1. No category

Pelita Informatika Budi Darma, Volume : IX, Nomor: 2, Maret 2015
ISSN : 2301-9425
DESIGNING ESP MATERIALS FOR TOURISM STUDENTS OF
AKADEMI PARIWISATA MEDAN
Kurnia Ulfa
Dosen Tetap Program Studi Manajemen Informatika STMIK Budi Darma Medan
Jl. Sisingamangaraja No. 338 Simpang Limun Medan
http ://www.stmik-budidarama.ac.id // Email : oepha82@gmail.com / oepha_82@yahoo.com
ABSTRACK
This research deals with designing ESP materials for tourism students of Akademi Pariwisata Medan. The
objective of this study is to find out the student’ needs of English materials and than to develop by design of new
English material for tourism which are relevant to the needs especially for the middle class of Manajemen Usaha
Perjalanan (MUP) in Akademi Pariwisata Medan. The method of research was a research and development
(R&D) by Borg and Gall which consists of 10 steps of research. In this research, those steps are modified in 5
steps, namely; students’ needs analysis, analyzing the syllabus in order to develop the syllabus, analyzing the
existing of English materials in order to develop the materials based on the students need especially preparation
on doing job trainning program in future, validating the new materials to the experts, and revising the new
materials. The method of data collection were questionnaire, interview, and documents. The sources of the data
were from the English lecturer of middle class from Manajemen Usaha Perjalanan (MUP) study program, 6th
semester students of Manajemen Usaha Perjalanan (MUP) study program who has done job trainning program,
alumni of Manajemen Usaha Perjalanan (MUP) study program, and the documents which were the existing
syllabus and materials. Based on research finding from the lecturer and students’ speaking skill is most needed in
English material for tourism. The speaking in fluency is the target needs to have communicate to the customer
while doing job training in tourism field. Afterwards, the new materials were validated by the experts, then were
revised and lastly became the final products of the material development. As the conclusions, the new materials
meet the students’ needs and the researcher offered the accelerated learning model and suggested to the teacher
should be applied to teach English material for tourism, because it is a natural learning and easy to learn which
integrates brain, emotion, and body to activate conscious and unconscious thought by using relaxation, music
and suggestion. It can be created an effective learning by doing in communicative language teaching. Use the
related material from one to another will be useful to the students’ to memorizing the material taught and the
students’ will be enjoyed the material in the classroom.
Key words:
1.
ESP Material for Tourism, Accelerated Learning, and Developing Material.
INTRODUCTION
The tourism sector represents a significant
part of a country’s economy. Employees in tourism
(tourism organisations, travel agencies, hotels and
other accommodation facilities) need to be fully
prepared to meet all kinds of demands made by their
clients. Tourism in Indonesia is an important
component of the Indonesian economy, it could be
increased benefit of the country from the visitor.
Indonesia has archipelago that could be offered; from
natural beauty, historical heritage to cultural diversity,
and English is a foreign language in Indonesia.
Unfortunately, the qualities of students in learning
English develop slowly. More and over, only few of
education centers that provide good performance of
English when they introduce the language to their
students. Many factors behind the unsatisfied result of
Indonesian students in learning English. One of them
is because the education institutions do not offer what
the students need in studying English such as the text
book. Palmer and Mackay (1981) say “that language
program must be focus on the students’ needs”.
There are many tourism academy in
Indonesia under controled of the Ministry of Tourism
and the Creative Economy of the Republic of
Indonesia that focused on education and training in
tourism. The students of tourism should have specific
English of tourism in education, so they can apply
their skill especially in English for Tourism at work.
