THE NEEDS FOR INCORPORATING INDONESIAN CULTURE into LEARNING MATERIAL : A Case Study in Tourism Students Majoring Travel Business Management at one of Tourism Institute in Bandung.
TABLE OF CONTENTS
DEDICATION ... i
ACKNOWLEDGEMENT ... iii
DECLARATION... iv
LEGALIZATION ... v
ABSTRACT ... vi
TABLE OF CONTENTS ... vii
CHAPTER 1 INTRODUCTION ... 1
1.1 Opening Remarks ... 1
1.2 Background ... 1
1.3 Research Questions ... 4
1.4 The Purposes of The Study ... 5
1.5 Significance of The Study ... 5
1.6 Scope of The Study ... 6
1.7 Organization of The Paper ... 7
1.8 Closing Remarks ... 7
CHAPTER 2 LITERATURE REVIEW ... 8
2.1 Opening Remarks ... 8
2.2 The Definition of English for Specific Purposes ... 8
2.3 The ESP in EFL Teaching ... 9
2.4 Types of ESP ... 11
2.4.1 English as A Restricted Language ... 11
2.4.2 English for Academic Purposes and English for Occupational Purposes ... 11
2.4.3 English with Specific Topics ... 12
2.5 The Characteristic of ESP ... 13
2.6 Need Analysis ... 14
2.7 Material Development in ESP ... 18
2.8 Definition and Categories of Culture ... 20
2.9 Culture Based Material ... 23
3.0 Closing Remarks………26
CHAPTER 3 RESEARCH METHODOLOGY ... 27
3.1 Introduction ... 27
3.2 Research Site ... 27
3.3 Research Participant ... 28
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3.5.2 Interview ... 31
3.5.3 The Document Analysis ... 32
3.6 The Data Analysis ... 32
3.6.1 The Documentary Data ... 32
3.6.2 The Questionnaires ... 33
3.6.3 The Interview ... 33
3.7 Closing Remarks ... 34
CHAPTER 4 DATA ANALYSIS... 35
4.1 Opening Remarks ... 35
4.2 The Data from The Document Analysis ... 35
4.2.1 Kurikulum Berbasis Kompetensi (KBK) Program Diploma Sekolah Tinggi Pariwisata di Lingkungan Kementrian Kebudayaan dan Pariwisata (2010) ... 36
4.2.2 Co-ordinate and Operate Tour, Competency Standard, Indonesia Australia for Skills Development (2002) ... 38
4.2.3 Speak and Understand English at Supervisory and Senior Operational Levels (Competency Standard ( 2002) ... 39
4.3 Data from Questionnaires ... 43
4.3.1 The Students’ Expectations ... 44
4.3.2 Lecturer’s Expectation ... 53
4.3.2.1 ESP Lecturer’s Expectation ... 53
4.3.2.2 Tour and Travel Management Lecturer ... 58
4.3.3 The Stakeholders’ Expectation ... 60
4.3.3.1 The Tour and Travel Business Owner Expectation ... 61
4.3.3.2 The Foreigners’ Expectation ... 64
4.4 Material Development ... 67
4.4.1 Kerangka acuan Kerja (KAK) dan Rancangan Anggaran (RAB) Ekspose INterpretasi Jurusan Perjalann (PJN) Program Studi: MBP,MPP, MBK 2011 ... 68
4.4.2 Laporan Kegiata Ekspose dan Interpretasi 2011 ... 69
4.4.3 The Data Taken From Persistent Observation on Exposé Interpretation ... 74
4.4.4 The Evaluators Point of View on The EI event in relation with The Material Taught for MBP Students ... 77
4.4.5 The Data from MBP Students’ Questionnaires in relation to The Material Given in The Classroom ... 79
4.5 Closing Remarks ...82
CHAPTER 5 THE FINDINGS AND DISCUSSION………83 5.1 The Students’ Needs………...…….83 5.2 The Material Development………..86
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6.2 The Conclusion ...90
6.3 The Recommendation ...92
BIBLIOGRAPHY………95 APPENDICES Appendix 1 The Questionnaires Result... 100
Appendix 2 Interview Transcription with the Department Lecturer ... 105
Appendix 3 Interview Transcription with the ESP Lecturer ... 108
Appendix 4 Interview Transcription with the Travel Business Agent Owner ... 112
Appendix 5 Interview Transcription with the Foreigners ... 115
Appendix 6 Subject Syllabus ... 120
Appendix 7 Parameter Kompetensi Ekspose Interpretation 2011,”Wonderful Nature” ... 125
Appendix 8 The example of Material……… ... 126
Appendix 9 Lesson Plan of The Suggested Material ………135 Appendix 10Questionnaire For MBP Students (Third Semester) ... 137
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CHAPTER I INTRODUCTION
1.1 Opening Remarks
The purpose of this chapter is to present the discussion of research background, research problem identification, and limitation of the problem, research objectives, research significance, and operational definition of selected terms. In detail, the discussion of the points above is presented in the following parts.
