DEVELOPING ENGLISH INSTRUCTIONAL MATERIALS FOR TOUR GUIDES IN BALI: RESEARCH AND

DEVELOPMENT STUDY

I G. P. Adhitya Prayoga, N. N. Padmadewi, L. P. Artini

English Education Department, Post-Graduate Program,Ganesha University of Education

e-mail: {adhityaprayoga@ymail.com , nyoman.padmadewi@pasca.undiksha.ac.id ,

putu.artini@pasca.undiksha.ac.id

ABSTRACT

This study aimed at 1) developing English instructional materials for tour guides in Bali, 2) discussing how these instructional materials are developed, and 3) discussing how the quality of the developed materials is. The steps of this study were adapted from Borg and Gall (1983) which consisted of conducting need analysis, writing the course grid, designing the first draft, expert judgments, implementing the second draft, evaluating and revising the second draft, and writing the final draft. There were three kinds of instruments applied: questionnaires, interview, and document study. The results of this study show the materials needed by the tour guides in Bali were related to eight topics: 1) greeting and introduction, 2) giving suggestions to the guests, 3) telling the itinerary, 4) giving well direction, 5) describing places in Bali, 6) expressing comparison, 7) telling the history of some temples, and 8) describing characters in the monument. Each topic contained some general elements: front page, lead-in, snapshot, dialogue, language focus, role play, word power, pronunciation drill, listening activity, writing activity, and reading activity. The quantitative data analysis result the mean score of expert judgments is 4.81 and the mean score of try-out is 4.52. Based on the categorization using an ideal mean (Mi) and ideal standard deviation (Sdi), the 50 statements about the materials belong to “Excellent” category. This study concludes that the designed instructional materials for tour guides in Bali have been considered suitable and appropriate with their needs.

Key Words: Materials Development, English for Specific Purpose (ESP), Tour Guides.

INTRODUCTION

“One vision - one identity - one community”, become commitment together that wants to be realized by ASEAN in 2015. Through ASEAN Economic Community (AEC), the ten countries which consist of Brunei Darussalam, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Thailand, the Philippines, Singapore and Vietnam, will be challenged in trade liberalization and employment level. There are four priorities within the framework of AEC, such as 1) Free trade and service area, including investment, labour, and capital, 2) Competitive advantage, including tax and policy development, 3) Sustainable economic development, including SMEs supports, and 4) the world economic integration, including FTA (Free Trade Agreement) planning with other countries, and production network (Suttipun, 2012).

The International Labour Organization (ILO) in its site reports that a few years later after AEC is officially started, a number of job vacancies will increase (http://www.ilo.org/2014). This scheme also develops prosperity for 600 million people in South East. In the beginning of 2016, ILO clearly explains that the need for professional labour will increase into 41%, the need for intermediate level labour will increase into 22%, and the need for the low level labour will increase into 38%. However, this report predicts that there will be many companies which find less skilled labours. It is because lack of training and professional education.

To face off this AEC, all countries are expected to have fully preparation. One of them is focusing on human resources. As Diplomasi Megazine (2011) said, the key success in winning this AEC is not depending on how big and rich the country, but human resources are the most significant one. The readiness of human resources is the main factor to compete in AEC. Therefore, it is very demanding of each individual has to prepare him/herself to compete with others who come from different country.

In AEC, the ability to communicate with foreign language is needed whether it is used in technology or direct communication with others. As a German philosopher once said, “Die grenzen meiner sprache sind die grenzen meiner welt”, which means ‘the limits of my language are the limits of my world’. This statement does reflect the idea that the more language we can speak, the broader our knowledge will be. It is because the ability to communicate by using many languages will enable the people to have much and access to various learning sources.

English language proficiency is, however, one of the most important skills as it is a fundamental language used in this era of globalization (Kanitpong 2012). It is used in almost all areas of life which requires a language that everybody can speak, such as knowledge and technology, politic, economy, commerce, banking, culture, art, and film. Moreover, most countries also use English as a medium of instructions or use it as second language after their first language. It is very easy to find some electronics or gadgets which use English as language instructions. Therefore, a good English competency has to be acquired. It becomes a great demand in Indonesia which has a lot of tourist destinations, for example Bali that is already well known around the world.

