ESP_English For Police Officer.docx

Nancy Tanuwidjaya Siti Shaliha FINAL ESP

English For Police Officer 1. Background

Jakarta is the capital city of Indonesia. This city is one of the densest population cities in the world. Its area is about 661,52 km² and the total population is about 10 million people (Dinas Kependudukan dan Pencatatan Sipil DKI Jakarta, 2008). Since Jakarta is the capital city, so this city becomes the central government of Indonesia. Not only becoming the center of the Indonesian government, Jakarta also becomes a place where all embassies from countries all over the world exist. Moreover there are so man y foreign companies and foreign banks in Jakarta, it means many foreign people work and live in Jakarta; the data show that there are 4 thousand foreign people live in Jakarta. J akarta. Regarding to this situation and condition, En glish language becomes one of language demands in doing communication in Jakarta. The one who has a direct relationship to people and society to give information, protection, help and service is a police officer (UU officer (UU no. 13/1961). Most of police officers’ o fficers’ duties are deal with communication. In article 13 UU no. 13/1961, it is stated that besides giving information, police officer has to be competent in receiving complaints, checking checking out people’s ID card and calling people to be investigated. All of the duties of police p olice officers are not only applied for Indonesian people but also for foreign people who lived in Indonesia in order to keep everything safe and in order. Therefore it is very important for police officers, especially in Jakarta, to master English language to do their jo b when they are dealing with foreign people. Because police is an occupation, so English that is appropriate for police is EOP (English for Occupational Purposes). EOP is a term used for English used for a person working in the field as a professional; so it is not related to the academic world. EOP focuses more on the practical language that is demanded by a particular job (Evan& St. John, 1998).


2. Need Analysis

The following is the need analysis anal ysis in developing an ESP course for Police Officers. This analysis consists of some aspects that are adapted from Dudle y-Evans and St. John (1998) 

Personal information about the target learners

Mostly, our target learners have learnt English when the y were a student in junior and senior high school. But, only few of them that have joined the English course outside their their school time. In their English course’ class, class, they learnt English as a general. Their reasons in joining an English course were only to know about English. At that time, They thought that the way they learnt English was very formal. Sometimes, S ometimes, that situation made them bored and make mak e their learning ineffective. 

English Language information about the learners

Based on our target learners’ personal inf ormation ormation that have been discussed in the previous part, we can categorize our learners’ English proficiency level is in post-beginner post-beginner and pre-intermediate level. In their current job as a police officer, what they need to learn are is more specific. Based on the interviews’ result, the most important English language skills that they need is speaking skill. It is because in their working field, they always interact with other people using oral communication. In certain situation, situation, they need to listen to somebody’ complaint or read some information information which is written in English English for example, they have to read foreigners’ identity card or permission letter. Therefore, they also need to improve their listening skill and reading skill. 

The target learners’ lack

From the questionnaire and interview result, we found that our target learners still has weakness in some parts of English in terms of vocabulary, pronunciation, and also grammar knowledge. We also found that their speaking skill still needs to be improved because they did not have enough time and environment’s condition to support them in practicing their their English. 

Language learning information


The target learners’ expectation about the course is it can provide them an effective ways to help them in leaning the skill and language. They hope this course can give them some fun and meaningful activities. So, based the information that we got from our target learners, we decide to design course materials and activities which are appropriate for them (based on their age, English proficiency level, expectations). The teaching techniques that will be used is varied. It means that the teaching techniques will be based on the condition and situation in the classroom. The type of assessment that will be used is informal assessment. It is because our target learners do not want to be tested. So, this type of assessment aims to c heck their progress in learning only. 

Learners’ expectation from the course

Based on the questionnaire and the interview, our target learners’ expectations from this course are this course can help them in improving their English language skills especially speaking skill, can enrich their English vocabular y especially the vocabulary that is related to their current job as a police officers. They also hope that this course may help them to learn English better especially about daily conversation such as introducing their self, greeting, describing something, offering help, giving directions, explaining procedures, giving information and so on. Moreover, they also expect that the teaching and learning process will be interesting, fun, and meaningful for them. They do not want to have a course which is too formal or serious because it will make them bored and unmotivated to learn. 

Environmental situation in which the course will be run

Based on the information that have been collected from the target learners, the following in the environmental situation in which the course will be run: 1. The class will consist 5-10 learners (small class) 2. Each student will be given a course book that is developed by the teacher. The course book is made based on the target learners’ needs in learning English. 3. Teacher will act more as a facilitator.