The students of Akademi Pariwisata Medan
has their icon as the institution with good quality and
skilled graduation. All of the students can learn
English totally. The students start to learn English
from lower class to the upper class, means that the
students of Akademi Pariwisata Medan learn English
in each semester which start from first to sixth
semester exceptionally in fifth semester because on
that semester they will start for job training program
in tourism industry. Most of the students studied and
wanted to explore their hobby or ability, for example;
as guide, travel officer, cook, room boy, etc. By the
research observation from the existing material of
English book in travel class or Manajemen Usaha
Perjalanan(MUP) it is not full related with the
student needs to support on their training program, the
material is not discussed about Indonesia tourism. As
Palmer and Mackey said that language program must
be focus on the students’ needs. Do ESP textbooks
really exist? This is central question Johns (1990: 91)
addresses. One of the core dilemmas he presents is
Designing ESP Materials For Tourism Students Of Akademi Pariwisata Medan. Oleh : Kurnia Ulfa
69
Pelita Informatika Budi Darma, Volume : IX, Nomor: 2, Maret 2015
that "ESP teachers find themselves in a situation
where they are expected to produce a course that
exactly matches the needs of a group of learners, but
are expected to do so with no, or very limited,
preparation time".
From the above point the researcher
concluded that needs analysis is needed in order to
provide development of a good ESP Material for
Tourism and it will be known how to design ESP
Material for Tourism based on the curriculum and
syllabus requirement, but its not only those things, it
could be the components and development of ESP
Competence for Tourism and it could be created a
model for the developmental of ESP Material for
Tourism of Akademi Pariwisata Medan and the
theoritical model of English Material textbooks for
Tourism of Akademi Pariwisata Medan based on the
students’ needs. Thus the problem of this research
are: what are the students’ needs of English Material
for Tourism of Akademi Pariwisata Medan? how is
the theoritical model of English Material text books
for Tourism of Akademi Pariwisata Medan? and how
are the English Materials textbook designed for
Tourism of Akademi Pariwisata Medan? With the
objective of research; to find out the students’ needs
of English Material for Tourism of Akademi
Pariwisata Medan, to find out the theoritical model
and designing English Material text books for
Tourism of Akademi Pariwisata Medan. Which the
goal of the research is to study the efficiency of the
English language learning and to develop ESP
Material for Tourism especially about Indonesia that
will be helped the lecturer to transfered the
knowledge based on the students need, and introduce
into the studies, created on the model and conducted
empirical reseach could be elaborated suggestion for
the development of ESP educators’ professional
activity.
2.
2.1.
REVIEW OF LITERATURE
ESP Materials for Tourism
Materials selection, adaptation, or writing
is an important area in ESP teaching, representing a
practical result of effective course development and
providing students with materials that will equip them
with the knowledge they will need in their future
business life. One of the most important issues
regarding ESP materials selection and/or writing is
whether the materials selected should be solely or
primarily subject specific and what the most
appropriate ratio of general materials to subjectspecific materials is.
According tomlinson (1998:2) materials is
.... anything which is used by teachers or learners to
facilitate the learning of a language. Brown
(1995:139) said: .... any systematic description of the
technique and exercises to be used in classroom
teaching.
In general materials focus on one’s general
ability to communicate more effectively, while
ISSN : 2301-9425
subject-specific materials focus on a particular job or
industry (Ellis and Johnson, 1994).
According to Prabhu (1994: 94), another
important issue regarding materials is that they should
be used as sources: “The fact that materials need to be
used as sources rather than as pre-constructed courses
should not be regarded as a weakness of task-based
teaching; it can in fact be a strength for any form of
teaching”.
ESP is: “the teaching of English, not as an
end in itself but as an essential means to a clearly
identifiable goal” Mackay (1978:163). Examples
include English for the hotel reception courses, where
students learn the necessary language to carry out the
various daily tasks, which comprise their job. In sum,
ESP is English for vocational purposes, where the
word vocation is used loosely to include education
and all kinds of professional activity.