1.2 Background
English for Tourism services becomes more important since Tourism in Indonesia is an important component of the Indonesia economy as well as a significant source of its foreign exchange revenue. As part of English for Special Purpose (ESP), English for Tourism services demands the students majoring tourism department in tourism intitute to be professionalized developed. Thus, to compete professionally one has to be proficient in the language of the profession.
Culture is one of major components of Indonesian tourism. The rich cultural heritage which reflects Indonesia‟s dynamic history and ethnic diversity that is complemented by the beauty of the natural scenery drawn to attract international tourists to enjoy them, as it was said by Faizal, the travel head department of SekolahTinggiPariwisata as published in the article Pikiran Rakyat, Jumat(Pahing), 3 Juni 2011, duringthe Travel Mart 2011 event.As cities
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are the entrances to a region or a country, they are often at the frontline of the competition to attract more international travelers.
Cultural tourism is predicted to become even more important to the tourist industry in the future. The exciting prospect of developing cultural tourism has not only economic, but cultural benefits. Traditional crafts would have an additional market; traditional musicians would be able to perform more regularly. And perhaps, children might not be so easily persuaded to abandon traditional ways as they become adults. As it is strengthened by the statement from Koentjoroningrat in Soetarno: 2004 as cited in Saliman 2009:
Kebudayaansebagai system ide yang
dimilikibersamaolehmasyarakatpendukungnya yang meliputi; (1)
kepercayaan, (2) pengetahuan, (3)
keseluruhannilaidannormahubunganantarindividudalamsuatukomunitas yang dihayati, silakukan, ditaati, dandilestarikan, (4) keseluruhancaramengungkapkanperasaandenganbahaslisan, tulisan, nyanyian, permainan music, tarian, lukisan, ataupenggunaanlambang.
At the same time that we set out to reap economic benefits from our heritage, we must be very careful not to destroy the very thing that we promote. Carefully and thoughtfully, we must present them to the public in ways that help to insure that the traditions are strengthened and honored, not weakened or degraded.
Tourists find culture-tourism appealing because it offers a cultural experience, including local history, lifestyle, and environment. In successful culture-tourism tour guides play an essential role because an effective guide can act as a “culture broker” who interprets the given culture for tourists (Cohen, Ifergan& Cohen, 2002) in Lo and Sheu (2008). Thus, the role of tour guides has gained research attention. Researchers have found that the quality of guides is
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vital to touristic success (Ap& Wong, 2001; Cohen, Ifergan& Cohen, 2002) as cited in Lo and Sheu (2008). Recognizing the value of culture tourism for the growth of the urban economy and the importance of tour guides for enhancing tourists‟ experiences,
Therefore, the knowledge of Indonesian culture is one important thing for the STPB students to be possessed. This is especially important for the teacher who have responsibility of helping to prepare the EFL tourism students to face their future job in real hotel industry where they are demanded to represent Indonesian culture, and further, elaborate those cultural attraction as part of the cultural tourism to the foreigners.
In fact, based on the researcher‟s persistent observation, most of the studentsin this institute have lack of knowledge about Indonesian culture. The finding showed their lack of knowledge of the culture led them into a difficulty in explaining this culture to foreign tourists whenever they have their job training, Expose Interpretation Event (which is held annually), and Travel Mart (which is held annually) as cited in KurikulumBerbasisKompetensi (KBK) Program
Diploma PadaPendidikanTinggiPariwisata di
LingkunganKementrianKebudayaandanPariwisata (2010). This would lead also to their less-prepared performance in facing the real tourism industry especially in promoting our culture, after graduating.
Therefore, this study aimed to reveal the students‟ needs about Indonesian culture based material in order to help the EFL teacher to find appropriate material as a class activity to improve their communicative competence in
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English. The researcher further thought that conducting need analysis would be appropriate. It is important to know learners‟ reasons of learning language, thus teacher can consider the learners need and further design appropriate material.
Therefore, the students‟ understanding about Indonesian culture based material need to be expanded through the materials given in English class, especially before facing the real industry in the job training or in the real industry after they are graduating.
This study was conducted through need analysis to reveal the students‟ need in culturally based Indonesian material in order to gain their knowledge about it, and further being able to present it in English in which foreigners are their targets. In line with this study, Fengxiang,______ once in his research mentioned that:
Actually cultural background information is in the most cases the most important and appealing factor to attract tourist. Many famous tourist spots and sites are remarkable for their historic buildings, events, stoies happened there or special customes which has been developed in the river of history during a long period of time. And now people from every part of the world come to visit them in order to appreciate the nice scenery, acquire knowledge about history and enjoy the special customes which are so different from their own.
1.3 Research Questions
This study was attempted to address the following questions;
1. What were the students of Travel Business Management needs should be fulfilled related to IndonesianCulture Based Materialgiven in English classroom?
2. What kind of Indonesian Culture Based Material do the teachers believe to be appropriate for the activities to meet the students‟ needs?