Bali is an island in Indonesia which is very famous as a place of interest for international visitors (Mahardana, 2011). Bali is very popular because of its highly developed arts and culture, including dance, sculpture, painting, leather and metalworking, and music. As the largest tourist destination in Indonesia, and one of the most interesting destinations of the world, Bali was awarded the Second World’s Best Island in 2015 by Travel & Leisure Magazine (as cited in http://www.okezone.lifestyle/, 2015).

As a famous tourist destination, we cannot deny that tourism industry is the main source for Balinese people to earn money. There are many opportunities related to the tourism industry for its local people. For instance, Bali provides job opportunities in many fields of the tourism

industry, e.g. hospitality, accommodation, travel agency, education for tourism, etc. To be able to work successfully in those fields, people seem to believe that all they need are to be competent and skilful in doing their jobs in this tourism industry.

Like another business, tourism industry also produces a product which is made to order. This product is in the form of service which is something intangible (Munir; 2008). In developing this product, there will be a need for some institutions which have a significant role. In government which has the role to provide facilities for tourists. The facilities include transportations, hotel accommodations, restaurants, object tourism, etc. The second is travel agency, which has the role to manage the facilities which are needed for tourists in order to build a product. This product is known as tour package. The third or the last is tour guide which has a role to conduct the product and accompany the tourists to the destinations.

A person who conducts the tour package is called a tour guide. According to Amato as cited in Munir (2008), a tour guide is a person employed either by the travellers, a travel agency, or any other tourist organizations, to inform, direct and advice the tourists before and during their short visits. As addition, Yoeti as cited in Munir (2008) says a tour guide is a person who paid for accompany the tourists to visit, see and watch the object and the attraction. Based on two definitions, it can be synthesis that a tour guide is a person who has an ability to inform, give advice and direct instruction to the tourists toward the objects and tourist attractions.

Annually, there are many travel agencies who conduct an open recruitment to hire the freelance tour guides who are mostly the fresh graduate students. Many of fresh graduate students apply as a tour guide in every travel agency in Bali, but only a few of them are accepted. Mostly, they graduated from English department. But, they only have general English knowledge which is not suitable for guiding. They basically do not have the knowledge about the material that

should be explained to the guests. As the tour guides, they need to know the terms which are commonly used in guiding.

However, there is still another requirement that can make a person becomes a more valuable guide in travel agency. The requirement is not the prominent one, but it is very supportive to add more values on the guides. This requirement is the understanding of the local culture (Mahardana, 2011). It becomes beneficial due to Bali, as a tourism destination, exposes its local arts and culture for the tourists.

Therefore, the tour guides are required to know about the local culture and to be able to give the right information about Bali. This is very important to ensure that they do not lose work opportunities in the tourism industry, and in public and government institutions which deal with tourism. The main concern now is to equip the tour guides with a good English competency which is for guiding, as well as a good knowledge about Balinese culture.

In facing this problem, English training which is focusing on guiding is needed. It belongs to English for specific purposes (ESP). In Bali however, ESP courses are hardly available. Formal and informal education institutions tend to teach general English and it is not suitable for our tour guides. The materials of English which taught in those places are prepared with general English terms and vocabularies. So, this training will not optimally build human resources to be ready in their job which needs English for specific purposes.

It also happens in non-formal institutions (i.e. provide courses) which mostly teach general English for their students. There are many English courses all over the places, but only a few have English for specific purposes (ESP) program. ESP training program is difficult to find and it is very expensive. The limitation of this ESP training program makes the people think twice to learn English.

Ganesha University especially English Education Department (EED) as one university that create English teachers, give

all the materials to their students, to prepare them to be good English teachers. They have the professional competency, pedagogy, social and personal to hold a great course that fulfil people’s demand on English. As EED graduates could not always compete to be teachers at schools, opening English courses can be a major breakthrough. The need of ESP training program in non-formal education provider has been answered by them. This is the time for the change. EED graduates should have a potential skill to teach ESP. The skills are not only for the action in the class, but also in developing English learning modules.

For those reasons, this thesis is an attempt to develop English instructional materials for tour guides in Bali which is related to quality tourism services.

RESEARCH METHOD

This study was designed in the form of Research and Development (R & D) which had purposes to develop English instructional materials for Tour Guides in Bali and to discuss how the quality of the designed materials. There were seven steps in conducting this study as adapted from Borg and Gall (1983): 1) conducting need analysis, 2) writing the course grid, 3) designing the first draft, 4) expert judgments, 5) implementing the second draft, 6) evaluating and revising the second draft, and 7) writing the final draft.

