thesis - iain batusangkar
TRANSCRIPT
STUDENTS’ DIFFICULTIES IN LEARNING ENGLISH
FOR TOURISM SUBJECT
(A Study of the Third Semester of Islamic Tourism Department of
IAIN Batusangkar Registered in 2018/2019)
THESIS
Submitted to English Teaching Department Faculty of Tarbiyah
as a Requirement to Obtain Bachelor Degree
in Teaching English
ANINDA
Reg. No. 14 104 006
ENGLISH TEACHING DEPARTMENT
TARIBYAH FACULTY AND TEACHERS
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
BATUSANGKAR
2019
ACKNOWLEDGEMENT
Alhamdulillahhirabbil’alamin. First of all, the researcher would like to
express her deepest thanks to Allah SWT, Who has given health and opportunity
for the researcher to finish her thesis entitled “STUDENTS’ DIFFICULTIES IN
LEARNING ENGLISH FOR TOURISM SUBJECT (A Study of the Third
Semester of Islamic Tourism Department of IAIN Batusangkar Registered in
2018/2019)”. She also addresses her greeting and salutation to the greatest prophet
Muhammad SAW who has brought mankind to the bright world.
The writer realizes that there have been many people who gave
contribution on accomplishing this thesis. So, firstly, she would like to send her
greatest gratitude to Zulhermindra, M.Pd as her first advisor and Rini Anita,
M,Pd. as her second advisor who guid her, help her and give her advice on doing
and finishing this thesis. Next, she would like to give grateful to the examiners
Irwan, M.Pd and Yulnetri, SS, M.Pd who had given critism, correction, and
suggestion on finishing this thesis. Thirdly, she would like to thank to all of the
respondents in this thesis who have participated in her research to be sample of
this research.
Then, she also thanks to Yulnetri, SS, M.Pd as the Head of English
Department for facilitating her on conducting this research. She also appreciates
Dr. Suswati Hendriani, M.Pd as her academic advisor, who has motivated and
supported her well along her study until she finished her thesis. Then, special
wishes to Anggi Rahmatika, S.Pd.I as English Department’s staff for helping in
administration process for completing her thesis. The researcher also delivered her
gratitude to LP2M of State Institute for Islamic Studies (IAIN) Batusnagkar,
Yusrizal Efendi, S.Ag, M.Ag who has given her permission to conduct the
research. Then, she would like to express her salutation to Dr. Sirajul Munir,
M.Pd, as Dean of Tarbiyah and Teacher Training Faculty who has helped her
2
ABSTRAK
ANINDA, NIM 14 104 006. Judul Skripsi “KESULITAN
MAHASISWA DALAM BELAJAR MATA KULIAH BAHASA INGGRIS
KEPARIWISATAAN (A Study of the Third Semester of Islamic Tourism
Department of IAIN Batusangkar in 2018/2019)”, Jurusan Tadris Bahasa
Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri
(IAIN) Batusangkar.
Permasalahan yang dibahas dalam penelitian ini adalah adanya
kesulitan yang dihadapi mahasiswa Pariwisata Syari’ah di IAIN Batusangkar
dalam proses belajar mata kuliah Bahasa Inggris Keparwisata yang bertujuan
untuk mengetahui apa saja kesulitan yang dihadapi mahasiswa selama belajar
mata kuliah Bahasa Inggris Kepaariwisataan.
Rancangan penelitian ini adalah deskriptif kualitatif. Informan berjumlah 4
orang yang dipilih dengan menggunakan pengambilan sampel purposive. Teknik
pengumpulan data yang digunakan adalah dengan melakukan wawancara yang
dilakukan kepada Mahasiswa Jurusan Pariwisata Syari’ah Fakultas Ekonomi dan
Bisnis Islam IAIN Batusangkar. Peneliti berperan sebagai instrumen kunci.
Instrumen yang digunakan untuk mengumpulkan data yaitu pedoman
wawancara. Selanjutnya, untuk menganalisis data, peneliti menggunakan teori
Miles and Huberman (1994) yaitu dengan cara mereduksi data, menyajikan
data, serta memverifikasi data dan menarik kesimpulan.
Hasil penelitian menunjukkan bahwa ada tujuh kesulitan mahasiswa
dalam mempelajari Bahasa Inggris Kepariwisataan. Kesulitan-kesulitan tersebut
diantaranya: 1) Mahasiswa memiliki konten terbatas yang berhubungan dengan
tata bahasa, kosa kata dan struktur informasi, 2) Kelas ESP ditunda atau
dibatalkan tanpa alasan yang jelas, 3) Mahasiswa kurang persiapan/tidak siap
untuk kelas ESP, 4) Mahasiswa masih takut salah dan malu berbicara bahasa
Inggris, 5) Penggunaan bahasa ibu. Mahasiswa memiliki lingkungan yang tidak
menggunakan bahasa Inggris, 6) Metode pengajaran ESP masih pasif dan 7)
Mahasiswa tidak memahami pelajaran.
TABLE OF CONTENT
COVER ................................................................................................................... i
AUTHORITY STATEMENT LETTER ............................................................. ii
THESIS ADVISORS’ APPROVAL ................................................................... iii
THESIS EXAMINERS’ APPROVAL ............................................................... iv
ACKNOWLEDGEMENT ..................................................................................... v
ABSTRAK ........................................................................................................... vii
TABLE OF CONTENTS ................................................................................... viii
LIST OF APPENDICES ..................................................................................... xi
CHAPTER I INTRODUCTION A. Background of the Problem .................................................... 1
B. Focus of the Research ......................................................... 7
C. Research Question ............................................................... 7
D. Purpose of the Research ...................................................... 7
E. Significance of the Research ............................................... 8
F. Definition of the Key Terms ............................................... 8
CHAPTER II REVIEW OF RELATED LITERATURE
A. Review of Related Theories ................................................ 9
1. Learning English ........................................................... 9
2. English Specific Purpose for Tourism ......................... 14
3. Students’ Difficulties in Learning ESP ........................ 16
B. Review of Relevant Studies .............................................. 26
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ................................................................ 30
B. Research Informants .......................................................... 30
C. Research Instrument ........................................................... 31
D. Research Procedures .......................................................... 31
E. Technique of Data Collection ............................................ 32
F. Checking the Data Trustworthiness .................................. 33
G. Technique of Data Analysis .............................................. 33
1. Data Reduction ............................................................. 34
2. Data Display ................................................................. 34
3. Conclusion and Verification of the data....................... 35
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding ............................................................... 36
B. Discussion .......................................................................... 50
2
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ........................................................................ 55
B. Suggestion ......................................................................... 55
BIBLIOGRAPHY ............................................................................................... 57
APPENDICES ...................................................................................................... 59
3
LIST OF APPENDICES
Appendix 1 : Syllabus .......................................................................................... 59
Appendix 2 : Interview Guide ............................................................................. 61
Appendix 3 : Transcript of Interview .................................................................. 62
Appendix 4 : Data Reduction .............................................................................. 86
Appendix 5 : Data Display .................................................................................. 95
Appendix 6 : Conclusion and Verification Data ................................................. 96
Appendix 7 : Attendance of Informants .............................................................. 97
Appendix 8 : Research Permit Letter ................................................................... 98
Appendix 9 : Pictures .......................................................................................... 99
CHAPTER I
INTRODUCTION
A. Background of the Problem
Indonesia is called as the largest archipelago country in the world
and is supported by many natural resources and cultural diversity. Natural
resources are all materials that can be found by humans in nature and can
be used for their survival. For humans, natural resources are basically the
most important things in the form of living things (biological) or inanimate
objects (non-living). Both types of natural resources are used to meet the
needs of human life. Actually, humans are also a resource for a country
because humans can provide tremendous benefits to their country by
becoming labor, advancing science, even technology so that they can
improve the country's economy. And Indonesia is also a country that has a
diversity of cultures and arts, with a diversity of cultures that Indonesia is
also able to attract and be known by the international community. With
this abundant cultural potential, Indonesia is expected to be able to
maintain, preserve, and develop the noble values of this culture as a
characteristic of a nation.
So the government makes tourism as the main source of income for
the country. In other case, tourism activities in Indonesia have increased.
Zulhemindra and Asrida (2018:1) said that the number of tourists visiting
Indonesia experienced a significant increase from year to year, including
tourists visiting West Sumatra. But this is not supported by the quality of
tour guides in Indonesia. Maisol Hadi, the Chairman of the Branch
Leadership Board, the Association of Indonesian tour guides of Padang in
an express interview (as written by khairani Hafis) stated that in recent
years tourism stretches, especially West Sumatra, continued to experience
increased visits, both domestic and foreign tourists. Meanwhile, Walker
and Harding (2007:5) said that visitors come from many countries. And
Indonesia is the most country that visitors like to visit. According to the
1
2
data, there are top three of country that most visit by tourist. They are
Indonesia (17%), Japan (13%) and Australia (6%). They usually stay for
short visit, oven stopovers en route to other Asian countries or Australia or
New Zealand, or for sightseeing and shopping. The data shows that
Indonesia is the most country that visit by visitor from other country.
The increasing number of tourists who are not balanced with the
skill quality of tour guides will experience problems/difficulties in meeting
the needs of the tourists themselves. Chairman of Indonesian tour group
(HPI) West Sumatra in Zulhermindra and Asrida (2018:2) add that it was
obtained an illustration that of the 416 local tourist guides, but only 15
percent had good foreign language skills. It shows that the needs of
tourists who come to Indonesia are not met. And this requires efforts to
improve the quality of existing tour guides.
This improvement effort should be more focused on students in
education in the field of tourism. In addition, Ulfa (2015:69) said that the
qualities of students in learning English develop slowly. More and over,
only few of education centers that provides good performance of English
when they introduce the language to their students. It means that tourism
needs with the quality of tour guide ability in Indonesia are not balanced.
It causes difficulties for tourist workers in fulfilling their duties properly.
Talking about tourism in West Sumatra, it can be related to
Islamic sharia. Since the 19th century before the Pancasila nation's
philosophy was formulated, there was already a consensus that put the
essence and substance to practice the Islamic Shari'ah. The language does
not become an "Islamic State" and "practices the Shari'ah of Islam", but in
fact socio-cultural and historical, Minang people have already had a
language that is quite entrenched and philosophically based on the Minang
people's thinking, namely “adat basandi syara’, syara’ basandi
Kitabullah”. It means that their values are based on the Qur'an and Hadits.