On the other hand, Hutchinson and Waters
prefer to show “what ESP is not” (1987: 18 – 19): 1)
ESP is not a matter of teaching ‘specialized varieties’
of English, 2) ESP is not just a matter of Science
words and grammar for Scientists, Hotel words and
grammar for Hotel staff and so on, 3) ESP is not
different from any other form of language teaching, in
that it should be based in the first instance on
principles of effective and efficient learning.
They state that ESP has to be seen as an
“approach” to language learning based on learners’
needs rather than as a “product”. It is “an approach to
language teaching in which all decisions, such as
content and method are based on the learners’ reason
for learning” (Hutchinson and Waters, 1987: 19).
The characteristic of ESP program is one of
basic processes in designing materials that is called as
‘needs analysis.’ Needs analysis has to be established
to find out learners’ purposes in learning the
language.
It would be more useful to find out the
‘target needs’ (i.e. what the learner needs to do in the
target situation) which will be used to determine the
‘learning needs’ (i.e. what the learner needs to do in
order to learn) (Hutchinson and Waters, 1987: 54).
Hutchinson and Waters (1987: 55–58) suggest
conducting ‘needs analysis’ by considering
“Necessities; It is what the learner has to know in
order to function effectively in the target situation. It
is a matter of observing what situations the learner
will need to function in and then analysing the
constituent parts of them. Lacks; It is what the learner
knows already in the target situation. It would be
useful to decide which of the necessities that the
learner lacks. Wants; It is what the learner wants to
learn.” There are a several means that can be used to
gather information about needs. Hutchinson and
Waters (1987: 58) suggest the use of: 1)
Questionnaires, 2) Interviews, 3) Observation, 4) Data
collection, e.g. gathering texts, 5) Informal
consultation with sponsors, learners and others.
Designing ESP Materials For Tourism Students Of Akademi Pariwisata Medan. Oleh : Kurnia Ulfa
70
Pelita Informatika Budi Darma, Volume : IX, Nomor: 2, Maret 2015
The selection of ESP materials should thus
above all depend on the needs of the learners in
relation to their future or present jobs: that is,
materials should focus on the appropriate topics and
include “tasks and activities that practise the target
skills areas” (Ellis and Johnson, 1994: 115). Another
important criterion that should be taken into account
when selecting materials is the level of language
knowledge students have already acquired and the
target level they will need to communicate
successfully in their jobs. Therefore, typical genres
need to be shown, analyzed, practiced and produced
by the students involving also new genres such as
travelogues, in-flight magazines, video blogs (vlogs),
podcasts, thus enabling students to have an up-to-date
knowledge of communication within the tourism
industry.
Chen (2006) stated three possible ways of
obtaining materials for ESP programs: (1) using
existing materials, (2) writing materials, and (3)
adapting materials.
Designing ESP can be seen as an activity
of thinking about designing course materials since it
is one important part in ESP program. It involves
teaching learning activities. Hutchinson and Waters
(1987: 108- 109) introduced an ESP materials design
model, consisting of four elements: 1) Input; It can be
in the form of text, dialogue, video-recording,
diagram or any piece of communication data. The
input provides: a) Stimulus materials for activities, b)
New language items, c) Correct models of language
use, d) Topic for communication, e) Opportunities for
learners to use their information processing skill, f)
Opportunities for learners to use their existing
knowledge of the language and the subject matter, g)
Content focus. 2) The content focus means; that
language is a means of conveying information and
feelings about something. Therefore, it generates
meaningful communication in the classroom, 3)
Language focus; It gives the learners the chance to
take the language into pieces, study how it works and
practice putting it back together again, 4) Task;
Materials should be designed to lead towards a
‘communicative task’ in which learners use the
content and language knowledge they have built up
through the unit.