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1.4 The Purposes of the Study
As indicated in the background of the study, this study was aimed at: 1. Investigating the students‟ (majoring Travel Business Management) expectations towards the need of Indonesian culture based material to be given in English classroom.
2. Suggesting and enhancing one appropriate Indonesian culture based materials for the teachers, based on the need investigated.
1.5 Significance of the Study
This study was significant in that the results of this are expected to contribute and give more informative ideas to the development of the theory, teaching practice, and profession.
For theoretical development, this study can offer the information that can be used as a model for the improvement of the English teaching program in ESP context, especially concerning with developing more culturally based Indonesian material for Travel Business Management students.
For practical and professional developments, the result of the study was particularly beneficial for the lecturers, in finding the relevance of the material to the students‟ need, and further they are able to conduct a good teaching learning process in general.
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1.6 Scope of the Study
This study was limited to the investigation of the students‟ need and expectation towards the culturally based Indonesian material at Travel Business Management program at one of tourism institute in Bandung. The exploration of the students‟ needs were only limited to the teaching materials of Indonesian Culture Based Material in the classroom and their experience of conducting their knowledge about Indonesian culture in their job training overseas. The data for the study were taken from one particular class majoring Tourism Business Management. The first questionnaire was conducted only for those who have already had their job training, as the purposive sampling. Those students were chosen based on consideration that they are worth to be questioned, based on their experience in admitting whether this particular material should be given in the classroom, or not.One particular lecturers in Travel Business Management department were also interviewed with aim to confirm the students‟ needs with the department‟s expectation towards Indonesian culture, and one of ESP lectures to gain in-depth sight on the related material.
Furthermore, based on the finding, the suggested material was implemented in the classroom once as an example of material which underlined the findings.
1.7 Organization of the Paper
This study was divided into six chapters. Chapter one gave general description of the introduction to the topic of the research, which relates to the
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background of the study,the research aims and questions, and the significance of the study. Chapter two elaborated the theoretical framework underpinning the study, precisely on the English for Specific Purposes (ESP) as proposed by Murby (1978); Hutchinson and Waters (1987); Dudley-Evans and St. John (1998), especially in the theory of „need analysis‟ which primarily support this study. The theory of culture based material from Kirkpatrick as cited in Aziz (2003), Alwasilah as cited in Aziz (2003). andMansoor (2002). The elaboration of material development framework is also discussed in this chapter to underpin the design of suggesting material.
Chapter three outlined the design and methodology of the study, including; research site and participants, data collection techniques, and lastly data analysis. Furthermore, chapter four presents and analyse the data obtained in the study. The thesis‟ finding and discussion was stated in chapter five, while the conclusion and recomendation in which the writer provides the conclusion drawn from the discussion in chapter four as well as it offers recommendation for further research.
1.8 Closing Remarks
This chapter has presented the introduction of the whole study, which includes research aims and problems, data collection and data analysis. The following chapter will present the theoretical foundation that frames the study.
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CHAPTER 3
RESEARCH METHODOLOGY
3.1 Introduction
This chapter discussed overview of the design and the method of the study. It particularly describes research site and research participants (the students, the teachers and the stakeholders). Then the data collection process, data collection technique from data resources (document analysis, questionnaires, interview, and data analysis follow them. Validity issues concludedin this chapter.
3.2 Research Site
The researcher conducted the study at one of toruism institute in Bandung. There are some programs in this academy, but Tours and Travel Management is one of them. Since Tours and travel Business Management is one of the major in this program, the researcher chose this major for this study.
The major reasons for choosing this department of the research site areas follows: first, the researcher is the English lecturer in that faculty. This was expected to promote the feasibility of the study in gaining the data. Second, since the researcher has been involved in the English teaching in the research site, the result of this study will give valuable information on the students’ real needs for the English material.
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3.3 Research Participants
There were fifteen students of Travel and Business Management in their sixth semester who were chosen purposively for those who had accomplished their job training with consideration that those who accomplished it had had already understood on some the industries needs. There was an ESP lecturer teaching at Tours and Travel study program who clarified the material needs of MBP students toward the Indonesian Culture Based Material. Regarding the needs, the researcher also interviewed a lecturer of Tour and Travel study program to spot some students’ weaknesses in ESP as well as the expectation of the students’ output. There were also two foreigners as the stakeholders to underpin whether the students could describe the Indonesian culture well and one business tour owner which could clarify the fact that the students could communicate well in English in defining the Indonesian culture.
Regarding the relevancy on the material development to the students’ needs, the observation, interview, and the second questionnaire distribution were taken. The observation was taken from the Ekpose Interpretation Event, while the interview was done to the one of the event’s evaluator, and the questionnaires were distributed to the 13 students of MBP in their third semsester as the material implementation participant who had presented in the event. The total participants of this research were 36 participants. To protect their real identity the researcher disguises their names.
