PROS A Task Based Need Analysis to Empower Teacher Abstract
Proceedings :
. Proceedings :
ENGLISH
PEOPLE
EMPOWERMENT
The 16th ESEA Conference
Yogyakarta - Indonesia
December 8 - 10, 2011
INTRODUCTION
English has been the world language with different roles in different contexts: in
some countries as a native language, in many a second language and in most countries as
a foreign language. Accordii1gly, English users' attitude to English has varied. In its L I
context, such as in the United Kingdom, the United States of America, and other
countries where English is the first language, it is a cultural heritage. In fom1er Britishempire countries, such as India, Malaysia and Singapore, English is a colonial legacy
with its colonial overtone. However, in most parts of the world, like Indonesia, Japan and
Thailand, English is simply as a means of intemational communication.
Despite its status as a foreign language, it has received world-wide acceptance
among the public because of its wealth of potentials. English is deemed as a window to
many opportunities: academic, economic, culturaL technological, and social. English is,
therefore, a resource for empowerment in many aspects of life. The academic advantage
of English mastery is unquestionable since most academic publication is written in
English. Articles will also have a wider readership when written in English. People can
have a better opportunity to get a job or have a better bargaining position when they
speak English well. This phenomenon is observed not only in fonnal jobs, such as
highly-paid positions in multinational companies, but also in infonnal jobs like domestic
workers. Culture-wise and technology-wise, English is also very rich because it has been
used as cultural expressions in many forms, such as literature, music and films, and in
many countries. More and more articles and books have been written in English by nonnative writers. Being a world lingua-franca, English has brought obvious social
advantage of mastering English since it has enabled the speakers to interact" with more
people and address a wider audience without the need of a translator.
111
This publication is the compilation of papers presented 111 the 16 ESEA
Coderence held at Sanata Dhanna University in December 2011. In accordance with the
main theme of the conference, English for People Empowennent, the articles mostly
discuss the various advantage of mastering English as well as various techniques for
English teaching which are expected to empower both the teachers and the students.
Hopefully, these articles will also empower the readers in their professions as
well as in their daily life.
Yogyakarta, 8 December 2011
The Editor
Table of Contents
Introdu ction .......... ....... .... ................ .... ......... .. .. ..... .... ........ .... ....... .. ... .... ... .... .... ..... 1
I. Akhyar Rido, S TIBA Teknokrat, Lampung
From English to Self-Empowennent.. ...... ...... ....... ...... .. ... .... ......... .... ... ......... ... l
2. Bar1i Bram, English Educalion Departmenl, Sanata Dharma University
Emiching EngUsh Learners· Vocabulary through Conversion .. ..... ....... ..... ..... 8
I
3. Arina lsti"anah, ELS Graduate School Student, Sanata Dharma Uni)'(:rsi(v ·
A CDA Analysis ofMubarak ' s and Qaddafi"s Speeches as a Means
of People Empowem1ent ... ... ...... ... .. .. .... .... .... ................. ...... ...... ....... ..... .. ... .... 2 1
4. Muhammad Al-Hatizh, Uni1 •ersitas Ncgeri Padang
The Role of English Literature in Empowering English Teachers ... .. ... .. .. .... . 28 ·
5. Fransiskus Ransus, Universitas Pelita Harapan
Empowering English Teachers through Peer Learning .......... ...... .... ... .. ... ....... 35
6. Tri Rina Budiwati, Univesitas Ahmad Dahlem,
Cultural Empowennent through CTL in EFL Classes .... .... ..... ... ...... ........ ..... .41
7. Rini Surtantini, PPTK Seni dan Budaya, Yogyakarta
Link between English and Visual Arts Classes: the Significance of Leamer
E1npowennent ...... ... ... .... ..... .......... .... ..... ... .. ... ..... ... ....... ... ..... ...... .... .... ... ... ...... 50
8. Ridwan ArifNugroho, Smjana Wi)Ytta Taman Sisvva. Yogyakarta