Theoblad (1994: 6-7)
suggested that
etymologically, the world “tour” is derived from the
latin “tornare” and the Greek “tornos”, meaning “a
lathe or circle”; the movement around a central point
or axis. “This meaning changed in modern English to
represent “one’s turn”. The suffix –ism is definded as
“an action or process; typical behavior or quality,”
whereas the suffix -ist denotes one that performs a
given action. When the word “tour” and the suffixes –
ism and –ist are combined, they suggest the action of
movement around a circle. One can argue that a circle
represents a starting point, which ultimately returns
back to its beginning. Therefore, like a circle, a this
represents a journey that is a round trip, i.e., the act
ISSN : 2301-9425
leaving and then returning to the original starting
point. Thus one who takes such a journey can be
called a tourist.
Tourism is often spoken of in terms of
being an industry. Tourism however, is not a single
industry in the traditional sense. Tourism comprises a
range of products and services, whose boundaries for
inclusion are poorly defined. From an economic
perspective, an industry is defined as being a group of
independent firms, all turning out the same product,
sameness being defined in terms of their
substitutability expressed as the cross-elasticity of
demand. It is clear that the focus of 'industry'
includes: individual business establishments grouped
together; revenue received by the economic units;
and, the production and sale of a common product (in
terms of substitutability) (Davidson, 1998).
Superficially, it is understandable how tourism has
been conceptualized in terms of these factors. In
reality, tourism defines the straight forwardness of
this approach.
The tourism product is composite in nature
and includes tangible and intangible aspects. There
are three distinct tourism 'products': 1) the tourism
experience; 2) the place product; and, 3) tourism
products (O'Fallon, 1994). The tourism experience
(the macro-level product) comprises all that the tourist
sees, uses and experiences as part of their tourist
encounter. The place product is the tourist destination
as the point of consumption of certain components of
the tourism experience. Finally, the tourism product
refers to the individual products such as
accommodation,
attractions,
restaurants
and
souvenirs.
It can be concluded that the English Special
Purpose (ESP) for Tourism is not only cultural
material and tourism in business or management
(travel and hotel) from the learner country or others,
but also the products of them.
2.2
Accelerated Learning
Accelerated learning is natural learning.
The accelerated learning is also inspired by
suggestopedia original language training methodology
initiated by a Bulgarian psychotherapist and physician
Georgi Lozanov in the early 1060s.
Moor (2003:1) states that accelerated
learning is a multisensory learning process that most
of which resembles how we learn the first language.
Language is presented conformed to the learning
styles in a relaxed but fully attentive environment.
Pestalozzi (2006:1) argues that accelerated
learning is a creative communicative language
teaching with the suplement of music, relaxation, and
suggestion. This is a whole approach in teaching that
provides positives effects on the students’
psychological atmosphere. Through this process, it
can help to create effective learning.
3
RESEARCH METHOD
Designing ESP Materials For Tourism Students Of Akademi Pariwisata Medan. Oleh : Kurnia Ulfa
71
Pelita Informatika Budi Darma, Volume : IX, Nomor: 2, Maret 2015
This research design was conducted based
on educational research and development R & D
reffering Borg & Gall. Those R & D process were
followed by the researcher on designing ESP material
for Tourism Students of Akademi Pariwisata Medan.
Borg & Gall (1983:772) state that R & D is a process
used to develop and validate educational products,
namely; (a) assess needs to identify goal(s), (b)
conduct instructional analysis, (c) analyze learners
and contexts, (d) write performance objectives, (e)
develop assessment instruments, (f) develop
instructional strategy, (g) develop and select
instructional materials, (h) designed conducted
formative evaluation of instruction, (i) revise
instruction, and (j) design and conduct summative
evaluation.
The research setting was collected from
Akademi Pariwisata Medan, which is located at Jl.
Rumah Sakit Haji No. 12 – Medan, Sumatera Utara –
Indonesia. The profile of Akademi Pariwisata Medan
(AKPAR Medan) is education and training institutions
in the field of tourism government, under the auspices
of the Ministry of Tourism and Creative Economy
Republic of Indonesia.