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3.4 Research Design and Method
As it was indicated in the previous chapter, this study was addressed to investigate the needs of Indonesian based cultural material for Tourism Bussiness Management students. In line with the aforementioned purposes, this study used a qualitative design by employing a case study. The study employed a qualitative research design from Maxwell (1996). In this study, the researcher investigated the Tourism Students needs toward the Indonesian culture based material to be given as speaking material. It specially employed case study design described by Fraenkel and Wallen (2007: 438) since it was about an intensive description and analysis of the students’ perceptions towards the need of Indonesian culture based material to be given in English class. This study was about the person, such as students, teachers, stakeholders, a program, a specific policy, so on (Meriam, 1998). In this study, the analysis was aimed at providing the description of the students’ needs related to the materials in learning, precisely, the finding would be able to develop the quality materials which meet the students’ needs. Moreover, the case study which was applied in this study using a variety of lines of actions in its data gathering segments and can be meaningfully make up and contribute to the application of theory. Each of the data collection will be presented below.
3.5 The Data Collection Techniques
Before collecting the data, the researcher did some activities which aimed to the data observation, global discussion on the expecting output of the Tour and
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Travel program with some lecturers and the students itself in while teaching in some classes.
As mentioned earlier, three data collection techniques were used in this study, including the document analysis, questionnaires, and interviews.
The implementation of the material was validated by another documentary data, interview form the evnt evaluator, and questionnaires for the students of MBP in the third semester.
The procedure of data collection was presented as follows:
The implemented material designed based on the investigated needs revealed at first. The materials covered the needs of the students toward Indonesian culture in preparing the Ekpose Interpretation event, November 2011.
PREPARAT ION
•Observation on the phenomena and Preparing the Research Instrument
PRE ACTIVITY
•Giving the questionnaires to the students and Interviewing lecturers and stakesholder
MATERIAL DESIGN
•THE SYLLABUS DESIGN (Based on the students’ needs)
MATERIAL IMPLEMEN TATION
•(Persistent Observation on the Expose Interpretation Event)
POST ACTIVITY
•Interviewing the Evaluator of Expose Interpretation Event and Distributing questionnaire to the students
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3.5.1 Questionnaire
Questionnaires were distributed to the English students of Travel Business Management students. It consisted of 13 questions; it was the closed questionnaires, number one to number four investigated about the expectation of the students about their ability in communicating with the foreigners in terms of describing Indonesian culture. The next question up to number nine investigated the perception on whether the students need the material or not, while the rest of the questions tried to reveal the previous material about Indonesian culture in the classroom starting the first to the sixth semester. The researcher chose closed questionnaire because the answers are easy to analyze and categorize (Meriem and Simpson, 1989). The questionnaire was also to check the validity of respondents’ answers as well as to triangulate the data given by each participant.
3.5.2 Interview
Interviews were used in this research as additional data collection technique to gain information from selected students’ respondents and the lectures teaching subject as well as underpinning the expectation output from the stakeholders and the school. The framework in the interview for the students and the lectures covered the same topic with the questionnaires. The interviews were recorded and then transcribed. The interview was also used to triangulate the data given by the respondents. As Meriem (1998:72) suggested that in qualitative case study research, the main purpose of an interview is to obtain a special kind of
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information, therefore the use of interview was to validate the data from other resources.
3.5.3 The Document Analysis
Document analysis played an important part of this research since it was believed that the use of document analysis was beneficial to provide valuable information about the materials provided in teaching and learning. It’s also beneficial since the investigation of this study involved the school official curriculum to be analysed. As suggested by Merriem (1998) stated that documentary data are objective sources of data compared to other forms. Moreover, documentary data were particularly good sources for qualitative case study because they can ground an investigation in the context of the problem being investigated.
3.6 The Data Analysis
The goal of the data analysis was to discover the patterns, ideas, explanations and understanding. Therefore, the organization and the analysis of the data was sorted, coded, and formatted into a story or picture as what Cresswell (1993:153) suggested. In general it was coded by the data collection technique; document, questionnaires and interviews.
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3.6.1 The Documentary Data
The KurikulumBerbasisKompetensi (KBK) Program Diploma
PadaPendidikanTinggiPariwisata di
LingkunganKementrianKebudayaandanPariwisata (2010) andCo-ordinate and Operate Tour Competency Standard (teacher Focused and Student Centered Materials) were analyzed by investigating the relevance of the learning syllabus and the description stated in the curriculum as well as the material given for the students in relation to the Indonesian cultural based material. The data report from Ekspose&Interpretasi 2011 and document KerangkaAcuanKerja (KAK) danRancanganAnggaranBiaya (RAB) JurusanPerjalanan (PJN) Program Study; MBP, MPP dan MBK 2011,were investigated to reveal the congruity of the event result and evaluation and the material as well.The availability of language skill materials and its relevance to Tours and Travel study program were also investigated. This investigation aimed to underpin the finding in the other data resources.
3.6.2 The Questionnaires
In this study, the data from questionnaire were analyzed by developing the categories and themes that interpret the meaning of the data. When categories and their properties were reduced and refined, the analyses moved toward the development of theories to explain the data’s meaning.
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The recording data from the interview were analyzed and categorized into materials and teaching method expected by the stakeholders. The data from the interviews were also used to check the validity of the data taken from the questionnaire.
