Involving Local Wisdom as Values to Develop English for Tourism Course Material : A Case of Baduy Tribe in Lebak Banten

This study aims at developing course material of English for Tourism material involving the values local wisdom at English Department Untirta. In specific, this study has the objectives to (1) determine the current materials, (2) provide the materials for EFT which are appropriate to the needs of students and stakeholders by involving local wisdom of Baduy tribe. This study carried out in Serang and Lebak Regency. This study uses research and development methodology (R&D). The data collecting techniques in this study are documentation, questionnaire, and interview. The data gained from documentation and interview analyzed by using content analysis. While the data gained from questionnaire were analyzed quantitatively. The conclusions are (1) The running materials of English for Tourism are based on lecturer’s assumption, (2) Based on the expert validation, the model material of English for Tourism falls into very feasible category with the percentage of 86.76 %. The teaching material based on the results of the students’ responses by the percentage is in the category of good (78.9 %). Based on the validation both from expert and students it could be concluded that an EFT material involving Baduy local wisdom was feasible to be applied in English Department of Sultan Ageng Tirtayasa University.


INTRODUCTION
Banten is a province which has natural and cultural resources.With such resources, Banten becomes main tourism destination.According to statistics of the Department of Banten Culture and Tourism, tourists who come to Banten 2014 were around 13.7 million people up to the third quarter 2015 reached 14.2 million people (harianterbit.com).The data confirmed that the Banten tourism worth to visit by tourists.
One of the tourism destination is Baduy tribe.The main characteristics of this tribe is shutting away from the outside world and strictly maintaining their traditional way of life (wikipedia).This is to be unique and interesting to be known and studied.Baduy tribe is frequently visited as a research object for students and researchers.Baduy tribe is also rich with local wisdom.Some of examples about local wisdom in Baduy tribe are living in simplicity, mutual cooperation, peace-loving, and anti-drug (travel.kompas.com)But tourism has several negative impacts.These impacts include fade 94 things related to tourism world.Students will learn how to be an expert in tourism: tour guide, front officer, house keeper and some others.This subject is offered because the university wants to support the students have some skills.
It is because recently there is a changing phenomenon happen in the students of English department.Even though students have possessed teacher certificate majored in English, most of them tend to work outside of teacher world.This condition demands to make a new police to offer EfT as one elective subject which should be taken.
However, there should be an evaluation in making this subject in order to make students' need, material and user) meet at one point.It is because sometimes what students learn in campus cannot be applied in real life after they have passed.Thus, in making an ideal subject in terms of EfT, there will be some consideration.

Need Analysis
Songhory (2007) said that needs analysis has a vital role in the process of designing and carrying out any language course, whether it be English for Specific Purposes (ESP) or general English course.Other definition of need analysis is also stated by Iwai et al. (1999).They stated that the term needs analysis generally refers to the activities that are involved in collecting information that will serve as the basis for developing a curriculum that will meet the needs of a particular group of students.Thus, generally it can be concluded that need analysis is necessary to be conducted in designing curriculum or carrying out any language course.It is intended to get precise information about the needs of a particular group of students.

Principles of Materials Development
Having mentioned in the previous part, making a good material for certain subject needs some aspects.As Tomlinson (2010) mentioned that there are some points which should get attention.1) Make sure that the materials contain a lot of spoken and written texts which provide extensive experience of language being used in order to achieve outcomes in a variety of text types and genres in relation to topics, themes, events, locations etc. 2) Make sure that the language the learners are exposed to is authentic in the sense that it represents how the language is typically used.3) Much has been written on the issue of authenticity and some experts consider that it is useful to focus attention on a feature of a language by removing distracting difficulties and complexities from sample texts.4) Make sure that the language input is contextualized.He adds for giving more explanation about the material.According to Tomlinson (2010) the materials should: 1) Expose the learners to language in authentic use.2) Help learners to pay attention to features of authentic input.3) Provide the learners with opportunities to use the target language to achieve communicative purposes.4) Provide opportunities for outcome feedback.
Those requirements have vital point because the content of the proposed material will have good impact for getting better output.Others principles of materials development are: 1) providing many opportunities for the learners to produce language in order to achieve intended outcomes, 2) making sure that these output activities are designed so that the learners are using language rather than just practicing specified features of it, 3) designing output activities so that they help learners to develop their ability to communicate fluently, accurately, appropriately and effectively, 4) making sure that the output activities are fully contextualized in that the learners are responding to an authentic stimulus (e.g. a text, a need, a viewpoint, an event), that they have specific addressees and that they have a clear intended outcome in mind.

