (looking at your watch) Three-fifteen.
Stranger : Thanks.

Stranger : Do you have the time?

You : (holding up your empty wrist) Sorry.
Stranger : Thanks anyway.

143

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

In a store
If you’re in a large store, you may want to know where a specific
department is. To ask a clerk, first get his or her attention, if
necessary, and ask:
You : Excuse me, Miss. Where’s the children’s department?
Clerk : Third floor, to the right of the escalator.
You : Thanks.
Clerk : Sure.

Dialogue Example 1
(The telephone rings.)
Box Office : Warner Theater.
Jennifer : Yes, what are you showing this week?
Box Office : Well, starting today we have Cold Feet and The Lost
Soul.
Jennifer : Cold Feet and the Lost Soul? I’ve never heard of that
movie. Who’s in it?
Box Office : I’m sorry, but you misunderstood. Those are two
movies. Cold Feet is the first one, and then The Lost
Sould is after that.
Jennifer : Oh, I didn’t realize it was a double feature.
Box Office : Yes, we always have a double feature during the
week.
Jennifer : Could you tell me when the first one starts?
Box Office : Seven-fifteen.
Jennifer : OK, thanks a lot. Bye.
Box Office : You’re welcome. Bye.

Vocabulary
Double feature: two movies shown in sequence, for the price of one

144

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Dialogue Example 2
Frank Keaton : Excuse me, ma’am. Could you tell me how to get to
Carnegie Library from here?
Mrs. McAllister: Of course. It’s on Tenth Street, just across from the
Armony.
Frank : On Tenth?
Mrs. McAllister: That’s right. You know where that is?
Frank : I’m afraid I don’t. I’m new in town.
Mrs. McAllister: Well, do you know where the old Post Office is?
Frank : No, I don’t. But I do know where Sears is.
Mrs. McAllister: I’m not sure that’s going to help us. Let me see…
Why don’t you follow this street, Paddington Way,
until you get to the stoplight. Take a right there, that’s
Elm Street, and go up about two or three blocks, until
you get to Tenth. Then turn left. The library in on your
right about three blocks down.
Frank : Let me get this straight… Go up to Elm, take a right,
go three blocks…
Mrs. McAllister: That’s right, two or three.
Frank : … turn left on Tenth, and the library is on the right-
hand side, three blocks down.
Mrs. McAllister: That’s right.
Frank : Well, thank you very much, ma’am. You’ve been
very helpful!
Mrs. McAllister: That’s quite all right.

Note: “Ma’am” is often is often used in the southern United States. It

is a polite way of addressing women.

145

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Phrases

ON THE TELEPHONE
Could you please tell me your hours?
Can you please tell me when you close?

SITUATION FACE-TO-FACE
More formal Excuse me. Could you (please) tell me the way to…?
Pardon me. Could you please tell me how to get to…?
^ Could you tell me where (the nearest restroom) is?
| (Note the inverted word order.)
| Can you tell me where (the library) is?
v (Excuse me.) How do I get to …?
Is this the way to…?
Less formal Do you know where (the post office) is?

Note: Remember, the person getting the information always says

“Thank you,” and the giver usually says some version of “You’re
welcome” (see Chapter 4).

STUDENTS’ WORKSHEET

Exercise 1
1. What is a “box office”?
2. Who are the two speakers? Do they know each other?
3. Why did Jennifer call the box office?
4. What words does Jennifer use to ask for information?
5. What is the misunderstanding about?
6. Paraphrase “Warner Theater.”
7. What words show that this is a polite conversation?
Exercise 2
1. Identify the two speakers in this dialogue. Where are they?

146

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

2. What does Frank need? How does he get Mrs. McAllister’s
attention?
3. What words does Frank use to obtain the necessary information?
4. Paraphrase “On Tenth?”
5. What functions is Mrs. McAllister performing in “I’m not sure…
about three blocks down.”?
6. Why does Frank repeat the directions?
7. Give some examples that show that this is a rather formal
conversation. What accounts for that formality?