This academy has three faculties, which
three departments for Third Diplome (D3) and one
department for Diploma 4 (D4). The program study
for third diploma are: (1) Program Studi Manajemen
Usaha Perjalanan Wisata (MUP), (2) Program Studi
Manajemen Perencanaan & Pemasaran Pariwisata,
(3) Program Studi Perhotelan divided into;
(a)Program Studi Manajemen Divisi Kamar (MDK),
(b) Program Studi Manajemen Tata Hidang (MTH),
(c) Program Studi Manajemen Tata Boga (MTB), (d)
Program Studi Manajemen Pati Seri (MPI), (4)
Program Studi Administrasi Perhotelan (ADH).
The data and data source will be collected
from: 1) the third year students of Manajemen Usaha
Perjalanan (MUP) at Akademi Pariwisata Medan, 2)
English teachers of Manajemen Usaha Perjalanan
(MUP) at Akademi Pariwisata Medan, 3) also the
stakeholders. The stakeholders in this research will be
collected from the alumni and the users of alumni
students of Akademi Pariwisata Medan.
There are three kinds of data will be
collected in this research, they are: 1) questionaires,
2) interviews, and 3) documentations.
From the ten steps of the system approach
model of educational R & D (Gall, Gall, and Borg,
2003). The researcher was followed these steps as the
research procedure analysis which can be devided in
these steps; (1) analyzing students’ needs to identify
the problem, (2) analyzing the existing syllabus, (3)
and the existing materials for tourism students’, (4)
those three steps were analyzed descriptively to find
out the theoritical model of English material for
tourism which can be used to the tourism students of
Akademi Pariwisata Medan, (5) product planning and
designing new materials, (6) than continued validating
the new materials to the experts, (7) revising the new
ISSN : 2301-9425
materials, and (8) final product material. It can be
figured as follow:
Figure 1 : The
research procedures
The researcher will be used credibility as
the trustworthinies of the data in this research.
Credibility refers to confident in the truth of the data.
This research credible because the researcher herself
collects the data from the field by doing persistent
observation, the researcher will be follow-up
interviews continued to collected the authentic work
text, and visit to the workplace to learn about the user
needs. The dependability of the data can be
established by the fact that the data are not artificial.
These recording were then transcribed for
transferability in which they can be audited for an
analysis.
In this research, the researcher used
triangulation. The researcher will be used only two,
they are; triangulation of source and method. In
triangulation of source the researcher will be used
questionaires, interviews and documentation. to the
students’, lecturer, and stakeholder of Akademi
Pariwisata Medan and will be collected the interview
to make sure the answer is credible. While doing
triangulation of method, the researcher will be used
three methods, they are from the questionaires,
interviews and observation of documentations.
4
4.1
MATERIAL DESIGN
Research Analysis on Students’ Needs
This research was focused on designing
English Material for tourism textbooks for middle
class of Manajemen Usaha Perjalanan (MUP) in
Akademi Pariwisata Medan. Refering to R & D (Borg
& Gall) process, the researcher was followed these
steps on designing ESP material for tourism students
of Akademi Pariwisata Medan, they are: research
analysis divided into ; (1) analyzing students’ needs to
identify the problem, (2) analysis existing syllabus,
and (3) the existing materials for tourism students’;
(4) theoretical model of English Materials; (5)
developing product planning and designing of new
materials; (6) validating new material with the expert;
(7) revising new material for tourism as suggested by
the expert; (8) final product materials . Those steps
were analyzed descriptively.
In collecting the data, this research was
conducted at Akademi Pariwisata Medan. Firstly, the
Designing ESP Materials For Tourism Students Of Akademi Pariwisata Medan. Oleh : Kurnia Ulfa
72
Pelita Informatika Budi Darma, Volume : IX, Nomor: 2, Maret 2015
questionaire for students were collected from the
upper students, means the researcher collected the
questionaires from the students on sixth semester who
has finished their job training and continued to
interviewing for some of students who has the
different background from their school (see Appendix
I). From this level the researcher can be understand
for what students’ needs on their work after they
finished their training.
