Model of English Teaching Materials for Police with Communicative

and Task-based Learning Approaches

Syahrial

English Education Study Program of University Bengkulu

W.R. Supratman St. of Kandang Limun, Bengkulu City 38371

Keywords: Learning Material Model, Material Development, Communicative Approach, Task-based Learning.

Abstract: The research is aimed at developing teaching material (textbook) of English for Police based on the

approach of Communicative and Task-Based Learning Approach. To achieve the goal, a model of

developmental research was adopted. The research was carried out in three steps: (1) need assessment and

curriculum analysis, (2) learning material design and development, and (3) teaching materials (textbook)

evaluation. The need assessment was carried out on the bases of the respondents’ opinions. Meanwhile,

developing and designing learning materials were based on relevant theories on effective learning material

development and empirical data. To assess effective model of learning material development, the

respondents’ opinion were elicited by questionnaires and expert judgments. After conducting several tryouts

and improvements, an affective learning material model was succefully developed. This implies that

developing and designing an effective model of learning material should be based a comprehensive

need

assessment.

1 INTRODUCTION

The police education in Indonesia, to a great extent,

has promoted the use of English in working places.

The mission is in line with the development of

network and the strengthening cooperation among

different international agencies, especially the police

agencies across the countries. To develop police

officer professionalism and to respond the global

challenges, the police education has set up English as

one of important subjects. The LEMDIKLAT POLRI

(Education and Training Institution of the Police of

The Republic of Indonesia) has formulated the

following vision: "promoting Indonesian police who

understand their identity as guard, protector, and

ministers of the society".

Police educational Language School (SEBASA

POLRI) is the only institution that provides English

language learning course for police officers on the

police boards of the Republic of Indonesia. In its

implementation, the goal for learning English which

is developing both oral and written communication

skills in English, has not been well achieved. Two

field studies held in two countries (UK and Australia)

reveal that the police officers who were SEBASA

students could not interact actively by using English.

From the observation, it was found that whole

language interaction was dominated by the translators

and tutors. Moreover, advanced activities related to

the written report also could not be succefully done

by the participants of field practice. Therefore, the

English language learning was not considered less

successful.

The results of these

observations

and studies show

that the unsuccessful of learning program was caused

by the available teaching materials has not yet been

able to support communicative competence that

includes the competencies of grammatical,

sociolinguistics, discourse and strategic that should

be owned by the students. In addition, teaching

materials that are available are not arranged based on

the needs analysis of the students, so they did not

accommodate the skills needed by the students. The

model of teaching materials that are available have

weaknesses from various aspects such as the form of

the exercise questions that were monotonous and less

diverse, the reading material information is not

adequate and not equipped with difficult glossary

words, limited exercise that support the ability of

speaking for students, lack of English expressions

(language expressions) in module, focus featured in

the materials contents are only in the form of the

understanding

of the students over the treasures word

310

Syahrial, .

Model of English Teaching Materials for Police with Communicative and Task-based Learning Approaches.

DOI: 10.5220/0008217400002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 310-317

ISBN: 978-989-758-416-9

(the vocabulary of police field). This causes

disintegrated language ability (skills) in applying

English in the field.

Other weaknesses found in the model of available

teaching materials is the weakness of time

management of learning, where the scope of the

materials that is too wide only be taught in one

meeting. The problems of the scope of the material

and the limited time allocation were

acknowledged

students who sometimes feel confused and difficult to

understand the lessons thoroughly. The model of

teaching materials that was rigid and less supported

the ability to talk caused the teaching-learning

process became less communicative so that on the

implementation the acquired language knowledge

often cannot be used well. As a result, in the activities

of teaching and learning, the available teaching

materials did not support students’ performance in

developing communicative language skills.

From the students’ perspective, most of them feel

really helped with the availability of the Treasury

words for police field in the available materials. But

the students feel that the benefits of language learning

that they follow are only on the stages of identifying,

recognizing and listing various objects in English

terms correctly. The students have not been able to

communicate in English with both for speaking or

writing. In addition, the discussion sessions and the

use of verbal language in the learning process is also

not adequate, in other word the time of speaking

exercise (speaking practice) is lack. These opinions

are also supported by the statement of the teachers in

SEBASA POLRI stating that the materials need to be

revised or equipped with additional teaching

materials that more advancing the students ability to

talk (speaking skill). With the

supplementary

teaching

materials then the effectiveness of the learning

process will be increased and learning goals will be

reached. Therefore, the development of an effective,

functional, meaningful and contextual learning is

needed.

