COVER

Preface
This book is designed to develop reader competencies especially for railroad
signal employees in order to improve overall skills, knowledge and attitudes in
English. Some of the activities in this book are as a guidebook for employees to
support their English in their work and also for readers in general, to find out more
about train signaling.
In making this book, first, the writer must choose which way to carry out
information from the source. Next, the writer chooses interviews as a way to conduct
information. The authors made ten questions to ask the source, related to their work
desks and their difficulties in English as employees of train signals.
The writers went to Bogor, Cilebut, Bojonggede and Mangarai stations to
meet and conduct interviews with signal employees. Every train station employee
who works on the signaling are all men. Starting from the employees in the signal
control room until the signalmen are men. In the beginning, the writer found it
difficult to conduct their interviews, because the signal employee's task requires high
concentration. We were asked to wait until their shift was over so that we were
allowed to interview. Interrupted by the authors waiting, the authors made
observations at the station for ten days, the amount of time that had been given by
PT.KAI to us, from October, 13 - October, 22 2019.
This book was written to fulfill the latest project in an English course for
Special Purposes. This book is open and continuous improvement in the future.
Finally, we would like to thank all participants and supervisors. Hopefully this
book can be useful for readers to find out more about English for specific purposes.
 Table of Contents:
Cover
Preface............................................................................................................
Table of Content............................................................................................
Input...............................................................................................................
Starter..........................................................................................................iv
Activities.......................................................................................................1
Answer Key....................................................................................................
Lesson Plan....................................................................................................
A. Lesson Plan 1.......................................................................................
B. Analogy Lesson Plan 2........................................................................
C. Lesson Plan 2.......................................................................................
D. Analogy Lesson Plan 3........................................................................
E. Lesson Plan 3.......................................................................................
Students’ Activity Sheets..............................................................................
Bibliography...................................................................................................
Appendix........................................................................................................
A. Journal 1..............................................................................................
B. Journal 2..............................................................................................
C. Journal 3..............................................................................................
D. Journal 4..............................................................................................
E. The Result of Interview ......................................................................
Project Draft..................................................................................................
Reflection........................................................................................................
 Input
From Bogor to Manggarai/ lane number 23 takes precedence/ incoming signal indication/
ordinary position lane/ crutches directly reversed/ crank signal entry reversed/ Indication of
signal entry 5/ angke “yes sir” from the north/
Starter
 Activities:

1. Listening (Fill in the blank)

2. Writing (Making Dialogue)
3. Speaking (Role play)
4. Reading (Read an article and summarize)
5. Vocabulary (Crossword)
6. Writing (Making Sentences)
7. Writing (Descriptive Text)
8. Vocabulary (Matching Test)
9. Grammar (Jumbled Words)
10. Speaking (Conversation)
 LESSON PLAN 1
Materials
 Activity 1 : Reading (Read an article and summarize)
 Activity 2 : Vocabulary (Crossword)
 Activity 3 : Writing (Making Sentences)
 Activity 4 : Writing (Descriptive Text)

Audience
Railway Signals
Procedure :
A. Prediction
1. Students looking for an article about railway signals. Then, the students summarize
the article.
2. Ask students to write the words that they have got.
3. Ask students to make a sentences from the word
4. Ask students to search the meaning of the word in English.
5. Teacher give the picture. Then, the students describing the picture.
B. Reconstruction
1. Students work on assignments individually.
2. Students are given activity 1, it is read an article and summarize the article. They
have to looking for an article about railway signals. Then, the students summarize the
article.
3. Students do individually and the teacher gives they activity 2, it is Crossword. The
students have to find the words in the table.
4. Students are given activity , it is Making Sentences. Then the student making
sentence from the word
5. Students are given activity 4, it is Descriptive text. The teacher gives 2 pictures. Then
the students describe the picture.
C. Practice
1. Both teacher and students discuss activity 1,2 and 3 together before submitting.
2. Students submit the task.
3. Teacher gives feedback about students task.
4. Teacher end the meeting
Analogy 2
 LESSON PLAN 2
Materials
 Activity 5 : Listening (Fill in the blank)
 Activity 6 : Writing (Making Dialogue)
 Activity 7 : Speaking (Role play)

