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Developing a Teaching Vocational English Course on

Speaking Skill for the Information Center Staffs at Arjosari

Bus Station Malang

Authors:

Arief Hadziq Fikri

Putri Rahmayanti

Khoiriyah

INTRODUCTION

Teaching Vocational English courses serves the target learners whose native

language is not English, and whose purpose for training or course is to enhance their

professional/job-related skills and opportunities. Based on Strevens, as cited from

Momtazur (2008), Teaching Vocational English is categorized into one of the

branches of English for Specific Purposes. TVE (Teaching Vocational English)

consists of English Language Teaching, which is: designed to meet specific needs of

the target learner; used in specific teaching situations; related in content (that is in its

themes and topics) to particular disciplines, occupations and activities; and a different

methodology from that of ‘General English’.

Before designing the course and developing it, the first stage that we had to

conduct was needs analysis. We designed the need analysis instrument such as

interview guideline and questionnaire sheet as a fundamental data for developing the

course. Needs analysis for the target learner was immensely important to give a

guideline for designing a course.

“Needs analysis (also known as needs assessment) has a vital role in the

process of designing and carrying out any language course, whether it be

English for Specific Purposes (ESP) or general English course, and its

centrality has been acknowledged by several scholars and authors” (Hazeli,

2008, pp: 2).

After that we were engaged on course planning and syllabus design processes

that we called as a course-developing process. It refers to the overall plan or design

for a course and how the content for a course is transformed into a blueprint for

teaching and learning which enables the desired learning outcomes to be achieved

(Richards, 2013, pp: 6). Course-developing process started with (1) developing a

course rationale, (2) describing entry and exit level, (3) choosing course content, (4)

sequencing course content (5) planning the course content, and (6) preparing the

scope and sequence. Each process was elaborated as follows:

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1. Developing a Course Rationale

Arjosari Bus Station is the main station and the largest bus station in Malang

region. It is located at Jl. Raden Intan, No. 1, Blimbing, Malang Utara, East Java

65126 Indonesia. The number of employees at the bus station are 74 that divided into

six workplaces. All of the employees are civil servants. There are Administration

Office (9 employees), Distribution Sector (27 employees), Information Center (8

employees), Cleaning Service (18 employees), and Bus Arrival Sector (9 employees).

After conducting initial interview, this needs analysis is focused on employees in

Information Center.

Before elaborating the background of target learners, the researcher has

already conducted initial interview on 29th October 2014 in order to gain the

information as reliable as possible. The target learner are 9 employees in Information

Center. There are 8 male employees and 1 female employee. They are basically

graduated from senior high school. Moreover, they rarely use English to speak as

spoken language since English test is not a part of job requirements in employee

recruitment. As a result, they have low English proficiency (based on initial

interview). Nowadays, they don’t realize that they need it in future in order to face

ASEAN ECONOMIC COMMUNITY 2015. In 2015, all people around ASEAN

region will easily visit to Indonesia, especially Malang city as it has many tourism

objects. As a matter of fact, they already have found foreigner who need to get

information from them for example the foreigner asks about the direction, places and

etc. They get difficulty to make interactive conversation with the foreigner since they

lack English speaking ability on vocabulary and fluency.

This course is designed for employees who wish to improve their

communication English in order to enhance their services to the passengers, especially

for foreigners. It teaches the transactional skill (dialogue form) needed to

communicate in a variety of different topic need related to target learners’ occupation

(Information Center at Arjosari Bus Station, Malang, East Java). The course provides

basic vocabularies and dialogues to improve their vocabulary enrichment and strength

their speaking strategy effectively. As a result, depending on what is desired, the

objectives of this course are as follows: (1) vocabulary enrichment, (2) minor

problems in structure, (3) being confident to initiate the communication, (4) correct

pronunciation, and (5) more communicative speaking. Moreover, it also provides a

guideline (posters and module) to learn outside the course as a long life learning.

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2. Describing Entry and Exit Levels

After gaining data from the interview and questionnaire, we decided that the

target learner was Mrs. Sri Setyowati. She is one of the employees in Information

Center at Arjosari Bus Station Malang. Before designing the entry and exit levels, we

had to have a proof reading in order to get basic knowledge for designing an entry and

exit level. A number of sources are as follows:

1. Richard, J.C. 2012. Curriculum Development in Language Teaching.

United States of America: Cambridge University Pers.

2. Richard, J.C. 2008. Teaching Listening and Speaking. From Theory to

Practice. United States of America: Cambridge University Pers, and

3. IELTS Australia. 2013. IELTS Guide for Teachers. Introducing IELTS,

from Test Format and Scoring through to Preparing Students for the Test.

Available at http://idpielts.me/wpcontent/uploads/2013/10/Guide_Teac

hers_2013.pdf. Accessed on 26 November 2013.