The subjects of this study were three experienced tour guides and prospective tour guides in Bali. Three experienced tour guides were selected as informants to give some informations related to what materials need to be developed. There were also prospective tour guides. They were college students who were majoring in guiding the tourists. They have learnt about guiding and passed a job training program three months in the tourism industry. Thus they were selected as participants to give recomendation or suggestions toward the designed materials.

Type of data in this study was primary data. There were six instruments which were

used to collect the data in this study those are:1) Target needs interview guide. It was

applied in order to get the tour guides’ needs in the target situation. It is used to gain sufficient data and to develop the materials. There were three experts who are interviewed. All of them have experienced in guiding for minimum 2 years in Bali. Both are competent in speaking foreign languages, like English and other languages. The interview focused on finding out the major problems in guiding the tourists. It was conducted through face to face between interviewer and experienced tour guides. The interview was done in one time, deeply seek for skills and competence that the potential tour leaders and guides need for this course material. The result of the interview was analyzed descriptively.

2) Learning needs questionnaire. It was another instrument applied in order to answer the first question of this study. It was related to what the tour guides need to do in order to learn and to be able to reach the target needs. This questionnaire was addressed to college students who are majoring for guiding the tourists. There were 50 statements in the questionnaire. The data that were collected through this questionnaire would be analyzed quantitatively and then descriptively.

3) Document study. It was applied through analyzing the document which was called as Standar Kompetensi Kerja Nasional Indonesia (National Standard Working Competence). The results were analyzed descriptively.

4) Expert judges’ material evaluation questionnaire. It was addressed to expert judges. It was divided into two procedures, such as expert judgments and try-out. In expert judgments, there were two lecturers who are experts in English language teaching. They are lectures from English Education Department in UNDIKSHA Singaraja. They were given the evaluation questionnaire

to seek the quality of the developed materials. The data from evaluation questionnaire were then analyzed quantitatively.

5) Participants’ material evaluation questionnaire. This questionnaire was addressed to 30 prospective tour guides in Bali. The data from evaluation questionnaire were then analyzed quantitatively.

6) Second draft interview guide. It was conducted in order to support the accurate data obtained from the questionnaires. The researcher interviewed two tour guides who participated in the try-out. The interview was intended to find the tour leaders and guides general opinion, suggestions, and recommendation to the designed materials.The validity of the instruments used in

this study had been measured by two experts which involved content validity and construct validity. Construct validity resulted to some revisions toward the instruments while content validity is measured by using Gregory formula.

In this study, the data had been analyzed descriptively and quantitatively. The qualitative data was obtained through interview. There were two interviews that were conducted by the researcher. The first was target needs interview guide. As the result, there were some feedbacks, suggestions from the experienced tour guides. They were used to develop English instructional materials for Tour Guides in Bali. Another interview was second draft interview guide. It was conducted in order to support the accurate data obtained from the material evaluation questionnaires. The researcher interviewed two tour guides who participated in the try-out. The interview was intended to find the tour guides general opinion, suggestions, and recommendation to the second draft of the designed materials.

In developing instructional materials for tour guides in Bali, there was also quantitative data gathered from the learning needs questionnaire. Descriptive statistics

was used to analyze these data. The needs of tour guides would be defined by calculating the mean score of each aspect (motivation, strategies, media, and personal information) from the participants. Then, the results were descriptively explained by the researcher in this thesis.

In checking the quality of the developed materials, there were also quantitative data from the material evaluation questionnaire (Expert judges and participants). Descriptive statistics was used to analyze these data. A scale was used to find the agreement toward the effectiveness of the materials. It was analyzed by using Likert Scale, each indication of the responses to the statement was measured by scored.

Then the researcher used Central Tendency Measures to analyze the data. The Central Tendency Measures used in this research only Mean. The value of each mean in each component of task indicated the effectiveness of the task in the designed materials.

FINDINGS AND DISCUSSION

A. FINDINGS

The Materials Need to be Developed For Tour Guides in Bali

There were eight units in this English instructional materials. Every unit of materials had each topic about the Bali Tour with many tasks in four English skills (listening, speaking, reading, and listening). In each unit, the tour guides could learn about the language focus which were closely related to the tour and commonly used in guiding. The final draft of the developed materials was constructed using collected information in needs analysis results, experts’ judgments, some suggestions from tour guides in the previous stage of this study.