3. Course Syllabus Design of English for Police

Participants: police in Jakarta Course duration: 30 hours Course length: twice a week, 2 hours for each meeting. Total 15 weeks Size of group: maximum 10 participants Course objectives: police officers are able to communicate with foreign people in several settings of police job Course unit

Introduction

Sub topic(s)

Grammar

Vocabulary

Main activities

Time

Teaching

allocation

aid(s)

-Introduce

Present tense

Name, Expression -Discussion

2x 60 minutes

Hand out

yourself

Part of speech

for greeting and

-Lecturing

Ppt slides

-Describe your

leave taking,

-Watching a video

Video

job

words in crime

-Writing

-Greeting and

setting

-Presenting

Words related to

-Listening section

crime scene

-Matching

speaker,

vocabulary and

handout,

definition

worksheet

leave taking

Crime Scene

(vocabulary day)

Present tense

1x60 minutes

Recording,


-vocabulary quiz Asking

-Type of ID

Modals,

Terminologies in

-Identify vocabulary

2x 60 minutes

Pictures of

Information

-Asking for ID

present tense

ID card/ passport

-Exercise

various types

-Asking for

Interrogative

-Discussion

of passport,

Information

sentence

-Lecturing

hand out, PPT

-Listening section

Slides, speaker, recording

Conversation in

-Asking the

Imperative

-Types of crime

-Discussion

crime scene

criminals

sentence,

-Types of

-Lecturing

-Informing laws

modals,

punishment

-Reading

procedure

present tense

comprehension

interrogative

-Vocabulary quiz

sentence

-making dialogue-

2x60 minutes

Handout, worksheet.

pair work Conversation in

-Asking the

Imperative

-Types of crime

-Review the

crime scene

criminals

sentence,

-Types of

previous lesson

-Informing laws

modals,

punishment

-Performing the

procedure

present tense

dialogue

interrogative

-Feedback session

sentence

2x 60 minutes

Rubric


Conversation in

-Definition of

-Past Tense

question words

-Discussion

2x 60 minutes

handout,

crime scene

witness

and past

(5W+ 1H),

-Lecturing

worksheet,

-Asking witness

continuous

-Exercise

flip chart

tense:

-presentation

Positive, negative, Interrogative sentence. Conversation in

-Describing

-Part of speech

Adjectives,

-Discussion

2x 60 minutes

crime scene

witness

-Function of

nationalities

-Lecturing

speaker,

Adjectives

-exercise

worksheet

-type of

- Listening to

adjectives

recording

Conversation in

Asking and

Past tense and

question words

-Review previous

crime scene

describing

adjective

(5W+ 1H),

materials

worksheet,

adjectives,

- Reading

rubric.

nationalities

comprehension

witness

-Make a dialog based on the case given

2x 60 minutes

Recording,

Text,


Daily

Conversation in

conversation :

describing places

Present tense

Tourism

Adjectives for

-Discussing about

describing

some tourism places

appearance,

-Lecturing

conditions, size,

-Reading

shape, touch etc.

comprehension

2x 60 minutes

Text, handout

2x 60 minutes

Text,

-Make a dialogue Daily

Conversation in

conversation :

describing things

Present tense

Tourism

Adjectives for

- Review previous

describing

lesson

Flipchart,

appearance,

-Lecturing

Post-it,

conditions, size,

-Reading

handout

shape, touch etc.

comprehension -Discussing about some tourism places - Presentation

Daily

Conversation in

conversation : Tourism

Present Tense

Adjectives for

-Discussing about a

describing a

describing

picture of a criminal

Flipcharts,

person

appearance,

- Lecturing

handout

conditions, size,

- Describing a

shape, touch etc.

picture of someone that is given by the teacher - Make an

2x60 minutes

Pictures,


announcement about a criminal who is being sought using the picture given by the teacher in the previous activity - Presentation Conversation in

Modals,

-Watching videos

2x 60 minutes

Speaker,

offering help

present tense

-Discussing

computer/lapt

interrogative

-Lecturing

op,

sentence,

- Exercise

worksheet,

expressions in

- Role playing

handout

offering help Conversation in

Present tense,

Directions

-Discussing a

giving directions

Modals,

vocabulary,

location map

computer/lapt

Expressions

locations

-Watching videos

op,

vocabulary,

-Lecturing

worksheet,

expressions in

-Exercise :

handout

giving directions

completing a dialogue using appropriate direction vocabulary

2x 60 minutes

Map, Speaker,


Conversation in

Present tense,

Action verbs

-Reading a text

2x60 minute

Text, Speaker,

explaining

imperative

-Discussing

computer/lapt

procedures

sentence

-Lecturing

op, Flipchart,

-Listening

markers,

-Make a procedure

handout

-Gallery walks Conversation in

Imperative

Phrases : Using

-Listening to a

2x 60 minutes

Speaker,

giving tips or

sentences,

“suggest” and

recording

computer/lapt

suggestions

modals,

“recommend”, or

-Discussing

op,

conditional

using “have” or

-Lecturing

worksheet,

sentence type I

“must” ,

- Exercise

markers,

(If I ..., I

additional

- Make a dialog

handout

will...)