After that, we conducted a primarily interview with the target learner

followed by giving the questionnaire sheet to the target learner. After analyzing data

from interview and questionnaire sheet, we designed the entry and exit level. Firstly,

we designed the criteria for speaking rubrics as follows: (1) pronunciation, (2)

grammatical accuracy, (3) fluency, and (4) interactive communication. Secondly, the

level of target learner were decided into five categories such as 5 (advance-high), 4

(intermediate-high), 3 (intermediate-low), 2 (basic-high), and 1 (basic- low). Lastly,

each band was completed with detailed descriptions adopted from IELTS speaking

rubrics with necessary modifications.

The data from preliminary interview and questionnaire showed that the target

learner was categorized to the band 2. The details were as follows:

Band Pronunciation Grammatical

Accuracy

Vocabulary

Fluency Interactive

Communication

2

(basic

-high)

*Frequent

incorrect

pronunciation

* little

influence by

mother

tongue’s

spelling

*Major

problems in

structure

*Meaning is

understood

despite

grammar

errors

For example:

Yesterday, you

give I the

information.

*Frequent error of

word choice, but

have enough

vocabulary

*use some word

in wrong context

For example: see

me (It means:

Look at me!)

*Occasional

hesitation

For example:

A: I want to go to

Yogyakarta,

which bus should

I take?

B: Ehm…

there…. Yes,

there bus….

Ehm… Safari

Dharma Raya bus.

*Ideas stand but sometimes

loosely organized

*Tries to communicate, but

sometimes does not

respond appropriately or

clearly

For example: not here, sir.

There, shop ticket (there is

no ticketing service here,

sir)

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We highlighted the target learner’s initial ability along with her problems were

as follows: (1) the target learner was able to introduce herself in a simple way, such as

“My name is Mrs. Sri”, and “I am a staff in bus station”, (2) the target learner was

able to give directions in form of word by word or phrase by phrase, hence she was

not able to explain it in a complete sentence, (3) frequently, the target learner spoke

with many hesitations, and (4) the target learner had a very limited vocabulary

mastery that related to the asking and giving directions. As a result, we categorized

the target learner’s entry level is band 2 (basic-high).

After Go Teaching for two meetings, the target learner showed several

improvements in vocabulary mastery, pronunciation and making dialogues. Some of

improvement were as follows: (1) the target learner was able to memorize many

vocabularies such as turn left, turn right, take the first turning, go straight on,

between, and in front of, (2) the target learner was able to give directions in a

complete sentence, (3) the target learner was able to make a conversation with a little

hesitation, and (4) the conversation that the target learner initiated was more

communicative. Seeing those result, we concluded that the target learner’s exit level is

band 3 (intermediate-low). The detailed explanations were as followed:

The target learner showed some improvement after she trained herself at home

(based on the target learner’s story) using the module and poster that we gave. She

also told that she learned easily because the module was completed with the meanings

and pronunciation in Bahasa Indonesia. Moreover, we had repeated many times to

drill the target learner as well as practiced it like a role play together with the target

learner during two meetings.

Band Pronunciation Grammatical

accuracy

Vocabulary Fluency Interactive

communication

3

(inter

media

te

-low)

Occasional errors

in pronunciation

For example: they

still confused in

some similar word

such as Thursday

and Tuesday.

*Several errors in

structure

*produces basic

sentence forms

and some correct

*simple sentences

but subordinate

structures are rare.

They already

known how to

introduce

themselves in

more complex

way.

*uses a variety

of vocabulary

*Occasional

error in word

choice

For example:

Hear to me. I

will speak to

you. (means:

Listen to me! I

will explain to

you)

Minor hesitation

For example: they can

give information

confidently with small

pauses and

uncompleted sentence.

For example:

A: How much the

ticket for Denpasar

trip?

B: Hmm, It…… Rp.

190.000,00 sir.

Clear ideas, a

little unorganized

(unorganized part

of speech)

For example: your

ticket blue is

available there.

(ticket blue

blue ticket)

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3. Choosing Course Content

Firstly, we decided what the content will look like. Based on data gathered

from conducting need analysis, the skill that we focused on is speaking, especially

transactional skill (dialogues form). As a result, we decided that the material should

be on the form of vocabulary list and dialogues. After that, we listed optional topics

that the target learner needed.

1. tourism places,

2. giving directions,

3. complaining,

4. asking ticket prices,

5. asking and offering some helps, and

6. asking for address.

After listing the optional topics, we considered to prioritize one or two topics to be

given first. We tried to decide which topic should be prioritized by asking several

questions (1) Are all the suggested topic necessary?, (2) Have any important topic

been omitted?, (3) Is there any sufficient time to cover them?, (4) Has enough

emphasizing been put?, and (5) Will the area cover students-learning outcome?.