Exercise 3
What formalities do we have for using the telephone? Are there
certain ritual greetings? Parting? Are there certain “taboo” subjects in
asking questions? Can you ask someone, for instance, what his or her
salary is, or how much money they paid for a certain item.

A: Good morning. May I help you?

B: I’d like a room for two, please.
A: What kind of room would you like?
B: One on the beach side.
A: How long will you be with us?
B: We plan to be here just two nights.
A: How about a double on the front?
B: That will be fine.
A: Good. Sign here, please.

147

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Situation 1
A:
B: You mean St. Luke’s Hospital?
A:
B: That’s easy. Just…
A:
B: Don’t mention it.

Situation 2
A: Good afternoon. Reed Hardware.
B:
A: We’re open from … to …
B: What about Saturdays?
A:
B:
A: You’re welcome.

Situation 3
A:
B: Do you know where Main Street is? Well, it’s on the corner of
Fourth and Main.
A:
B: Fourth is just a block over from Fifth, right? You know where that
is, don’t you?
A:
B:
A: OK. I think I’ve got it now. Thanks a lot.
B:

148

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Situation 1
A is new in the country and is trying to find the consulate. A sees a
police officer across the street.

A POLICE OFFICER
1. Gets police officer’s attention 1. Responds
2. Explains situation, asks where 2. Gives directions
consulate is
3. Asks for clarification 3. Explains again
4. Repeats directions 4. Confirms directions
5. Thanks police officer 5. Replies to thanks

Situation 2
A calls the airport to make reservations to fly home to see his or her
parents for two weeks. A wants to fly on Friday, but doesn’t know
when the planes leave or how much the round trip will cost.

A AIRLINE
REPRESENTATIVE
1. Answers phone ( _______
Airlines
2. States need for information 2. Offers to help with
on flights information
3. Asks for scheduled departures 3. Gives times of departure
on Friday
4. Asks for fare information 4. Asks whether it is round-
trip of one-way
5. Answers the question 5. Gives the fare, offers to
make a reservation
149

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

6. Makes a reservation or 6. Thanks customer for
declines offer to make a calling
reservation
7. Gives closing 7. Replies to closing

Situation 3
A wants to call a friend in Germany, but may not have enough money
to pay for it. A calls Information to ask about types of calls and rates.

A OPERATOR
(INFORMATION)
1. Answers call
2. Describes type of call wanted 2. Identifies it as a station-to-
station call
3. Asks for rates 3. Gives rates (per minute)
4. Asks for cheapest time to call 4. Gives information
5. Thanks operator 5. Replies to thanks

Roleplay 1
A and B, two good friend from the university, are in Miami for a
conference. After checking on hotel prices, they have decided to share
a room for the week, to save some money. How they are about to
check in at the Sheraton Hotel.

150

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Useful expressions

FRONT DESK A B
CLERK
May I help you? Staying six nights Room for two
Double rooms Twin beds How much?
13th floor Use my visa charge Room with a view
Name?
To register fill out
this card

Roleplay 2
A has an interview for a job as a dental technician. Dr. B is
interviewing A for the job. (Remember to use opening and closing
formulas.)

Useful expressions

B A
Make yourself comfortable Appreciate your seeing me
Your background in medicine Medical school 2 years
Graduate school Two-year technical program
Any experience? Summer work for Dr. Peters
When available?

151

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

SISTEM PENILAIAN

A. Proses Penilaian Perkuliahan

Pengambilan nilai dalam mata kuliah Speaking for Informal
Interactions ini menggunakan Sistem Evaluasi Penilaian sebagaimana
dalam Buku Panduan Penyelenggaraan Pendidikan IAIN Sunan
Ampel Tahun 2012 yang terdiri atas 4 macam penilaian:
1. Ujian Tengah Semester (UTS)
UTS dapat dilaksanakan setelah mahasiswa menguasai minimal 6 paket
(chapter) I bahan perkuliahan (paket 1–6). Materi UTS diambil dari
pencapaian indikator pada tiap-tiap paket. Ujian dilakukan dengan
format performansi berbicara (speaking). Waktu ujian 1 jam
perkuliahan (100 menit). Penilaian menggunakan rubrik seperti di
bawah ini dengan nilai total dari 0 – 100.

