From the result of situation analysis and partner’s problem, pengabdi (society service) team gives a solution to enlarge the opportunity for karangtaruna (youth association) to be accepted to work upon the graduation of Vocational High School. The solution is formulated in the form of a workshop and coaching for karangtaruna members (youth association) to practice English verbal proficiency by drilling and repetition method. At the end of this society service, the results are (1) Positive response and enthusiasm from youth association in Jedong village Wagir district. (2) Improved awareness of the benefit of English verbal proficiency. (3) Willingness to take a risk in participating. (4) Improved glossary, grammar, pronunciation,and spelling of verbal English and not ambiguous. (5) Improved chance to listen to native speaker’s voice recording. (6) Improved chance to practice verbal English in the monologue (self-introduction), in pairs and mingle (talking in turns with all participants in a dynamic and fun/not boringatmosphere. (7) Learning media with mp3 native speaker voice recording becomes available. (8) Youth association members can be facilitated to listen to native speaker’s voice recording, imitating and independent self-practice in their spare time. (9) Online webs become accessible to browse and download learning media files for future learning after this society service comes to its end. Keywords:Drilling and Repetition, Improving Verbal English Proficiency.

One of the problems in teaching English to students in vocational high schools is how to make the students more active, creative, and critical. An alternative teaching method that can be used by teachers is Problem-Based Learning (PBL). The objective of this study is to investigate whether the use of PBL provides a significant effect on the students’ writing descriptive text. This study used a quasi-experimental design which was conducted at a vocational school in Malang. The participants of this study were class X Office Administration 1 as the experimental group consisting of 23 students and class X Office Administration 3 as the control group consisting of 23 students. The researcher gave pre-test and post-test and compared the participants’ writing scores in the control and experimental groups by using an independent sample t-test. The result of the post-test indicates that the students in the experimental group achieved a higher mean score than those in the control group on writing descriptive text. The statistical analysis reports that there was a significant difference in scores between the two groups (t = 6.99, p < 0.05). This finding indicates that PBL can be an effective method for teachers in teaching writing descriptive text.

Researching teacher talk during teaching and learning process of English is essential because it offers practical implications for the improvement of teaching and learning process.  However, there are still few studies which try to compare types of talk used by lecturers who teach content and skill subjects. This research investigates the types and the dominant types of lecturer talk during the teaching and learning process at an English Education Department. The participants were two English lecturers at a private University in Malang who taught Vocabulary (skill subject) and Poetry (content subject) classes. The researchers used an audio recorder to record the utterances by the lecturers. The data were analyzed qualitatively by using FIAC (Flanders Interaction Analysis Category). The types of lecturer talk produced by the lecturer who taught Vocabulary were Ask question, Give direction, Give lecture, Accept or use students’ idea, Praise or encourage, and Criticize or justify authority. The types of lecturer talk produced by the lecturer who taught Poetry were Give lecture, Ask question, Accept or use students’ idea, Give direction, Praise or encourage, and Criticize or justify authority. The most dominant types of talk produced by the lecturer who taught Vocabulary were Ask question and Give direction but Give lecture was the most dominant types of talk produced by the lecturer who taught Poetry. This finding indicates that types of course taught by lecturers affect the kinds of talk produced by the lecturers.