Answering those questions, we considered that only one or two topics should be

taught for the first time. Moreover, we had only one week for Go Teaching. Besides,

the target learner also commonly had difficulties while she was speaking about giving

directions. Considering some aspects such as what the most essential topic to be

taught, time efficiency, target learner’s need, and target learner’s ability, the topic that

we decided to deliver to the target learner was asking and giving directions.

Moreover, it was also based on the problems that the target learner have encountered.

She said that the foreigners often asked about directions to the places or to go to other

city by bus. Hence, speaking course was planned around:

1. Grammar (present tense – imperative sentence)

2. Functions (some expression for asking and giving directions)

3. Topics (giving directions in Bus Station)

We conceptualized the course content in the form of vocabulary list and dialogues,

and designed it as close as possible to the target learner’s need. We selected the

vocabularies and sample dialogues from several sources such as book and internet.

The media that we used were poster, module and whiteboard.

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4. Sequencing course content

The chosen topic was asking and giving directions. The material was divided

into two parts; (1) vocabulary, and (2) dialogues. We believed that the simple and

basic material should be given first before the more complex one. Hence, the basic

vocabulary came up first before dialogues. The vocabularies were provided with

picture in order to give more ease to the target learner for remembering it. Moreover,

this vocabularies were the basic to give directions in dialogues form. The dialogues

were designed with picture and how to pronounce it using Bahasa Indonesia since we

considered that the target learner was not familiar with English Pronunciation.

Moreover, the given dialogues were simplified at the beginning of the course and

improved to be more detailed and longer at the following meeting. The detailed

materials were given as follows:

Figure 1: representing the vocabulary list for “Asking and giving directions”.

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Figure 2: representing the examples of given dialogue for “Asking and giving

directions”.

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5. Planning the Course Content (Syllabus and Courses)

Based on the result of needs analysis, we concluded that the target learner

needed a course which was relevant with their occupations. One of them was giving

and asking for directions. This topic was categorized in situational and functional

language. Hence, the syllabus we designed referred to situational and functional

syllabus since it presented language in a practical use and is organized around

communicative functions. Moreover, there were several items that we provided in the

course syllabus such as the topic or course, how it be presented (the media preparation

along with how to use it)), materials (media, grammar focus, and sources), and

procedures (the teaching phases).

In order to provide a situational and functional course syllabus, a number of

points were as follows:

1. The topic was “How to Get to….”, and its sub topics were asking and

giving directions and asking for tourism places.

2. For preparing the media, we used poster and module. We designed it as

complete as possible. Poster and module were completed with picture,

meaning and pronunciation in Bahasa Indonesia.

3. Even the ultimate goal was providing a practical English use, we also

inserted several grammar focus such as present tense, imperative sentence,

and modal auxiliary.

4. For designing and developing the media (poster and module), we gained

the material from several sources from book and internet.

5. Since this course provided a practical English use, we often used role-play

technique in the course in order to give a direct practice to the target

learner. Moreover, we implemented several methods and techniques to

teach the target learner such as direct method, audio-lingualism method,

drilling technique, and role-play technique after conducting need analysis

and situational analysis.

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Figure 3: Representing the course syllabus. For more detailed course syllabus see

appendix.

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6. Preparing the scope and sequence (250 words)

Scope refers to the breadth and depth of coverage of items in the course. In

order to define the scope of this course, there are two questions should be answered as

follows: (1) What range of content will be covered?, and (2) What extent of topic

should be studied?. Firstly, we decided the scope of the topic was asking and giving

directions along with its basic vocabularies and dialogues. The content was covered

basic vocabularies for asking and giving directions such as go straight on, turn left,

turn right, take the first turning, go up, go down, cross, opposite, traffic lights,

between, in front of, behind, next to, beside, parking lot, crossroad, and roundabout.

Before proceeding to the dialogue practice, the material given to the target learner was

expressions for asking and giving directions. The details were showed as follows:

Figure 4: representing the material in the module.

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Secondly, there were several extent of topic should be studied which was still

related to the topic “asking and giving direction”. A number of extent topics were as

follows; (1) greeting, (2) number (for explaining the price of ticket), and (3) telling

the time.

Figure 5: Representing material in the module which consists of extend topic.

Sequence refers to the order of course content. It may arrange into chronology,

simple to complex, prerequisite learning, whole to part or part to whole, and spiral

sequencing. In this course, we designed the sequence in the form of simple to

complex. We provided the target learner with the simple material and activities in the

beginning of the course. Firstly, we gave the target learner a vocabulary list. It was

considered as the simple material. We asked the target learner to pronounce it. Before

she read it, we gave the examples how to pronounce it first. We used direct method

and drilling technique. After she mastered it, we proceeded the material to the more

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complex one, expressions of asking and giving directions and practicing dialogues.

