ENGLISH COMMUNICATION INSTRUCTIONAL MODEL TO ENHANCE LISTENING-SPEAKING ABILITIES OF POLICE STUDENTS AT POLICE PROVINCIAL TRAINING CENTER REGION 7

Kritaya Sukprasert 1 , Sa-ngiam Torut 2 , Bamrung Torut 2 and Pranee Ninlakorn 2 . 1. Ph.D .Candidate in Curriculum and Instruction, Faculty of Education, Silpakorn University, Thailand. 2. Thesis advisors, Faculty of Education, Silpakorn University, Thailand. ...................................................................................................................... Manuscript Info Abstract ......................... ........................................................................ Manuscript History Received: 14 December 2018 Final Accepted: 16 January 2019 Published: February 2019


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Literature Review:-English listening comprehension:-English listening comprehension is a complex process which requires skills about linguistic units, including linguistic skills and intellectual skills, strategy and expectation of the listener to be used in translating the topic and situations presented. The language comprehension is concerned about 2 kinds of knowledge: linguistic knowledge and non-linguistic knowledge. The linguistic knowledge that is important for listening is the knowledge about sound, vocabulary, grammar, meaning, and text structure; while the non-linguistic knowledge consists of knowledge about topic, context and general knowledge (Richards, Platt & Platt, 1992;Buck, 2001). Finocchiaro&Bonomo (1973) presented that the components of foreign language listening comprehension rely on the listener's familiarity to words, expectation of words to hear in that situation, redundant clues of language, and the ability to remember messages being heard. Rivers (1980) pointed out that listening had 3 components; 1) linguistic information, 2) situation context, and 3) comprehended message. In addition, Wipf (1984) described the components of listening: sound discrimination, grammatical structures, vocabulary, stress and intonation, and rhythm of speaking. Moreover, Nicholas (1988) said that the components of the foreign language listening comprehension are 1) linguistic competence, 2) knowledge of the world, and 3) familiarity with the subject of discussion. Rost (1991) said that to be successful in listening, the listeners should have these 3 skills; 1) perception skills, 2) analysis skills, and 3) synthesis skills. The listening is to integrate these 3 skills: when listening, the listener can distinguish the sound and remember the words, can classify grammatical units and meaningful expressions or words, and also can connect the language to other indicators in order to use the same knowledge for listening comprehension. Besides, Richards (1987) presented the characteristics of listening activities as follows; 1) matching, 2) transferring, 3) transcribing, 4) scanning, 5) extending, 6) condensing, 7) answering, and 8) predicting.

English speaking:-
The speaking for communication is the behavior type that involve 2 people or more, speaker and listener. The speaker must transmit the message in appropriate language spoken, stress and intonation, including the expression through face and action. These help express the meaning of what is said, with the purpose of allowing listeners to understand and interpret correctly (Scott, 1981;Finocchiaro&Brumfit, 1983; Celce-Murcia &Olshtain, 2000). Bachman (1990) presented 2 components of speaking; language knowledge and strategic competence. Heaton (1990) summarized that the components of speaking are about pronunciation, grammar and structure, intonation and pauses, vocabulary, and meaning. Moreover, Weir (1993) said that the ability of speaking consist of 1) fluency of language use, 2) appropriateness of language selection and politeness, 3) grammatical and structural accuracy, and 4) range and variety of vocabulary and complexity of language spoken. Harris (1988) mentioned the speaking skills which consist of the abilities as follows; 1) pronunciation, 2) grammar, 3) vocabulary, 4) fluency, and 5) comprehensibility. In addition, Valette&Disick (1972) distinguished the speaking behavior into 5 levels; 1) the level of mechanical skill in which students can mimic the sound, 2) the level of knowledge in which students can use the meaning of the language that is memorized, 3) the level of transfer in which students can use the grammatical rules that they have learnt to create new sentences, 4) the level of communication in which students can express their opinion and need to others freely, and 5) the level of criticism in which students can interpret, apply their understanding, and convey the meaning. Furthermore, Carrol (1980) classify the level of ability to speak into 9 levels; 1) non-speaker, 2) intermittent speaker, 3) extremely limited speaker, 4) marginal speaker, 5) modest speaker, 6) competent speaker, 7) good speaker, 8) very good non-native speaker, and 9) expert speaker.
Regarding the speaking teaching activities, the instructor has to stimulate students to really use their language knowledge, which requires rehearsal, feedback, and to motivate students to be interested in and to engage in speaking. There are 3 steps to teach the speaking skills; introduction of new knowledge, language training, and communication activities, such as to use problem solving activities, to perform role-playing, or to use simulations (Harmer, 1992). Moreover, Lazaraton (2001) presented 6 activities to develop the speaking skills of English as a second language student, which are 1) discussion, 2) speaking, 3) role-play, 4) conversation, 5) conversation recording, and 6) other activities: short conversation, structured interview.