Islamic tourism can be defined as the act of Muslims visiting places
outside their homes (to Muslim or non-Muslim countries) for the purpose
3
of business, recreation or other activities with the demands of Allah’s
order (Musa, Ali, and Moghavvemi, 2017:4). Islamic tourism activities are
related to the teachings of the Qur'an and Hadits. A Muslim who conducts
tourism activities must hold fast to the teachings of the prophet
Muhammad SAW and the commands of Allah SWT. Abu Daud, 2486
narrated in Syahriza (2014:141) “Actually the tour of my people is jihad in
the way of Allah". So, Islamic tourism is the activity of visiting or working
in the field of tourism by holding the teachings of Islamic Sharia (Alqur’an
and Hadits).
So, Islamic tourism is a journey by visiting certain places and still
paying attention to faith, worship, attitude and morals, because as a
Muslim we have to keep paying attention to our faith, worship,
mu’amalah, attitude and morals, then of course this type of tourism gives
limits to Muslim tourists to be comfortable in following the teachings of
Islam. In fact, if seen in terms of tourism intended for recreation which is
synonymous with activities for fun, Islamic tourism can be said to be
irrelevant. As a tourist, of course they will travel without any boundaries
that are binding on him. However, it turns out that there is a group of
people who always try to pay attention to the Shari'a, including traveling.
Therefore, Islamic tourism is presented to facilitate those who still want to
pay attention to Shari'a in travel, including consuming Halal and also not
violating Islamic rule, and not leaving worship when traveling.
In fulfilling these needs, Indonesia provides Islamic tourism
Department. One of them in IAIN Batusangkar, West Sumatra which has
provided Islamic Tourism Department as one of its majors. This
department has only been established for one and a half year. So also for
Islamic Tourism Department in IAIN Batusangkar that has its own goals,
vision and mission. Its goal is realization of scholars in the field of Islamic
Tourism who are noble, professional, creative and competitive in the work
world based on research, and technology. Its vision is superior in Islamic
Tourism development based on research, technology, and local wisdom
4
nationally in 2025. Meanwhile the mission is realizing scholars in the field
of Islamic Tourism who are noble, professional, creative and competitive
in the work world, organizing education / teaching Islamic Tourism and
carry out Islamic Tourism development that is responsive on the needs of
the tourism industry.
Based on goals, vision and mission of this department, it can be
seen that tourism department really need speaking English skill to achieve
them well. Students are required to be able to connect with the community
based on technology. As we know technology is identical with English
language. And relationship with society, the student not only should speak
their own language but also should master foreign language, English
language. Therefore, in realizing the goal of tourism education, a person
must be able to master English language because the field of tourism is
very synonymous with communication especially with foreign
communities. So that’s why Islamic Tourism Department must master
English language to achieve the goals.
In Islamic tourism Department in IAIN Batusangkar, the students
are provided English subject for their course. Based on syllabus, the
researcher found that students get two semesters in learning English
subject. In Islamic Tourism Department in IAIN Batusangkar, students
take two credits for English subject in the first Semester and three credits
in second Semester. In the first semester they learned general and Basic
English lesson, while in the second semester they study English for
Specific Purpose (ESP) for tourism. Their main English lessons are in the
second semester. They studied the ESP for tourism that relates to their
own major. In ESP for tourism subjects, they learned English in the field
of tourism. There are some materials in this lesson such as about holiday,
destination, hotel facilities, tour operation, eating out, sport recreation,
career in tourism and many more materials. This lesson learns all about
tourism. And by learning this subject, students are expected to be able to
use English in the form of using tourism terms in English, as well as the
5
use of English that is good at communicating verbally and in the tourism
context. So, the students of Islamic Tourism Department should master
English skill especially for tourism.
Based on researcher’s explanation so far, students of Islamic
Tourism Department really need English language skill. The reason is
because they have more chance to meet tourist from many other country.
According to Maican (2014:1) state that English has a dominant position
in most fields of activity, including business, in general. English language
proficiency is a requirement in a number of important standards of work
especially in the field of tourism. Meanwhile Simion (2012:153) state that
students of tourism should be aware of the enormous importance of
English in their education because it is an essential tool in any field of
their future activity: management, tourist information, promotion of tourist
destinations, intermediary companies, hospitality and transportation, etc.
In this statement, we can see that tourist department students will more
need ability of English. There are more jobs that they will hold and need
English language ability to make their job more helped. So, English ability
is extremely important for students of Islamic Tourism department.
In mastering English, there are four skills that should be learned by
the students. They are listening, speaking, reading and writing. Listening
and reading are classified as receptive skills because they focus on
producing understanding whereas speaking and writing are classified as
productive skills because they focus on producing information. In
mastering English, students must go through the process of learning about
the language itself, especially English for specific purpose. English used in
certain fields is different from English which is communicated daily in
general. Meeting the needs of tourism students in Indonesia should be
balanced with English language education for tourism. English for tourism
is also referred to as ESP for tourism. Therefore, tourism students are
required to learn the ESP for tourism subject. ESP is defined to meet
6
specific needs of the learners (Andriani, 2014:32). So, ESP for tourism
subject learns English language communication for tourism needs.
ESP is generally used in teaching foreign languages for certain
uses in certain fields of science and professions. This goal is generally
understood as a benefit in the English language role as a communication
tool both oral and written. Therefore, ESP should be seen as an approach,
concept and method that are indeed different from General English.
According to Ulfa (2015:69) 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. It means that ESP for tourism subjects is
very important to be studied by tourism students.
According to Andriani (2014:35) divide some points concerning
the problem of students’ difficulties in learning English for Specific
purposes. First, the students did not know about the goals they would
achieve and the materials they should prepare for exam. Second, the
students felt dissatisfied with the translation method used by the teacher
because they think they did not learn anything practical out of the
textbook. Third, memorizing a large numbers of terminologies is also
shortcoming in the method. Fourth, there were not enough ties in
vocabulary learning and the last is, after having exam, the learners usually
soon forgets the vocabulary they learn.
In the primary research, the researcher found that there are still
many students of Islamic Tourism Department of the third semester
difficult in learning English. The problem was found by the researcher by
doing interview with the lecturer. The lecturer said that almost all of the
students of Islamic Tourism Department have low English language skill.
Based on the syllabus, speaking activities are more often done in the class.
But many students experience difficulties in learning. The lecturer added
that almost all students were still having difficulty speaking in class.
7
Therefore, if the students keep their difficulties, they will not be
able to become professionals in their fields, because they are required to
have the ability of good English language.
Based on the phenomena, the researcher is interested in conducting
research about students’ difficulties in learning English for Tourism
subject. This research was proposed under title “Students’ Difficulties in
Learning English for Tourism Subject by the Third Semester Students of
Islamic Tourism Department”.
B. Focus of the Research
This research focuses on students’ difficulties in learning English
for Tourism subject by third semester students of Islamic Tourism
Department of IAIN Batusangkar in 2018/2019 academic year.
C. Research Question
Based on the research focus, the researcher stated the research
questions:
1. What are the difficulties faced by students in learning English for
tourism subject?
D. Purpose of the Research
The purpose of this research is to find students’ difficulties in
learning English for Tourism subject by the third semester students of
Islamic tourism Department at IAIN Batusangkar in 2018/2019 academic
year.
8
E. Significance of the Research
The result of this research is hoped to give contributions for:
1. Students
Hopefully, this research can give information to the third semester
of Islamic Tourism Department students at IAIN Batusangkar to
overcome the difficulties in learning English for Tourism subject.
2. Lecturer
This research is also hoped well-informed to the lecturers that
teach English lesson in Islamic Tourism Department at IAIN
Batusangkar of the students’ difficulties in learning English for
Tourism subject.
3. Researcher
The researcher also hopes that this research can give benefit to her
in order to develop her knowledge in English skill. Besides, it uses for
getting undergraduate degree (S1) in English department at IAIN
Batusangkar.
F. Definition of the Key Terms
To avoid misunderstanding of this research, the researcher defines the
key terms as follows:
1. Difficulties in learning English means any problems faced by students
of Islamic Tourism Department of IAIN Batusangkar since learning
English for Tourism subject in second semester.
2. English for Tourism subject is one of courses of Islamic Tourism
Department students’ lesson in second semester.
3. Islamic Tourism Department is one of departments in IAIN
Batusangkar. This department is a new department is IAIN
Batusangkar and it has existed about two years.
9
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Theories
1. Learning English
a. Definition of Learning English
Language is a very important means of communication. It's
very difficult to think of a community without language. It
sharpens people's thoughts and guides and controls their activities.
The most important language that should be mastered by every
people is English language. As a second language, English is very
important for everyone to be mastered. The English language is
normally considered as a foreign language for the native learners.
Every people are being required to master English
language. So, they should learn to increase their language English
skill. Adding knowledge can be obtained from learning. By
learning someone can increase knowledge, even improve the
abilities he already has. Learning is a business process that is
carried out by a person to obtain a change in new behavior as a
whole; as a result of his own experience in interaction with his
environment.
Every human in this world needs to learn. English as a
second language or a foreign language is often used for non-native
English speakers and learning English in countries where English
is not commonly used. According to Bose in Raja and Selvi
(2011:40) state that learning a second language requires effort to
learn it. It means that in mastering English, people should take
learning process. According Bose in Raja and Selvi (2011:40) state
that learning a second language requires conscious efforts to learn
it and the exposure to the second language in most cases is limited.
In mastering the language students are required to learn the
10
language itself, because by learning, students’ language needs will
be fulfilled. Saljo in Hidayati (2016:24) described several factors
as learning theory such as: 1) learning as quantitative increase in
knowledge, 2) learning as memorizing or storing information can
be reproduced, 3) learning as acquiring facts, skills and method
that can be retained and used, 4) learning as making sense or
abstracting meaning, 5) learning as interpreting and understanding
in different way. So, people can know everything about knowledge
by learning.
In conclusion, the English foreign language learners are
usually asking for everything related to the English language,
which needs to raise their success. In learning English, learners
should try to increase their knowledge and ability to achieve
maximum results in mastering the language. So, learning English is
the process of increasing quantitative knowledge and achieving
success in acquiring English language skills as the most important
language to master.
b. The Purpose of Learning English
The purpose of teaching English in Indonesia has been
stated in the Decree of the Minister of Education and Culture No.
096/1967 on 12 December 1967 in Roza (2013:144), it is
developing students' communicative English skills which include
listening, reading, writing and speaking skills. At the college level,
students are expected to have grammatical knowledge of English
and can then apply that knowledge in communicating and
interacting in life.
c. Importance of Learning English
English as a second language is a language that is very
important to be mastered by everyone in the world. if someone
11
comes to a place that has a different language than their mother
tongue, they are required to use English in order to communicate
with foreign language users. English has become a global language
that makes language itself very important. According to
Wierzbicka (2006:3) English is the world’s most important
language. It means that every people in the world should master
English language.
According to Estliden (2017:5) said that English has
become a big part of education especially at universities. The
importance of English language education is filled with the
provision of English language education in every educational
institution. English subjects become compulsory subjects,
including at universities and colleges. In every department English
language education is provided. This shows the importance of
English education in the world especially in the field of education.
