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 dont 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

2
(basic
-high)

Pronunciation
*Frequent
incorrect
pronunciation
* little
influence by
mother
tongues
spelling

Grammatical
Accuracy
*Major
problems in
structure
*Meaning is
understood
despite
grammar
errors
For example:
Yesterday, you
give I the
information.

Vocabulary

Fluency

*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.

Interactive
Communication
*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)

We highlighted the target learners 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 learners 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 learners exit level is
band 3 (intermediate-low). The detailed explanations were as followed:
Band

3
(inter
media
te
-low)

Pronunciation
Occasional errors
in pronunciation
For example: they
still confused in
some similar word
such as Thursday
and Tuesday.

Grammatical
accuracy
*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.

Vocabulary

Fluency

*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.

Interactive
communication
Clear ideas, a
little unorganized
(unorganized part
of speech)
For example: your
ticket blue is
available there.
(ticket blue
blue ticket)

The target learner showed some improvement after she trained herself at home
(based on the target learners 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.

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 learners need, and target learners 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 learners 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.

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
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.

2. Target learners level.

Our target learners level was still in
basic. She had difficulty in
pronouncing some vocabularies and
distracted in constructing sentences.

Solutions
We decided to fix the time by
following target learners 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 learners need.
The first meeting was conducted to
explain about the topic and followed
with second meeting as the final
exam.
We used drilling technique to help
target leaners 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 learners confidence.

Before we gave a test to the target

learner, we reviewed the material.
In the second meeting, we gave a final Target learner read the vocabulary
test for target learner. We provide her and dialogues. Then she would try to
an opportunity to communicate with
practice it with the foreigner. We also
foreigner. She would have
drilled some vocabularies and drew
conversation with real native speaker some map as the exercise for target
from Canada. The foreigner asked her learner before she would have the
about some places in Malang and bus real test. Fortunately, target learner
destination. However, target learner
could pass the test confidently.
was a bit nervous during the test and
she forgot some words.

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 learners 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.
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