The topics in the developed materials were gathered through interview to the experienced tour guides. The results were then matched with the competences

expected by SKKNI (National Standard of Working Competence) applied in Indonesia.

The experienced tour guides explained there are many duties that should be done as a guide. However, in general they said there are only three main duties. They are 1) Things to do before the tour, 2) Things to do on tour, and 3) Things to do after the tour. Then these results were matched with the competences stated in SKKNI (National Standard of Working Competence). As a result, there were seventeen topics. Those seventeen topics then grouped and summarized into eight topics, such as 1) Greeting and introduction, 2) Giving advice, 3) Telling the trip plans, 4) Giving direction, 5) Describing places, 6) Describing comparison, 7) Telling the history of some temples, and 8) Describing characters.

There were some general elements which were developed in this English materials.1) Front Page

Every unit in this module began with a page that represented the competences of the students in studying the topic. This first page was called the front page of the chapter. The front page of every unit was composed of similar components, i.e. the titles of the unit, the learning competences, and images which represent the learning materials.

The title was the name that was used to name a book, chapters within a book, head of the news, etc.; which became a reflection and identity of the content that is represented. The functions of the title were: 1) as an identity and reflection of the soul of a certain chapter or unit, 2) as a global overview about the direction of learning, goal of learning, and the coverage of learning in a certain chapter.

The learning competences were stated clearly by using simple language so it would be easier for the teacher and students to understand. The understanding of the students about the goals of learning was aimed at bringing a positive effect towards their development. By understanding the goals of learning, it was expected that it arouse some interest, curiosity, and motivation regarding the materials, which

subsequently would improve their achievement and performance in learning.

On the front page, the users could also see the images that represented the content of the unit. Those images were made interesting, full color, and close to the students’ lives, so the students would feel motivated to learn. By displaying the images, and the English language function, the students could relate the new vocabularies, grammar, and language expression with their real lives, which was essential to improve their vocabulary building and vocabulary comprehension. There was also source information of where those pictures were taken. It was added in order to avoid plagiarism. Those images were taken from some sources in the internet. 2) Lead-in

Every unit in this module had lead-in activity. It was discussed at the first task or at the beginning of the lesson. It was used to check the tour guides previous knowledge. It contained a video and some related questions. The length of the video was not more than ten minutes.3) Snapshot

It graphically presented interesting real-world information that introduced the topic of a unit or cycle, and also developed vocabulary. Follow-up questions encouraged discussion of the snapshot material and personalized the topic.4) Dialogue

The dialogue introduced the new grammar of each unit in a communicative context and presented functional and conversational expressions.5) Role Play

A role play also included in this module. It was conducted since all the materials were developed using Communicative Language Teaching (CLT) approach. Through this activity, the tour guides were asked to play a role using a target language of each unit.6) Language Focus

The new language or grammar of each unit was presented in color boxes and was followed by communicative practice-activities. This activities often had students to use the grammar in a personal context.

7) Pronunciation Drill These exercises focused on important

features of spoken English, including stress, rhythm, intonation, reductions, and blending.8) Word Power

These activities developed student’s vocabulary through a variety of interesting tasks, such as word maps and collocation exercises. These activities were usually followed by oral or written practice that helped students understand how to use the words in context.9) Listening activity

The listening activities developed a wide variety of listening skills, including for the gist, listening for details, and inferring meaning from context. The ultimate goal was to help the tour guides understand native English speakers, not only for the mere purpose of comprehension, but also so they may responded accordingly and interacted with others. Without listening comprehension, there could be no conversation, no communication. Now listening comprehension involved a lot more than simply understanding the vocabulary and expressions used. Students must also be able to understand the speaker’s accent and grasp his or her meaning and intention.10) Writing activity

The writing exercises included practical writing tasks that extended and reinforced the teaching points in the unit and helped to develop students’ compositional skills.11) Reading activity

The reading passages used various types of texts adapted from authentic sources. The readings developed a variety of reading skills, including reading for details, skimming, scanning, and making inferences. Also included pre-reading and post-reading questions that used the topic of the reading as a discussion.

Developing the English Instructional Materials for Tour Guides in Bali

1) Conducting Need AnalysisIn the beginning of the study, the

researcher conducted needs analysis to

know the tour leaders and guides’ target needs and learning needs. In order to get the target needs of tour guides, the researcher interviewed three experienced tour guides. In the interview, the researcher got some important informations toward the topics that suitable for tour guides in Bali. They said there are many duties that should be done as a tour guide. Starting from arranging the tour package until writing the tour report. However, there are only three main duties, such as 1) things to do before the tour, 2) on tour, and 3) after the tour.