Maican (2014:1) add that English has a dominant position in most
fields of activity, including business, in general. It means that
wherever one goes, whatever will be done, English language skills
are really needed.
So, learning English is extremely important for every
people especially for education learners. The role of English is the
most important requirement for everyone in communicating.
English is a major requirement in communicating, doing business
or having a career in all fields.
d. Type of Learning English
1) English General Purposes
General language learning covers the learning of the
fundamentals of grammar, of expression as well as of phonetics
and provides a stronger or weaker basis for possible later
language studies (Kitkauskiene, 2006:89). English General
12
provides basic knowledge and skills of English language at a
school level where the occupational/professional and higher
educational orientations of the students are not defined
properly.
Meanwhile Alexandra and Valeria (2010:51-52) state
English in General course is mostly focused on grammar,
language structure and general vocabulary. English in general
course is responsible to the general language acquisition and,
for the vast majority of learners, they are extremely useful.
English in general is a lesson about language itself. English has
four important components; they are speaking, reading,
listening and writing. Learning English in general, learners will
learn about the language such as how to compose sentences
based on grammar, memorize vocabulary or how to pronounce
English words correctly. In mastering vocabulary, they are not
required to learn certain vocabulary. Their linguistic knowledge
is widespread and is not intended for specific purposes other
than to communicate using the language itself.
Alexandra and Valeria (2010:51) divide the most important
EGP features, they are: 1) the focus is often on education; 2) as
the learners’ future needs are impossible to predict, the course
content is more difficult to select; 3) due to the above point it is
important for the content in the syllabus to have a high
surrender value. Learning English in general, students cannot
predict language needs in their future careers. They are only
looking for ways to communicate everyday they will find with
the English language user.
Based on some theory above, it can be concluded that
English in general is learning English language is mostly focus
on the language itself. The learners try to add their linguistic
13
knowledge such as sentence structure, pronunciation or general
vocabulary.
2) English Specific Purposes
English specific purposes focuses on the acquisition of
professional expertise, which integrates disciplinary knowledge
and professional practice in a complex and dynamic
manipulation of different social situations within which most
forms of specialized communication take place (Musikhin,
2016:29). Meanwhile Kitkauskiene (2006:89) define English
for specific purposes (ESP) as specialized programs which are
designed to develop the communicative use of English in a
specialized field of science, work or technology.
English specific purpose needed by students in certain
fields. For example if they learn English in the business field,
then they certainly have to learn English that will be found in
the business world. Or they learn English for their needs to be
tour guided, so students will learn vocabulary about tourism or
how to communicate in terms of promoting food, of course
they learn whatever English vocabulary about food.
Alexandra and Valeria (2010:51) divide the most relevant
ESP features are: 1) the focus is on training; 2) as English is
intended to be used in specific vocational contexts, the
selection of the appropriate content is easier; 3) it is important
for the content in the syllabus to have a high surrender value,
most relevant to the vocational context; 4) the aim may be to
create a restricted English competence. In other word, ESP is
an approach to learning and the use of English for specific
fields and studies that are in accordance with the needs of the
field of science and the profession of English language users.
14
ESP courses are mainly designed to meet students’ needs
based on their field of study. The goal is to strengthen students’
proficiency and help them to get ready to cope with everyday
situations and deal with professionals in many fields such as:
engineering, medicine, education, IT, etc (Xhafery, 2011:435).
ESP courses for example such as: a) English for law. They
must understand English related to aw field; b) English for
medicine; they must understand and learn about English for
medicine c) English for Tourism. Then they must understand
English for tourism. And many more ESP courses.
Thus, the teaching of English for Specific Purposes (ESP)
has different approaches and assumptions than General English
(EGP). The aim of ESP is for students to be able to master
English in the fields they study. For example tourism students,
they must understand English for tourism, or if they are
engineering students, they must know English for engineering,
or if they work in hospitality, then they must master hospitality
English, if they are maritime students, then they must master
maritime English.
2. English Specific Purpose for Tourism
a. Definition
According to International Teacher Training Organization
in Burdova (2007:7) state that English for specific purposes is a
term that refers to teaching or studying English for a particular
career (like tour guide) or for business in general. So, ESP for
tourism is an English language learning that aims to help students
in all things related to tourism. As explained earlier that tourism
students really need English skills. So learning from ESP for
tourism is very important role in helping their careers in the future.
15
According to Tsao in Lin, Wu and Huang (2013:1) ESP
courses are offered to students for meeting their specific needs,
responding to the significant demand for English in academic and
vocational contexts. This statement shows that ESP is an English
language lesson by specializing in certain fields by getting to know
everything related to a particular field.
b. ESP for Tourism Subject
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 (Ulfa, 2015:70). As the researcher explained
before that ESP is meeting students' needs for certain skills, so ESP
for tourism is a lesson about tourism-related communication. For
example, for students who communicate with a tourist as a tour
guide, they should know how to explain tourism objects well to
them. If they promote food, of course they have to know English
vocabulary about the food they are promoting.
Course content is related to the subjects students are
learning in their native language in preparation for working in
certain fields and in communicative competencies needed in a
second language (English) to complete their instruction. Tourism
Department are required to become tour guides in the future,
therefore they should learn the ESP for tourism to prepare
themselves to face English language users. So, they can
communicate well according to their needs to become tour guides.
As in the tourism department in IAIN Batusangkar that students
learn about English tourism in the second semester.
16
c. The important of ESP for Tourism Subject for Students of Islamic
Tourism Department
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 (Ulfa, 2015:69). This statement
describes that how importance of ESP for tourism lessons for
students especially they are in the tourism department itself. As
discussed earlier that tourism students really need English speaking
skills for their careers and future. Good ability will support a good
career too.
Xhaferi (2011:434) said that since these ESP students have
already chosen these specific fields for their future professions,
learning English will only complement their choice and they can
apply these language learning strategies to learning English
vocabulary necessary for their field of study. By learning the ESP
for tourism, students have the time and opportunity to train and add
to their vocabulary related to their fields. For example, the student
becomes a chef in the future. So he certainly must know a lot of
vocabulary about food and cooking ingredients.
3. Students’ Difficulties in Learning ESP
According to Dubicka and O’Keeffe (2003:1) they said that we
have to have provided lots of tips and guidance to help students
develop the essential skills to work in tourism and listening and
speaking are of the utmost important skills. Based on this statement, it
can be concluded that all the skills in English, speaking and listening
are the most important skills to improve in the world of tourism. So, if
students have low speaking and listening skills, of course they will find
it difficult to work in the tourism world. As mentioned earlier in the
theory that these two skills are very important for students.
17
So, to find out what difficulties students have in learning tourism
English, we must know what difficulties are experienced in their
speaking and listening skills.
First, according to Ur in Hosni (2014:23) state that there are four
problems that can cause students difficult to speak:
1) Inhibition. Students who are still afraid of being wrong and
ashamed to speak English.
Students are worried about making mistakes, fearful of
criticism, or simply shy. Students who experience this certainly
have difficulty speaking English in the classroom or outside the
classroom. Students who are doubtful about their skill will be
afraid to practice it, because they are afraid of being blamed and
criticized for their abilities. Even more for a student who feels
ashamed to speak English. For students who do not get used to
using English in their daily lives, tend to feel embarrassed in using
it. This is certainly proof that students with these problems have
difficulty speaking English.
2) Nothing to say. Students who cannot express what they think/give
their personal opinions.
Students have no motive to express themselves. If a student
cannot express what s/he feels, it can show that they are students
who have difficulty in speaking English. Students who do not show
their speaking skill will cause their skill to be weaken. Students
who often express and practice their skill will be more fluent in
speaking. Therefore, for the language skills of a student to run
smoothly, the skill should often be practiced in the classroom and
outside the classroom. Students have nothing to say can make
themselves difficult to improve their skill.
3) Low or uneven participation. Students who are less active and low
levels of participation in the class.
18
Only one participant can talk at a time because of large
classes and the tendency of some learners to dominate, while others
speak very little or not at all. Low participation will make it
difficult for a student to speak in class. This means there is a lot of
possibility of making a student difficult to speak. Participation in
class will certainly increase a student's confidence and motivation.
Students who have confidence and motivation will try to
participate in the class well.
4) Mother-tongue use. Students who still use Indonesia language
when speaking in class.
Learners who share the same mother tongue tend to use it
because it is easier and because learners feel less exposed if they
are speaking their mother tongue. Students who still use mother
tongue or Indonesia language in class will reduce their effort in
practicing speaking English. It shows that students still have
difficulty applying their abilities.
So, it can be concluded that there are some factor that can cause
students difficult to speak English in the class. They are inhibition,
nothing to say, low or uneven participation and still use their mother
tongue. So, researchers assume that students who experience this in the
learning process are students who are still in trouble speaking English.
Second, according Brown and Yule (1983:24) there are four major
factors that can affect the listening process relates to material or
linguistic aspect. They are:
1) The speed and the accent of speakers can determine or the listeners
understand the topic of discussion.
The listener need time to process the information from the
speaker. If the speaker speaks faster, the listener has the less time
to think. For students of English beginners is certainly very
difficult in their listening skill. Especially if the person they are
talking to is too fast in speaking, then beginner students will have a
19
hard time understanding what the other person is talking about. For
example if students talk with tourists, the tourists will speak
quickly because they are native speakers of English language. It
can be a problem for students in their listening skill.
2) The listeners’ interest and response will affect the difficulties of
listening.
It may affect the students to have the lack of motivation
because they have low interest and response. If students have an
interlocutor who is not too responsive and ordinary, then the
conversation between the speaker and listeners will be passive and
students will have difficulty listening to or understanding what
they are talking about. Students who are passionate about
interacting will certainly carefully listen to their interlocutors.
Students who focus on communication will more easily understand
what the speakers are talking about
3) The content that relates with grammar, vocabulary and information
structure.
Listening process will obstruct if the listeners have bad
grammar, poor of vocabulary and bad information structure.
Mastery of vocabulary in English language skills is an important
part of teaching English as a foreign language.
Vocabulary is an important part in all languages where
learners or students must continually learn words when the learner
or student also learns grammar (structure) and also pronunciation
(pronunciation). Without a broad vocabulary, learners or students
will not be able to use grammar (structure) and language functions
(function functions) that they have learned for extensive
communication. It is means that vocabulary mastery is an
important part of learning a second language or a foreign language.
Vocabulary mastery is an element that supports grammar
20
(structure) and language function in addition to four language skills
which include listening, reading, writing and speaking.
