Developing English for Tourism Learning Model Based on Hypermedia
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 17 December 2022

Developing English for Tourism Learning Model Based on Hypermedia

Anwar Rahman, Basuki Wibawa, Syarif Sumantri

Politeknik Negeri Lampung (Indonesia), Universitas Negeri Jakarta (Indonesia)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.04.670

Pages: 361-381

Keywords: Learning Model, English for Tourism, Hypermedia

Abstract

The development of the global tourism industry rapidly makes the importance of English communication skill at tourism workplace. State Polytechnic of Lampung has provided English subjects 1, 2, and 3 for students. Unfortunately, the implementation has not given any significant contribution to improve students’ English communication skills especially English for tourism. English instructional materials did not fulfill students’ needs and stakeholders’ needs and standard English competences in tourism workplace. The limitation of learning source become a learning problem for students due to limitation of time to practice English out site of classroom without teacher’s guidance. Therefore, it is important to develop a kind of learning model which independence resource that gives a solution to solve the learning problems. Developing model of English learning for tourism based on hypermedia was intended to give an alternative independence learning resource to improve competences in English for Tourism based on hypermedia. The developing of English learning model base on hypermedia applied research and development (R&D) model used a combination of Dick and Carrey model, Hannafin peck Model and Allen model. There were three stages in developing model of English for tourism based on hypermedia. The first step was conducting needs analysis; identifying instructional goals, conducting instructional analysis, and analyzing learners and contexts. The second step was designing material for learning based on hypermedia that was electronic module; writing instructional objectives, developing assessment instruments, and developing learning strategies. The third steps were developing learning material and implementation; developing and selecting instructional materials, implementing and conducting formative evaluation and revision. The results of the formative evaluation from subject matter experts (instructional, media and English for tourism), one to one evaluation, showed that model of English learning for tourism based on hypermedia generally was categorized very good (average score: 89,31). One to one evaluation by three learners was also and small group evaluation by eight learners which evaluated on clarity, impact on learners and feasibility showed that design model of English learning for tourism based on hypermedia was categorized very good. Field trial that was conducted to 37 students indicated that model design of English learning based on hypermedia for tourism was good and suitable with learning objective, easy to use and understand, demonstrate learning experiences, sufficient for English materials, useful, assessment measure learning outcome, feedback, interesting and engaging learning, motivating, and collaboration between students. The t-test paired sample test showed that design of English for tourism was effective to be used as learning resources with average pretest score was 58,05 and average post test score was 70,92 with gain score was 12,86, while the significant (2-tailed) was 0,000 < 0,05.

References

  1. Allen, M. (2007) Designing Successful e-Learning. John Wiley & Sons Inc.

  2. Babiker, M. E. A. (2015) ‘For effective use of multimedia in education, teachers must develop their own educational multimedia applications’, Turkish Online Journal of Educational Technology, 14(4), pp. 62–68.

  3. Bardakci, S. (2019) ‘Exploring high school students’ educational use of youtube’, International Review of Research in Open and Distance Learning, 20(2), pp. 260–278. doi: 10.19173/irrodl.v20i2.4074.

  4. Bury, J. and Oka, T. (2017) ‘Undergraduate students’ perceptions of the importance of English in the tourism and hospitality industry’, Journal of Teaching in Travel and Tourism, 17(3), pp. 173–188. doi: 10.1080/15313220.2017.1331781.

  5. Chavangklang, P. and Chavangklang, T. (2018) ‘A Development of Foreign Language Training Course for Local Youth Guides of Dankwian Community in Thailand’, Advances in Language and Literary Studies, 9(4), p. 187. doi: 10.7575/aiac.alls.v.9n.4p.187.

  6. Davies, J. (2000) ‘A study of language skills in the leisure and tourism industry’, Language Learning Journal, 21(1), pp. 66–71. doi: 10.1080/09571730085200131.

  7. Dick, W. & Carey, L. (2015) The Systematic Design of Instruction (8th ed.). New York: Pearson.

  8. EF Education First (2020) ‘Ef epi’, EF EPI EF English Proviency Index.

  9. Erazo, M. A. C. et al. (2019) ‘English Language Skills Required by the Hospitality and Tourism Sector in El Oro, Ecuador’, Theory and Practice in Language Studies, 9(2), p. 156. doi: 10.17507/tpls.0902.05.