Therefore, this developmental research was done

on the basis idea to present a model of teaching

materials with the main characteristics of using

communicative and Task-based Learning approaches

to create meaningful learning process and suitable

with the needs on the field. The model of teaching

materials selected becomes the focus of research

because it is the main learning resources in the

learning process which will determine the direction

of the system and the purpose of the lesson. The

objective wanted to be achieved is communicative

competence in line with the demands of the use of

English for police officers in the days of now so that

the basic principles and the purpose of English

language learning are implemented.

The focus of this research is how the model of

English teaching materials English for Police with

communicative approach and Task-based Learning

is. It is answered by the procedure of developmental

research and the procedures of developmental

teaching materials. The procedures or steps of

developmental research includes the needs of

materials teaching English for Police according to the

instructor and learners in language school for police,

the available and unavailable material used in

language school for police, design model of English

materials English for Police that is compatible with

the needs of the students in SEBASA POLRI, decency

model of materials English for Police with

communicative

approach and Task-based Learning in

SEBASA POLRI, teachers’ and students’ perception

against the model of materials English for Police with

communicative approach and Task-based Learning

developed and the results of field tests of teaching

materials English for Police with Communicative

approach and Task- based Learning developed.

Teaching materials is a lesson that is packaged as

teaching materials to be served in the learning

process. The relationship between teaching materials

and the competencies is the teaching materials will

affect the quality of class interaction and the use of

the target language. A good material must support

substantially that covers the common vision against

the achievement of the purpose/ competency,

materials, and indicators of success. Its rendering

result is also arranged systematically, methodological

underpinnings and with the needs of the students. A

good material also meets the criteria of presentation

that covers: have high reading level, an interesting

presentation of physical formats and teaching

materials.

English for Police is one form of the development

of English special purpose which points on fulfilling

language in the field of certain work. English for

Police emphasizes on providing English and its using

in the context of police. The translation covers

vocabulary in the scope of the police, contextual

reading text theme of law enforcement and crime,

model conversation with the topic of the daily police

task, simple expression in daily conversation in the

world of the police and various knowledge of the use

of English in the police. A big scope of teaching

materials English for Police emphasizes the

achievement of learning goals include the

development of writing skill in form of police report

which is the record of witnesses’ statements, the

recording of evidence; the ability to speak includes

the ability to ask questions in an interview;

Model of English Teaching Materials for Police with Communicative and Task-based Learning Approaches

311

vocabulary such as collocation, connotation and

words registered; and grammar which is the accuracy

of the use of language orally and written effectively

in both the time of education and in the context of

work (Basturkmen, 2010).

The development of materials independently

intended to produce the quality and effective teaching

materials in increasing students understanding. In

fact, the development of teaching materials is the

selection process, adaptation and creation of teaching

materials based on specific benchmark. Hamalik

(2003) explained that some of the principles that need

to be noted in the arrangement of teaching materials

or material learning including cover the principle of

relevance, consistency and adequacy.

In the development of teaching materials, various

principles put forward by the experts. According to

Widodo and Jasmadi (2008), teaching materials

must be adjusted with the followings; and expected to

change

prioritizing

learning itself. Teaching materials

should also be in accordance with the needs and

characters

of learning that is listed

clearly

the learning

aims itself. The last one is teaching material must

contain materials in detail, both for training and

learning activities as well as load evaluation as a tool

to measure the success of learning.

The same thing was expressed by Tomlinson

(2011) in the development of teaching materials and

its relevance in the achievement of second language:

teaching materials can provide the impact that

means, advancing the principles of ease to understand

by learners, can develop a sense of students’

confidence, relevant and useful for learners. Teaching

materials also should be able to generate curiosity of

learners, provide adequate information about the

topics being taught so that the learners become

ready to study. Further development of English

language teaching materials must show the actual use

of language, describes the attention of learning

through language symptoms, and gives the

opportunity for learners to use the target language.

When in the process of learning, teaching materials

should also be able to pay attention to the positive

effects of the lessons, accommodate differences in

learning style, different learners, provide time

attitude calm on the sidelines of the matter, and able

to maximize learning potential by improving

intellectual, aesthetics and emotional involvement.

On the other hand, teaching material cannot be too

controlling the way the exercise is delivered by

providing opportunity to the students to give

feedbacks.

Maley also reveals the principle of the

development of teaching materials which include: (1)

stimulate and develop students’ motivation, both

through the intrinsic interest in thematic and other

techniques used; (2) prepare students with an

authentic English; (3) offer students various

suitability of achievement level of the work done on

the same teaching materials; (4) allow teachers to

specifically separate and select teaching materials in

specific group; (5) make students responsible for

independent learning the best possible; (6) integrate

language skills; (7) advance category communicative

function without ignoring the grammatical problem;

& (8) teaching materials must have a mean (Maley

and Grellet, 1980).