Baduy Ethnic Tribe
Baduy ethnic tribe or wellknown as Kanekes (because they live in an area called Kanekes) is a community of about 8000 people inhabit the mountainous area of Kendeng.It is exactly located in Leuwidamar subdistrict, Lebak District Banten Province.This population is divided into two separate clans namely: (1) the Inner Baduy, consisting only about 350 people who live in the core area and the remaining people called (2) Outer Baduy who live outside the core area.We can recognize these groups by noticing the typical dresses they wear.The typical dresses worn by Inner Baduy are more dominated by the white-white.On the other hand, Outer Baduy tends to wear a black turban with a blue batik figured.No foreigners are allowed to meet the Inner Baduy because they are the center of Baduy culture and religion.The culture of the Baduy community can be characterized by three main features: first, the difference between Inner and Outer Baduy; second, the primacy of preserving and respecting nature; and third, the egalitarian ideology, Niehof (2010).The data and data source was collected from: 1) the second year students of English Department of Untirta, 2) English lecturer of English for Tourism at English Department of Untirta 3) also the stakeholders.The stakeholders in this research was collected from the alumni and the users of alumni students of English Department of Untirta.

This
There are three kinds of data was collected in this research, they are: 1) questionnaires, 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 divided 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 theoretical model of English material for tourism which can be used to the tourism students, (5) product planning and designing new materials, (6) than continued validating the new materials to the experts, (7) revising the new materials, and (8) final product material.It can be figured as follow:

The Research Procedure
The researchers used credibility as the trustworthiness of the data in this research.Credibility refers to confident in the truth of the data.This research was credible because the researchers themselves collected the data from the field by doing persistent observation, the researcher followed-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 were not artificial.These recording transcribed for transferability in which they can be audited for an analysis.
In this research, the researcher used triangulation of source and The data was collected from 30 students from three classes where 10 students were taken randomly from each class in semester 4.There were 12 enclosed questions that they should answer.Question number 1 was about their motivation or they reason to learn English for Tourism.There were four choices that had been provided.The result was; 10 from 30 students (33%) answered for study, 8 students (27%) answered for work, 6 students (20%) answered for training, and 6 other students (20%) for some other purposes.
Question number 2, during the future tourism class, students were asked which skill they would like to emphasize during the course.The choices of the question were; reading, grammar, writing, vocabulary, speaking, and listening.From 30 students, 26 students (87%) choose speaking as the skill they wanted to emphasize most, 2 students (7%) choose vocabulary and the rest choose grammar and writing each 1 student (3%).
Not very different form question number 2, the question number 3 asked related to their skill as well.But in question number 3, the students were asked which skill they wished to develop more in tourism class.In fact, there was one student who picked two choices of the question number 3 where he should pick his choice only one so his answered was considered as invalid.So, the respondents of the question number 3 was calculated 29 respondents.For the question number 3, 17 students (59%) answered speaking, 9 students (31%) answered vocabulary, 2 students (7%) answered writing, and 1 student (3%) answered reading.
Question number 4 talked about students' opinion about learning Question number 6 was about the media they would like to use in tourism class.The answers were very varied.The medias were chosen from the most frequently selected to the least; realia (13 students, 43%), video (11 students, 37%), picture (5 students, 17%) and audio (1 student, 3 %).
Question number 7 until number 12 asked students what kind of task or activity they would like to do for each skill applied in tourism class.Question number 7 was for reading section.From 30 students, 13 of them (43%) choose 5W+1H as the task the would like to do most, 10 students (33%) would like to do multiple choice, 4 students (13%) choose Yes/No task, 2 students (7%) choose True/False, and one student (3%) who choose alternative task.
Question number 8 was writing section.There were 6 tasks and or activities where provided to choose.They are: reflective writing, problem solving, explaining ideas, explaining processes, creative writing, and definitions.The result of the questions as follow (mentioned from the most selected to the least): reflective writing and problem solving was 9 students 100 (30%) for each, explaining ideas (8 students, 27%), creative writing (3 students, 10%), and none choose definitions (0 students, 0%).
Question number 9 was vocabulary section.There were five option which were provided.The most selected activity was match the word and picture by 15 students (50%), and then the rest choose the correct word (9 students, 30%), match word with definition (3 students, 10%), categories (2 students, 7%), and complete the gap (1 student, 3%).
Question number 10 was grammar section.There were five option were provided but there was one option of the activity (complete the gap) which had been selected by none.Meanwhile, choosing the correct option and word formation became two most favorite task or activity which had been selected by 10 students each (33%), 6 students (20%) prefer for doing sentence formation, and the rest was write words to complete a text was chosen by 4 students (13%).
Question number 11 was listening section.From four option of the tasks or activities in listening section, there was one option which was selected by none.It was empathic listening.For the rest three, 17 students (57%) choose comprehensive/active listening, 7 students (23%) choose appreciative listening, and 6 others (20%) choose critical/analytical listening.
The last one was question number 12 about the tasks or learning activities the students would like to do in speaking section.There were six option of tasks and activities.They were: Acting from a script, communication games, discussion, prepared talks questionnaire, and simulation and roleplay.Meanwhile, questionnaire was selected by none.Furthermore, communication game was the most favorite among the others, selected by 11 students (37%), 7 students (23%) prefer doing simulation and role-play, 6 students (20%) choose discussion, and acting from a script and prepared talks were selected by 3 students for each (10%).