The tour guides also have the learning needs. It is related to what they need to do in order to learn and to be able to reach the target needs. There were fifty questions in a questionnaire. These questions were developed based on four dimensions. The four dimensions, such as motivation, strategy, media, and personal information. In overall results showed the participants had much motivation in learning English. They preferred to have an active class with more presentations. They said learning with videos is more interesting. Not all of participants often speak English with tourists.2) Writing the Course Grid

Course grid was developed according to the results of needs survey. It was used for guiding the materials development. There were some elements in the course grid. They were standard competence, basic competence, title, theme, language focus, materials, and activities.3) Designing the First Draft

There were eight units in the first draft. Every unit of materials had each topic about the Bali Tour with many tasks in four skills (listening, speaking, reading, and listening). In each unit, the tour guides can learn about the language focus which are closely related to the tour and commonly used in guiding. The first draft of the developed materials was constructed using collected information in the questionnaire and interviews in the early stage of this study and needs analysis result. The topic of each unit is based on the guides’ needs at the first questionnaire data. Each task of the unit focuses on the

tour guides’ need in communicating with tourists.4) Expert Judgments

The first evaluation was done through experts validation. This evaluation aimed at checking the quality of the content of the module. Two experts were involved in the expert validation. The experts are the lecturers of the English Education Department. The experts reviewed the content of this module in terms of the learning materials, layout, supporting details like the images, pictures, and other drawings, and grammar. The experts were given an evaluation questionnaire to fill in.

Based on the questionnaire, there were several parts which still needed to be revised. In the front page, the list of materials should be removed and needed more pictures. In part Lead-in, it was better to use video. There were also some mistypes in the instructions. The students’ note at the last page should be removed.5) Implementing the Second Draft

After being revised by the expert judgments, it was called the second draft. The second draft of the module was given to the prospective tour guides to be tried-out. There were 30 participants in this try-out. They were taught using the designed materials of the second draft. At the end, the participants were given an evaluation questionnaire about the second draft of the designed materials. It contained 50 statements to be responded. The researcher also interviewed two participants in order to get their opinions and suggestions toward the materials. 6) Evaluating and Revising the Second Draft

The module had some revisions based on the participants’ suggestions in the interview. The researcher revised the second draft in order to get the final draft of the designed materials. Based on the result of the overall interview, the second draft materials were interesting for the participants. It could help them in learning English for Guiding. It could be used to improve their ability in listening, speaking, reading and writing. So, it could be

concluded that the English learning materials for the tour guides has met the goals of the developed materials. 7) Writing the Final Draft

The module that had been revised based on the tour guides’ suggestions was called the final draft. There were much suggestions from the participants. In overall they said the final draft of the materials were very good and suitable in teaching beginner tour guides in Bali.

The Quality of the Developed Materials for Tour Guides in Bali

The data about the quality of the product gained from implementing some procedures such as Expert judgment and try-out. Some instruments were used such as scoring rubric in expert judgment and questionnaires about the module. The data can be seen as follow.1. Measurement of Expert Judgment

In collecting the data, the researcher used scoring rubric where there were 50 statements which required the experts to give score to each statement. The scoring used in this rubric was Likert Scale.

Based on the measurement, the mean score was 4.81 It was categorized as Excellent where 4.81 ≥ 4.485. It indicated that the experts mostly agreed the materials could improve the tour guides skills which contained interesting pictures, activities and close to their environment.2. The Result of Try-Out

After conducting Expert judgment, the next step was try-out. The result of measurement data in the try-out was categorized as Excellent where 4.52 ≥ 4.485. It means that participants liked the materials very much. They said the materials could improve their English skill in guiding the guest.

DISCUSSION

This study was designed in the form of Research and Development (R & D) which had purposes 1) to develop English

instructional materials for Tour Guides in Bali, 2) to discuss how these instructional materials were developed and 3) to discuss how the quality of the designed materials was. There were seven steps in conducting this study as adapted from Borg and Gall (1983), namely 1) conducting need analysis, 2) writing the course grid, 3) designing the first draft of the materials, 4) expert judgments, 5) implementing the second draft, 6) evaluating and revising the second draft, and 7) writing the final draft.