Teaching listening -speaking English for communication:-
The present teaching method of language for communication becomes broadly popular, thus English language instructor needs to have knowledge and understanding about activities for communication because this is an important key helping the instructor to be able to teach English to enable students to communicate. Richards & Rodgers (2001) said that the teaching for communication in one of the theories in teaching a language that begins to teach communication in a given language form until being able to actually use the language. The instructor has to search for the teaching methods and teaching materials for each activity in classroom appropriately. The communicative approach is an ability to use language correctly and appropriately when exchanging or contacting with others in the society. The students know when and how to say, what to say, say to whom, where to say, and say in what manner. The meaning of this communication ability makes teaching methods for communication have a lot of role in the teaching and learning of English nowadays (Hybel, 1995).
According to Nunan (2004), the teaching of language for communication can be divided into 2 types; 1) strong interpretation of communicative language teaching: the instructor will look at the process of learning the second language of the students as the process of learning the first language of people who learn language from everyday language use (Natural Communication), and 2) weak interpretation of communicative language teaching: the instructor will propose principles, rules, norms of language for students to understand the relationship between cause and effect of grammatical principles use before applying. Language teaching requires class activities that are conducive to this learning process by organizing activities that motivate students, give opportunities to express opinions and identity of students; this has relationships or importance to students (Littlewood, 1989). Richards (2006) also suggested 2 more process-oriented approaches of teaching for communication; 1) contentbased approach: this focuses on learning content to be integrated with the language teaching goals, and 2) taskbased approach: this is the language studying from the interaction, which has 4 goals; (1) to use English language to communicate and perform the assigned tasks successfully, (2) to apply the language knowledge and experience, that has been received, in real life, (3) to develop thinking skills through the work operation, and (4) to behave properly in working with others.
The measurement and evaluation of English language teaching is important because it is the teaching activity that the instructor must measure and evaluate in accordance with the learning objectives. Valette (1977) suggested about the listening test as follows; 1) skimming, 2) oral comprehension, 3) perception, 4) transfer the oral message, and 5) dictation. Richards (1987) presented the listening activities as follows; data transfer, note taking, finding information, providing information, summaries, answering questions, forecasting, and matching. The outstanding points of the listening teaching activities of Richards are the presentation of various activities so that the instructor can start at any steps, without the need to sort and can develop the teaching at any stage to be more efficient and effective by using 2 types of assessment; formative evaluation and summative evaluation. In addition, Byrne (1990) presented 3 steps of organizing the activities for speaking teaching; 1) content presentation process is a step that the instructor must provide language knowledge, 2) the training process is a step that the instructor plans to allow the student to practice using the initial knowledge in a fluent manner, and 3) the process of using the language is a step by which the instructor allows student to use language knowledge to communicate meaningfully. Stufflebeam & Shinkfield (2007) presented the direction of CIPP evaluation model which is to evaluate the overall of model, the application of model. The evaluator can access the data for measuring and improving the curriculum, the usage of resource, time, and technology efficiently in 4 aspects; involving and serving stakeholders, improvement orientation, objectivist orientation, and standards and Meta evaluation.

Development of teaching styles:-
The determination of teaching activities is synthesized the teaching steps from the concepts of Harmer (1992) and Torut (2006) (see table 1). . The researcher determined the sample size with purposive sampling, retrieving 40 police students who were on duty and were in the same company so that the data retrieved from the questionnaire can be used to study the necessity of English learning of the police profession. . The researcher determined the sample size with purposive sampling, retrieving 30 police students from 3 rd company due to the reason that this company studied English language as the first class, as category 1, subcategory 1-3, as their schedule of training and duty at the same time.

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The variables of this research were; 1) controlled variable was the English communication instructional model to enhance listening-speaking abilities of police students at Police Provincial Training Center Region 7, and 2) the independent variable were the ability of English speaking-listening and opinion towards the English communication instructional model of police students at Police Provincial Training Center Region 7.
Research Tool:-1. Self-assessment questionnaire 2. 10 lessons and teaching materials in accordance with the English communication instructional model 3. Pre-test and post-test of English listening -speaking ability 4. Questionnaire of students' opinions on teaching styles in 5 point rating scale The tools used in the research were examined for content validity and reliability by using the Index of Item -Objective Congruence (IOC) from the evaluation of 3 experts in order to ensure the quality and appropriateness of tools before being really used.