The next stage of interviews data analysis was interpretation, that the data from the interviews then were interpreted to address the research questions.
3.7 Closing Remarks
This chapter has discussed the method and design employed in the present study. The research site, participant, data collection techniques, and data analysis framework have been obviously described. The data presentation and data analysis are presented in the next chapter.
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CHAPTER V
THE FINDINGS AND DISCUSSION
5.1 The Students’ Needs
As indicated in the background of the study, this study is aimed at: 1). investigating the students’ (majoring Travel Business Management) expectations towards the need of culturally based Indonesian material to be given in English classroom, and 2).suggesting and enhancing one appropriate culturally based Indonesian materials for the teachers, based on the need investigated.
Therefore in answering the first research question on the students needs toward Indonesian culture material, the documentary data, interview data, and questionnaires data reveal three findings.
First, the students need the Indonesian cultural based material especially in interpreting, promoting the locus, and guiding as well. As it is proposed by
Ekİcİ (2003: 26) as follows:
Tour Guidance is a field of work which requires language skills in order to enabling the professionals work with confidence. Each of the skills which may be required, reading, writing, listening and speaking may be of different value in terms of their use in that specific field in order to enable students function effectively in their workplaces and academic environment.
Second, in short urgency, the students needs some guiding on giving information on Indonesian cultural attraction for facing the EI event (for third semester) and Travel Mart (for fourth semester), Luka (2007) in the research also
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stated that the student’s professional competence should be gained in achieving the expected outcome competence.
Professional competence is an individual combination of gained experience, attitudeand abilities developed on the basis of learning which allows a specialist to think strategically, untraditionally implement knowledge, responsibly develop their industry, and creatively work in the chosen profession observing traditions andpeculiarities of different cultures.
Third, in a long urgency, in the future, the students expect to work in particular Travel Bussiness Industries, which also consistently mentioned by the stakeholders on the interview above, that knowing Indonesian cultural attraction and having abilities to describe it is definitely being a need for them. This is also constistent with Sardjiyo and Pannen (2005) who reveals the idea of Culture Based Teaching which discuss about integrating the students’cultural background into various learning material. It will make them activebased on the culture they have been familiar with therefore it will get the optimal learning achievement.
Dengan demikian pembelajaran berbasis budaya merupakan suatu model pendekatan pembelajaran yang lebih mengutamakan aktivitas siswa dengan berbagai ragam latar belakang budaya yang dimiliki, diintegrasikan dalam proses pembelajaran bidang studi tertentu, dan dalam penilaian hasil belajar dapat menggunakan beragamperwujudan penilaian.
This finding was strengthened by the statements from Kirkpatrick as cited in Aziz (2003) clarifies which cultures to teach through English. Instead of giving the students information about the cultures of native speakers, the curriculum should include information about the cultures and people of the ASEAN and Asian region.
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The participants in this research revealed the fact about the students’ lack of vocabularies in defining the local culture in English. Therfore, the students needs to have vocabularies engagement in the material. This finding was in line with Mansoor (2002) who stated that the most obvious influence of language and culture on thought is tahat of vocabulary. He pointed out that words are suited to the environment in which they are used.
5.2 The Material Development
Based on the revealed data about the students’ needs, to answer the second
research question, the researcher suggested material for MBP students in the third semester who are dealing with Exposé Interpretation event which basically needs their interpretation, and promotion on a certain locus. This is in line with Lo and Sheu’s (2008) findings in their research in Taiwan:
Cultural learning. Most of the students said that they enjoyed having the opportunity of cultural exchange with visitors from different countries . Not only they learnt new cultural elements from the visitors, but the interactions also reaffirmed their own cultural identities. From the preparation of the tour, the students gained more in-depth knowledge of the city, the Festival and local folklore in general. Their experience created a sense of pride for their own cultural heritage and motivated them to work on its introduction to foreign visitors.
Therefore, in learning the cultural elements and being able to describe them, the students must gain more in-depth knowledge on the cultural attraction in each locus and experience it as it is suggested by the stakeholders in this research.
The lack of local materials for academic purposes was led to a material development on Indonesian based culture. The inclusion of local culture in the
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curriculum, methodology, and teaching materials would make the learning and more meaningful for the students, as proposed by Mansoor (2002).
Therefore, the suggested material was designed for one semester, but due to the limitation of the discussion, there is one example material which is included in this study.
The suggested material was in short term designed for those who did some preparations in facing the EI event.
The suitability of the material was validated by doing persistent observation on the event, revealing the documentary data from the event (Laporan Kegiatan Ekspose dan Interpretasi 2011), interviewing the event’s evaluator, and distributing the questionnaires for the MBP students as the event presenters. The findings are:
1. All the data taken form document, interview and questionnaire showed that the Indonesian culture based material was successfully improved the MBP students’ ability in speaking and listening skills. this is also strengthened by the good ESP material according to Evans and St John (2008:173), which a good material should modify activities to suit the learners’ needs which in this case is interpreting the locus in EI event.