As a result, the English instructional materials consisted of eight topics as follows 1) Greeting and Introduction, 2) Giving suggestions to the guest, 3) Talking about trip plans, 4) Giving well direction, 5) Describing places in Bali, 6) Expressing comparison, 7) Telling the history of some temples, 8) Describing characters’ appearance and personality. Each topic had sub-elements in it. Those were Front-page, Lead-in, Snapshot, Dialogue, Language Focus, Role Play, Word Power, Pronunciation Drill, Listening Activity, Writing Activity, and Reading Activity. The materials were also supported by authentic pictures to make the tour guides easier to understand the content. The materials were provided with some challenging exercised, namely fill in the blank, true false questions, matching the words, paraphrasing paragraphs, etc.

The topics offered in this module were based on the situations and contexts that might happen to the tour guides in doing their duties in the fields. As Munir (2008) says, tour guides are not only giving direction, but they also have a role to direct, guide and provide accurate information so the guest will be happy and satisfied. Those topics were also in line with the function of tour guides proposed by Munir, they are 1) leading and guiding the guest in a trip to object tourims, 2) giving explanation or description, 3) introducing something new to the guest along the trip, and 4) giving opinion to the guest objectively.

The resulted topics in this study were quite the same with the topics found by Fatmasari (2013). Her study focused on developing English materials for the hiddan

temple tour guides. She developed some topics, such as 1) Greeting and Introduction, 2) Telling the history of some temples, and 3) Describing characters. However, there was also a difference. Fatmasari designed the topics for the hiddan temple tour guides only, while in this study focused on Bali tour. Thus there were some additional topics which were inserted by the researcher in this study.

The eight topics in this study also in line with the Standar Kompetensi Kerja Nasional Indonesia (National Standard Working Competence) which is applied in Indonesia. It is as mentioned in Keputusan Materi Tenaga Kerja dan Transmigrasi Republik Indonesia Nomor: Kep. 55/ MEN/ III/ 2009 Penetapan SKKNI Sektor Pariwisata Bidang Jasa Pramuwisata dan Pemimpin Perjalanan Wisata. There are six units in this SKKNI which are related to the eight topics of this study, namely 1) Enhancing the knowledge of destination, 2) Managing the guests when they arrive, 3) Managing the guests in the bus or car, 4) Managing the guests in the tour, 5) Managing the additional tour, 6) Managing the tour document.

Since this study focused on developing English instructional materials for tour guides in Bali, so all of materials should belong to all areas in Bali island. Bali has eight regencies and one city. Those are Tabanan, Gianyar, Bangli, Negara, Badung, Buleleng, Karangasem, Klungkung and Denpasar. The researcher inserted all regencies and city in this module. In Tabanan regency, there were a history of Tanah Lot Temple, a short description of Jati Luwih Rice Terrace, and Rahwana Statue. In Gianyar regency, there were a short description of Ubud village, the Sukawati traditional market, and Baby Statue in Sakah. In Buleleng regency, there were a short description of Lovina Beach and Gitgit twin waterfall. In Badung regency, there were a history of Uluwatu Temple, a short description of Badung Market, Kuta Beach, Garuda Wisnu Kencana, and statues. In Karangasem regency, there was a history of Besakih Temple. In Bangli regency, there were a short description of Batur Mount and

lake, and Kintamani Village. In Klungkung, there was a history of Kerta Gosa Museum. In Negara, there was a history of Rambut Siwi Temple.

As it can be seen from the need analysis findings. Tour guides job demanded speaking skill more at workplace than other skill. Therefore, the materials in this study are developed by using the Communicative Language Teaching (CLT) approach. Richards and Rodger (1996) explain that it is based on the view that language is a vehicle for the expression of functional meaning. It emphasizes on the semantics and communicative dimension rather than merely on the grammatical characteristics of a language. It focuses on communicative proficiency rather than on mere mastery of language structure. Thus, this approach is considered as the most appropriate approach to improve the communication skills of the tour guides as the subject of the study.

