Designing an English Syllabus for Tenth Grade Students of Banking Program at SMK Letris Indonesia 1, South Tangerang

hamzah puadi ilyas, ph.d.; dr. syaadiah arifin, m.pd.;

This research had three main goals; the first is to find out the students’ need for tenth grade students of the banking program at SMK Letris Indonesia 1 Tangerang Selatan. The second is to describe the appropriate English syllabus and material development for tenth grade students of the banking program at SMK Letris Indonesia 1 Tangerang Selatan and the third to know the result of
the implementation of the English syllabus and material development for tenth grade students of the Banking Program at SMK Letris Indonesia 1 Tangerang Selatan. This research is presented in a descriptive quantitative design. This research aimed to find students’ needs that present on the English syllabus for tenth grade students in the banking program at SMK Letris Indonesia 1, Tangerang Selatan. Most of the students agree that the English skill is important and very useful for them. They agreed about speaking and listening skills are highly prioritized when working in banking. On listening skills, they agreed that should practice more often about conversations in banking that
would make them easy to communicate with their customer. They need to study new vocabulary especially related to the banking world. Writing skill is very useful for them especially when they have to write a letter of business. In speaking skills, it is better to use exercises such as role play so that students can practice more on speaking skills. The appropriate English syllabus and material development of banking that is according to their needs. The writer divides into each unit that has objectives for the needs of students. In the first unit, the writer starts the material on how to greet customers well, how to ask countries and nationalities, write the correct cardinal and ordinal number, and how to introduce yourself to the customer. In the second unit, students will learn about how to receive telephone calls, make phone
calls, and how to take a message of phone calls from customers. In the third unit, students will learn about things related to the banking world and describe services within the bank. In the fourth unit, the writer focuses on students being able to offer services in banking, convincing customers of bank
products, and comparing products and services in banks. The last for unit five, the writer will discuss how to handle complaints from customers and how to apologize when there are problems in products and services. The method used in teaching activities is to focus on students to learn independently
and practice to play roles in pairs to improve students' English skills. The students welcomed the material made by the writer. They are very interested because the explanation is using video so that they are not bored with the teacher's explanation. They are happy to be able to practice it directly by using role play. When students are rather difficult in practicing their English skills to solve this problem, the teacher's role is needed to be able to guide
students in practicing English skills.