Which English and Culture to Teach for Empowering Students? ..... ...... .... .... 58
9. Honey Tabiola, MA ELT Student, Ateneo de Manila Universi(V
Exploring the Role of English for Empowering Gay C.KS
in the Philippines ..... .... .. .... ... ..... .. ..... .......... ... .. ....... ........... ..... ...... ...... .... .... ... .. 64
I 0. Rini Fatmawati , Muhammad(vah Uni1 •ersity o{Surakarta
Engli sh Grammar Materials for Empowering Students ... ....... ..... ... ... ....... ...... 73
11 . Tri Mumiati , Universitas Jendral Socdirman, Purwokerto
Gaining Confidence through English ...... ..... ... ..... ......... ..... ..... ..... ... ...... ......... . 89
12. Lina Sinatra Wijaya, Satyawacana Christian University, Salatiga
A Task-Based Need Analysis to Empower Teachers in Teaching English for
Travel Arrangement in Indonesian Industries ..... .. .................. ... ... ... .. ...... ....... 96
ii
13. Naeli Rosyidah, Pwwokerto Islamic State Universi(v
Darussalam Islamic Boarding School Students' Attitude toward English ...... 103
14. Elma Miller, MA ELT Student, Atenco de Manila Uni1•ersity
What Question Types Do Student Ask that Develop Critical Thinking? ........ 113
15. Henrikus Joko Yulianto, Semarang State Uni1 ·ersi(V ·
Building Individual Ecological Literacy through Contemporary English Poems
.......................................................................................................................... 133
16. John Daryl B. Wyson, MA ELT Student. Ateneo de Manila Universi(v
Teaching Grammar More Meaningfully to Science High School Students ..... 157
17. Nisa Aulia Azam and Dewi Rochsantiningsih, Sebclas Maret State Unin:sitv
Written Language in Society Networking Sites .............................................. 168
18. Pham Tran Thuy Anh, Hue Unil'ersi(l' o(Foreign Language
Factors Affecting English Intelligibility of Non-English Major students
at Hue University, Vietnam ............................................................................. 178
19. Ke Yang, Central-China Normal Universiry
The Impact of Standard English on Chinese CmTiculum Standards ............... 185
20. Ilan Segoria, Curtin University ofTechnology
Codeswitching and the performance of identity as a leader in African music 193
21. Nugraha Krisdiyanta, LIA Higher School of Foreign Languages. Yogyakarta
Teaching English for Older Learners: A Special Case Study of Special
Learners in Yogyakat1a ................................................................................... 203
22. Prihantoro, Universitas Diponegoro, Semarang
Transducer for Auto-Convert of Archaic Words to Present-Qay
English for Machine- Readable Text: A Support for
Computer Assisted Language Learning ................................... ｾ＠ ....................... 209
23. Christina Lhaksmita Anandari, English Edu. Dept, Sanata Dharma University
Empowering Teachers of English: A Cultural Perspective .............................. 225
24. Hasnini Hasra, Universitas Negeri Jakarta
TheUse of You Tube in Improving Students' Autonomy in
Public Speaking Class at State University of Jakarta ...................................... 233
Ill
25. Thanis Bunsom, W areesiri Singhasiri and Sompatu Vungthong, King Mongkut 's
Uni,·ersity o_(Technofogy Thonburi
Teaching English Literature in Thai Universities: A Case Study at King
Mongkut's University of Technology Thonburi .. ...... ............. ..... .. ... ....... ... .... 237
26. Sri Sumarni, Eng lish Edu cation Study Program. State Uni\•crsity ofJakarta
Empowering Primary School Students through
English Learning Materials .... .. .... ... ....... .. .... ... .. ... ... ... .. ... .... ... .. .... ... ....... ...... ... 253
27 . Ai sah and Siti. Drivoka Sulistyanini:,JTUm, State Universi(y o_f"Jakarta
Empowe1ing Students through Integrating Critical Thinking and
Using Authentic Material s in Listening Class ... ..... ... .... .. .... ............. ......... .... .. 260
28. Maslinda Heikal and Adeline Tan, Woodgro\ 'e Sccondmy Schoof EL Department
Singapore
Empowering Students through Inquiry-Based Learning (IBL)
for the Teaching of EL .... ... ..... ... ........ .... .,..... .. ..... .... .... ......... ........................... 269
29. Adesti Komalasari, Eng lish Edu. Dept. Sanata Dharma ｕｮｩｶ･ｲｳｾｹ＠