Of all the principles of the development of

learning materials that have been expressed above are

all in synergy with the exposure of teaching materials

that accentuate academic knowledge with attention to

the social aspects of empties on applying language

integrated with communicative competence.

Elements of the context of learning, diversity of

matter, students’ characters, students’ attitude toward

materials and the impact of materials to the

achievement of the students is becoming an important

consideration in developing an appropriate teaching

material, in line and able to achieve the goal of

learning itself.

The concept of ‘communication competencies’

was introduced firstly by Hymes as a critic to

Chomsky. Hymes (1972) stated that Chomsky’s

language competencies more intended to individual

capacity in developing grammatical system

(linguistic competence) (Stern et al., 1983). Hymes

emphasized sociolinguistic competence as a

fundamental concept in teaching communicative

language. These both experts emerge a number of

communicative competence models. The models

have similar concept but have different development

in detail description of communicative competence.

Model of communicative competence refers to

Canale and Swain, Canale, Bachman and Palmer, van

Ek, Celce-Murcia, and Dornyei and Thurell. Celece-

Murcia, Dornyei and Thurell made a model which is

enclosing the previous models. Model of

communicative competence presented by Celce-

Murcia, Dornyei & Thurell (1995) is described as a

pyramid consisting of a cycle and is surrounded by

circles. The cycle in the pyramid covers discourse

competence, and three pyramids, that is sociocultural

competence, linguistic competence, and action

competence. The cycles rounded the pyramid are

strategy competencies, which have potential

inventory skills that are able for a competent speaker

strategically to negotiate the message and solve

matters or compensate the lacks of others

competencies. The frame shows that discourse

competency as the core.

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The theory of language learning underlying the

communicative approach can be composed of some

of the basic principles of the communicative, they are

the activities that involve real communication which

can encourage learning, the task principle are

activities where language is used to perform the duty

means that can encourage learning and meaningful

principles. It is a principle stating that a meaningful

language for learning can enhance the process of

learning language. Learning activities also involve

various activities with the main purpose involving

students in communication, information sharing,

negotiations meaning and interaction.

The last learning element that is also a factor that

must be noted in the communicative approach is the

role of the teaching materials that affect the quality of

the classroom interaction and language usage.

Teaching materials has a major role to support the use

of teaching materials

communicatively.

The materials

focus on the ability of interpretation, expression and

negotiation, the ability to understand, relevant and the

desire for exchanging information rather than using

the forms of grammatically and the main point

according to Freeman (2013) teaching materials

taken from an authentic language samples or found in

the daily use of the language could be taken from the

use of language in real communication.

In addition, communicative approach has a

meaning that language learning is an approach of

Task Based Learning (TBL). TBL approach is

advancing learning activities in tasks that students

must complete the target language as the appliance or

the instructional language (Skehan, 1996). The

activities that the students do in the classroom of TBL

illustrate the problems found in daily life and

advancing language meaning usage in completing

each issue. In the task-based learning the students as

often as possible may be presented with the target

language with the aim to be able to directly observe

the target language usage, make the hypothesis of

understanding individually to discuss the target and

as the end objective of practicing the use of the target

language. The role of teachers in the TBL approach is

not dominant but very important in helping students

distinguish and perception of target language, help

students improving, clarifying and deepening the

perception of the target language. In addition, all the

understanding achieved by the students is by trying

out directly the target language so it is well known by

the term of tasks-based learning adheres to the system

of language learning by doing.

The principle of TBL is advancing tolerance

toward the mistake made by the students during

learning activities. A comprehensive input is very

much appreciated. Target language used as the media

or instructional language must facilitate interaction of

students and vary in order to accommodate dip

reversed of active and passive students. It must also

be noted the meaning of tasks and activities which is

based on the selection of teaching materials

appropriate to the age of students. Learning activities

are also designed to improve and maintain the

motivation of students’ learning (Nunan, 2006).

TBL approach is considered a positive effect and

in line with the communicative competence that want

to achieve. The Advantage found in TBL approach is

the existence of the established real communication

which will be integrated with the four language skills

culminated in the smooth (fluency) and the accuracy

of the language usage (accuracy).

2 RESEARCH METHOD

This research aims to develop teaching materials of

English for Police applied in Language School

(SEBASA) Police. They are to improve

communicative competence among the students. The

model of teaching materials produced in the present

study was based on the result of the situational

analysis and need assessment focusing on the

communicative approach and Task-based Learning.