In listening, if students do not have enough vocabulary,
they will not be able to understand, even though they can hear but
will not be able to understand the meaning of what the speakers
say. So, the information conveyed by the speakers is not acceptable
to the listeners. It shows that grammar, vocabulary and information
structure are important to be mastered by students.
4) Supporting items in listening can also influence the accuracy of
listeners understanding, such as diagram, picture, etc.
In listening activities, there are several techniques that
might be a reminder and make it easier for students to understand
what the speakers are talking about such as taking notes, making
diagrams, pictures and others, but if a student is not able to listen
properly, they will find it difficult to take notes to be a reminder for
them.
Supporting items are used in listening activities can be like
notes, recorders, stationery and others. If student support is not
adequate, then they will be difficult to understand or note what the
speaker is talking about to them.
In addition, according to Suzini in Hoa and Mai (2016:155) the
students’ difficulties in learning for ESP is not met adequately, as
follows:
1) Students are not ready for ESP courses
Readiness in learning is very important in achieving
learning goals, especially learning languages in certain fields.
Before learning students should prepare themselves in many
possibilities such as searching for a lot of vocabulary about the
specific English they need. For example they learn ESP for
tourism. They were asked to promote the food of their respective
21
regions in front of the class. Therefore before entering class they
should prepare possibilities such as finding a lot of vocabulary
about regional food. Students will find it difficult to learn ESP if
they do not prepare well. And the learning process will not achieve
individual learning goals.
2) ESP classes are often too large
Learning in large classes and the number of students will
prevent students from participating in class. If they don't
understand the lesson, a student has a small chance to ask questions
because there are a lot of peers in the class. In this case, it will
hamper student learning in achieving learning goals. One of the
ways to gain understanding is to ask the teacher. If a large number
of students will prevent a student from gaining his own
understanding.
3) Sometimes ESP classes are delayed or canceled for no obvious
reason.
This problem is directed at the lecturer or education
institution itself. If the lecturer who teaches ESP is often late or
postpones the class, the lesson will lag behind. And this results in
students not being able to learn effectively and maximally so that
their understanding and ability to ESP they need itself cannot be
obtained.
So, time to study also greatly influences student learning. If
they have little time to learn, of course their understanding is
difficult to improve. Students need enough time to acquire the
abilities they want to gain.
4) In some universities, the learners’ motivation decreases because
ESP courses are usually taken place in the summer.
Students in Indonesia will not experience summer barriers
or even winter due to tropical weather in Indonesia. But this can
also be a barrier for students in Indonesia if they only learn ESP at
22
school or at university. If they do not increase their knowledge
through the course they will have difficulty preparing themselves
well. This results in a high level of student misunderstanding with
the lesson itself.
Talking about weather certainly can also be an obstacle for
students to learn. If a student is asked to look for tourists in a
tourism destination to have a conversation, but is blocked by rain,
then this will make it difficult for them to do the activity. But this
case is rarely to happen for learner in Indonesia.
5) Students find that ESP is too different from general English.
ESP specializes in communication in certain fields. The
vocabulary they find in ESP is not the same as English in general.
If students learn about ESP for chemistry, they have to find a lot of
vocabulary related to chemistry. Whereas English in general they
do not use the term or vocabulary. So they need to memorize more
vocabulary and terms in their fields than students who learn
English in general.
In other case, they learn ESP for tourism which makes them
look for English about culture for example. For example the
student is studying at a university in Minang, so they must know
the cultural vocabulary that is difficult to translate into English. It
can hamper the learning process of students in mastering ESP they
are learning.
6) ESP teaching methods are still passive.
This obstacle also comes from lecturer who is still not
active in explaining the lesson. If a teacher does not explain the
lesson well, students will also find it difficult to understand the
lesson explained to them. The passive classroom atmosphere will
tend to influence student learning motivation. If they are not
passionate about learning, they tend not to try to understand and
improve their abilities.
23
Basically the teaching carried out by educational
institutions provides qualified personnel in their fields, with the
aim of educated students to be better at everything. With this
expectation, apart from the willingness to learn from the students,
this goal must also be supported by teachers/lecturers who are
skilled in everything. In learning activities, conversations will
dominate both the teacher and students, or students and students.
The process of delivering material from the teacher to
students is very important to do in order to obtain students'
understanding of the arguments, the law and everything that has
been explained by the teacher. For this reason, basic skills need to
be mastered by a teacher in teaching. But if a teacher/lecturer
cannot fulfill a good teaching method, it will become an obstacle
for students in mastering the lesson.
7) ESP teachers’ qualification is inadequate. Besides, most students
are used to the traditional teaching and learning methods.
Teachers/lecturers in teaching in a particular field should
meet the qualifications for what they will teach. If a
teacher/lecturer ESP only learns English in general, then they will
also be difficult in explaining learning. For example if they teach
ESP for chemistry, they also must have followed ESP for
chemistry. It shows the professionalism of a teacher/lecturer in
teaching.
Even more, students who are still used to the traditional
teaching and learning methods in understanding learning really
need teacher’s good explanation. Therefore, a good
teacher/lecturer can determine the success of a child in learning.
And on the contrary, teachers who do not have qualifications in the
field ESP are difficult in providing good teaching, so students do
not understand and increase understanding of the lesson.
24
This results in the fact that students are timid and passive when
they take ESP courses; and do not find ESP important for their future
job. This situation has a significant impact on learning motivation of
individual students in particular and learning environment of class in
general. So there are some challenges students find difficult to learn
English for specific purposes:
Expert Difficulties Conclusion
Ur in Hosni
(2014:23)
1) Inhibition. Students who
are still afraid of being
wrong and ashamed to
speak English.
1) inhibition
2) Nothing to say. Students
who cannot express what
they think/give their
personal opinions.
2) Nothing to say
3) Low or uneven
participation. Students
who are less active and
low levels of
participation in the class.
3) Low or uneven
participation.
4) Mother-tongue use.
Students who still use
Indonesia language
when speaking in class
4) Mother-tongue use.
Students who still use
Indonesia language
when speaking in
class
Brown and
Yule (1983:24)
5) The speed and the accent
of speakers can determine
or the listeners
understand the topic of
discussion.
5) The speed and the
accent of speakers can
determine or the
listeners understand the
topic of discussion.
25
6) The listeners’ interest and
response will affect the
difficulties of listening.
6) The listeners’ interest
and response will
affect the difficulties
of listening.
7) The content that relates
with grammar,
vocabulary and
information structure.
7) The content that relates
with grammar,
vocabulary and
information structure.
8) Supporting items in
listening can also
influence the accuracy of
listeners understanding,
such as diagram, picture,
etc.
8) Supporting items in
listening can also
influence the accuracy
of listeners
understanding, such as
diagram, picture, etc.
Hoa and Mai
(2016:155)
9) students are not ready for
ESP courses;
9) students are not ready
for ESP courses;
10) ESP classes are often too
large;
10) ESP classes are often
too large;
11) sometimes ESP classes
are delayed or canceled
for no obvious reason;
11) ESP classes are
delayed or canceled for no
obvious reason;
12) in some universities, the
learners’ motivation
decreases because ESP
courses are usually taken
place in the summer;
12) in some universities,
the learners’
motivation decreases
because ESP courses
are usually taken place
in the summer;
13) students find that ESP is
too different from general
English;
13) students find that ESP
is too different from
general English;
26
14) ESP teaching methods
are still passive;
14) ESP teaching methods
are still passive;
15) ESP teachers’
qualification is
inadequate. Besides, most
students are used to the
traditional teaching and
learning methods.
15) ESP teachers’
qualification is
inadequate. Besides,
most students are used
to the traditional
teaching and learning
methods.
B. Review of Relevant Studies
Related to this research, the researcher also finds other researcher
which is relevant to this research. All of the previous research talks about
learning strategy and speaking skill.
First, a research was conducted by Hoa and Mai (2016). This study
was quantitative research that aimed to find out Difficulties in Teaching
English for Specific Purposes: Empirical Study at Vietnam Universities.
Questionnaire was used in this study as instrumentation. The result of this
study was Difficulties in Teaching English for Specific Purposes. This
study involves the factor groups of students; teachers; and environmental
factors and others having an impact on teaching and learning English for
specific purposes. They conducted a survey of 362 teachers and students in
11 Hanoi ESP training universities. The survey results show that teaching
and learning English for specific purposes in Vietnam still face many
difficulties. To compare are this study the similarity is discuss about
difficulties in ESP, but the difference is this study did not focus on
difficulties in students’ learning.
Second, a research was conducted by Wold (2006). It was
qualitative research that describes the experience of one Taiwanese-
Chinese woman immigrant to the United States in order to uncover and
27
understand the reason or reasons for her limited progress in English
language ability. Interview observation used in this study to collect the
data. The result of this study was: 1) There were several compounding
reasons that the learner failed to make expected progress in English; 2)
The learner’s first language learning experience, due to its foundational
inadequacies and in its ambiguity, negatively affected her adult language
learning experience; 3) Her early education experience was weak and did
not provide her the tools necessary to continue effective lifelong learning;
4) The learner, whose first literacy was in a logographic language, had
never been taught the sound-letter, phonological-orthographic rule system
of English; and 6) It has not been determined whether this learner had
language learning disability or whether it would have been beneficial to
test or diagnose. This research has softened the difficulties of students in
learning English. The English language used is English in general. The
similarity with this study is both of them discuss about difficulties in
learning English language, but it did not focus on ESP subject of English
language.
The third, a research was conducted by Ulfa (2015). This study
aimed to find Designing ESP Materials for Tourism Students of Medan
Tourism Academy. Document was used to collect the data. The result of
this study was After analyzing the data, 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. So, 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 program.
The similarity of both these study is discuss about ESP, but this study only
focus on designing material of ESP. it did not discuss about students’
difficulties.
28
Next, the research was conducted by Afisa (2015). This research
aimed to find out to know what the students’ difficulties in speaking
English and what factors contribute to the difficulties in speaking English
for the students. The subject of the research was the tenth grade students
and the English teacher. Observation and recording interview were used as
the instrument to collect the data in this study. The researcher successfully
found that the speaking difficulties of the students are caused by four
factors. Firstly, the students’ low vocabulary mastery resulted from their
limited knowledge of meaning vocabulary had led them difficulties in
understanding conversation. The students also had difficulties in
pronouncing certain words because English words are different between
pronunciation and writing. The students were still confused in arranging
words. Then, there were still some mistake in grammar. The students were
often afraid of speaking English because they were worried of making
mistakes. They were unconfident and nervous when the teacher was asking
them. Second, factors that were contributed to the difficulties in speaking
English are: the quantity of the students in learning speaking English and
students’ psychological factors. The curriculum that was used in the
school also contributes in speaking difficulties. Usually the curriculum of
the English subject was too concerned in reading and writing skill rather
than speaking. The similarity of this study is discuss about students’
difficulties in learning English, but the difference is this study focus on
speaking ability only and did not talk about ESP course.