The Role of English to Express Cultural Identities ....... ........ .. .. .... ...... .... .... .. ... 282
30.Fidelis Chosa Kastuhandani, Sanata Dharma Universiry,
Blog in Learning to Write .. ....... ..... .... .... ......... ...... .. ... ...... ........ .... ............. ... .... 291
iv
A TASK BASED NEED ANALYSIS T O F.Ml'OWER TEACHER I N TEACH ING
ENGLlSll
FOR TRAVEL ARRANGEMENT IN IN DONESJA\'l iNDUSTRlF.S
Dra. Una Sinatra Wijaya.,MA
Satya Wacana Christian University
Sa)atiga - Indonesia
Abstract
Recent needs tor English competence at workplaces encourage Indonesian ｣ｯｬｾｧ･ｳ＠
or
univen;ities to train students to achieve such competence. For this reason, the current
study addresses what kind of English is needed for travel arrangement communication in
Indonesian industries which use English in their working environment. The purpose of
this research is to examine how English for Travel Arrangement is commonly practiced
in Indonesian industries through a task-based needs analysis: The need·s analysis data
were collected through semi structured interviews and questionnaires. The target
participants of the needs analysis included 12 practitioners who are involved in traveloriented English communication. A qualitative approach was used to analyze the data.
The findings of this study show that most of the language functions needed in the
WoJkplaces emphasize speaking skills in the situations of hotel and flight booking and
writing skills, particularly in memo and email writing tasks. The findings provide a
sound basis and valuable implications for making creative teaching material on English
for travel arrangement and empowering teacher in teaching English for travel
arrangement used by lndonesian Industries.
9&
. Proceedings :
ENGLISH
PEOPLE
EMPOWERMENT
The 16th ESEA Conference
Yogyakarta - Indonesia
December 8 - 10, 2011
INTRODUCTION
English has been the world language with different roles in different contexts: in
some countries as a native language, in many a second language and in most countries as
a foreign language. Accordii1gly, English users' attitude to English has varied. In its L I
context, such as in the United Kingdom, the United States of America, and other
countries where English is the first language, it is a cultural heritage. In fom1er Britishempire countries, such as India, Malaysia and Singapore, English is a colonial legacy
with its colonial overtone. However, in most parts of the world, like Indonesia, Japan and
Thailand, English is simply as a means of intemational communication.
Despite its status as a foreign language, it has received world-wide acceptance
among the public because of its wealth of potentials. English is deemed as a window to
many opportunities: academic, economic, culturaL technological, and social. English is,
therefore, a resource for empowerment in many aspects of life. The academic advantage
of English mastery is unquestionable since most academic publication is written in
English. Articles will also have a wider readership when written in English. People can
have a better opportunity to get a job or have a better bargaining position when they
speak English well. This phenomenon is observed not only in fonnal jobs, such as
highly-paid positions in multinational companies, but also in infonnal jobs like domestic
workers. Culture-wise and technology-wise, English is also very rich because it has been
used as cultural expressions in many forms, such as literature, music and films, and in
many countries. More and more articles and books have been written in English by nonnative writers. Being a world lingua-franca, English has brought obvious social
advantage of mastering English since it has enabled the speakers to interact" with more
people and address a wider audience without the need of a translator.
111
This publication is the compilation of papers presented 111 the 16 ESEA
Coderence held at Sanata Dhanna University in December 2011. In accordance with the
main theme of the conference, English for People Empowennent, the articles mostly
discuss the various advantage of mastering English as well as various techniques for
English teaching which are expected to empower both the teachers and the students.