Secondly, the questionaire were collected
from the English lecturers and continued to interview
for the lecturer who has taught on middle class and
continued to analyze the existing material means;
from this level the researcher can be understand what
students’ needs to prepare their self before they are
doing job training on next semester.
Thirdly, the questionaire was collected to the
alumni who had been worked at travel agent and
continued to interview. After getting the data, they
were analyzed to find out the students’ needs. The
needs analysis data provide valuable for information.
Finally, the existing syllabus and English
materials of middle class were collected as
documentation to provide valuable information in
helping the researcher to understand the phenomena
and to support the documentation, the researcher
identified and recorded the material used by the
English lecturer of middle class at Manajemen Usaha
Perjalanan (MUP) in Akademi Pariwisata Medan.
Related to the data collected, it was clear that
the students needed to learn English in order to be
able to communicate by using English language in
accordance to prepare their self for job trainning from
the collage on semester 5th at tourism industry and
finding good job in the future. The results of the
analysis are presented in the following section.
4.1.1
The Result Analysis Students’ Needs of
English Material for Tourism of
Akademi Pariwisata Medan
Based on the research students’ needs skills
are: 1) the correct structure in grammar, 2) the new
vocabulary in tourism, 3) the correct pronunciation
when they do communication to the tourist, 4)
understanding from the messeges delivery while
doing listening, 5) speaking in fluency when they give
the information to the customer as a guide, 6)
understanding of reading text in a quick way, 7)
writing the correct structure in sentence including
vocabulary and spelling.
4.1.2
The Result Analysis of Existing Syllabus
for Middle Class Students of Manajemen
Usaha Perjalanan (MUP)
The existing syllabus was produced by
Akademi Pariwisata Medan (see Appendix VII). It
was made from the result of meeting between the
head of study program, academic and linguistic unit in
Akademi Pariwisata Medan based on procedure from
ISSN : 2301-9425
the central office (Ministry of Tourism and the
Creative Economy of Republic Indonesia).
It has 6 meetings and will be arranged for
one semester, and it has several components which
are the identity of subjects and locations of
educational institutions standard of competence
(standar
kompetensi),
basic
competencies
(kompetensi dasar), target indicator (indikator
pencapaian), learning activities (pengalaman belajar),
subject matter (materi pokok), allocation of time
(alokasi waktu), learning resources (sumber bahan),
and evaluation (penilaian).
The researcher added more basic
competences based on the students’ needs analysis
result which are about grammar, vocabulary,
pronunciation, listening, speaking, reading, writing,
and content related to tourism field such as; people in
tourism, transportation, accomodation, and travel.
The tourism English materials textbooks
has 16 meetings including two meetings quiz before
mid and final test, and two meetings for mid test and
final test, so the learning activities have 12 meetings.
(see Appendix IX)
4.1.3
The Result Analysis of Existing English
Materials for Middle Class Students of
Manajemen Usaha Perjalanan (MUP)
Here, the lecturer has the existing material
book of tourism to teach and the topics were used to
teach in the class. The book was adopted from “ First
Class English for Tourism” by Trish Stott & Roger
Holt from Oxford University Press. There are
completed skills in this book, such as: reading,
writing, listening and speaking. Unfortunately the
material is out of date. The book is used from year to
years and the students should be collected the book to
the campus when they upgrade to the next semester,
and it will be regenerated to the next students’ from
the basic to middle class. The students will be bored if
they always listen to the out dated materials, the
content is far away from their real life. The types of
the materials don’t vary very much.
From the above information its difficult to
find the information about tourism in Indonesia,
because from the existing material was discussed for
the tourism in the foreign country (see Apendix VIII),
and it is difficult for the students to understand about
the study of English for Indonesia tourism, because
while doing the job training the students’ works for
Indonesia tourism, for the example as a guide for
foreign tourist to give information of tourism object in
north sumatera and from the authentic material is
difficult to understand for the students on the middle
class, because the design of the content is to small,
and difficult to the students’ could be answered the
questions on that book.
