ESP_English For Police Officer.docx

Nancy TanuwidjayaSiti ShalihaFINAL 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 many 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. Regarding to this situation and condition, English

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 no. 13/1961). Most of police officers’ 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 out people’s

ID card and calling people to be investigated. All of the duties of police 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 job 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 in developing an ESP course for Police Officers. This

analysis consists of some aspects that are adapted from Dudley-Evans and St. John (1998)

Personal information about the target learners

Mostly, our target learners have learnt English when they were a student in junior and

senior high school. But, only few of them that have joined the English course outside their

school time. In their English course’ 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, that situation made them bored and make

their learning ineffective.

English Language information about the learners

Based on our target learners’ personal information that have been discussed in the

previous part, we can categorize our learners’ English proficiency level is in 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, they need to listen to somebody’ complaint or

read some information which is written in 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 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 check 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 vocabulary 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 Sub topic(s) Grammar Vocabulary Main activities Time

allocation

Teaching

aid(s)

Introduction -Introduce

yourself

-Describe your

job

-Greeting and

leave taking

Present tense

Part of speech

Name, Expression

for greeting and

leave taking,

words in crime

setting

-Discussion

-Lecturing

-Watching a video

-Writing

-Presenting

2x 60 minutes Hand out

Ppt slides

Video

Crime Scene (vocabulary day) Present tense Words related to

crime scene

-Listening section

-Matching

vocabulary and

definition

1x60 minutes Recording,

speaker,

handout,

worksheet


-vocabulary quiz

Asking

Information

-Type of ID

-Asking for ID

-Asking for

Information

Modals,

present tense

Interrogative

sentence

Terminologies in

ID card/ passport

-Identify vocabulary

-Exercise

-Discussion

-Lecturing

-Listening section

2x 60 minutes Pictures of

various types

of passport,

hand out, PPT

Slides,

speaker,

recording

Conversation in

crime scene

-Asking the

criminals

-Informing laws

procedure

Imperative

sentence,

modals,

present tense

interrogative

sentence

-Types of crime

-Types of

punishment

-Discussion

-Lecturing

-Reading

comprehension

-Vocabulary quiz

-making dialogue-

pair work

2x60 minutes Handout,

worksheet.

Conversation in

crime scene

-Asking the

criminals

-Informing laws

procedure

Imperative

sentence,

modals,

present tense

interrogative

sentence

-Types of crime

-Types of

punishment

-Review the

previous lesson

-Performing the

dialogue

-Feedback session

2x 60 minutes Rubric

Conversation in -Definition of -Past Tense question words -Discussion 2x 60 minutes handout,

Nancy TanuwidjayaSiti ShalihaFINAL ESPcrime scene witness

-Asking witness

and past

continuous

tense:

Positive,

negative,

Interrogative

sentence.

(5W+ 1H), -Lecturing

-Exercise

-presentation

worksheet,

flip chart

Conversation in

crime scene

-Describing

witness

-Part of speech

-Function of

Adjectives

-type of

adjectives

Adjectives,

nationalities

-Discussion

-Lecturing

-exercise

- Listening to

recording

2x 60 minutes Recording,

speaker,

worksheet

Conversation in

crime scene

Asking and

describing

witness

Past tense and

adjective

question words

(5W+ 1H),

adjectives,

nationalities

-Review previous

materials

- Reading

comprehension

-Make a dialog

based on the case

given

2x 60 minutes Text,

worksheet,

rubric.

Daily Conversation in Present tense Adjectives for -Discussing about 2x 60 minutes Text, handout

Nancy TanuwidjayaSiti ShalihaFINAL ESPconversation :

Tourism

describing places describing

appearance,

conditions, size,

shape, touch etc.

some tourism places

-Lecturing

-Reading

comprehension

-Make a dialogue

Daily

conversation :

Tourism

Conversation in

describing things

Present tense Adjectives for

describing

appearance,

conditions, size,

shape, touch etc.

- Review previous

lesson

-Lecturing

-Reading

comprehension

-Discussing about

some tourism places

- Presentation

2x 60 minutes Text,

Flipchart,

Post-it,

handout

Daily

conversation :

Tourism

Conversation in

describing a

person

Present Tense Adjectives for

describing

appearance,

conditions, size,

shape, touch etc.

-Discussing about a

picture of a criminal

- Lecturing

- Describing a

picture of someone

that is given by the

teacher

- Make an

announcement about

2x60 minutes Pictures,

Flipcharts,

handout


a criminal who is

being sought using

the picture given by

the teacher in the

previous activity

- Presentation

Conversation in

offering help

Modals,

present tense

interrogative

sentence,

expressions in

offering help

-Watching videos

-Discussing

-Lecturing

- Exercise

- Role playing

2x 60 minutes Speaker,

computer/lapt

op,

worksheet,

handout

Conversation in

giving directions

Present tense,

Modals,

Expressions

Directions

vocabulary,

locations

vocabulary,

expressions in

giving directions

-Discussing a

location map

-Watching videos

-Lecturing

-Exercise :

completing a

dialogue using

appropriate direction

vocabulary

2x 60 minutes Map, Speaker,

computer/lapt

op,

worksheet,

handout

Conversation in Present tense, Action verbs -Reading a text 2x60 minute Text, Speaker,


explaining

procedures

imperative

sentence

-Discussing

-Lecturing

-Listening

-Make a procedure

-Gallery walks

computer/lapt

op, Flipchart,

markers,

handout

Conversation in

giving tips or

suggestions

Imperative

sentences,

modals,

conditional

sentence type I

(If I ..., I

will...)

Phrases : Using

“suggest” and

“recommend”, or

using “have” or

“must” ,

additional

vocabulary :

imperative verbs

-Listening to a

recording

-Discussing

-Lecturing

- Exercise

- Make a dialog

- Role playing

2x 60 minutes Speaker,

computer/lapt

op,

worksheet,

markers,

handout

Conversation in

giving

alerts/warnings

Imperative

sentences,

modal

Action verbs -Lecturing

-Watching videos

-Discussing (analyze

and highlight an

alert in a

conversation)

-Make a dialogue

1x60 minute -Videos,

Computer/La

ptop, speaker,

worksheet


4. Rationale

We design this course in the intention of improving English 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 benefit 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 of 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 not 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&vi e w=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 Sistem

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/

http://sipruu.ditjenpum.go.id/

http://www.kependudukancapil.go.id/index.php?Itemid=63&id=4&option=com_content&view=article

http://www.kependudukancapil.go.id/index.php?Itemid=63&id=4&option=com_content&view=article

Nancy TanuwidjayaSiti ShalihaFINAL ESPAppendix-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 matakuliah 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


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 explanation 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).


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 sentence 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 recording

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.

Handout, pictures

30’ 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.

Board, marker

30’ 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

Nancy TanuwidjayaSiti ShalihaFINAL ESP20’ 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.

Worksheet, recording, speaker

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.


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 and 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

Identification Number)

number that can be entered into government systems to

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

Nancy TanuwidjayaSiti ShalihaFINAL ESPListen 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 help 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

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


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

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

ESP_English For Police Officer.docx

Documents

access adult

fake id

make fraudulent

fake id

ppt slides

id cards

past tense

giving directions