Audience
Railway Signals
Procedure:
D. Prediction
1. The teacher gives the audio (the conversation between the train controller and
signalman).
2. Students listen carefully the audio.
3. The teacher asks the students about the audio, what they get information.
4. Ask if there are any vocabularies difficulties,
E. Reconstruction
6. Divide the class into 5 group. Every group consist of 2 person.
7. Students are given activity 1, it is listening dialogue. They have to fill in the blank
with the correct words individually.
8. Students are divided into pair and the teacher gives them activity 2, it is making
dialogue. Each pair is asked to create a short dialogue about railway signals
controller.
9. Students are given activity 3, it is role playing the dialogue. After creating the
dialogue, they are asked to present it in front of the class, role playing as if they were
the train controller and signalman.
F. Practice
1. Teacher give students a task about completed the paragraph
2. Students submit the dialogue to the teacher
3. Students play roles in front of the class
4. Teacher end the meeting.
Analogy Lesson plan 3
 LESSON PLAN 3
Materials
 Activity 8 : Vocabulary (Matching Test)
 Activity 9 : Grammar (Jumbled Words)
 Activity 10 : Speaking (Conversation)

Audience
Railway Signals
Procedure :
G. Prediction
1. Ask students to match the words on the left side with the meaning on the right side by
matching the number with letter.
2. Ask students to predict and rearranged the words to correct sentence.
3. Ask students to make a conversation with their partner.
H. Reconstruction
4. Students are given activity 1, it is Matching Test. They have to Match the words on
the left side with right side.
5. Students do individually and the teacher gives they activity 2, that is Jumbled Words.
The task is about rearranged the words into appropriate sentence.
6. Students are asked to go back to their partner and make a conversations about
“Railway Signals”.
I. Practice
5. Teacher give students a task about Matching Test and Jumble Words.
8. Students submit the task.
9. Teacher gives feedback about students task.
10. Teacher end the meeting
Activity 1
Instruction: Please search an article about railway signals, after that read and summarize the
article.

Name :
Class :
Activity 2
Instruction: Look at these words below! Can you find some words? Mark it and write at the
below of this table.
S P I P T P U J D S T C P T I
I L K O I L N I O I R A L R N
G A A R K C T M U G A B A A T
N R N T U J A I B N I S T I E
A D Y E S K C N L A N I F N R
L F T R F I L L E L D G O S L
M A C H I N I S T B E N R T O
A R O V S P A D R O P A M A C
N I C I A G B U A X O L G T K
S P R A P A T U C M T I H I I
B O X R A D I O K O J N K O N
L O C O M O T I V E I G R N G
G B T R A F F I C L I G H T C
T R A I N C O N T R O L L E R
S E M A P H O R E S I G N A L

1. Signalman
2. Semaphore Signal
3. Train Controller
4. Locomotive
5. Traffic Light
6. Interlocking
7. Cab Signaling
8. Machinist
9. Porter
10. Train Station
11. Double Track
12. Signal Box
13. TCOC (Track Circuit Operating Clips
14. PLC (Programmable Logic Controller)
15. SPAD (Signal being Passed at Danger)
16. Box Radio
Activity 3
Instruction : After finding the words in the puzzle, please create a sentence for each words!

1. Signalman
Answer :

2. Semaphore Signal
Answer :

3. Train Controller
Answer :

4. Locomotive
Answer :

5. Traffic Light
Answer :

6. Interlocking
Answer :

7. Machinist
Answer :

8. Train Station
Answer :

9. Double Track
Answer :

10. Traffic Lights

Answer :
Activity 4
Instruction : Please describe this picture below based on your knowledge.
 Activity 5
Instruction: Listen carefully to the recording. Then, completed the paragraph below based on the
information the recording.

Network Signaling protection

Traffic Route

Signaling is essentially a sophisticated 1) ……. light system for the railway. The complexities of
moving trains around such a large 2)……. keeping them safely apart, and allowing for their long
stopping distances, means the signaling system is very complicated and comprises a great many
parts. The signals themselves are the lineside pieces of equipment that tell train drivers when it is
safe to proceed and what 3)……. heir train will take.