2. The entire participant also claimed that this material was suitable for MBP students especially in term of interpreting and promoting the locus, and guiding as well. This finding is strengthened by the good ESP material according to Evans and St John (2008:173), which a good material should select appropriately from what is available.
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The implementing of Indonesian based culture While Alwasilah in Aziz (2003) proposes the reasons of using acts, facts, and artifacts in culture based materials. Those are, first this material will give real flavor in using the language. As this is important to entice the learners into authentic engagement in processing the language they are learning, second students can pay relatively fuller attention to how English language works to serve the communicative function in the context they may find themselves in, while the last reason is that the theorists want to make an experiment with the development of learning materials of Indonsian college students who, in the oberservation of many, seem to lack interest in learnig the English language which, in their social life does not serve mush of utilirian functions beyond the attaintment of course grades.The statement above was consistently strengthened by Mansoor (2002) in his research on Pakistani students who defines the use of local culture inEnglish material which could arouse the students’ awareness of Pakistani culture and make the learning more meaningful to the students. Hinkel (1999) as cited in Turkan (2007) states that learners are encourage to talk about their culture through such materials, because then they become aware of their own cultural identity. Further, Turkan (2007) revealed the finding on his research that students learn English to talk to visitors who come to their country, but they are not expected to travel to English speaking countries or to learn about englosh speaking cultures. If they speak with the visitors, they can do so within their local culture framework, likely to carry their home culture with them in their use of English.
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3. In implementing the materials, the researcher found some difficulties, such as, the limited knowledge on the related locus, because of the limited literary review on the locus.
4. Another difficulty was; the researcher was not getting involved in surveying the locus. Therefore, she could not make a list of vocabulary which may need on the spot.
5. The media provided was insufficient in encouraging the students to learn the facilities, such as the previous EI event video tape, the relevant lirterary books which are hardly found in the library.
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Curriculum Development. The Internet TESL Journal, Vol. VII, No. 10. http://iteslj.org/, accessed on February, 25,2012.
Gebhard, Jerry.G. 2000. Teaching English as A Foreign or Second Language. USA: The University of Michigan Press.
Griva and Helen. 2006. Avialable at http://www.issn.org:8080/pub/ESP Worlds\Strategies employed by students learning foreign languages for academic purposes. htm. accessed on February, 25,2012
Hadley, A.O. 2001.Perspectives: Case Study for Readers and Writers. New York: Longman.
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Harmer, J. 2001.The Practice of English Language Teaching: Third Edition. Essex: Pearson Education Limited.
Hernawati,Atti.2007. Stakeholders Expectations TowardThe Teaching of English at Tours and Travel Study Program. A thesis submitted as a q
fulfillment of the requirements for the Master‟s Degree in English
Education in UPI.
Hutchinson, T.& Waters, A. 1987.English for Spesific Purposes: a learner-centered approach. Cambridge: Cambridge University Press.
Ibrahim, AbdulMahmud Idreess. 2009. ESP at the tertiary Level: Current Situation, Application and Expectation. A paper presented to the 1st Sudanese International English Language Conference, 15th& 17th, Jun, 2009
Kennedy, C. and Bolitho, R.1984. English for Spesific Purposes.Hongkong: Macmillan Publishers Ltd.
Kavaliauskien, G. 2002. „Aspects of Learning ESP at university.English for Spesific Purposes World Web-based Journal.1.1 (Available at: http//esp-world.7p.com) accessed on August 28,2007.
Kirkpatrick, Andy. 2006. Teaching English Across Cultures. What Do English Language Teachers Need To Know How To teach English. 19th Annual ES Education Conference 2006.
Kerangka acuan Kerja (KAK) dan Rancangan Anggaran (RAB) Ekspose Interpretasi Jurusan Perjalann (PJN) Program Studi: MBP,MPP, MBK 2011
Kurikulum Berbasis Kompetensi (KBK) Program Diploma Sekolah Tinggi Pariwisata di Lingkungan Kementrian Kebudayaan dan Pariwisata (2010)
Laporan Kegiatan Ekspose dan Interpretasi 2011
Lo, Ya-fen & Sheu, Chuen-maan. 2008. The Design, Implementation, and Evaluation of an English Tour Guide Project. The Asian ESP Journal April 2008 Volume 4 Issue 2: Available at http://asian-esp journal.com/July_2008_yl&cs.php
Luka, Ineta. 2007.Development of Students’ ESP Competence in Tertiary Studies.The paper presented at the international bilingual conference “
(28)
Assessing language and (inter)culturalcompetences in Higher
Education” in Finland, the University of Turku, 30.-31 August, 2007
Mansoor, Sabiha. 2002. Culture and Teaching of English as A Second Language forPakistaniStudents.Available at: www.melta.org.my/ET/2002/wp04.htm Maxwell, Joseph A. 1996. Qualitative Research Design: An Interactive
Approach. USA: SAGE Publication, Inc.