Research Methodology:-
This study is the research and development with the pre-experimental research by using the one group pretestposttest design. The methodology is divided into 3 phases, as follows; Phase 1: Analysis of basic information on the necessity for studying the English listening-speaking in work of police.
The researcher studied the necessity for studying and development of listening-speaking ability and the ability about language functions related to police work, by conducting the interview with the experts in the curriculum and answering the self-assessment form from 40 police officers.

Phase 2:
Designing the teaching styles, developing the teaching assessment tools, and experimenting to find the effectiveness of teaching model to meet the criteria.
The researcher used the results of the study of basic information about the police students in Phase 1 to be used as a guideline for designing and developing the English communication instructional model to enhance listeningspeaking abilities of police students, which its steps are as follows; Step 1:-1. Designing the English communication instructional model in order to determine the unit specifications for 10 lessons, as follows; 2. Determine the study objectives by using the information in Phase 1 to set the main goal for developing the listening-speaking ability. 3. Define the content by using the information in Phase 1 to determine the learning details that are relevant to the operation of police. 4. Determine the learning process,implementing the teaching process in accordance with the concepts of Harmer (1992) and Torut (2006) in 8 steps; 5. The step of lead-in aims to give students an idea of the overall picture of what they will study before taking the next step in the next lesson. 6. The step of pre-listening comprehension starts at teaching vocabulary and posing the guided questions so that students can study the meaning of the vocabulary that will appear in the conversation; thus they understand the meaning and need to know what happens in that lesson. 7. The step of listening comprehension is the activity of conversation to practice listening skills in the situation that is consistent with the lesson and summarizes the situation that occurs in listening to their own words. 8. The step of language study related to the listening text and useful for speaking practice aims at students to understand the listening and to be the guidelines for creating conversation in next activity. 9. The step of communicative activities in given situations, in which students perform role-play in the situations determined. 10. The steps of extended activities as part-time activities by using internet to encourage greater understanding. 11. The step of wrap-up is the self-evaluation from studying record for that lesson. 12. The step of lesson quiz; the listening quiz can be in the form of answering question, while the speaking quiz can be the role-play. 13. The determination of the studying evaluation was divided into 2 parts; 1) formative evaluation: all points will be used to determine the efficiency of teaching styles according to criteria 80 (E1), and 2) Summative evaluation: the test is the same as those which were used in the pre-test and post-test (E2), the point will be used to determine the efficiency of teaching styles according to criteria 80/80. 14. The questionnaire to survey the opinion of police students towards the English communication instructional model in the form of 5 point rating scale. The question is concerned about 1) listeningspeaking, 2) management of listening-speaking teaching activities, 3) measure and evaluation, and 4) the benefits. 15. Checking the quality and efficiency of teaching models by presenting the research tools, lesson documents and teaching materials, listening-speaking ability test, and questionnaire, to the advisor and 3 experts to test the content validity. The results of IOC in between 0.5-1. In addition, the researcher took the ability test in the part of 80 multiple choice exams to find the quality of the exam, by allowing 30 police sergeants to test the exam to find the item difficulty (p) and the item discrimination (r), and found that the test is in the period of 0.2-0.8, which means the test is appropriate.

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Step 2:-The application of teaching model to pilot study in order to develop the teaching model to be in accordance with the criteria 80/80 by testing with 3 police students to find and correct the errors of lessons before using the model to teach 10 police students in small group. The results of pilot study show that the efficiency of teaching model E1/E2 was 78.60/80.07, which means the efficiency of teaching model is appropriate to be used to experiment with police students in real sample groups.

Phase 3:-
The use of developed teaching model and the evaluation of the use of developed teaching model.

Research Results:-
The researcher presented the results of using the English communication instructional model to enhance listeningspeaking abilities of police students at Police Provincial Training Center Region 7 in accordance with the purposes of research, as follows; With regard to the necessity of studying English language for communication, in the aspects of content, language usage, and benefits, the results show that it was appropriate to be operated in the real situation.
With regard to the development of the English communication instructional model to enhance listening-speaking abilities of police students at Police Provincial Training Center Region 7, the results show that the efficiency criteria E1/E2 result was 78.77/80.67, which means it was accepted according to the specified criteria. It is also relevant to the set hypothesis.
The effectiveness of English communication instructional model was as follows:-The comparison results of listening-speaking abilities before and after given an English communication instructional model and its effect size.
With regard to the comparison results of listening-speaking abilities before and after given an English communication instructional model, the results show that the mean of post-test score of listening-speaking abilities of 30 police students as the samplewas 80.67, while the pre-test score was 53.00. Therefore, the difference of mean score between pre-test and post-test was 27.67. The t-test results was 29.43; which shows that the listening-speaking abilities of 30 police studentsafter studying the English communication instructional model was higher than the abilities before studying with the statistical significance at level of .05. The effect size was 5.37, which means the effect was very big (see table 2).