The research adopted a procedure as suggested by

Borg and Gall (1983). They divided the

developmental research into the following steps: (1)

researching and collecting information; (2) planning;

(3) developing early forms of products; (4) field

testing; (5) revising the last product; (6)

disseminating and implementation (Borg and Gall,

1983).

In addition, model developmental research will

produce model of teaching materials. The

development of the teaching materials model is using

the principles suggested by Tomlinson (2011)

consisting of: (1) identification of need/problem, (2)

exploration areas of need/problem, (3) contextual

realization, (4) pedagogical realization, (5) physical

production, (6) use of material by students, (7)

evaluation. Thus, the merger of these two

development models will produce the realization of

the development of the teaching materials model as

described in the following chart.

Model of English Teaching Materials for Police with Communicative and Task-based Learning Approaches

313

Figure 1: The framework of the development of English teaching material model for Police.

3 RESULTS AND DISCUSSION

Developing a model of English teaching material

appropriate with and supporting to language

learning in SEBASA POLRI begins with need

assessment carried out to the students and teachers.

It deals with (1) teaching materials, (2) method of

learning and teaching, (3) expected language skills,

(4) language content, (5) teaching materials

relevant to the existing labor field, (6) aspects

complementing the students’ motivation (7)

students’ learning strategy preference,and (8) the

teachers’ opinion towards the existing teaching

materials.

The need assessment was conducted by

distributing the questionnaires to the respondents.

A number of respondents (76%) stated that the

existing teaching materials were not authentic yet

and compounded the students in developing

language skills in the labour filed. On the other

hand, language and the explanation used in the

teaching materials can be easily digested and

motivate students’ learning. In respect to the model

of teaching and learning, of 56% respondents

expressed that the teaching process mached with

the teaching materialsl however, the teachers tend

to use less interactive methods of teaching.

Most respondents (63%) were found to be in the

beginning level It means that they are still low in

their ability. It was proven from the mistakes made

by the respondents when translating a short text into

English. They also realized that they were difficult

to correctly understand, respond, and communicate

with the native speakers.

The result also showed their difficulties to

understand English grammar, and pronunciation,

and their limited space to practice English in the

classroom. From the questionnaires, it can be

concluded that in general the students’ needs for

materials were capable to synergy in integrating

students’ language skills. Furthermore, the result of

questionnaires was used as the guideline draft of

English language learning model that is compatible

with the needs and capabilities of SEBASA POLRI

students.

The results of the analysis to the existing

textbook show the following findings: (1) the order

in each unit of learning in the book is allegedly not

through analysis of a logical or appropriate learning

with the fact of the development of the competence;

(2) In general the order of learning in one unit is

arranged by considering the variation of topics that

must be presented in each unit, like listening,

reading, speaking, writing, literature, and grammar,

and (3) the order always uses the same pattern,

namely: started with reading text with the general

theme as, environment, events, communication,

hobbies, moral and others that are then continued

by learning basic competencies.

The arrangement of such learning could be said

to meet the aspects of the diversity of the topics or

teaching materials but less attention to the aspects

of learning in line with a competency. One unit of

learning in the text books analyzed was not a unified

whole but a collection of the topics. The

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competencies

given separately in the form of the

topic which is not logically arranged in the chapter

would be obstructionist police students in

developing competency.

Teaching materials currently used is still based

on structural approach which stresses more on

grammatical aspects. Teaching materials for police

students is supposed to be more focused on the

development of language skills in accordance with

the tasks of the police. Therefore, the basis

development of teaching materials in this research

that refers to the communicative and tasks-based

approach becomes important as a step in improving

the quality of teaching materials of SEBASA

POLRI.

To identify and to collect the teachers’ and

students’ perception of SEBASA POLRI toward

the model of English material for Police based on

communicative competence and tasks-based, this

study used an open questionnaire containing essay

tasks regarding with: (1) the availability of the

material presented; 56% of respondents answered

the materials were very helpful and increased

knowledge and English language expression

provided that it can be used in the daily work; (2)

the teachers’ and students’ interest in using the

developed teaching materials; 87% of respondents

answered the display of colorful materials and

exercises did not cause

boredom

and the language

used is easy to understand; (3) activities presented in

the teaching materials make the students easy to

develop language skills; 45% of respondents

answered the activities provided are various and

interesting since the ability to Communicate is low

so the language acquisition does not run smoothly ;

(4) the diversity of activities encourages students to

be active, 70% of respondents answered that various

learning activities did make students bored and

busy to complete; (5) language skills taught also

includes all langage skills, 100% of respondents

answered that the materials practice all language

skills but portion of writing exercises is too little (6)

the influence of the materials that in accordance

with the working field, 52% of respondents

admitted to become more confident to use English

at work.