vocabulary :

- Role playing

imperative verbs Conversation in

Imperative

Action verbs

-Lecturing

giving

sentences,

-Watching videos

Computer/La

alerts/warnings

modal

-Discussing (analyze

ptop, speaker,

and highlight an

worksheet

alert in a conversation) -Make a dialogue

1x60 minute

-Videos,


4. Rationale

We design this course in the intention of improving En glish skills and knowledge of police officers in Jakarta. The course is kind of compulsory course that will be held twice a week. The total period of the course is 30 hours course, with length of each meeting is two hours; there will be break time 10 minutes in the middle of the session. So the course will end in 15 weeks. The importance of mastering English skills and knowledge is the police officers will be able to deal with foreign people in doing their job. In order to get the information of the target students’ needs about English, the course designers distributed a questionnaire to the target students. It was used because we considered the practicality aspect. We did not want to spent too much time or burden the target students, so we asked them to fill the questionnaire that only need less time. By using questionnaire, we also got b enefit that we can get more participants. After we got the result of the questionnaire, we interviewed 2 of the participants to recheck or confirm on what they have revealed in the questionnaire. We did semi-structured interview so we had had the guidance but we were flexible to get some additional information. Some of questions about assessment and learning activities were also asked to them to know their interest. Because oral communication is the basic needs o f the police- from the need analysis-, so this course is more focus on speaking and listening skill. In every meeting we give the students opportunity to speak by performing dialogue, reading aloud and discussion. We also provide them listening section so they will get use to the way of foreigners speak. The materials that will be given to the students will be related to their job setting-contextual and we attempt to give them the authentic one.


5. Assessment and Course Evaluation

To know whether the participants of the course have made an improvement, teacher will do observation in each meeting. It is done so, because the participants do n ot require scoring. They only need to know their record of improvement trough feedback sheet and observation that is done by the teacher. All of the report will be given to all participants at the end of the course. The course program also will be evaluated at the end of the course. A set of questionnaire will be distributed to the participants to know their opinion and suggestion toward the course, so that the course can be improved in another occasion.


References Course Evaluation Questionnaire: ESP final assignment Graduate program Atmajaya University. (2010). Dinas Kependudukan dan Pencatatan Sipil DKI Jakarta. (2008). Penyebaran Penduduk Provinsi DKI Jakarta: November 2011. Downloaded Tuesday, 19th of June 2012 from http://www.kependudukancapil.go.id/index.php?Itemid=63&id=4&option=com_content&view= article Dudley-evans& St John. (1998). Development in ESP: A Multi-discipinary Approach. UK. Cambridge University Press Kementrian Dalam Negri Republik Indonesia Direktorat Jendral Pemerintahan Umum S istem Informasi Peraturan Perundang-undangan, (n.d). UNDANG-UNDANG REPUBLIK INDONESIA NOMOR 13 TAHUN 1961 TENTANG KETENTUAN-KETENTUAN POKOK KEPOLISIAN NEGARA PRESIDEN REPUBLIK INDONESIA. Downloaded on Tuesday, 19th of June 2012 from http://sipruu.ditjenpum.go.id/

Nancy Tanuwidjaya Siti Shaliha FINAL ESP Appendix-Inform Concent

Yang terhormat bapak/ibu petugas kepolisian Republik Indonesia. Kami mahasiswa jurusan pendidikan bahasa inggris di STKIP Kebangkitan Nasional (Sampoerna School of Education) bermaksud mengadakan survey tentang kebutuhan keahlian berbahasa inggris bagi petugas kepolisian. Survey ini merupakan tugas mat akuliah kurikulum kursus bahasa inggris untuk umum. Data dan hasil survey ini akan digunakan sebagai bahan pertimbangan pembuatan kurikulum kursus bahasa inggris untuk petugas kepolisian. Mengingat manfaat dari survey ini yang positif untuk petugas kepolisian maka kami mengajukan permohonan kepada bapak/ibu untuk mengisi angket survey kami. Kami menjamin kerahasian informasi pribadi pengisi angket dan pemakaian data survey. Kami haturkan terimakasih atas perhatian dan bantuan bapak/ibu demi kemajuan pendidikan di Indonesia. (Isi form berikut ini jika Anda bersedia) Nama : Tanda tangan :