Marco, M.J.L. 2002.Internet Content-Based Activities for English for Spesific Purposes.English Teaching Forum Volume 40 number 3, July 2002. Merriam, Sharan B. 1988. Case Study Research in Education (A Qualitative
Approach).USA: Jossey-Bass Inc., Publishers.
Nunan, David. 1998. The Learner-Centered Curriculum. Cambridge: Cambridge University Press.
OECD.2009.The Impact of Culture Tourism.www.oecd.org/publishing/corrigenda Richards, J.C. 2001. Curriculum development in Language Teaching.
Cambridge; Cambridge University Press.
Richards, J.C. and Rogers T.1986.Approaches and Methods in Language Teaching.Cambridge; Cambridge University Press.
Richards, Jack and Renandya, W. 2002.Approaches and Methods in Language Teaching.Cambridge: Cambridge Universioty Press.
Robinson, P.C (1980). ESP (English foe Specific Purposes): The Present Position. Oxford: Pergamon Press.
Robinson, Douglas. 1997. Becoming a Translator: An Accelerated Course. London:Routledge.
Sa-ngiamwibool, Amporn. 2012.Raising Learner Awareness of Local Wisdom in Tour-Related Project Teaching.CONAPLIN JOURNAL Indonesian Journal of Applied Linguistics, Vol. 1 No. 2 (January 2012) Saliman, Drs. 2006. Pemanfaatan Budaya Lokal untuk Meningkatkan Partisipasi
Peserta Didik pada Proses Pembelajaran. Available at:
staff.uny.ac.id/system/files/…/Saliman…./Seminar%20Hotel%20Bintang. pdf
(29)
Sardjiyo and Pannen, Paulina. 2005. Pembelajaran Berbasis Budaya: Model Inovasi Pembelajaran dan Implementasi Kurikulum Berbasis Kompetensi. Jurnal Pendidikan, Vol.6, No.2, September 2005, 83-98
Speak and Understand English at Supervisory and Senior Operational Levels (Competency Standard, 2002)
Suarcaya, Putu dan Barustyawati, A.A Sri (2008) _______________Jurnal Pendidikan dan Pengajaran UNDIKSHA, No. 3 TH. XXXXI Juli 2008: Evaluation of Highly Recommended: A textbook for the Hotel and Catering Industry
Szendrıi, Ildikó. 2010.Teacher Talking In ESP Classroom- The Result of A Pilot Observation Study Conducted in The Tourism Context.WoPaLP, Vol. 4.
2010 Szendrıi 39
Tsou, Wenli. 2009. Need –based Curriculum Development: A Case Study of
NCKU’s ESP Program. Taiwan International ESP Journal, Vol.1:1, 77-95,
2009.
Turkan, Sultan and Servet Celik.2007. Integrating Culture EFL Texts and Classrooms: Suggested Lesson Plans. Novitas-ROYAL Research on Youth and Language, Vol.:1(1). pp. 18-33. Available at www.novitasroyal.org
Valdez, M.G. 1999. How Learner’s Needs Affect Syllabus Design. English Teaching Forum January-March 1999 page 30-31
Wallace, C. 1992. Reading. Oxford: Oxford University Press.
Wei, Li, Cui Ting, and Xin Deyan. 2007. Protection of Non-material Cultural Heritages andTourism Development. Canadian Social Science Vol.3 No.2 April2007.
Available at cscanada.net/index.php/css/article/download/400/398
Xiang, Feng.______ The Four Features of Tourism English. Available at: www.seiofbluemountain.com/search/detail.php?id=4856
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Gatehouse, K. 2001.Key Issues in English for Sesific Purposes (ESP)
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Gebhard, Jerry.G. 2000. Teaching English as A Foreign or Second Language. USA: The University of Michigan Press.
Griva and Helen. 2006. Avialable at http://www.issn.org:8080/pub/ESP Worlds\Strategies employed by students learning foreign languages for academic purposes. htm. accessed on February, 25,2012
Hadley, A.O. 2001.Perspectives: Case Study for Readers and Writers. New York: Longman.
(3)
Harmer, J. 2001.The Practice of English Language Teaching: Third Edition. Essex: Pearson Education Limited.
Hernawati,Atti.2007. Stakeholders Expectations TowardThe Teaching of
English at Tours and Travel Study Program. A thesis submitted as a q fulfillment of the requirements for the Master‟s Degree in English
Education in UPI.
Hutchinson, T.& Waters, A. 1987.English for Spesific Purposes: a
learner-centered approach. Cambridge: Cambridge University Press.
Ibrahim, AbdulMahmud Idreess. 2009. ESP at the tertiary Level: Current
Situation, Application and Expectation. A paper presented to the 1st
Sudanese International English Language Conference, 15th& 17th, Jun, 2009
Kennedy, C. and Bolitho, R.1984. English for Spesific Purposes.Hongkong: Macmillan Publishers Ltd.
Kavaliauskien, G. 2002. „Aspects of Learning ESP at university.English for Spesific Purposes World Web-based Journal.1.1 (Available at:
http//esp-world.7p.com) accessed on August 28,2007.