The last, the research was conducted by Suardana, Nitiasih and
Putra (2013). This study aimed to find out about The Communication
Skills of Tour Guides in Handling Customers. The result of this study
which have been described in the following; (1) Generally that verbal
communication skills in handling customers fall into the “good category
by 40 %. Results for verbal communication consisting of the components
in the category of “good accuracy” equal 35. 0%, and in the fluency
component a category of “good” was reached, equal to 40.0%.
29
Comprehension components in the “good” category equal 35. 0%; (2)
Generally non-verbal communication skills in handling customers were in
the good category by 60%. The criteria nonverbal communication
consisting of body language components were in the “very good category”
and equal 35. 0%, facial expression components fell into the “very good”
category equal to 50. 0%, eye contact rated “very good” and equaled 60. 0
%, walking gesture components were in the category of “very good” by
55. 0%, and hand shaking components were in “good” category at 55. 0%.
The similarity of these study is they discuss about tourism, but it focus on
communication skill to handle the customer. It did not discuss about
students’ difficulties in learning process.
30
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research was a descriptive research which is conduct through
qualitative approach. According to Gay (2000:275) a descriptive study
determines and describes the way thing are. Gay also states (2000:16)
qualitative research is used to seek probe deeply into the research setting
in order to obtain understanding about the way things are, why they are
that way, and how the participants in the context perceive them.
In addition, Moleong (2006:6) states that qualitative research is the
study intending to understand the phenomenon of what is experienced by
the subject of the research. Such as behavior, perception, motivation,
action, etc, holistically, and descriptively in language and words forms, in
natural context and using natural methods.
Qualitative research aims to explain the phenomenon as deeply as
possible through the deep collection of data. Qualitative research
emphasizes the depth of data obtained by researchers. In general,
qualitative research is carried out by interview and observation methods.
Through this method, the researcher analyzed the data obtained from the
field in detail. Dealing with the theory, this research concerned with
describes students’ difficulties in learning English for Tourism Subject by
the Third semester students of IAIN Batusangkar in 2018/2019 academic
year.
B. Research Informants
The informants was referred in this study were students of Islamic
Tourism Department of Third Semester. Based on the title of this study,
the students’ difficulties in learning English for tourism subject, the
researchers choose them as informants to find the result of study. Gay
(2000:139) informant is chosen based on who have information,
31
perspective, and experience related to the topic of the research. Informant
of the research should have the criteria. According to Moleong (2000:90),
there are five criteria in choosing informant: (1) honest, (2) reliable, (3)
speaking up, (4) subject is not involved at certain group, and (5) subject
has views about certain case that happening.
Therefore, the researcher will use purposive sampling in choosing
informant. According to Gay (2000:138), purposive sampling is judgment
sampling, when the researcher selects a sample based on her experience or
knowledge of the group to be sampling. Purposive sampling is used by
researchers if indeed a study requires special criteria so that samples taken
later in accordance with the objectives of the study can solve research
problems and can provide more representative values. The informants of
this research are four students. So, the techniques taken can fulfill the
actual purpose of the research. Based on the theory, this research will be
conducted the students of Islamic Tourism Department in IAIN
Batusangkar. And find their difficulties in learning English for Tourism
subject.
C. Research Instrument
The key instrument of this research was the researcher herself.
According to Sugiyono (2013:222), in qualitative research the main
instrument is the researcher her/his self. Gay (2000:19) stated that the
researcher rely herself as the instrument of the data collection. It means
that the researcher should enter the setting to get the data, do her
observations, do interview and study the document, she interpret the data
by herself. In this research, data was collected by conducting interviews
and documentation. In this research, researchers used interview guides as
instrument of interview and camera and recorders as interview
documentation tools. This research focuses on students who had taken
English for Tourism Subjects.
32
D. Research Procedures
This research was conduct by applying several steps. They are pre-
operation, whilst operation and post-operation:
1. Pre-Research
a. Found research problem
b. Found the theories that related to the research problem
c. Prepared proposal of the research
d. Decided technique of data collecting
e. Consulted with advisors
f. Had seminar
g. Revised proposal
2. Whilst Research
a. Did the interview
b. Recorded the interview
c. Analyzed the data of interview
3. Post-Research
a. Checked the data trustworthiness
b. Made the transcription of interview result
c. Analyzed all of the data of interview result
d. Wrote conclusion
e. Wrote the research report
f. Had a research examination
g. Revised the research report
E. Technique of Data Collection
In this research, the data collected by applying technique, namely
interview. According to Gay (2000: 219), an interview is a Purposeful
interaction, usually between two people, one person focused on trying to
get information from the other person. Cohen et al in Alshenqeeti
(2014:39) add that interviewing is “a valuable method for exploring the
33
construction and negotiation of meanings in a natural setting”. This
technique was used to get direct information from the informants who had
difficulties in learning English for Tourism subject. It meant the researcher
interviewed the informants to get more data about students’ difficulties
and then the researcher recorded and documentation of the interview
process.
In this research, researchers used Minang language in conducting
interviews with informants. Minang language was used to made the
informants were more relaxed and not nervous when interviewed by
researchers. Interviews were conducted from 30th
January to 1st February
2019.
F. Checking the Data Trustworthiness
In qualitative design, the researcher needs to check the data
trustworthiness. It is a purpose to confirm about there is no difference
between the report and the reality that happen in the field. Checking the
data trustworthiness was used to ensure the trustworthiness of the data
collection. Thus, triangulation applied. According to Moleong (2006:330),
triangulation is a technique which is used to see the validity of the data by
using another way in collecting the data.
In this research, the researcher collected the information from
informant by doing interview. As the first way, the researcher did
interview to take the data from the informant. Then, in order to check the
credibility of the data, the researcher did another interview on Juni 2019.
G. Technique of Data Analysis
Miles and Huberman in Andriani (2013:41) states that descriptive
qualitative research is analyzed by three steps. They were data reduction,
data display and drew conclusion/verification of the data. The researcher
analyzed the data of this research by applying the following steps. The
following steps as follows:
34
1. Data Reduction
The reduction of the data is interpreted as the process of choice,
interest focus, simplification, abstraction, and data transformation that
exist from written notes in the field. The reduction of the data was
occurring during the interview happen. It means that when the data
was collected, the phase of continuing of reduction was occurring,
such as made conclusion, codification, investigation of theme,
grouping, and wrote memorandum.
In reduction the data, the researcher did some steps. First was
making transcription of interview result. Second, the researcher code
the transcription for each item related to the strategy of the students to
overcome their difficulties in speaking English. The researcher bold
and gave code for each strategies of Islamic Tourism Department
students. The researcher code the data as follow: R means researcher,
I-1 means the first informant, I-2 means second informant and so on.
The bold word with code D(1) is the first difficulties, D(2) is the
second difficulties and so on. It is students’ difficulties in learning
English for Tourism subject.
2. Data Display
Generally, a display is an organized, compressed assembly of
information that permits conclusion drawing and action. In the case of
qualitative analysis, the display includes many types of matrices,
graphs, charts and networks. All are designed to assemble organized
information into an immediately accessible, compact form so that it
can be seen what is happening and either draw justified conclusion or
move on to the next of analysis.
Related to this case, researcher displayed the data in form of table.
In order to found out students’ difficulties in learning English for
Tourism subject by students of Islamic Tourism Department,
35
researcher displayed the data. In this research, the researcher displayed
the data in the table which consist of informant and difficulties they
faced in learning English for Tourism subject.
3. Conclusion and Verification of the data
After reduced and displayed the data, the final step is conclusion
and verification of the data. In this step, the researcher concluded what
are students’ difficulties in learning English for Tourism subject.
36
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
This chapter discusses the finding of the research on students’
difficulties in learning English for tourism subject by the Third semester
students of Islamic Tourism Department. After collecting all of the
data, the researcher analyzed them by reducing the data of the interview
for the first related to students’ difficulties in learning English for tourism
subject.
Based on the data analysis, the researcher found several problems
from the informants in to students’ difficulties in learning English for
tourism subject. They are divided into some difficulties faced by the
students; they are 1) Students had limited content relates grammar,
vocabulary and information structure, 2) ESP classes are delayed or
canceled for no obvious reason, 3) Students have lack of preparation/are
not ready for ESP courses, 4) Students are still afraid of being wrong and
ashamed to speak English, 5) Mother-tongue use. Students have an
environment that does not use English, 6) ESP teaching methods are still
passive. 7) Students had no enough time to learn.
The finding of this research can be seen as below:
1. Students had limitation of content relates grammar, vocabulary
and information structure
According to Brown and Yule (1983:24) there are four major
factors that can affect the listening process relates to material or
linguistic aspect. One of them students had limitation of content relates
grammar, vocabulary and information structure.
Vocabulary is an important part in all languages where learners or
students must continually learn words when the learner or student also
learns grammar (structure) and also pronunciation (pronunciation).
37
Without a broad vocabulary, learners or students will not be able to use
grammar (structure) and language functions (function functions) that
they have learned for extensive communication. It is means that
vocabulary mastery is an important part of learning a second language
or a foreign language. Vocabulary mastery is an element that supports
grammar (structure) and language function in addition to four language
skills which include listening, reading, writing and speaking.
There are three students proposed that they had difficulties because
they had limited vocabulary and grammar. They said that vocabulary is
most important element that they should master, but they had
difficulties in mastering many vocabularies in tourism field.
The informants are: I.1, I.2 an I.3. They faced the same difficulty in
learning English in tourism subject. In mastering English, most
students are still difficult, especially in English for specific purposes.
The language used by students is generally different from their needs
in the field of tourism. Everyday English has been learned from
elementary school by students, but for ESP, they just started on the
lecture bench, where their English skills are specified in their future
needs.
The interviewed was done on .1 on January 30th
2019 by phone at
at 19.04 pm, the interview result was:
I.1 Mungkin dari segi vocab nya kurang.
terus kalau.. kan.. apa ya kak.. lebih banyak bahasanya tu
banyak yang gak kita ucapkan sehari-hari. Jadi tu sulit gitu
kak. Sulit diingat [maybe I haa limited in vocabulary. I mean.. many of the
vocabulary did not use in daily communication/general English.
So, it is difficult, difficult to remember]
From I.1, she said that she difficult to find the vocabulary, because
the vocabulary about tourism is different with vocabulary in general.
38
From her statement, I.1 had difficulties in finding tourism vocabulary
because it is more difficult.
I the second interview July 1st
2019 by phone at at 20.08 pm, when
the researcher deeper the interview, she said that:
I.1 Vocab nya ya kak? Kayak fasilitas-fasilitas hotel gitu lah kak.