Appendix- Angket Usia:…………………………………………………………………………………………………………………………………………………………. Jenis kelamin:……………………………………………………………………………………………………………………………………………

Bahasa yang digunakan sehari- hari:…………………………………………………………………………………………………………. Pengalaman Belajar Bahasa Inggris:…………………………………………………………………………………………………………. Lama belajar:…………………………………………………………………………………………………………………………...... Institusi di mana terakhir kali belajar bahasa Inggris:………………………………………………………………….. Level terakhir:……………………………………………………………………………………………………………………………...

Profesi

:…………………………………………………………………………………………………………………

Nama Institusi :………………………………………………………………………………………………………………….. Jabatan

:……………………………………………………………………………………………………………………

Bahasa yang digunakan dalam aktivitas kerja:

Apakah ketika Anda bertugas, anda pernah bertemu turis asing yang mengharuskan Anda berbicara dalam Bahasa Inggris? Dalam hal apa? 

Memberi informasi



Menunjukan arah jalan



Melayani laporan kehilangan



Melayani pembuatan surat- surat



Lainnya (sebutkan)……………………………………………………………………………………………………………….

Dalam kaitannya dengan pertanyaan diatas, menurut anda, kemampuan Bahasa Inggris apa yang dibutuhkan untuk menjalankan tugas Anda sebagai polisi? 

Kemampuan Berbicara dalam Bahasa Inggris



Kemampuan Mendengar dalam Bahasa Inggris



Kemampuan Membaca dalam Bahasa Inggris



Kemampuan Menulis dalam Bahasa Inggris

Jika, Anda diberikan kesempatan untuk mengikuti kursus Bahasa Inggris khusus untuk polisi, kemampuan berbahasa inggris seperti apa yang ingin anda tingkatkan atau kuasai? 

Kemampuan Berbicara dalam Bahasa Inggris



Kemampuan Mendengar dalam Bahasa Inggris



Kemampuan Membaca dalam Bahasa Inggris



Kemampuan Menulis dalam Bahasa Inggris

Nancy Tanuwidjaya Siti Shaliha FINAL ESP  Penggunaan Grammar dalam Bahasa Inggris 

Kosa kata dalam Bahasa Inggris yang berkaitan dengan tugas kepolisian



Kebudayaan asing- western culture



Lainnya(sebutkan)………………………………………………………………………………………………………………………..

Adapted from: Dudley-evans& St John. (1998). Development in ESP: A Multi-discipinary Approach. UK. Cambridge University Press


Appendix- Course evaluation Questionnaire

Please choose one of the following options according to your opinion toward this course. Some answers may require longer answer, please write your explan ation in the space provided. A. Personal skill 1. Do you think your English has improved after joining this course? a. Yes b. No 2. How much improvement do you think you have reached until now? a. Yes b. No 3. Do you feel confident to communicate with foreign people in the future? a. Yes b. No 4. Do you feel more confident to understand what foreigners say to you? a. Yes b. No B. Teacher 1. Do you think the teacher has a good competent in English? a. Yes b. No 2. Do you think the teacher has a good interpersonal skill? a. Yes b. No 3. Do you think that the teacher is able to deliver the material well? a. Yes b. No 4. Please give comment and suggestion about the teacher on the space provided. Your input is important for the improvement of the program.


……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………… C. Learning Activities 1. Did the learning activities motivate you to learn? a. Yes b. No 2. Do you feel the activities were boring and monotonous? a. Yes b. No 3. Did the learning activities accommodate you to master the language skills and knowledge? a. Yes b. No 4. Please give comment and suggestion about the learning activities on the space provided. Your input is important for the improvement of the program. ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………… D. Materials 1. Did the materials given suit you needs? a. Yes b. No 2. Do you feel the materials will help your profession in the future? a. Yes b. No


3. Please give comment and suggestion about the materials on the space provided. Your input is important for the improvement of the program. 4. ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………… Reference: adapted from Course Evaluation Questionnaire: ESP final assignment Graduate program Atmajaya University. (2010).