Hopefully, these articles will also empower the readers in their professions as
well as in their daily life.
Yogyakarta, 8 December 2011
The Editor
Table of Contents
Introdu ction .......... ....... .... ................ .... ......... .. .. ..... .... ........ .... ....... .. ... .... ... .... .... ..... 1
I. Akhyar Rido, S TIBA Teknokrat, Lampung
From English to Self-Empowennent.. ...... ...... ....... ...... .. ... .... ......... .... ... ......... ... l
2. Bar1i Bram, English Educalion Departmenl, Sanata Dharma University
Emiching EngUsh Learners· Vocabulary through Conversion .. ..... ....... ..... ..... 8
I
3. Arina lsti"anah, ELS Graduate School Student, Sanata Dharma Uni)'(:rsi(v ·
A CDA Analysis ofMubarak ' s and Qaddafi"s Speeches as a Means
of People Empowem1ent ... ... ...... ... .. .. .... .... .... ................. ...... ...... ....... ..... .. ... .... 2 1
4. Muhammad Al-Hatizh, Uni1 •ersitas Ncgeri Padang
The Role of English Literature in Empowering English Teachers ... .. ... .. .. .... . 28 ·
5. Fransiskus Ransus, Universitas Pelita Harapan
Empowering English Teachers through Peer Learning .......... ...... .... ... .. ... ....... 35
6. Tri Rina Budiwati, Univesitas Ahmad Dahlem,
Cultural Empowennent through CTL in EFL Classes .... .... ..... ... ...... ........ ..... .41
7. Rini Surtantini, PPTK Seni dan Budaya, Yogyakarta
Link between English and Visual Arts Classes: the Significance of Leamer
E1npowennent ...... ... ... .... ..... .......... .... ..... ... .. ... ..... ... ....... ... ..... ...... .... .... ... ... ...... 50
8. Ridwan ArifNugroho, Smjana Wi)Ytta Taman Sisvva. Yogyakarta
Which English and Culture to Teach for Empowering Students? ..... ...... .... .... 58
9. Honey Tabiola, MA ELT Student, Ateneo de Manila Universi(V
Exploring the Role of English for Empowering Gay C.KS
in the Philippines ..... .... .. .... ... ..... .. ..... .......... ... .. ....... ........... ..... ...... ...... .... .... ... .. 64
I 0. Rini Fatmawati , Muhammad(vah Uni1 •ersity o{Surakarta
Engli sh Grammar Materials for Empowering Students ... ....... ..... ... ... ....... ...... 73
11 . Tri Mumiati , Universitas Jendral Socdirman, Purwokerto
Gaining Confidence through English ...... ..... ... ..... ......... ..... ..... ..... ... ...... ......... . 89
12. Lina Sinatra Wijaya, Satyawacana Christian University, Salatiga
A Task-Based Need Analysis to Empower Teachers in Teaching English for
Travel Arrangement in Indonesian Industries ..... .. .................. ... ... ... .. ...... ....... 96
ii
13. Naeli Rosyidah, Pwwokerto Islamic State Universi(v
Darussalam Islamic Boarding School Students' Attitude toward English ...... 103
14. Elma Miller, MA ELT Student, Atenco de Manila Uni1•ersity
What Question Types Do Student Ask that Develop Critical Thinking? ........ 113
15. Henrikus Joko Yulianto, Semarang State Uni1 ·ersi(V ·
Building Individual Ecological Literacy through Contemporary English Poems
.......................................................................................................................... 133
16. John Daryl B. Wyson, MA ELT Student. Ateneo de Manila Universi(v
Teaching Grammar More Meaningfully to Science High School Students ..... 157
17. Nisa Aulia Azam and Dewi Rochsantiningsih, Sebclas Maret State Unin:sitv
Written Language in Society Networking Sites .............................................. 168
18. Pham Tran Thuy Anh, Hue Unil'ersi(l' o(Foreign Language
Factors Affecting English Intelligibility of Non-English Major students
at Hue University, Vietnam ............................................................................. 178
19. Ke Yang, Central-China Normal Universiry
The Impact of Standard English on Chinese CmTiculum Standards ............... 185
20. Ilan Segoria, Curtin University ofTechnology