Jadi kan kayak banyak barang yang asing gitu kan. Jadi gak
ngerti bahasa Inggris nya itu apa gitu kak. Kayak misalnya tu
kasur, bantal, trus apa ya kak.. [for example like facilities in hotel. So it is still strange for me
the vocabulary such as bed, pillow, etc]
From the second interview, it can be seen that I.1 had limited
vocabulary in Hotel facilities for example. She difficult to say becau
the vocabulary is still new for her.
In addition, the researcher also found that I.2 faced this difficulty.
The interview was done on Thursday, January 31st
in Ombilin,
Beringin at 09.00 am. The result of interview was:
I.2 Aaa yang pertamo tu ndak kak, aa kosakata nyo tu masih sulit
kak, soalnya itu kosa kata kepariwisataan jadi wak harus
mencari kosa kata yang baru untuk wisata, gitu ah. [first of all, the vocabulary is still difficult, because it is tourism
vocabulary. So we have to find many new vocabulary]
From the second interview, it can be seen that I.2 had limited
vocabulary because it is English for tourism so she have to add her
vocabulary. She difficult to say because the vocabulary is still new for
her.
In the second interview on Sunday, June 30 2019 in Ombilin,
Beringin at 10.30 am, she added that:
I.2 Contohnyo awak memandu orang-orang oo memandu
wisatawan apalagi yang wisatawan asing. Katiko tu kan pasti
membutuhkan oo wisatawan tu kan pasti mananyoan arah
jalan, tu nyo minta penjelasan tentang sejarah dalam
destinasi tu. Aa disitu latak I.2 yang sulit. [for example we guide tourist. At that time they must ask us
about direction, history of a destination, so it is my difficulty]
39
From the second interview, I.2 added that they direction and telling
a history is difficult, and the vocabulary relates with that is difficult for
her.
Last, I.3 also said that. The interview was on Thursday, January
31st
in Ombilin, Tanjung Indah at 09.53 am, the interview result was:
I.3 Kesulitan nyo kayak grammar wak kurang, kosa kata.
trus oo.. kalau ndak tau wak baa caro dialog nyo.. susah sih
kak
[the difficulty is limited of vocabulary. And then I did not know
how to communicate it]
And then in the second interview on Sunday, June 30 2019
in
Ombilin, Tanjung Indah 09.30 am, she added that:
I.3 Kesulitan nyo kak lai dalam kosa kata nyo kurang, tu dalam.
Yo pokok dalam kosa kata tu lah kak. kosa kata yang di hotel.
Kayak di destinatsi, kayak di hotel tu kan secara besar nyo
wak tau tapi yang secara kecil nyo wak kan alum tau. Kayak
apo se nan dibutuhan kayak peralatan yang kecil tu ndak tau
kosa kata nyo kak. [The difficulty in vocabulary for example about Hotel,
destination. In the hotel it just in general not specific and detail
like what is tourist need in the Hotel]
From the second interview, she added that facilities of hotel and
destination is difficult for her. Based on the interview, vocabulary is
very the first difficulty for the students. They said that they will
difficult to communicate with interlocutor if they do not know
vocabulary they need to communicate with tourist. The most difficult
vocabulary faced by students are about vocabulary of Hotel facilities
and destination.
2. ESP classes are delayed or canceled for no obvious reason
According to Suzini in Hoa and Mai (2016:155) the students’
difficulties in learning for ESP is not met adequately is because ESP
classes are delayed or canceled for no reason. This problem is directed
40
at the lecturer or education institution itself. If the lecturer who teaches
ESP is often late or postpones the class, the lesson will lag behind.
And this results in students not being able to learn effectively and
maximally so that their understanding and ability to ESP they need
itself cannot be obtained. So, time to study also greatly influences
student learning. If they have little time to learn, of course their
understanding is difficult to improve. Students need enough time to
acquire the abilities they want to gain.
There were two students proposed that the lecturer often absent
come to the class, so the material and lesson did not explain
completely. The informants were: I.1 and I.3. This problem is directed
at the lecturer or education institution itself. If the lecturer who teaches
ESP is often late or postpones the class, the lesson will lag behind.
And this results in students not being able to learn effectively and
maximally so that their understanding and ability to ESP they need
itself cannot be obtained.
The first interview with I.1, she said that:
I.1 Terus dosen nya juga kadang gak masuk.
[the lecturer often absent come to the meeting]
And then the researcher deeper the statement from the students by
doing second interview. The student added that:
I.1 Kesulitan banget sih kak, gimana gak kesulitan gitu kan
soalnya dosen nya jarang masuk, jadi kan materi yang
seharusnya disampaikan ditambahkan dosen nya tu gak
tersampaikan sama kami. Jadi pemahaman kami juga kurang
gitu jadinya kak.
[it is so difficult, the lecturer is rarely come to the class, so the
lesson that should be explain was did not explain by the
lecturer, so we did not understand the lesson]
From I.1 statement, she said that the meeting and material is
unbalance, so she did not understand the lesson and the lecturer gave
41
no enough lessons. The material that should be explain was did not
explain yet because of this problem.
I addition, I.3 also said the same problem. She said that:
I.3 InsyaAllah lai kak, soalnyo caro ngajar miss tu ancak kak.
Lasuah lah gitu aa agiah ka kami. Ndak terlalu tegang. Caro
miss tu maaja kami lasuah lah.. tapi yo tu miss tu kurang
masuak jadi grammar tadi, kosa kata tadi kurang diagiah ka
kami. Jadi trik-trik nyo kurang lo gitu a.
[insyaAllah because the way of the lecturer teach is good, not
too nervous, but the lecturer often did not come to the class, so
the grammar, vocabulary is less gave to us]
Based on the interview above, time to study also greatly influences
student learning process and result. If they have little time to learn, of
course their understanding is difficult to improve. Students need
enough time to acquire the abilities they want to gain. The lecturer
often absent for the meeting, so the learning process are not effective
and totality.
In addition, there were other difficulties that students faced in
learning ESP for tourism subject. It has been said before that the
lecturer is often absent, and it causes students did not understand the
lesson. There are two students said that they did not understand the
lesson when learning English for tourism subject. The researcher found
the difficulty from students in second interview. They are I.1 and I.3.
I.1 proposed that she did not understand the lesson. the interview
result was:
I.1 Mmm.. banyak sih kak, sebagian besar kami gak paham deh
kak. Soalnya kan jarang masuk kak, trus kayak gak sesuai
silabus gitu belajar nya kak. [mm.. so many sister, most of material we did not understand
because the lecturer often absent and it did not match with
syllabus she gave]
42
Based on I.1, she said that most of material of the lesson can not be
understood by them, because the lecturer often did not come to class.
So, it did not suitable with syllabus
And then the researcher also found that I.3 said the same thing. She
said that:
I.3 Maagih materi nyo kak. kayak di silabus iko, yo kayak ibuk tu
letih lo mungkin. Yang diajaan nyo itu-itu se nyo. Tu kami,
kalau kami yang urang baru-baru kami ndak menangkap itu tu.
Trus kurang mangarati lo kami tentang aa yang diaajan nyo
tu . [the lecturer give less material and she always teach the same
material. so we as a new learners we did not understand the
lesson. we do not know what the lecturer teach about]
From I.3, it can be concluded that she did not understand the lesson
because the lecturer give less material to them. And the lecturer always
give the same material. So, it was not match with syllabus.
Based on the interview, the students did not understand the lesson
because the lecturer often absent and teach the same material every
meeting. So, based on syllabus, they did not understand most of
material in syllabus because it was not match with learning process.
3. Students have lack of preparation/are not ready for ESP courses
Suzini in Hoa and Mai (2016:155) the students’ difficulties in
learning for ESP is not met adequately one of them is students have
lack of lack preparation/not ready for ESP courses. Readiness in
learning is very important in achieving learning goals, especially
learning languages in certain fields. Before learning students should
prepare themselves in many possibilities such as searching for a lot of
vocabulary about the specific English they need. For example they
learn ESP for tourism. They were asked to promote the food of their
respective regions in front of the class. Therefore before entering class
they should prepare possibilities such as finding a lot of vocabulary
43
about regional food. Students will find it difficult to learn ESP if they
do not prepare well. And the learning process will not achieve
individual learning goals.
There was one informant proposed that she had lack of preparation
and she was not ready for the class. She was I.2. She said that:
I.2 It itu pas belajar tu kak a. eh baa tu maksud nyo o pas belajar
tu pas masuak kelas tu wak masih kurang persiapan kak,
soalnyo kan mm.. untuak mancari vocab tu pas persiapan,
jadi kan kalau ado dosen nanyo kan wak masih bapikia kan,
karno ndak ado persiapan gitu ah.
[when I learn in the class, I still lack of preparation, because
mm find out the vocabulary when prepare the class. so when the
lecturer ask me, I still think to talk because I did not have
preparation for it]
From I.2, she said that she had limited preparation in vocabulary.
So when she was asked by the lecturer, she did not know what to say
and still think before talking.
And then I the second interview, she also said that:
I.2 Fenomenamyo nak katiko wak belajar kan pasti ado interaksi
bahasa Inggris tu. Jadi kan pas dosen tu mananyo, pastilah
wak tu baa namonyo tu kak.. ndak ado respon balik nyo gitu
a.. aniang sajo di local.
[the phenomena when I learn it must be interaction by English
language. so when the lecturer asking, I did not give response
and silent in the class]
Based on the interview, it can be concluded that she had difficulty
in speaking because she did not have preparation like vocabulary. So,
when she asked by the lecturer, she have to think first and tend to be
silent in the class.
44
4. Students are still afraid of being wrong and ashamed to speak
English.
Ur in Hosni (2014:23) state that there are four problems that can
cause students difficult to speak, one of them is Students are still afraid
of being wrong and ashamed to speak English. Students are worried
about making mistakes, fearful of criticism, or simply shy. Students
who experience this certainly have difficulty speaking English in the
classroom or outside the classroom. Students who are doubtful about
their skill will be afraid to practice it, because they are afraid of being
blamed and criticized for their abilities. Even more for a student who
feels ashamed to speak English. For students who do not get used to
using English in their daily lives, tend to feel embarrassed in using it.
This is certainly proof that students with these problems have difficulty
speaking English.
There were two students also faced this difficulty. They proposed
that they still make mistake in communicate in English with tourist or
English language user. They were I.2 and I.4.
First interview with I.2, she said that:
I.2 Komunikasi bahasa inggris, komunikasi tu sulit dek kak,
komunikasi bahasa inggris. Tu cek lae, kawan untuk
mangecek dilua kak, komunikasi dilua kelas, ndak ado lo do
kak, gitu ah. Jarang mamakai gitu a, jadi kan a untuak
untuak speaking masih pasif gitu ah, baa tu, ragu-ragu.