No. Aspects Description Scores

Ideas are clear and understandable. 20
Ideas are clear and less understandable. 15
Ideas Ideas are less clear and understandable. 10
A. Ideas are less clear and not 5
20 %
understandable.
Ideas are not clear at all 0
Very Fluent 40
Fluent 30
Fluency Fluent, but hesitated 20
B.
40 % Hesitated 10
Difficult to produce words 5
No grammatical errors. 20
Some grammatical errors. 15
Grammar Several grammatical errors. 10
C.
20 % Many grammatical errors. 5
All words, phrases, and sentences are 0
wrong.

152

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Words and idioms are correct selection 20
and varied.
Words and idioms are correct selection 15
and some variety
Vocabulary Words and idioms are some correct and 10
D.
20 % some variety.
Some vocabulary errors and confused 5
meaning.
All are wrong and unclear or broken of 0
meaning.

2. Tugas
Tugas merupakan performansi mahasiswa dalam meningkatkan potensi
utama yang ada di dalam diri mereka. Petunjuk cara mengerjakan tugas
secara lebih rinci diserahkan kepada Dosen pengampu. Skor tugas
mahasiswa maksimal 100 dengan menggunakan rubrik yang sama pada
UTS.
3. Ujian Akhir Semester (UAS)
UAS dapat dilaksanakan setelah mahasiswa menguasai minimal 5 paket
II bahan perkuliahan (paket 7–11). Materi UAS diambil dari pencapaian
indikator pada tiap-tiap paket. Bentuk ujian berupa performansi
berbicara (speaking) yang dibatasi oleh situasi dan waktu tertentu yang
ditentukan oleh dosen pengampu. Waktu ujian 1 jam perkuliahan (100
menit). Penilaian menggunakan rubrik yang sama pada UTS.
4. Performance
Performance, merupakan catatan-catatan keaktifan mahasiswa dalam
mengikuti perkuliahan mulai pertemuan pertama hingga pertemuan
terakhir antara 14–16 pertemuan. Dosen dapat memberi catatan pada
setiap proses perkuliahan kepada masing-masing mahasiswa dengan
mengamati: (1) ketepatan waktu kehadiran dalam perkuliahan, (2)
penguasaan materi (3) kualitas ide/respon terhadap materi yang dikaji,
dan lain-lain (Dosen dapat menambah hal-hal lain yang perlu diamati).
Dosen merekap seluruh catatan selama perkuliahan, dan memberi
penilaian performance pada masing-masing mahasiswa dengan skor
maksimal 100.
Dosen dapat mengcopy absen perkuliahan, untuk memberi catatan-
catatan penilaian performance atau membuat format sendiri. Catatan

153

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

penilaian performance tidak diperkenankan langsung di dalam absen
perkuliahan mahasiswa.

B. Nilai Matakuliah Akhir Semester

Nilai matakuliah akhir semester adalah perpaduan antara Ujian
Tengah Semester (UTS) 20%, Tugas 30 %, Ujian Akhir Semester
(UAS) 40 %, dan Performance 10 %.
Nilai matakuliah akhir semester dinyatakan dengan angka yang
mempunyai status tertentu, sebagaimana dalam tabel berikut.

Angka Interval Skor (skala 4) Huruf Keterangan

Skor (skala 100)
91 – 100 4,00 A+ Lulus
86 – 90 3,75 A Lulus
81 – 85 3,50 A- Lulus
76 – 80 3,25 B+ Lulus
71 – 75 3,00 B Lulus
66 – 70 2,75 B- Lulus
61 – 65 2,50 C+ Lulus
56 – 60 2,25 C Lulus
51 – 55 2,00 C- Tidak Lulus
40 – 50 1,75 D Tidak Lulus
< 39 0 E Tidak Lulus