The Result of Interview
The second type of assessment instrument in addition to the needs analysis questionnaire was an oral interview.There is a need for this second data collection instrument as questionnaires can only provide the curriculum designer with superficial data regarding learners' needs.Witkin and Asltschuld (1995) suggest we should use more than one data collection method to have a more reliable understanding of students' needs to develop a course.Richards (2001) proposes that an in-depth analysis of students' levels and needs can be made by means of interviews.
Besides interviewing the students, in answering research question stated in the previous chapter researchers interviewed the official government of Tourism Department of Serang Regency.The interview was intended to get detail information dealing with government policy related to tourism world.It is in the line with the aim of this research: Developing syllabus for tourism.Thus, it is hoped that by having more information, researchers can develop an ideal syllabus.
The interview had five main questions.The first question dealt with the amount of international tourists who visited Banten province, especially in Serang regency.He explained that there was no international tourist who visited in Serang Regency.He gave more explanation that it was because of some reasons.First, it was natural disaster.Flood was one of natural disasters happened in the previous years.It caused some roads heading to tourism objects blocked.This condition could be avoided to stop their travelling.The flood affected not only the travel agents but also the food traders in the tourism spot.The travel agents could not promote the tourism package both personally and groups because the way did not support the bus or other vehicles reach there.Second was the price of the food.This case had very tight relationship with local people live in tourism area.They sometimes made a wrong decision to raise the price of the food they sold.They had a short consideration that by increasing the price they would get more advantages.
However, they never thought that by doing this, it can have bad impact for travelers or tourists.The tourists may buy the food or other products, yet it just happened once.They would not buy the food anymore because they had prepared from their home or provided by travel agents.Event, the tourist did not want to visit there anymore.The last was the tourism road.Frankly, it must be admitted that the success of tourism is supported by many aspects.One of them is good road.The condition of the road can be considered whether the tourists want to go or not.It is because most of tourists want to enjoy their travelling.It cannot be imagined if they go to a certain place with the poor road.They will feel very stressful as long the journey.It means that they will not get satisfaction but extremely tiring.Thus, by looking at the real condition, many tourists especially international tourists tended to reject to go to some tourism areas located in Serang.It was because the poor rood.
The second question was about government effort to handle tourism problems.Indeed, Serang regency has many promising tourism spots.It has some beaches, islands (Tunda island, Empat island, etc) mountain, and some others.However, he, the official government of tourism department, said that there were many factors that must get attention.First was dealing with government involvement.It will be very hard for the local government, in this case is tourism department, to work alone in supporting and developing the tourism objects.There must be a Memorandum of Understanding among related offices (Dinas Pekerjaan Umum, Dinas Tata Kota).The road would be safe if along the road was equipped by the lamps or others signs.It will be beneficial not only for the travelers but also the environment.They could drive safely in any condition.Second was about human resources.It seems to be a hard homework for the government to educate the people especially local people.Sometimes, the local people did not realize that their area had become a tourism area.They behaved as if they did not care about the new environment.This condition can trigger misunderstanding between local people and new comers.Third was the way how to promote.It is not something strange that promotion is a vital way in making tourism area becomes popular.For this, government should promote the object through many ways: Newspaper, magazine, internet or other media to get attention for people from other city or country.
The third question dealt with the government's effort to educate local people.As discussed in the previous point local people became a vital aspect in tourism world.For this, government had some programs addressed to the local people development.First, government conducted a short course related to public awareness in terms of tourism.In this case government educated, informed, and shared the importance of living in the tourism object.Second, for making government's program became real, there was a short course how to be a good tour guide.It was intended to educate them to promote and guide tourists.The last, government invited the leaders of village to discuss how to explore and expose the potential tourism objet in their area.
The fourth question was about the skills that should be possessed by the people.Tourism is identical to hospitality and pleasure.Thus, people who concern with this area should have some skills to support them in facing tourism world.Those skills include personality, hospitality, manner, behavior, language, and knowledge.By having these skills, people could be a good front liner to welcome tourists both local and international.
The last question was about the program to produce skillful people.
After getting more information taken from the first until the fourth questions, government had a special program to increase human resources.It was said that by upgrading them, it would have positive impact both for local people and tourists.
Analyzing the result of interview, researchers are going to develop a syllabus for tourism subject.This syllabus will be applied to the university students.In this development, researchers have a high intention to plan, prepare, and produce skillful students.In the future, these students can take apart in the steps of designing a model of English for tourism (EFT) material presentation as learning aids.Every content that was not written on the material sheet showed on video or slide presentation.Besides that, the students will study independently since the video showed them indirectly all they need to know about tour guiding.Shortly, the material which was written on the paper was only the surface of core material.The core material itself should be extracted by the students itself with the guide of the lecturer.
In every lesson, students were asked frequently to state their opinions based on what they have found.This was related to the communicative approach which was used to make the students actively learn and do not hesitate to state their own ideas.In the end of the chapter, students did one of the most used technique in communicative approach, role play.They did the role in group based on what task or topic they have been got.Besides the use of communicative approach, the material was also used task-based.
Most of the materials were assignment for the students to search the information by themselves as it was mentioned before.
After the designing of a model of EFT material had been done, the next step was doing expert validation.The expert who validated the designed material was Dr. Siti Hikmah, M.Pd, the currently English for Tourism's lecturer.The instrument of questionnaire validation is adopted from Miftakul Nikmah's thesis which entitled "Developing Moodle-Based Interactive Online Media to Teach Narrative Reading".In the instrument of material expert pointed about aspects related to instructional materials covering aspects learning materials and contents.
Specifically, the elements which had been validated were; standard competence, learning material and process, language, time, and closing.
The chart below showed the result of expert validation per aspect: The score could be interpreted based on its criteria as follows: The result showed that the model of EFT material which had been designed was very feasible to be applied in classroom.