The recapitulated comparison percentage

between assessment of materials and teaching

materials models with positive and negative

dichotomy shows that teaching materials model is

more effective (87,89%) compared to the existing

materials or the newly used by SEBASA POLRI

students (25,24%). The formulation of the

hypothesis to the interests of this test is as follows:

"the average scores of the questionnaire of teaching

materials development results is higher than the

average score of the teaching materials which is not

the result of development"

The value in the table t with degree of freedom

(Indonesia Recorded Its 94) 3, shows that the value

of t

to rank the significance of 0.05 is 2.4 and equal

significance 0.01 is 4.5. Thus, the ratio of t or t count

(6.4) is greater than t tables, even to ( 0.01), it can

be concluded that there is a significant difference

between the developed teaching materials model

and the existing teaching materials.

The value in the t table with degree of freedom

(Indonesia Recorded Its 94) 14, shows that the

value of t to rank the significance of 0.05 is 1,761 and

equal significance 0.01 is 2,624. Thus, the ratio of

t or t count is greater than t table, it can be

concluded that there is a significant difference

between the test results before using the teaching

materials model with the test results after using the

teaching materials model. This means that the

developed teaching materials model is effectively

used.

Table 1: Comparison of the Suitability Test Results of Two Models with t-test.

Average

The Previous Model

(N=4)

Average

Developed Model

(N=4)

T-table

=0.05

=0.01

52.8 106,8 6.4 2.4 4.5

Model of English Teaching Materials for Police with Communicative and Task-based Learning Approaches

315

Table 2: Test Results the Effectiveness of the Teaching Materials with t-test.

Samples

Of Unit

Average

Pre-test

(n=15)

Average

Post-test

(n=15)

T Count

T table

=0.05 =0.01

Unit 1 51.7 68,7 2.9** 1,761 2,624

Unit 2 49.7 66 2.5* 1,761 2,624

Unit 3 53 62,7 3.8** 1,761 2,624

Description:

** = very significant; * = significant Ns = not significant

4 CONCLUSION AND

IMPLICATION

Refering to the discussion above, it can be concluded

that the teaching materials used in SEBASA POLRI ,

until recently, have not met the learners’ need (police

officers and the students of SEBASA POLRI).

Therefore, the

teaching materials have to

accommodate their needs and they are able to achieve

the learning goals.

The model of teaching materials English for

Police shares the following properties: giving

sufficient information and completing task,

presenting structure exrercises given in each unit,

presenting the model of text and exercises/tasks, and

creating an authentic task conducted

independently

in groups. The design of the developed teaching

materials model relevant to the criteria of teaching

materials of English for specific purposes is

formulated as follows: stating learning objectives and

specific needs; emphasizing its relevance to

disciplines or specific job field; presenting materials

to meet the standard of politeness with grammatical ,

lexical and language skills; stating successful

indicators (i.e. the students are able to use the target

language); using authentic materials ; fostering self-

directed learning; and putting a teacher as a learning

facilitator.

The result of test reveals that the teaching

material model is effective, using test and

questionnaires

as its parameter. The result of the t-test

for operational field tests describes that the teaching

materials model (final draft) is used effectively for

students in SEBASA POLRI. An effective model is

indicated with the results of t-test average with

significant level.

The analysis on the teachers’ and students’

perception towards the developed teaching materials

model reveals that: (1) they have a positive response

to the existing teaching materials, (2) they are

interested in using the developed teaching materials,

(3) the activities presented in the materials facilitate

the acquisition of language skills, (4) the learning

activities encourage students’ active learning, (5) all

language skills are developed, and (6) the teaching

materials are relevant to the labour field.

Developing a model of the teaching materials of

English for Police with communicative and Task-

Based Learning aproach was conducted to meet the

needs of the teaching materials relevant to the

students’ needs and the demands of the global

expectation. In addition, the present reseach brings

some implications. First, the the developed teaching

materials model can help achieve the purpose of

English learning at Language School Police. Second,

the developed teaching material model can

accommodate the students’ need. Third, the model

meets the teachers’ need for communicative teaching

materials which integrated all language skills. Forth,

it helps students who will work as police officers

develop their communicative competence. Fifth,

research on developing teaching materials of English

for Police with communicative approach and Task-

Based Learning can enrich the availability of

teaching materials.

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