To know the quality of the product, Expert Judgment and try-out were conducted by the researcher. There were two experts who became the judges of this study. Both are the lectures of English Education Department of Ganesha University. Both judges judged the developed materials based on the scoring rubric. This rubric consisted of 50 statements. Those statements must be scored by using likert scale. Based on the measurement above, the mean score was 4.81 It was categorized as Excellent where 4.81 ≥ 4.485. It indicated that the experts mostly agreed the materials could improve the tour guides skills. In the try-out, the instructional materials were measured by the responds of the prospectives tour guides. They were given questionnaires to be scored toward the materials. There were 50 statements in the questionnaire. This was also measured by Likert Scale. Then the result of measurement data was categorized as Excellent where 4.52 ≥ 4.485. It means that participants liked the materials. They said the materials could improve their English skill in guiding the guest.

In determining the quality of the materials, there were some aspects need to be considered. They are layout and design, language, contents, language skills learned, and tasks and activities. When the materials are considered excellent, it means that the evaluators gave high score on those aspects. In terms of layout and design, criteria from Hutchinson and Waters (1987), Tomlinson (1998), and Nunan (1998) were taken into consideration. The materials got high score in terms of availability of language functions, grammar, vocabulary, exercise, and evaluation. The guidance and objectives for each competences and tasks are also considered important. Moreover, the respondents also agreed that the features of the module were arranged effectively making it clear to the users.

The language used in the developed materials also matters. It was considered authentic and the linguistics features were appropriate with the students’ level of English proficiency. Moreover, the language elements provided are relevant and useful for the participants, it was also found that the overall contents of the materials were relevant to the participants’ need, realistic, interesting, challenging, motivating, and varied as expected by Hutchinson and Waters (1987), Tomlinson (1998), and Nunan (1998).

All the expert judges agreed that participants can practice four skills integrated one to another as Tomlinson (1998) has encouraged. Moreover, the materials help students to practice speaking, especially pronunciation as well as the other language skills that should be acquired by Tour Guides in supporting their job in the field. The other language skills such as listening, writing, and reading become the other main focuses in this product. It means that all skills became the consideration in this product about English for Tour Guides.

In relation to the tasks and activities, Hutchinson and Waters (1987), Tomlinson (1998), and Nunan (1998), proposed for interactive and communicative activities and meaningful practice that could be given by the developed materials. The materials also

provide controlled and independent activities as well as individual, pair, and group works as described by Tomlinson (1998) as criteria of effective materials. Tomlinson (1998) also requires the task to be relevant to participants’ needs and it has been fulfilled by the materials since the need analysis has been conducted before the materials were developed. Lastly, the tasks in the developed materials were considered problematic but still could be done by the participants. Since the material has challenge the participants in solve the problem in the module. This is one of the criteria proposed by Tomlinson (1998).

CONCLUSION

Based on the finding and discussion, there were some conclusions can be explained as follow:1) There were eight units, such as Unit 1:

Hello, I’m your guide today, Unit 2: You should wear Sarong, Unit 3: You’re going to see Kecak Dance, Unit 4: On your left you’ll see Ground Zero Mounument, Unit 5: It’s a very beautiful beach, Unit 6: The biggest and the best, Unit 7: It was in the eleventh century, Unit 8: His name is Ganesh. There were some elements to be involved in every unit, those were Front page, Lead-in, Snapshot, Dialogue, Language Focus, Role Play, Word Power, Listening Activity, Writing Activity, and Reading Activity.

2) The development of English instructional materials for Tour guides used R & D model proposed by Borg and Gall (1983). The criteria of a good material applied in this study was based on Hutchinson and Waters (1987). There were seven steps in conducting this study, such as 1) need analysis, 2) writing the course grid, 3) designing the first draft, 4) expert judgments, 5) implementing the second draft, 6) Evaluating and revising the second draft, 7) Writing the final draft of the material.

3) The quality of the English instructional materials for Tour Guides indicated that the experts mostly agreed the materials could improve the tour guides skills. So did the participants. They very liked the materials. They said the materials could improve their English skill in guiding the guest.

ACKNOWLEDGEMENTS

Author would like given a huge thanks to First Supervisor, Prof. Dr. Ni Nyoman Padmadewi, M.A and Second Supervisor, Dr. Luh Putu Artini, M.A. for the advise, motivation, and full of patience in guiding, so this research can be done properly.

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About the Author

I Gede Putu Adhitya Prayoga, S.Pd.,M.Pd is an English teacher. He teaches in non-formal institution (English Course) in Badung district, named Pritchard English Academy Bali. At the moment, He is also starting his career as a lecture assistant in Warmadewa University and Bisma Informatika Indonesia. He graduated his master degree in Ganesha University of Education in 2016.