Kirkpatrick, Andy. 2006. Teaching English Across Cultures. What Do English
Language Teachers Need To Know How To teach English. 19th
Annual ES Education Conference 2006.
Kerangka acuan Kerja (KAK) dan Rancangan Anggaran (RAB) Ekspose Interpretasi Jurusan Perjalann (PJN) Program Studi: MBP,MPP, MBK 2011
Kurikulum Berbasis Kompetensi (KBK) Program Diploma Sekolah Tinggi Pariwisata di Lingkungan Kementrian Kebudayaan dan Pariwisata (2010)
Laporan Kegiatan Ekspose dan Interpretasi 2011
Lo, Ya-fen & Sheu, Chuen-maan. 2008. The Design, Implementation, and
Evaluation of an English Tour Guide Project. The Asian ESP
Journal April 2008 Volume 4 Issue 2: Available at http://asian-esp journal.com/July_2008_yl&cs.php
Luka, Ineta. 2007.Development of Students’ ESP Competence in Tertiary
(4)
Assessing language and (inter)culturalcompetences in Higher
Education” in Finland, the University of Turku, 30.-31 August, 2007
Mansoor, Sabiha. 2002. Culture and Teaching of English as A Second Language
forPakistaniStudents.Available at: www.melta.org.my/ET/2002/wp04.htm
Maxwell, Joseph A. 1996. Qualitative Research Design: An Interactive
Approach. USA: SAGE Publication, Inc.
Marco, M.J.L. 2002.Internet Content-Based Activities for English for Spesific
Purposes.English Teaching Forum Volume 40 number 3, July 2002.
Merriam, Sharan B. 1988. Case Study Research in Education (A Qualitative
Approach).USA: Jossey-Bass Inc., Publishers.
Nunan, David. 1998. The Learner-Centered Curriculum. Cambridge: Cambridge University Press.
OECD.2009.The Impact of Culture Tourism.www.oecd.org/publishing/corrigenda Richards, J.C. 2001. Curriculum development in Language Teaching.
Cambridge; Cambridge University Press.
Richards, J.C. and Rogers T.1986.Approaches and Methods in Language
Teaching.Cambridge; Cambridge University Press.
Richards, Jack and Renandya, W. 2002.Approaches and Methods in Language
Teaching.Cambridge: Cambridge Universioty Press.
Robinson, P.C (1980). ESP (English foe Specific Purposes): The Present
Position. Oxford: Pergamon Press.
Robinson, Douglas. 1997. Becoming a Translator: An Accelerated Course. London:Routledge.
Sa-ngiamwibool, Amporn. 2012.Raising Learner Awareness of Local Wisdom
in Tour-Related Project Teaching.CONAPLIN JOURNAL
Indonesian Journal of Applied Linguistics, Vol. 1 No. 2 (January 2012)
Saliman, Drs. 2006. Pemanfaatan Budaya Lokal untuk Meningkatkan Partisipasi
Peserta Didik pada Proses Pembelajaran. Available at:
staff.uny.ac.id/system/files/…/Saliman…./Seminar%20Hotel%20Bintang.
(5)
Sardjiyo and Pannen, Paulina. 2005. Pembelajaran Berbasis Budaya: Model
Inovasi Pembelajaran dan Implementasi Kurikulum Berbasis Kompetensi.
Jurnal Pendidikan, Vol.6, No.2, September 2005, 83-98
Speak and Understand English at Supervisory and Senior Operational Levels (Competency Standard, 2002)
Suarcaya, Putu dan Barustyawati, A.A Sri (2008) _______________Jurnal Pendidikan dan Pengajaran UNDIKSHA, No. 3 TH. XXXXI Juli 2008:
Evaluation of Highly Recommended: A textbook for the Hotel and Catering Industry
Szendrıi, Ildikó. 2010.Teacher Talking In ESP Classroom- The Result of A Pilot
Observation Study Conducted in The Tourism Context.WoPaLP, Vol. 4. 2010 Szendrıi 39
Tsou, Wenli. 2009. Need –based Curriculum Development: A Case Study of NCKU’s ESP Program. Taiwan International ESP Journal, Vol.1:1, 77-95, 2009.
Turkan, Sultan and Servet Celik.2007. Integrating Culture EFL Texts and
Classrooms: Suggested Lesson Plans. Novitas-ROYAL Research on Youth and Language, Vol.:1(1). pp. 18-33. Available at www.novitasroyal.org
Valdez, M.G. 1999. How Learner’s Needs Affect Syllabus Design. English Teaching Forum January-March 1999 page 30-31
Wallace, C. 1992. Reading. Oxford: Oxford University Press.
Wei, Li, Cui Ting, and Xin Deyan. 2007. Protection of Non-material Cultural
Heritages andTourism Development. Canadian Social Science Vol.3 No.2
April2007.
Available at cscanada.net/index.php/css/article/download/400/398
Xiang, Feng.______ The Four Features of Tourism English. Available at:
(6)