4.1.4
The Theoritical Model of English
Material for Tourism Students of
Akademi Pariwisata Medan
Designing ESP Materials For Tourism Students Of Akademi Pariwisata Medan. Oleh : Kurnia Ulfa
73
Pelita Informatika Budi Darma, Volume : IX, Nomor: 2, Maret 2015
Now a day the theoritical model of
teaching English in Akademi Pariwisata Medan are
used Communicative and integrated skill approach in
practice, not in the content of existing materials.
According to the students’ needs, the researcher used
the accelerated learning to design the materials for the
tourism students of Akademi Pariwisata Medan
especially middle class of Manajemen Usaha
Perjalanan (MUP).
Figure 2 : The Theoritical Model
of English material
The models of English for Tourism are; 1)
the components of Accelerated learning; relaxation,
musics, and suggestions, 2) the components of
Integrated skills; reading, listening, speaking, and
writing, 3) the students’ needs; content, grammar,
vocabulary, and pronunciation.
4.1.1.5 Developing
Product
Planning
and
Designing of English MaterialsTextbook
for Middle Class Students of Manajemen
Usaha Perjalanan (MUP)
The lecturer can be planned what will
she/he teach to the students based on the students’
needs to prepare their self before doing the trainning
program based on the result analysis of the students’
needs from syllabus, and than continuing to design
the new product material for the students’ than to
create the exercises book for the students’. It is
effective for the students’ to help them to learn more
English by doing exercises and answered the
questions from that book. It can be more attractive to
the students if the lecturer scoring their tasks, and it is
one of the strategy to motivate the students’ to learn
English in personaly by doing this exercises. The
content of the exercises book can be up dating from
the topic of the existing materials. The lecturer could
be put the new product material for the students’ need
based on the result analysis of what students’ needs.
The materials were used to assist in developing an
initial design for the resource guide.
4.1.1.6 Validating New English Materials for
Middle Class Students of Manajemen
Usaha Perjalanan (MUP) to the Experts
The next step was to validate the new
syllabus and materials of English to the expert. The
experts evaluated the new English materials for
ISSN : 2301-9425
tourism students of Manajement Usaha Perjalanan
(MUP) at Akademi Pariwisata Medan to know the
quality of this product. The experts validated the new
materials of reading based on their own field in the
questionaire given. The experts were professionals in
education, and ESP. Those questionaire were used to
know the quality of the new English materials for
tourism and also to get the feedback from the experts.
4.1.1.7 Revising New English Materials for
Middle Class Students of Manajemen
Usaha Perjalanan (MUP) as suggested
by the Experts
According to the comment from the expert
he also supports the researcher for a book of this
exercise, just as he said in the comments and
suggestions; “this book is very good for enriching the
amount and types of books that can be used to
improve the ability of tourism students to speak
English by learning individual, partner or in a
group.”
The researcher inserted the activity by
doing students’ research field in each unit. By this
study research the students’ will be elevated their
knowledge about tourism not only from the textbook
but from the research and its good to support their
knowledge to prepare job training program on the
next semester.
4.1.1.8 Producing the Final Product
In final cycle, the researcher design the lay
out as much as attractive and inserted the cover,
preface, the table of content and also references in
order to guide the learners or other reader to find the
necessities of the material. In the end, the syllabus and
material of English for Tourism can be used for those
who need them.