[English communication, the communication is difficult. And
then there is no one to practice the language outside the class. I
rarely use the English. So I am still passive in English and
doubt to talk]
In the second interview, the researcher did deeper interview about
the statement about this difficulty. And I.2 said that:
I.2 Tu contohnyo kalau disuruh berdialog kedepan, kamuko, oo..
baa tu masih terbata-bata gitu kak mungkin masih kurang
basic nyo ka bahasa Inggris gitu.
[for example when I am asked to do dialogue in front of class,
45
and I am still stammered maybe I have lack of basic]
From I.2, it can be conclude that she still make a mistake in
communicate English language. for example in doing dialogue in class
or talk with tourist directly.
The researcher also found the same difficulty from I.4. ans she said
that:
I.4 Mangecek samo turis tu nak kak, terbata-bata karano dek
jarang basobok samo turis tu. Yang kaduo latihan tu kurang
lo kak, jadi di dalam kelas ndak lancar do.
[I am still stammered when talking with tourist because may be
I rarely meet them. And then I had lack of practicing so I am
not fluent in class]
In second interview, the researcher doing deeper question about the
difficulty and she added that:
I.4 Yo kak, soalnyo dek acok salah ko ngecek samo turist tu kak
a jadi ndak pernah disuruah, waktu tu pernah disuruah
dek dosen wawancara langsuang dek turis tu nak, tapi pas
mangecek samo turis tu acok salah. Mungkin dek ndak
pernah sobok samo turis tu iyo lo kak. [ya, I often make mistake when talking with tourist, we ever
been asked to do interview with tourist but when I talk with
them I made a mistake. May be I never meet them in daily life]
Based on I.4 statement, it can be seen that she difficult to talk with
tourist and often made a mistake because she never meet them yet
before. When she talked with tourist of doing dialogue in front the
class, she was stammered when speaking English.
In conclusion, students still faced difficulty in speaking English
like stammered and made mistake and wrong when talking with tourist
because they did not meet them in daily life.
46
5. Mother-tongue use. Students have an environment that does not
use English.
Ur in Hosni (2014:23) state that mother-tongue use can cause
students difficult to speak. Learners who share the same mother tongue
tend to use it because it is easier and because learners feel less exposed
if they are speaking their mother tongue. Students who still use mother
tongue or Indonesia language in class will reduce their effort in
practicing speaking English. It shows that students still have difficulty
applying their abilities.
There two students proposed that they still use Indonesian and
Minang language outside the class. And it can cause difficult to speak
because they did not practice it outside the class. They are I.2and I.4.
In first interview, the researcher found that I.4 said faced thi
difficulty.
I.4 Yo latihan di luar kelas ndak lo ado do.
[I had lack of practicing]
But this statement just too short and not clear yet. So the researcher
ask her more in the second interview. She added that:
I.4 Soalnyo pas kalua kelas tu jarang ngecek bahasa Inggris
kawan ndak lo ado do, di rumah nak ndak lo ado ngecek
bahasa Inggris tu do kak. [because when I go out from class I rarely speak in English
because I did not have friend to speak. And in home I also did
not speak in English]
From I.4, she said that she did not speak English outside the class.
she did not have friend or family member to speak English to practice
her skill.
And then in second interview, the researcher found I.2 said this
difficulty in learning English for tourism subject. She said that:
47
I.2 Komunikasi tu kan interaksi wak jo lawan bahasa Inggris, jo
kawan atau jo yang lain. Kalau dikampus tu dek kak nak,
ndak ado lo. Malahan jarang mamakai itu kan. Jadi bisa jo
disabuik indak pernah gitu a. lah kalua dari kampus,
langsuang oo.. eh baa tu kalau dikampus tu ndak ado
berbahasa Inggris tu dek kak. Jan bahasa Inggris, bahasa
Indonesia se indak do, berbahasa Minang. Lah pulang dari
kampus I.2 ndak lo anak kos dek kak, tu jo sia lawan bicara.
Langsuang pulang se apolagi dirumah ndak ka mungkin
bahasa Inggris dek kak do.. jadi pas wak berbahasa Inggris tu
payah wak dek nyo kak. Terbata-bata gitu.
[communication is interaction between us and interlocutor.
There is no one to practice in campus, and I rarely use English
in speaking, I never use it. When I go out from class and
campus, I did not use English language in speaking. I just use
Minang langage with friend and family. I did not have
interlocutor in speaking English. so when I speak in English I
tend to be stammered]
From I.2 statement, she did not use English in daily
communication because she had no one interlocutor outside class to
practice English language. so it is difficult when speak English.
In conclusion, the students just use English language in class and
meet tourist. But the students rarely meet them and no one to be their
interlocutor to speak English to practice English. As we know, we can
fluent in speaking English if we practice it more. So, they said it is
difficult to speak.
6. ESP teaching methods are still passive.
Suzini in Hoa and Mai (2016:155) the students’ difficulties in
learning for ESP is ESP teaching methods are still passive. This
obstacle also comes from lecturer who is still not active in explaining
the lesson. If a teacher does not explain the lesson well, students will
also find it difficult to understand the lesson explained to them. The
passive classroom atmosphere will tend to influence student learning
48
motivation. If they are not passionate about learning, they tend not to
try to understand and improve their abilities.
There was one student proposed that the lecturer still passive in
teaching. It can be show that the lecturer just explain material in
general. And the material was the same every meeting. so the student
did not get a new lesson from lecturer.
The researcher found that I.3 faced this difficulty in second
interview. She said that:
I.3 Yo kurang penyampaian nyo tu kak. kayak kecek I.3 tadi, hal
kecil harus kita pelajari. Tu ciek lai misalnyo silabus nyo tu
kayak hotel tu itu se nan diajaan dek ibuk tu. Yang salabiah
kayak ado sport rekcreation tu kurang diajaan dek ibuk tu.
Sport rekreasi tu kan pergi ke tempat-tempat yang menantang
berpengaruh dengan jiwa, kayak olah raga. Kalau di destinasi
mungkin kayak outbond. Jadi kurang diajaan. [explanation is still less. We should know about specific
material and the lecturer just explain the material in general.
And there is material did not teach to us like sport recreation,
destination. And it is less of explanation]
It can be concluded that the lecturer did not give enough material
and still passive, so the result of learning process was not effective and
totality. It make students stuck in the same material every meeting.
Basically the teaching carried out by educational institutions provides
qualified personnel in their fields, with the aim of educated students to
be better at everything. With this expectation, apart from the
willingness to learn from the students, this goal must also be supported
by teachers/lecturers who are skilled in everything. In learning
activities, conversations will dominate both the teacher and students,
or students and students.
7. Students had no enough time to learn
In the study, researchers found difficulties from students that they
had insufficient time to study. They only study one semester and there
49
are no additions in the next semester. And it becomes difficult for them
to master English for tourism. English for tourism is extremely
important for their major. So, if they not enough time to learn, it can be
a big cause to make them difficult to learn and mater the language.
There were two informants proposed that they had no enough time
to learn English for tourism subject. It was just one semester and no
more in next semester. They said that students of Tourism Department
are very need English for tourism skill, but the time and needs are
unbalance.
In first interview, I.2 said she faced this difficulty. the interview
result was:
I.2 Pas baraja kelas cuman satu semester ndak dan ndak ado lo
tambahan ka semester lain kak, tapi lum tau tuak selanjutnyo
do gitu ah, aa tu ndak do lo mengambil les bahasa inggris do
kak gitu ah.
[we learned the subject only for one semester and no more in
next semester, but I do not know whether next semester will be
given to us or not. In addition I did not take a additional English
learning outside the class]
And then in the second interview, I.2 added that:
I.2 waktu belajar tu kurang dek kak. Jadi kok dapek kan tambah
lah gitu jadwal mato kuliah nyo gitu a.
[the time of learning was no enough for us. So I wish it would
be added subject in other semester
Based on the interview with I.2, she said that English for tourism
subject only for one semester and it is no enough with their department
as Tourism students.
In addition, I.4 also said the same difficulty. she said that:
I.4 Kalo di kelas lai, cuman dek ciek semester lo nyo kak, jadi
ndak terlalu bana baraja nyo do gitu a.
[we learn it only one semester, so it did not too enough]
50
And then in second interview, the researcher deeper the statement
of the student about this difficulty. and she added that:
I.4 Iyo kak, kalau ciek semester kan ndak terlalu bana.. aa
kesulitan memahami nyo, ciek lai nyo Cuma ciek semester nyo.
Jadi kurang waktu untuak baraja kak. Yo soalnyo kan di
jurusan pariwisata tu kami butuh waktu lo untuk pelajran
bahasa Inggris ko.
[ya, if only one semester we must do not understand the lesson.
so, time to learn is no enough. Because our Department really
need enough time to learn this subject]
From I.4, it can be concluded that she had difficulty in understand
and did not have enough time to learn because it was only one
semester. And she hopes that the subject will be added in other
semester because the Department of tourism really need this skill.
Based on interview, it can be seen that the students of Tourisn
Department only lean English Tourism subject only one semester. And
it can be their difficulty in mastering English in tourism field.
B. Discussion
Based on investigating “students’ difficulties in learning English
for tourism subject”, the researcher got several difficulties from the
informants. The researcher divided the difficulties into eight kinds; those
are 1) Students had limited content relates grammar, vocabulary and
information structure, 2) ESP classes are delayed or canceled for no
obvious reason, 3) Students have lack of preparation/are not ready for ESP
courses, 4) Students are still afraid of being wrong and ashamed to speak
English, 5) Mother-tongue use. Students have an environment that does
not use English, 6) ESP teaching methods are still passive. 7) Students had
no enough time to learn.
In learning English for tourist subject, several students said that
they had difficulties in learning.
51
First, Students had limited content relates grammar, vocabulary
and information structure. Vocabulary is an important element of a
language. Moreover it is a specific language used by a student for his
needs. It is supported by Azizah (2016:7), vocabulary is an important
capital in speaking English. If a student does not have enough vocabulary
to speak, s/he will have difficulty expressing his/her opinions and what
s/he feels. Some students said that they had difficulty learning English for
tourism subject because they did not have enough vocabulary, especially
vocabulary about tourism. In learning English for tourism, students had
difficulty in vocabulary because they found many foreign vocabulary
words they had heard. They have to memorize a lot of vocabulary to be
able to communicate as a tour guide. Limitation of vocabulary makes it
difficult for them to convey something, whether it answers lecturer
questions, conversations when learning in class or communicating
directly with tourists. Some students state that English for tourism is more
difficult that English in general, because they are different. Some students
said that they had difficulty while studying English for tourism subject
because English for tourism was different from English in general.