Keterangan:
a. Nilai huruf C- dan D pada matakuliah akhir semester harus diulang
dengan memprogram kembali pada semester berikutnya
b. Nilai huruf C dan C+ boleh diperbaiki dengan ketentuan harus
memprogram ulang dan nilai huruf semula dinyatakan hangus/gugur
c. Rumus menghitung nilai matakuliah (NMK) akhir semester:
NMK = (NUTSx20)+(NTx30)+(NUASx40)+(NPx10)

154

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

100

NMK = Nilai Matakuliah

NUTS = Nilai Ujian Tengah Semester
NT = Nilai Tugas
NUAS = Nilai Ujian Akhir Semester
NP = Nilai Performance

d. NMK bisa dihitung apabila terdiri dari empat komponen SKS, yaitu:
UTS, Tugas, UAS, dan performance. Apabila salah satu kosong
(tidak diikuti oleh mahasiswa), maka nilai akhir tidak bisa diperoleh,
kecuali salah satunya mendapat nol (mahasiswa mengikuti proses
penilaian akan tetapi nilainya nol), maka nilai akhir bisa diperoleh.
e. Nilai akhir matakuliah, ditulis nilai bulat ditambah 2 angka di
belakang koma. Contoh: 3,21. 2,80, dst.

155

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

BIBLIOGRAPHY

Brown, Steven & Smith, Dorolyn. 2007. Active Listening 1: For

Student. Cambridge: Cambridge University Press.
Brown, Steven & Smith, Dorolyn. 2007. Active Listening 1: For
Teacher. Cambridge: Cambridge University Press.
Gillet, Amy. 2004. Speak English Like An American. Ann Arbor
Michigan: Language Success Press.
Klippel, Friederike. 2007. Keep Talking: Communicative Fluency
Activities for Language Teaching. Cambridge: Cambridge
University Press.
Kurjum, Mohammad and Sa’adah, Sufi Ikrimah. Three Keys to Study
English: Reading and Writing A Lot, Memorizing Sentences,
Practicing Every Day. 2010. Center of Language Development
IAIN Sunan Ampel Surabaya.
Kurjum, Mohammad, et.al. 2012. Improving English Skill: A Best Way
to Reach Your Future. Center of Language Development IAIN
Sunan Ampel Surabaya.
Rohmah, Zuliati, et.al. 2010. English for Islamic Studies. Surabaya:
Sunan Ampel Press.
Sasikumar, V. & Dhamija, P. V. 1995. Spoken English: A Self-
Learning Guide to Conversation Practice. New Delhi: Tata
McGraw-Hill.
Team of The Development and and Quality Improvement of IAIN
Sunan Ampel Surabaya. 2012. Panduan Penulisan Buku
Perkuliahan. Surabaya: IAIN Sunan Ampel.

156

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Thornbury, Scott. 2007. How to Teach Speaking. New York: Pearson
Longman.
Tillit, Bruce & Bruder, Mary Newton. 1999. Speaking Naturally:
Communication Skills in American English. Cambridge:
Cambridge University Press.
http://www.antimoon.com/how/formal-informal-english.htm
(accessed 6/8/2013 at 9:30 PM)
www.bbc.co.uk/skillswise (accessed 6/8/2013 at 9:40 PM)