The broader 4)……..system also includes systems for determining the position of trains,
controlling the railway and operating the timetable, and points that control the directions trains
take. Other systems determine what movements are safe and train 5)…….. systems guard against
mistakes by drivers. Signalling systems are designed to fail to a safe state, so faulty components
can often result in signals remaining at red, causing train delays.
Activity 6
Instruction:
Work in pair and make a short conversation between train controller and
leverman!
Activity 7
Instruction: Present the dialogue in front of the class!
Activity 8
Instruction : Match the words on the left side with the meaning on the right side by
matching the number with the letter.

SPAD Track Circuit Operating Clips

PLC Particularly useful on high speed

railways

Semaphore Signals Programmable Logic Controller

Cab Signaling Is one of the earliest forms of fixed

railway signals

TCOC Signal being Passed at Danger

Activity 9
Instruction: Re-arrange the words below into good sentences! Do not forget to write your
answer at the below of jumbled words!

1. Station - the train - at – every day - the - is

2. Railway – semaphore – The first – signal – Charles Hutton Gregory – was – by – on the –
created – London – Croydon Railway – and
3. North America - Centralized traffic control (CTC) – originated – that – in – railway
signaling – is – a – of – from
4. Train cab – is – system – a – that – signaling – communicates – information – the - into
5. Is – a – signaling – essentially – traffic light – sophisticated – system – the railway - for
Activity 10
Instruction: Please make a conversations about “Railway Signals” with yours
partner.Then, present in front of the class!
 Bibliograpy
Huntchinson, T., & Waters, A. (1987). English for Specific
Purpose: A learning-centered approach. Cambridge University
Press.
 Appendix
Journal 1
Journal 2
Journal 3
Journal 4
The result of interview
 Journal 1
Group Members :
Alisya Saraswati Sjamtoto (031116023)
Muhammad Satria Alghoni (031116010)

The first meeting of the ESP class (English for Special Purposes) was held on September
10, 2019. At that time we could not attend Miss Atti's class. Because at that time I had the same
recovery hours as the ESP courses. And coincidentally my friends named Satria also could not
attend the class because he was sick at the time. But one of my friends who was named Ayu
Livia from class 5A told me that in Miss Atti's class, Miss Atti told us about the syllabus that we
should know for one semester such as class rules, ESP definitions, projects that must be done in
ESP classes and so on. Miss Atti gave us instructions to create a group to do the project, one
group consisting of three students. In this project, the groups are required to keep five journals
for one semester. Miss Atti told us the details of the journal content that must be submitted every
week that has been determined. Miss Atti showed us an example of a journal as our reference for
doing this project. The first journal contained ten questions for ten respondents.

On September 20, 2019, Miss Atti instructed us to undertake an ESP project in the Train
Station area. And our group has obtained the "Train Signal House" section as analytical material
for our group. We have asked people who work for the "Train Signal House". On September 22,
2019, we together visited the "Train Signal House" near Alisya’s house in Bojonggede. We met
with the guard of the "Train Signal House" named Sukardi. When we were there the first time we
did introduce ourselves, and tell us the intentions and purpose of the kamji came there. Thank
God we were there very well received by Mr. Sukardi and his friends.
KUESIONER

KATA PENGANTAR KUESIONER

Kepada Yth,
Bapak/Ibu
Ditempat

Dengan Hormat,

Kami mahasiswa jurusan Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu
Pendidikan, Universitas Pakuan Bogor. Maksud dan tujuan dari kami ingin meminta waktu dan
ketersedian Bapak/Ibu untuk menjawab seluruh pertanyaan yang akan kami tanyakan sesuai
dengan kuesioner ini. Saat ini kami sedang melakukan penelitian untuk tugas akhir mata kuliah
English for Spesific Design. Mata kuliah ini terkait dengan penggunaan Bahasa Inggris terhadap
Petugas Rumah Sinyal Kereta API. 

Oleh karena itu kami berharap kepada para responden dan memberikan jawaban dengan
sebenar-benarnya, demi membantu penelitian kami ini. Tanpa mengurangi rasa hormat. waktu
dan ketersediannya saya ucapkan terimakasih dan besar harapan kami agar penelitian kami ini
dapat bermanfaat untuk kita semua.