Discussion:-
The results of the development of the English communication instructional model to enhance listening-speaking abilities of police students at Police Provincial Training Center Region 7 can be discussed as follows; The necessity of English listening-speaking skills for police students at Police Provincial Training Center Region 7 Regarding the listening skills, the results show that the police students need to strengthen their knowledge about listening for understanding, to be prepared about the vocabulary andsound separation, to memorize vocabularies and words that convey the meaning of words. This is relevant to the study of Meksutas (2005), who studied the development of English supplementary listening exercises based on local topics by measuring the text listening skills then finding its headings and telling its details. The results show that listening to the conversation and telling the events that happened in the past, listening to the conversation and identifying locations, listening to messages and identifying causes and consequences, listening to the conversation and identifying how to use that thing, listening to the conversation and distinguishing career groups, listening to the conversation and telling steps in performing various activities, and listening to the conversation and telling the sequence of events Regarding the speaking skills, the results show that to develop the speaking skills was not as difficult as expected because the student has listened to the story as a guideline, and the instructor has provided the language guide that will be used in speaking step-by-step; starting from having education issues on language, idioms, and vocabulary to be used in conversation. This is relevant to the study of Tipmontree (2007), who studied the Use and the problems of English and intercultural communication skills of Thai tourist police officers, and found that tourist police had problems about grammar and understanding with foreigner's accent, also the problem to understand the foreign tourists and to reply to them. Moreover, the most common problems with the foreign tourists were losing their belongings, being robbed, and fighting with local people. In case that tourist police cannot communicate to them, they will use body language, eye contact, facial expression in communication. There were also problems about the proper use of distance and paralanguage. These were the important problems caused by the inability to understand the accent of foreign tourists, to understand what they want, and to reply to them.
With regard to the results of the development of English communication instructional model to enhance listeningspeaking abilities of police students at Police Provincial Training Center Region 7, the results show that the efficiency criteria E1/E2 result was in accordance with the specified criteria 80/80. This is relevant to the study of Meksutas (2005), who studied the development of English Supplementary listening exercises based on local topics for eighth grade students of Tessaban 2 WatPrasattong School, SuphanBuri, and found that the efficiency criteria E1/E2 result of practice form to enhance English listening skills according to the local curriculum was 76.29/78.08, which means it was at good level. Moreover, it is also relevant to the study of Pumarin (2005), who studied about the development of English language training courses for the performance of tourist police officers under the Tourist Police Division, and found that the efficiency criteria E1/E2 result of English language training courses was in accordance with the specified criteria 80/80. The development of the English communication instructional model to enhance listening-speaking abilities of police students at Police Provincial Training Center Region 7 by the researcher was in accordance with the development of all processes of media from studying the needs of students, defining the learning context, arranging lesson material to meet the workload. The teaching management had the process to enhance the listening-speaking, by that before listening, the researcher recognized informing the basic guidelines for listening by explaining the background and language content in form of teaching the relevant vocabularies and posing the question guidelines so that students can catch the meaning while listening and understand easily. The researcher measured the comprehension of sub-skills from the listening message, then encourage students to develop what they listen to their speaking through the role-play. At the end, the police students were allowed to do the self-evaluation by filling in the details of what they have learned in each lesson. The details of each activity were as follows; Regarding the listening activities, due to the reason that the listening activities consist of presenting the vocabularies and picture using the technic of jigsaw, and questions as guidelines in order to help develop listening comprehension skills. In addition, after listening, examine the understanding from listening by letting students summarize the content of what has been listened. Therefore, the listening activities were not boring; the students will see the value of listening comprehension. There were few problems because the content in the activities was interesting with illustrations. This is relevant to the study of Park (2004), who studied the effect of the visual description section for listening comprehension of Korean students studying foreign languages, by studying how Korean students listen to understand English by using a virtual speech editing in the video as an experiment tool.It is divided into 3 groups: 950 3. The lesson should be developed to cover 4 skills: listening, speaking, reading, and writing. 4. Due to the reason that the basic knowledge about language of the police students is different, the overall teaching management might have problems for students with different basic knowledge. Therefore, there should be the research to encourage the self-study via online media in terms of vocabulary about police profession, exponents of expressions in various situations, or the important use of language for communication. 5. In order to communicate naturally, the agencies responsible of Thai Royal Police should study the results of the use of English for communication for the police officers by conducting the research along with using the online media to allow them to study by themselves.