157

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

CURRICULUM VITAE

Fikri Yanda, M. Pd. was born on June

29, 1987 in Rao-Rao, Batusangkar, West
Sumatra. After graduating from SDN 1
Wonocolo, Taman, Sidoarjo, (1999), he
continued his study to SMPN 2 Taman,
Sidoarjo and graduated in 2002. Then, he
continued studying at an Islamic senior
high school: MAN Tambakberas in
Jombang and graduated in 2005. It was
combined with studying in an Islamic
boarding school: PP Bumi Damai Al Muhibbin, Tambakberas,
Jombang. He obtained Sarjana Pendidikan Islam (S. Pd. I) degree in
English Teaching (2010) from Sunan Ampel State Institute for Islamic
Studies (IAIN Sunan Ampel) Surabaya. Then, he studied at the State
University of Malang (UM) to gain his Master’s degree (M. Pd.) in
English Education (2013).
For soft skill development, during his study in IAIN Sunan
Ampel, he was running several student organizations. First, he was the
Editor in Charge of student magazine “Solidaritas”. He was also the
Chief of Tadris Student Association. To run his role as an agent of
change, he also joined the Movement of Indonesian Islamic Students
(PMII) Surabaya Selatan as the Secretary. For society services, he was
in charge as the Chief of Youth Organization (Karang Taruna) and
Nahdatul Ulama Student Association (IPNU) in his district Taman,
Sidoarjo.
In 2009, he was granted to study English in the University of
South Carolina, USA under the scholarship of Indonesian
International Education Foundation (IIEF). In the same year, he was
chosen to represent Indonesian youth in “Youth Engagement Summit
2009” in Kuala Lumpur, Malaysia.

158

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

His professional background was started as an English lecturer
in IAIN Sunan Ampel Surabaya (2010 – now). At the same time, he
got the chance to develop his writing and journalistic skills by
working as a journalist/news reporter in Jawa Pos Surabaya (2010-
2011).
Some of his works are (1) English Student Club as an
Alternative to Improve Speaking Skill (2010), (2) Using Debate to
Enhance Speaking Skill in Englishes for Communication and
Interaction (Bambang Yudi Cahyono, editor, 2012), presented in The
4th National English Language Teachers and Lecturers (NELTAL)
Conference, State University of Malang (2011). For more discussions,
please contact him to [email protected].