Bogor, 3 Oktober 2019

Penulis

 
 Kuesioner Penelitian
A. Profil Responden 
Nama Instansi :
Nama Responden :
Jenis Kelamin :
Tanggal Pengisian :
Pendidikan Terakhir :
Lama Bekerja :

B. Pertanyaan 
1. Sebelum Anda berkerja sebagai pegawai Rumah Sinyal Kereta API adakah
pembekalan atau pelatihan untuk penggunaan Bahasa Inggris dalam pekerjaan
Anda?
2. Apakah pekerjaan Anda saat ini menuntut Anda untuk menggunakan Bahasa
Inggris untuk percakapan antar pegawai satu dengan yang lainnya?
3. Dengan siapa saja Anda dapat berkomunikasi menggunakan Bahasa Inggris ?
4. Seberapa sering Anda menggunakan Bahasa Inggris dalam perkerjaan Anda 
sebagai pegawai Rumah Sinyal Kereta API?
5. Seberapa banyak kata-kata dalam Bahasa Inggris yang sering digunakan dalam
pekerjaan Anda saat ini?
6. Menurut Anda keterampilan Berbahasa seperti apa yang diperlukan untuk
pegawai Rumah Sinyal Kereta API?
7. Apakah Anda mengalami kendala Berbahasa saat melakukan tugas?
8. Saat Anda bertugas sebagai pegawai Rumah Sinyal Kereta API. Adakah sesorang
yang komplain kepada Anda menggunakan Bahasa Inggris?
9. Bagaimana cara Anda meningkatkan keterampilan Berbahasa Inggris Anda untuk
menunjang pekerjaan Anda sebagai pegawai Rumah Sinyal Kereta API?
10. Apakah bentuk laporan pertanggung jawaban Anda terkait pekerjaan Anda
sebagai pegawai Rumah Sinyal Kereta API menggunakan Bahasa Inggris atau
Asing yang kurang familiar dalam pembuatannya
 Journal 2
Alisya Saraswati sjamtoto (031116023)

Muhammad Satria Alghoni (031116010)

English for Specific Learning

This week is the second week for us to carry out the process of interviewing our
correspondent. we had the opportunity to interview the train signal house using the questionnaire
we had made earlier.
Not only the questionnaire we made, we also fulfilled the administration of making
official letters from our University for correspondence.
After we traced, by reading and searching for information on the internet the train signal
has not existed since 2014/2015.
And this is information we get from the internet about the current train signal home
system. "There are five signal systems in the Jakarta, Bogor, Depok, Tangerang, Bekasi and
Cikarang areas. They are the Kyosan K5B System for the Manggarai-Cikarang Line, the
Westinghouse Solid State Interlocking (SSI) system for the Jakarta City-Bogor Line, SSI GEC
Alstom for Pondok Ranji-Serpong, DBPI VPI for Parung Panjang-Rangkasbitung, and the LRS
02 (LRS) Interlocking System for the Grogol-Tangerang Line. "
(https://tirto.id/see-system-signals-krl-work-czuz)
For the future we will find out information about the train signal house, whether it is still
in use or not for now.
 Journal 3

A. Background of the Interview

B. The Purpose of the Interview

C. Time, Date, and Place

Date : October 13st-22th, 2019
Time : 02.00 p.m – 05.00 p.m
Place : Bogor, Cilebut,Bojonggede, Manggarai Station
Respondents : Signal Control Room and Signalmen of PT. Kereta Api Indonesia

D. Results of the Interview

The interview has been conducted to 3 Respondents. The first interview was
conducted at October 14st, 2019. The interviewer has asked the background of the
respondent and continued by asking the question. Here is the background of the first
respondent:

 Respondent 1
Name of Respondent : Sukardi
Background of education : Vocational High School
Length of Employment : 7 years
 Respondent 2
Name of Respondent : Leo Andrian
Background of education : Bachhelor og Electrical Engineering
Length of Employment : 3 years

 Respondent 3
Name of Respondent : Reza Rama
Background of education : Vocational High School
Length of Employment : 1 year
Journal 4