Codeswitching and the performance of identity as a leader in African music 193
21. Nugraha Krisdiyanta, LIA Higher School of Foreign Languages. Yogyakarta
Teaching English for Older Learners: A Special Case Study of Special
Learners in Yogyakat1a ................................................................................... 203
22. Prihantoro, Universitas Diponegoro, Semarang
Transducer for Auto-Convert of Archaic Words to Present-Qay
English for Machine- Readable Text: A Support for
Computer Assisted Language Learning ................................... ｾ＠ ....................... 209
23. Christina Lhaksmita Anandari, English Edu. Dept, Sanata Dharma University
Empowering Teachers of English: A Cultural Perspective .............................. 225
24. Hasnini Hasra, Universitas Negeri Jakarta
TheUse of You Tube in Improving Students' Autonomy in
Public Speaking Class at State University of Jakarta ...................................... 233
Ill
25. Thanis Bunsom, W areesiri Singhasiri and Sompatu Vungthong, King Mongkut 's
Uni,·ersity o_(Technofogy Thonburi
Teaching English Literature in Thai Universities: A Case Study at King
Mongkut's University of Technology Thonburi .. ...... ............. ..... .. ... ....... ... .... 237
26. Sri Sumarni, Eng lish Edu cation Study Program. State Uni\•crsity ofJakarta
Empowering Primary School Students through
English Learning Materials .... .. .... ... ....... .. .... ... .. ... ... ... .. ... .... ... .. .... ... ....... ...... ... 253
27 . Ai sah and Siti. Drivoka Sulistyanini:,JTUm, State Universi(y o_f"Jakarta
Empowe1ing Students through Integrating Critical Thinking and
Using Authentic Material s in Listening Class ... ..... ... .... .. .... ............. ......... .... .. 260
28. Maslinda Heikal and Adeline Tan, Woodgro\ 'e Sccondmy Schoof EL Department
Singapore
Empowering Students through Inquiry-Based Learning (IBL)
for the Teaching of EL .... ... ..... ... ........ .... .,..... .. ..... .... .... ......... ........................... 269
29. Adesti Komalasari, Eng lish Edu. Dept. Sanata Dharma ｕｮｩｶ･ｲｳｾｹ＠
The Role of English to Express Cultural Identities ....... ........ .. .. .... ...... .... .... .. ... 282
30.Fidelis Chosa Kastuhandani, Sanata Dharma Universiry,
Blog in Learning to Write .. ....... ..... .... .... ......... ...... .. ... ...... ........ .... ............. ... .... 291
iv
A TASK BASED NEED ANALYSIS T O F.Ml'OWER TEACHER I N TEACH ING
ENGLlSll
FOR TRAVEL ARRANGEMENT IN IN DONESJA\'l iNDUSTRlF.S
Dra. Una Sinatra Wijaya.,MA
Satya Wacana Christian University
Sa)atiga - Indonesia
Abstract
Recent needs tor English competence at workplaces encourage Indonesian ｣ｯｬｾｧ･ｳ＠
or
univen;ities to train students to achieve such competence. For this reason, the current
study addresses what kind of English is needed for travel arrangement communication in
Indonesian industries which use English in their working environment. The purpose of
this research is to examine how English for Travel Arrangement is commonly practiced
in Indonesian industries through a task-based needs analysis: The need·s analysis data
were collected through semi structured interviews and questionnaires. The target
participants of the needs analysis included 12 practitioners who are involved in traveloriented English communication. A qualitative approach was used to analyze the data.
The findings of this study show that most of the language functions needed in the
WoJkplaces emphasize speaking skills in the situations of hotel and flight booking and
writing skills, particularly in memo and email writing tasks. The findings provide a
sound basis and valuable implications for making creative teaching material on English
for travel arrangement and empowering teacher in teaching English for travel
arrangement used by lndonesian Industries.
9&