159

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

The Language of Conversation
100% (1)
The Language of Conversation
26 pages
Approach To Arabic Linguistics PDF
91% (11)
Approach To Arabic Linguistics PDF
794 pages
Buku Speaking
No ratings yet
Buku Speaking
436 pages
Lecon 01
No ratings yet
Lecon 01
10 pages
Say It Naturally!
100% (3)
Say It Naturally!
304 pages
English Basic
No ratings yet
English Basic
176 pages
MODULE 3 Speaking Skill Eng. 204
No ratings yet
MODULE 3 Speaking Skill Eng. 204
10 pages
4 Eras of Mass Communication Theories
88% (8)
4 Eras of Mass Communication Theories
15 pages
English 9 Module 3 Week 78 PDF
No ratings yet
English 9 Module 3 Week 78 PDF
17 pages
THPT Module 9 TLTK
100% (8)
THPT Module 9 TLTK
20 pages
Silabus Speaking General Communication New
80% (5)
Silabus Speaking General Communication New
2 pages
Silabus Speaking General Communication New PDF
No ratings yet
Silabus Speaking General Communication New PDF
2 pages
The Dative Case
No ratings yet
The Dative Case
5 pages
Exploring Texts Reflecting Different Cultures: Three Concentric Circles of English
No ratings yet
Exploring Texts Reflecting Different Cultures: Three Concentric Circles of English
2 pages
Questionnaire
No ratings yet
Questionnaire
22 pages
Spoken English: Fluently & Confidently
No ratings yet
Spoken English: Fluently & Confidently
98 pages
Chapter 1
No ratings yet
Chapter 1
8 pages
Speaking Naturally
100% (18)
Speaking Naturally
128 pages
Speaking Naturally Tillitt Bruce Newton Bruder Mary
No ratings yet
Speaking Naturally Tillitt Bruce Newton Bruder Mary
128 pages
Unit Ten-Teaching The Conversation Class
100% (1)
Unit Ten-Teaching The Conversation Class
64 pages
280 Fixed Expressions
No ratings yet
280 Fixed Expressions
38 pages
Real Talk LUIZ
No ratings yet
Real Talk LUIZ
452 pages
Etymological Dictionary of Proto Germanic
No ratings yet
Etymological Dictionary of Proto Germanic
13 pages
4 Ingles English Reinforcement Worksheet Unit 2C
No ratings yet
4 Ingles English Reinforcement Worksheet Unit 2C
2 pages
Speaking Naturally Book PDF - 1406041580 PDF
No ratings yet
Speaking Naturally Book PDF - 1406041580 PDF
128 pages
Midterm Ge5
No ratings yet
Midterm Ge5
3 pages
58 105 1 SM
No ratings yet
58 105 1 SM
7 pages
Bab 3
No ratings yet
Bab 3
16 pages
Important Questions For Level-1 Vocational Part .I
No ratings yet
Important Questions For Level-1 Vocational Part .I
13 pages
Silabus Speaking General Communication New
No ratings yet
Silabus Speaking General Communication New
3 pages
Ijtsrd 118
No ratings yet
Ijtsrd 118
5 pages
Teaching Materials: Junior High School Grade Vii Semester 1
No ratings yet
Teaching Materials: Junior High School Grade Vii Semester 1
26 pages
Discouse Markers
No ratings yet
Discouse Markers
6 pages
Monologue
No ratings yet
Monologue
13 pages
Makalah Bahasa Inggris Iv
No ratings yet
Makalah Bahasa Inggris Iv
22 pages
Communication
No ratings yet
Communication
23 pages
GST 111 2020 PDF
No ratings yet
GST 111 2020 PDF
20 pages
English
No ratings yet
English
83 pages
Lesson Plan Mark Jordan G. Obniala Junior High School
No ratings yet
Lesson Plan Mark Jordan G. Obniala Junior High School
12 pages
1-English Language (Oct. 2024)
No ratings yet
1-English Language (Oct. 2024)
5 pages
Unit Contents
No ratings yet
Unit Contents
13 pages
PAGES 1 TO 12 - English9 - q2 - Mod1 - Give-the-Appropriate-Communicative-Styles-for-Various-Situations - v1-EDITED
No ratings yet
PAGES 1 TO 12 - English9 - q2 - Mod1 - Give-the-Appropriate-Communicative-Styles-for-Various-Situations - v1-EDITED
13 pages
Notions
No ratings yet
Notions
25 pages
Group Discussion
No ratings yet
Group Discussion
20 pages
1-1 Self Introduction
No ratings yet
1-1 Self Introduction
17 pages
Buk Uuuuuu Uuuuuuu
No ratings yet
Buk Uuuuuu Uuuuuuu
92 pages
Integrated English Skill Book REVISED 2022
No ratings yet
Integrated English Skill Book REVISED 2022
189 pages
Ch1 Speaking
No ratings yet
Ch1 Speaking
20 pages
CHAPTER II - ANITA JATI LAKSANA - PBI'16-dikonversi
No ratings yet
CHAPTER II - ANITA JATI LAKSANA - PBI'16-dikonversi
13 pages
Asking and Giving Opinion On Business issues-IMN
No ratings yet
Asking and Giving Opinion On Business issues-IMN
29 pages
Modul Ajar: Bahasa Inggris Ii
No ratings yet
Modul Ajar: Bahasa Inggris Ii
76 pages
English One Edit
No ratings yet
English One Edit
120 pages
English One - Unit 1 & 2
No ratings yet
English One - Unit 1 & 2
17 pages
The Difference Between Tell Say Speak Talk by Simple Language