Nancy Tanuwidjaya Siti Shaliha FINAL ESP Appendix- Lesson Plan

Target Learners: Police Officers Level: post- Beginner until pre-Intermediate Duration: 2x 60 minutes Topic: Asking Information Objectives: -

Students are able to ask for information using interrogative se ntence and modals

-

Students are able to make sentence using modals

-

Students are able to define vocabularies that appear in Passport

-

Students are able to fill in the blank while they are listening to the rec ording

Time Allocation

Activity

Teaching Aids

20’

Teacher opens the class. Teacher shows some pictures of passport from some countries. Teacher gives students pieces of paper that contain the word in the passport and the definition. Students have to match each word with its definition. Teacher will discuss the answer and ask students to read aloud. Teacher asks students how police usually ask if they want to ask someone’s id. How to say it in English. Teacher list students’ answer in front of the class. Teacher corrects if they make mistakes and explain about the use of modals in the sentence.

Handout, pictures

Teacher shows some cases that require the students to ask some information. Then teacher gives them time to make some questions toward the cases. Students will share their questions and give feedback to each other.

Ppt Slides

30’

30’

Board, marker

Nancy Tanuwidjaya Siti Shaliha FINAL ESP 20’

Teacher distributes a worksheet. There will be a text with blanks that should be filled by students by listening to the recording. Teacher will play the recording 2 times and discuss together.

20’

Teacher sums up the lesson Teacher asks students to make a reflection paper. They should write what they have learnt and is there any part that they still do not understand. Some students will share their reflection. Teacher ends the class.

Worksheet, recording, speaker


Appendix- learning materials



Information/security items that may appear on documentation bar code

a series of thick and thin black lines that holds computerized information

Date of birth (DOB)

date when the ID holder was born: day/month/year: 23/05/1970 (23rd May 1970) month/day/year: 05/23/1970 (23rd May 1970) year/month/day: 1970/05/23 (23rd May 1970)

Date of Issue

date when documentation was created

Eye colour

blue, brown, green, black, grey

Fingerprint

markings of a person's thumb or finger tip

Height

how tall a person is in centimetres or feet an d inches

Hologram

a laser photograph which makes a picture or image look life-like

Magnetic stripe

a long black stripe found on the back of a card that can be swiped into a computer for information

Maiden name

a woman's surname before marriage

Marital status

single, married, divorced (no longer married), separated, common law wife, common law husband


National status

citizenship (native citizen, immigrant, landed immigrant, permanent resident, refugee)

Photograph

recent picture of ID holder

Place of birth

city, country where ID holder was born

Profession

current job (doctor, teacher, retired)

Serial number or PIN (Personal

number that can be entered into government systems to

Identification Number)

find information about a person

Sex

M (male), F (female)

Signature

hand-written name of ID holder

Valid until/expiry date

the last date when an ID document can be used

From: http://www.englishclub.com/english-for-work/police-identification.htm Listening to the recording

Listen carefully and fill in the blanks. Today, __________ is a major concern for police around the world. Many young people use __________ ID to access adult venues, such as concerts and nightclubs. As police find new ways to __________ fake ID (e.g. searching the Internet for __________ companies), new technology is created to help make fraudulent ID look __________. ID cards with security measures, such as magnetic stripes and barcodes help to prevent people from __________ fake ID. However, an even greater problem for police is the concern of __________. Some thieves make a profession out of stealing wallets, purses, or personal mail in order to sell new identities to criminals or __________. There is great __________ over whether or not all countries should opt for national


ID cards. Some people do not think that the police should have access to such personal information, while others think it would help to prevent crime and illegal immigration. Answer

Today, ID fraud is a major concern for police around the world. Many young people use counterfeit ID to access adult venues, such as concerts and nightclubs. As police find new ways to crack down on fake ID (i.e. searching the Internet for underground companies), new technology is created to help make fraudulent ID look authentic. ID cards with security measures, such as magnetic stripes and barcodes h elp to prevent people from getting away with fake ID. However, an even greater problem for police is the concern of identity theft . Some thieves make a profession out of stealing wallets, purses, or personal mail in order to sell new identities to criminals or illegal immigrants. There is great controversyover whether or not all countries should opt for national ID cards. Some people do not think that the police should have access to such personal information, while others think it would help to prevent crime and illegal immigration. ID fraud

lying about one's identity

counterfeit

fake, not real

illegal immigrants people who do not have government permission to live or work in a country crack down on

to put a real stop to

authentic

real, true

identity theft

stealing someone else's identity for personal use (or sale)

underground

not publicly known, usually illegal

getting away with

not getting caught by police or the authorities


controversy

disagreement surrounding an issue

From: http://www.englishclub.com/english-for-work/police-identification.htm

ESP_English For Police Officer.docx

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