  10. Gagne, Robert M, et al. (2005) Principles of Instructional Design. Belmont, CA: Thomson Wadsworth.

  11. Gaudence, O. et al. (2018) ‘Attitudes Towards Use of Hypermedia in Hearing Impaired Students ’ Pedagogy’, 1735(2010), pp. 75–82.

  12. Hamad, M. M., Metwally, A. A. and Alfaruque, S. Y. (2019) ‘The Impact of Using YouTubes and Audio Tracks Imitation YATI on Improving Speaking Skills of EFL Learners’, English Language Teaching, 12(6), p. 191. doi: 10.5539/elt.v12n6p191.

  13. Hamdan, N. A., Mohamad, M. and Shaharuddin, S. (2017) ‘Hypermedia reading materials: Undergraduate perceptions and features affecting their reading comprehension’, Electronic Journal of e-Learning, 15(2), pp. 116–125.

  14. Hendikawati, P., Zahid, M. Z. and Arifudin, R. (2019) ‘Android-based Computer Assisted Instruction development as a learning resource for supporting self-regulated learning’, International Journal of Instruction, 12(3), pp. 389–404. doi: 10.29333/iji.2019.12324a.

  15. Lenny Johana Alvarado Rico (2014) ‘Identifying Factors Causing Difficulties To Productive Skills Among Foreign Languages Learners’, Opening Writing Doors Journal, 11(1), pp. 65–86. Available at: http://revistas.unipamplona.edu.co/ojs_viceinves/index.php/OWD/article/view/376/392.

  16. Louw, W. J. A. and Bredenkamp, B. V. (1994) ‘Hypermedia and its potential use in forestry education’, South African Forestry Journal, 170(1), pp. 37–44. doi: 10.1080/00382167.1994.9629673.

  17. Merril, D. M. (2013) First Principle of Instruction, Instructional Design Theories and Model Volume III. Edited by E. by C. M. R. dan A. A.Carr- and Hellman.

  18. Nguyen, H. et al. (2018) ‘Using Google Forms to Inform Teaching Practices’, Proceedings of the Interdisciplinary STEM Teaching and Learning Conference, 2(1). doi: 10.20429/stem.2018.020110.

  19. Palacio, M., Gaviria, S. and Brown, J. D. (2016) ‘Aligning English Language Testing With Curriculum’, PROFILE Issues in Teachers’ Professional Development, 18(2), p. 63. doi: 10.15446/profile.v18n2.53302.

  20. Peck, H. M. J. & K. L. (1988) The Design, Development, and Evaluation of Instructional Software. New York: Mac Millan Publishing Company.

  21. Roblyer, Margareth D and Doering, A. H. (2010) Integrating Eductional Teachnology into Teaching. New York: Pearson Education.

  22. Shen, H., Yuan, Y. and Ewing, R. (2014) ‘English learning websites and digital resources from the perspective of Chinese university EFL practitioners’, ReCALL, 27(2), pp. 156–176. doi: 10.1017/S0958344014000263.

  23. Silber-Varod, V., Eshet-Alkalai, Y. and Geri, N. (2019) ‘Tracing research trends of 21st-century learning skills’, British Journal of Educational Technology, 50(6), pp. 3099–3118. doi: 10.1111/bjet.12753.

  24. Smaldino, Sharon E, Lowtther, Deborah L, dan Russel, J. D., Sharon E Smaldino and Deborah L Lowtther, dan James D Russel (2008) Instructional Techology and Media for Learning. 9th edn. New Jersey: Pearson Merrill Prentice Hall.

  25. Suartini, T. (2019) ‘Influence Application of Learning Model on Vocational Education Based on Quality Issurance’, SAGE Open, 9(2). doi: 10.1177/2158244019851552.

  26. Suparman, M. A. (2012) Desain Instruksional Modern. Jakarta: Erlangga.

  27. Wahyuningsih, S. and Afandi, M. (2020) ‘Investigating English speaking problems: Implications for speaking curriculum development in Indonesia’, European Journal of Educational Research, 9(3), pp. 967–977. doi: 10.12973/EU-JER.9.3.967.

  28. Wang, H. chun and Chen, C. W. yu (2020) ‘Learning English from YouTubers: English L2 learners’ self-regulated language learning on YouTube’, Innovation in Language Learning and Teaching, 14(4), pp. 333–346. doi: 10.1080/17501229.2019.1607356.

  29. Zhang, J. (2020) ‘The Construction of College English Online Learning Community under ADDIE Model’, English Language Teaching, 13(7), p. 46. doi: 10.5539/elt.v13n7p46.

bottom of page