No ratings yet
The Difference Between Tell Say Speak Talk by Simple Language
3 pages
Developing Classroom Speaking Activities From Theo
No ratings yet
Developing Classroom Speaking Activities From Theo
11 pages
Modul Pembelajaran English For Practice
No ratings yet
Modul Pembelajaran English For Practice
49 pages
MODULE Tos
No ratings yet
MODULE Tos
103 pages
Getting Together - An ESL Conversation Book - Susan Stempleski, Alison Rice, Julia Falsetti
No ratings yet
Getting Together - An ESL Conversation Book - Susan Stempleski, Alison Rice, Julia Falsetti
194 pages
English Texts in Action Is An English Course Book For Secondary High School Students. This
No ratings yet
English Texts in Action Is An English Course Book For Secondary High School Students. This
9 pages
FLEn 1011 Edited
No ratings yet
FLEn 1011 Edited
31 pages
Assessing Writing
No ratings yet
Assessing Writing
29 pages
Functions of Language
No ratings yet
Functions of Language
8 pages
G4 ENG L1 - Note PDF
No ratings yet
G4 ENG L1 - Note PDF
4 pages
CVS1TG WM
No ratings yet
CVS1TG WM
129 pages
Worksheet 2
No ratings yet
Worksheet 2
1 page
Comparative and Superlative of Adjectives
100% (2)
Comparative and Superlative of Adjectives
4 pages
Independent and Dependent Clauses
100% (1)
Independent and Dependent Clauses
6 pages
Internet Slang 4m Wikipedia
No ratings yet
Internet Slang 4m Wikipedia
7 pages
Correct The Mistakes
No ratings yet
Correct The Mistakes
6 pages
Tata-Tea Jaagore Ad Campaign
No ratings yet
Tata-Tea Jaagore Ad Campaign
9 pages
The English Vowels: Long "A" /eɪ/ Spellings
No ratings yet
The English Vowels: Long "A" /eɪ/ Spellings
6 pages
Dedovic 27-1
No ratings yet
Dedovic 27-1
10 pages
Unit 14 Tesol
No ratings yet
Unit 14 Tesol
24 pages
Introduction To Linguistics: King Saud University Spring Semester 2011 DR Zouhir Gabsi Email. Zgabsi@ksu - Edu.au
No ratings yet
Introduction To Linguistics: King Saud University Spring Semester 2011 DR Zouhir Gabsi Email. Zgabsi@ksu - Edu.au
11 pages
Kindergarten Common Core I Can Statements
No ratings yet
Kindergarten Common Core I Can Statements
4 pages
Comparison of Adjectives 1
No ratings yet
Comparison of Adjectives 1
4 pages
3.5. The Future Future Time Reference Is Achieved in English in Several Ways and The So-Called Future Tense Is
No ratings yet
3.5. The Future Future Time Reference Is Achieved in English in Several Ways and The So-Called Future Tense Is
2 pages
The Nostratic Macrofamily
No ratings yet
The Nostratic Macrofamily
22 pages
Language Documentation & Conservation (LD&C) 4, 2010 - Ta
No ratings yet
Language Documentation & Conservation (LD&C) 4, 2010 - Ta
4 pages
Error Analysis - Articles
No ratings yet
Error Analysis - Articles
9 pages
Metonymy
No ratings yet
Metonymy
10 pages
TEFL 101: Principles, Approaches, Methods & Techniques
From Everand
TEFL 101: Principles, Approaches, Methods & Techniques
Luan Hanratty
5/5 (1)
Remarkable Conversations: A guide to developing meaningful communication with children and young adults who are deafblind
From Everand
Remarkable Conversations: A guide to developing meaningful communication with children and young adults who are deafblind
Barbara Miles
No ratings yet
Teacher Leadership for School-Wide English Learning, Second Edition
From Everand
Teacher Leadership for School-Wide English Learning, Second Edition
Michelle Benegas
No ratings yet
Accelerated Language Learning (ALL) with The Lit Six: Comprehensive ELD units to ensure student language acquisition, grades 4-5
From Everand
Accelerated Language Learning (ALL) with The Lit Six: Comprehensive ELD units to ensure student language acquisition, grades 4-5
Nancy Akhavan
No ratings yet
Know Today's Communication
From Everand
Know Today's Communication
K. Manivannan
No ratings yet
Blending Cultures: A Guide for Esl Teachers and Students.
From Everand
Blending Cultures: A Guide for Esl Teachers and Students.
John D. Trubon
No ratings yet
DISCOVERING, Learning to read and spell English when English is not the HOME language.
From Everand
DISCOVERING, Learning to read and spell English when English is not the HOME language.
Jenny Lamond
No ratings yet
Teacher Leadership for School-Wide English Learning
From Everand
Teacher Leadership for School-Wide English Learning
Michelle Benegas
No ratings yet
Language and Esol Methodology- a Unique Perspective
From Everand
Language and Esol Methodology- a Unique Perspective
Irwin Goldstein
No ratings yet