General language learning covers the learning of the fundamentals of
grammar, of expression as well as of phonetics and provides a stronger or
weaker basis for possible later language studies (Kitkauskiene, 2006:89).
Meanwhile Kitkauskiene (2006:89) define English for specific purposes
(ESP) as specialized programs which are designed to develop the
communicative use of English in a specialized field of science, work or
technology. It is supported by Suzini in Hoa and Mai (2016:155) the
students’ difficulties in learning for ESP, if students learn about ESP for
chemistry; they have to find a lot of vocabulary related to chemistry.
Whereas English in general they do not use the term or vocabulary. So
they need to memorize more vocabulary and terms in their fields than
students who learn English in general. Students said that English has
generally been studied since elementary school, while the language of
52
English they just learned in tourism in the second semester. So, they
experience difficulties because they are new to the ESP for tourism.
Second, ESP classes are delayed or canceled for no obvious
reason. This problem is directed at the lecturer or education institution
itself. If the lecturer who teaches ESP is often late or postpones the class,
the lesson will lag behind. And this results in students not being able to
learn effectively and maximally so that their understanding and ability to
ESP they need itself cannot be obtained. Based on the interview, the
lecturer often absent come to the class. So, time to study also greatly
influences student learning. If they have little time to learn, of course their
understanding is difficult to improve. Students need enough time to
acquire the abilities they want to gain. And the, students did not
understand the lesson. Some students found difficult to learn English for
tourism in second semester because they did not really understand the
lesson. The reason was because the lecturer rarely entered the class.
Student had no one to be asked about the material, because the lecturer
rarely entered the class. If she asked her friends, she said that they have
the same abilities with her; they also do not know the lesson. So, she
difficult to find the answer of material she does not know. So, the role of
the lecturer is important for students in learning process. If they have no
place to ask, they will keep their difficulty in learning English. So that in
learning activity, students need lecturer/teacher to teach them about the
lesson. When the students do not understand about something, they can
ask the lecturer/teacher about that.
Third, students have lack of preparation/are not ready for ESP
courses. . It is supported by Suzini in Hoa and Mai (2016:155), the
students’ difficulties in learning for ESP is students are not ready for ESP
courses. According to the interview, the students still difficult to learn
English for tourism because they were not ready for ESP subject class.
The students had no preparation, so they difficult in learning, moreover
communicate with tourists directly. Preparation in learning is very
53
important, so that the students do not confuse in learning activity.
Fourth, students are still afraid of being wrong and ashamed to
speak English. One of the main causes that make students feel
unconfident or do not even want to speak English is because the students
may not have enough insight into the topic to be discussed. They students
have their own opinions, but he is worried about what other students will
say later, or the student feels very worried if other students criticize them.
Some students said that they had difficulty in learning English for tourism
subject because they were unconfident. This problem is caused because
they do not have enough vocabulary and immediately talk to native
speakers. They are used to talking to their friends using English, while
talking to tourists is unusual for them. Tourists are native speakers of the
language, so they feel that they are not confident because they are afraid
that the tourists do not understand what they are saying or laughed at by
the tourists.
Fifth, mother-tongue use. Students who still use Indonesia
language when speaking in class. Learners who share the same mother
tongue tend to use it because it is easier and because learners feel less
exposed if they are speaking their mother tongue. Students who still use
mother tongue or Indonesia language in class will reduce their effort in
practicing speaking English. It shows that students still have difficulty
applying their abilities.
Sixth, ESP teaching methods are still passive. This obstacle also
comes from lecturer who is still not active in explaining the lesson. If a
teacher does not explain the lesson well, students will also find it difficult
to understand the lesson explained to them. The passive classroom
atmosphere will tend to influence student learning motivation. If they are
not passionate about learning, they tend not to try to understand and
improve their abilities. Basically the teaching carried out by educational
institutions provides qualified personnel in their fields, with the aim of
educated students to be better at everything. With this expectation, apart
54
from the willingness to learn from the students, this goal must also be
supported by teachers/lecturers who are skilled in everything. In learning
activities, conversations will dominate both the teacher and students, or
students and students.
Seventh, students had no enough time to learn. Students of Islamic
Tourism Department only get English for tourism subject for one
semester in second semester. And it became a difficulty for some students
to learn English for tourism. Increasing knowledge in a lesson is very
much needed for students, because mastery of subject matter and a
language is obtained from the learning process. Whether it from practice
or learning activities.
In conclusion, there are four students had their own difficulties.
There are eight difficulties that are supported by some expert. So, almost
of students of Islamic Tourism Department of the third semester faced
some difficulties while learning English for tourism subject in second
semester.
55
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
In this research, it can be concluded that there are several
difficulties from the third semester students of English Islamic Tourism
Department of IAIN Batusangkar in 2018/2019 academic year in learning
English for tourism subject in their second semester. The difficulties are
1) Students had limited content relates grammar, vocabulary and
information structure, 2) ESP classes are delayed or canceled for no
obvious reason, 3) Students have lack of preparation/are not ready for ESP
courses, 4) Students had no enough time to learn, 5) Students are still
afraid of being wrong and ashamed to speak English, 6) Mother-tongue
use. Students who still use Indonesia language when speaking in class, 7)
Students did not understand the lesson and 8) ESP teaching methods are
still passive.
B. Suggestion
Based on the result of this research, the researcher would like to
give some suggestions for:
1. Students
In leaning English for tourism, it hoped for the students every
meeting it is expected that students will memorize many vocabulary
related to tourism. and not only learning in class, students also should
practice a lot outside the classroom. for example exercise with friends
is one of the most fun ways because you can share and be more
relaxed. so when students are asked to become tour guides, they can do
it well. and when studying in class they can understand easily because
of sufficient vocabulary and good self preparation.
56
2. English Lecturer
It is suggested to lecturers to overcome the difficulties of students
in learning English for tourism subjects by providing sufficient
material and good learning methods. It is also suggested to require
students to memorize a lot of vocabulary as a task, so that they have
sufficient provision to communicate in tourism English.
3. Other Researcher
Based on the result of the research, the researcher suggests to the
other researcher to consider this research to do the other research about
students’ difficulties in learning English for tourism. It is also expected
to be a basic reason for the other researcher to do the research related
students’ difficulties in learning English for tourism, because English
specific subject is not only about tour but there are many more type of
ESP subject.
57
BIBLIOGRAPHY
Afisa, Sheila Y.P (2015). The Students’ Difficulties in Speaking at the Tenth
Grade of SMA Negri 1 Sine. English Department. Surakarta.
Alexandra, Valeria. (2010). A General View on the Relationship between ESP
and EGP. Professional Communication and Translation Studies. 3(1-2):
51-52.
Alshenqeeti Hamza (2014). Interviewing as a Data Collection Method: A Critical
Review. English Linguistic Research. 3(1). 39.
Andriani, Dyri (2012). Metodologi Penelitian. Tanggerang Selatan: Universitas
terbuka.
Azizah, Ismi. (2016). An Analysis of Students’ Difficulties in Speaking English.
Language and Art Department. University of Mataram. Mataram.
Burdova, Veronika.2007. English for Specific Purposes (Tourist Management and
Hotel Industry), Thesis. Masaryk University Faculty of Education.
Estliden, K. P (2017). Why is it Important To Learn English?. Akademin For
Ultbildning Och Ekonomi. Engelska.
Gay, L R, Mills Geoffrei E, Airasian Peter. (2000). Education Research
Competencies Analysis and Application. Pearson Education: United State
of America.
Hidayati, Titik Nur (2016). Studens’t Motivation in Learning English by Using
Games. Walisongo State Islamic University. Walisongo.
Hoa, Mai. (2016). Difficulties in Teaching English for Specific Purpose:
Empirical Study at Vietnam University. Higher Educational Studies. 6(2):
155.
Kitkauskiene, Laimute. (2006). General English and English for Specific Purpose
(ESP). Santalka. Fiologija. Edikologija. 14(2): 89.
Lin, C.H, Wu, W.C, and Huang, Y.T. 2013. English for Specific Purposes (ESP)
for Hospitality College Students and Hotel Employees in Taiwan.
International Journal of Education and Research. 1(8): 1
58
Maican, A.M. 2014. Teaching English to Tourism Students. Bulletin of the
Transilvania University of Braşov. 7(2): 1.
Moleong, j, Lexy. 2006. Metodologi Penelitian Kualitatif. Bandung: PT. Remaja
Rosdakarya.
Musa Ghazali, Ali Suhana Bt Mohezar, Moghavvemi Sedigheh. 2017.
Understanding Islamic (Halal) Tourism Through Leiper’s Tourism
System. https://www. researchgte.net/publication/ 305491320. 13
Desember (10:19).
Musikhin, I.A (2016). English for Specific Purposes: Teaching English for
Science and Technology. ISPRS Annals of the Programmetry, Remote
Sensing and Spatial Information Sciences. 3(6): 29.
Raja, William Darma, Selvi, K (2011). I-manager’s Joirnal Language Teaching.
Causes of Problem in Learning English as a Second Language as
Perceived by Higher Secondary Students. 1(4): 40.
Roza Melinda (2013). ESP dalam Pembelajaran Bahasa Inggris. Ijtiiyya.6(2): 144.
Simion Minodora Otilia (2012). The Importance of Teaching English in the Field
of Tourism in Universities. Genamics Journal. (2): 153.
Suardana, Nitiasih and Putra AJ (2013). The Communication Skills of Tour
Guides in Handling Customers. E-Journal Program Pasca Sarjana
Universitas Pendidikan Ganesha. Vol.3.
Syahriza, Rahmi. 2014. Pariwisata Berbasis Syariah (Telaah Makna Kata Sara
dan Derivasinya dalam al-Qur’an). Human Falah. 1(2): 141
Ulfa, Kurnia. 2015. Designing ESP Materials for Tourism Students of Akademi
Pariwisata Medan. Pelita Informatika Budi Darma. 9(2): 69
Tuan, N.H & Mai, T.N. 2015. Factors Affecting Students’ Speaking Performance
At Le Thanh Hien High School. Asian Journal of Educational Research.
3(2): 9.
Wierzbicka, Anna. 2006. English: Meaning and Culture. Oxford University Press.
New York.
Wold, James. B (2006). Difficulties in Learning English as a Second of Foreign
Language. Master of Art. Regis University.
59
Xhafery, Brikena. 2011. The English language skills in ESP for Law Course.
https://www.researchgate.net/publication/285001536. 14th
January 2019
(15:59).
Zulhermindra and Asrida. Deni. 2018. Pengembangan Model Bahan Ajar English
for Tourism Berbasis Kearifan Lokal, Penelitian Kompetitif Dosen
Penelitian Dasar Pengembangan Program Studi. Laporan Akhir
penelitian Dosen IAIN, Batusangkar.