Model of EFT Material
After the preliminary field test of this model of material, all data was compiled and analyzed.The quantitative data was converted onto qualitative data.Based on the validation both from expert and students it could be concluded that a model of EFT material using communicative approach was feasible to be applied in English Department of Sultan Ageng Tirtayasa University.

CONCLUSION AND SUGGESTION
Based on the research which had been done, it could be concluded research was conducted based on educational research and development (R & D) reffering Borg & Gall (1983).Those R & D process are followed by the researchers on developing ESP material for Tourism Students of English Department of Untirta.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.
for English for Tourism Local Wisdom-Based at English Department of Sultan Ageng Tirtayasa University method.In triangulation of source the researcher used questionnaires, interviews and documentation.Then to make sure about the credibility of the data the researchers will conduct interview to the students, lecturer, and stakeholders.While doing triangulation of method, the researchers will use three methods, they are questionnaires, interviews and observation of documentations.FINDING AND DISCUSSIONA needs analysis had been done to reveal what students need before the course of ESP especially English for Tourism was started.Needs analysis was done by providing the students the questionnaire which contained some question about their necessities, lacks, and wants.The Needs Analysis questionnaire contained the question about their motivation to learn English for Tourism, which skill they wanted to emphasize during the course, their opinion about what the course was going to be, and what activities they would like to do during the course.
activity they would love to do during tourism class.From seven choices which were provided, only 3 of them were chosen by the students.They are; 22 students (73%) choose they prefer doing -out-of-class project, 6 students (20%) choose they prefer doing group work, and 2 students (7%) prefer for doing individual work.Meanwhile the activities that were selected by none as follow: doing pair work, doing whole class work, doing role-plays, and watching related videos.Question number 5 asked the students what kind of role of the teacher they like.There were 2 students who did not fill their answers so the respondents of this question was calculated as 28 students.There were two choices; the first was the role of the teacher as facilitator and guide and the second one was the role of the teacher as someone in controlling everything in class.Most of students (25 students which means 89%) choose the first option, and the rest (3 students, 11%) prefer for second option.
stating the objectives of the lesson, basic competence, indicators, and flow chart.All of the elements above were decided based on the result of needs analysis.B. Designing preliminary an EFT material This step included of the development of flow chart that had been decided before.The material was developed as a chapter without forgetting the essential of involving local wisdom, basic competence, and each indicator.In this step, there were several revisions.The material was focused on content which is based on international tourism.The chapter was designed for four meetings although it is flexible based on the need and time availability.The basic competence and indicators were stated clearly on the beginning of the chapter as the guide for the students.The chapter was divided into 4 units where each unit had different activity each other.The material provided video and slide got average 3.4 of 4. Learning Material and Process got average 3.7 of 4. Language aspect got average 3 of 4. Time aspect got average 3 of 4. Closing aspect got average 3.5 of 4. Meanwhile,the revision which should have done was every chapter must be divided into sub chapter.After that, all of the data which had been gotten from the expert validation was calculated in to following formula: that the running materials of English for Tourism are based on lecturer's assumpstion and are taken from a book containing international tourism material.The model of material of English for Tourism was designed based on the development of design by Borg and Gall.The steps were; needs analysis, planning, designing preliminary a model of speaking material of EFT (included expert validation), field testing, and the revision of material.Based on the expert validation, the model material of English for Tourism falls into very feasible category with the percentage of 86.76 %.The teaching material based on the results of the students' responses by the percentage is in the category of good (78.9 %).Based on the validation both from expert and students it could be concluded that an EFT material involving local wisdom was feasible to be applied in English Department of Sultan Ageng Tirtayasa University.