The dialogues started with the simple conversation and basic first. After that, we

explained and practiced the more complex dialogues. Hence, the course was

organized based on the material and the level of difficulties; it started with the simple

material to the more complex one; it had the low level of difficulty (easy) to the

higher level of difficulty (more difficult). In conclusion, the course was designed from

simple to complex in order to achieve the course objectives which were (1)

vocabulary enrichment, (2) minor problems in structure, (3) being confident to initiate

the communication, (4) correct pronunciation, and (5) more communicative speaking.

ADDITIONAL INFORMATION

Go Teaching Review

(the problems encountered along with its solutions, and remarkable experiences)

1. Problems and Solutions

During teaching process, there were some problems that we faced and we tried

to solve it. The descriptions about the problems and solutions are as follows:

Problems Solutions

1. Time management.

When we discussed about meeting

class with target learner, we had

crushed time because target learner

only had limited time to join the class.

We decided to fix the time by

following target learner’s schedule.

We set the class in Information center

office and we had 2 meetings in one

week. Moreover, we only choose one

topic based on target learner’s need.

The first meeting was conducted to

explain about the topic and followed

with second meeting as the final

exam.

2. Target learner’s level.

Our target learner’s level was still in

basic. She had difficulty in

pronouncing some vocabularies and

distracted in constructing sentences.

We used drilling technique to help

target leaner’s difficulty. We asked

her to read the vocabulary and

corrected her pronunciation. We

designed vocabularies and dialogues

in form of posters as media for

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Those problems were supported by

her habits. She is very seldom to use

and learn English. She also

categorized in adult learner (48 years

old) and she had problem in

memorizing the vocabulary.

teaching. It helped target learner to

memorize the words. We also

practiced how to give and ask

directions by drawing a map in white

board. We asked target leaner directly

to explain the directions and practiced

the vocabulary during conversation.

Furthermore, we explained about the

meaning of the dialogues content. In

the end of the first meeting, we gave

homework to target learner to review

the materials at home.

3. Target learner’s confidence.

In the second meeting, we gave a final

test for target learner. We provide her

an opportunity to communicate with

foreigner. She would have

conversation with real native speaker

from Canada. The foreigner asked her

about some places in Malang and bus

destination. However, target learner

was a bit nervous during the test and

she forgot some words.

Before we gave a test to the target

learner, we reviewed the material.

Target learner read the vocabulary

and dialogues. Then she would try to

practice it with the foreigner. We also

drilled some vocabularies and drew

some map as the exercise for target

learner before she would have the

real test. Fortunately, target learner

could pass the test confidently.

4. Out of topic.

Based on need analysis, we only

provided one topic that target learner

most needed. However, in class

execution target learner also asked

some questions which out of the topic.

We explained about asking and

giving directions, but she asked about

the time.

We gave additional material for target

learner about how to tell about the

time and how to count. It is

important, because sometimes

foreigner asks about the bus departure

or the bus ticket.

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2. Remarkable Experiences that We Gained in This Study

When we chose the target learner as the object, we encountered difficulty to

find the appropriate target. After observing some areas, we decided to select

information center staff in Arjosari Bus Station, Malang. At the first time, we were

hesitate about target learner, because we taught there were a view foreigner customer

that come to information center office. We assumed that the target learner would have

lack of motivation in joining the class and the difficulty in getting permission to hold

the class. Nevertheless, we got more than our expectation. The staffs were very

welcome and gave positive feedback about the course that we offered. After we

conducted the interview, we got significant information about target learner problems

during her working experience. As we know that Malang as favorite destination for

vacation, one of information center staff said that there are many foreigner customers

come to their office for asking some tourism places in Malang and bus destination to

another city. Based on interview result, we analyzed target learner’s need and design

the material for teaching. We realize that deciding the course is not simple. We had

some difficulties on deciding the materials, because we had to pay attention carefully

on what target learner wants and had in-depth analysis.

After we designed proper materials for teaching, we went directly to teach the

target learner. It was challenging for us to teach adult learner. We had to prepare

every single detail for our teaching process. We also had to make sure that our

material could be deliver to the target learner because our students had some problems

in memorizing vocabulary. Besides, the class condition was not conducive because

there was crowded in bus station. We tried to combine some techniques in teaching to

help target learner more understandable and easier in transferring the knowledge that

we shared. Although our target learner had the problems during the class, she was

enthusiastic followed the class, she was active and kept asking many things about

materials that we gave. She had high motivation and enjoy in learning English. It

showed on the last day when she met with foreigner she tried to practice the

vocabularies and dialogues that she learn before.

The most remarkable experience that we got was the target learning was

immensely enthusiastic to the course that we provided to her. Moreover, she

facilitated us with a class and a media (whiteboard). In conclusion, after Go Teaching

we felt so happy since our course (a Teaching Vocational English Course on Speaking

Skill for the Information Center Staffs at Arjosari Bus Station Malang) was

implemented successfully.