5
CONCLUSIONS AND SUGGESTIONS
After analyzing the data, the conclusions
were described ; The existing material were used is
good and related to the students need, but the
materials should be up dating and the subject matter
should be discussed about the tourism in Indonesia, it
can be helped the students to understand more about
tourism work in their country. Thus, it was changed
into more related and suitable topic based on the
needs of students to prepare themselves on doing job
trainning program or tourism work in future; The new
English syllabus (Rancangan Program Pembelajaran
dan Kontrak Perkuliahan (see Appendix X)) and
English materials should be designed through
Accelerated Learning. The new English materials
should be related with the students need on job
training program, and the materials should be related
to another subject such as; tourism geography,
guiding, ticketing, accomodation, etc. Means, that all
subjects can be thought in English materials, it can be
helped the students learn to easy in another subject
and can be explored their experience in the class; The
Designing ESP Materials For Tourism Students Of Akademi Pariwisata Medan. Oleh : Kurnia Ulfa
74
Pelita Informatika Budi Darma, Volume : IX, Nomor: 2, Maret 2015
new English materials should be validated by the
experts’ view points by conducting the questionnaire
to the experts. The result of the questionnaire has
shown that the new English materials are suitable for
tourism students especially in middle class of
Manajemen Usaha Perjalanan, and this process can be
followed to another study program. (see Appendix X)
Related to the conclusions, it is suggested
that: The English lecturer of Manajemen Usaha
Perjalanan (MUP) study program should provide the
English materials which are match with the needs of
the students on job training programme; The English
lecturer can use Accelerated Learning as his/her
approach in teaching English for the students of
Manajemen Usaha Perjalanan (MUP); The English
materials for tourism should be validated to the
experts in order to provide a suitable materials for the
students especially Manajemen Usaha Perjalanan
(MUP) class.
ISSN : 2301-9425
14. Prabhu, N.S. (1994). Second Language
Pedagogy. Hong Kong: Oxford University Press.
15. Theobald, William F. (1998: 6-7).Global Tourism
(2nd ed.). Oxford [England]: Butterworth–
Heinemann.
16. Tomlinson, B. 1998. Materials Development in
Language Teaching.
Cambridge: Cambridge
University Press.
17. Yong, C. (2006). From common core to
specific.Asian ESP Journal Online, 1(3), 24-47.
Retrieved November 20th, 2013 from
http://www.asian-espjournal.com/June_2006_yc.php
REFERENCES
1. Brown, H. D. 1994. Principles of Language
Learning and Teaching. Englewood Cliffs N. J. :
Prentice Hall Regents, 215.
2. Davidson, T.L. (1998). What are travel and
tourism:Are they really an industry?
3. In W.P. Theobold (Ed.), Global tourism(pp. 2228). Oxford: Butterworth-Heinemann.
4. Ellis, M. and C. Johnson (1994). Teaching
Business English. Hong Kong: Oxford University
Press.
5. Gall, M. D., Borg, W. R., & Gall, J. P.
(2003).Educational research: An introduction
(7th ed.). White Plains, NY: Longman.
6. Hutchinson,T. and A. Waters. 1987. English for
Specific Purposes: A Learning-centred Approach.
Cambridge: Cambridge University Press.
7. Johns, G. 1990. ESP Textbooks: Do they really
exist? English for Specific Purpose (89-93)
8. Lozanov, Georgi, Suggestology and Outlines of
Suggestopedy, New York: Gordon & Breach
1978 (Translation of: Nauka i Iskustvi, Sofia
1971)
9. Mackay, R. & Palmer, R. D. (Eds.). (1981).
Languages for specific purposes:
10. Program design and evaluation. Rowley, MA:
Newbury House.
11. Moor, Bridley. Accelerated Learning 2003
(http://www.acceleratedlearning.com/forlang.html)
retrieved
20
November, 2013.
12. O’Fallon, C. E. (1994). The role of central
government in tourism: A public choice
perspective. Lincoln University: Unpublished
PhD thesis.
13. Pestalozzi, “Accelerated Learning”, Thesis, 2006
(http://users.monash.edu.au/ufelix/thesis.htm)
retrieved 20 November, 2013.
Designing ESP Materials For Tourism Students Of Akademi Pariwisata Medan. Oleh : Kurnia Ulfa
75