DEVELOPING ENGLISH INSTRUCTIONAL MATERIALS FOR TOUR

GUIDES IN BALI: RESEARCH AND DEVELOPMENT STUDY

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

Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana

Universitas Pendidikan Gaesha
Singaraja, Indonesia

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

ABSTRACT

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

Key Words: Materials Development, English for Specific Purpose (ESP), Tour Guides.
INTRODUCTION
One vision - one identity - one
community, become commitment together
that wants to be realized by ASEAN in
2015. Through ASEAN Economic
Community (AEC), the ten countries which
consist of Brunei Darussalam, Cambodia,
Indonesia, Laos, Malaysia, Myanmar,
Thailand, the Philippines, Singapore and
Vietnam, will be challenged in trade
liberalization and employment level. There
are four priorities within the framework of
AEC, such as 1) Free trade and service
area, including investment, labour, and
capital, 2) Competitive advantage,
including tax and policy development, 3)
Sustainable economic development,
including SMEs supports, and 4) the world
economic integration, including FTA (Free
Trade Agreement) planning with other
countries, and production network
(Suttipun, 2012).
The International Labour Organization
(ILO) in its site reports that a few years later
after AEC is officially started, a number of
job vacancies will increase
(http://www.ilo.org/2014). This scheme
also develops prosperity for 600 million
people in South East. In the beginning of
2016, ILO clearly explains that the need for
professional labour will increase into 41%,
the need for intermediate level labour will
increase into 22%, and the need for the low
level labour will increase into 38%.
However, this report predicts that there will
be many companies which find less skilled
labours. It is because lack of training and
professional education.
To face off this AEC, all countries are
expected to have fully preparation. One of
them is focusing on human resources. As
Diplomasi Megazine (2011) said, the key
success in winning this AEC is not
depending on how big and rich the country,
but human resources are the most
significant one. The readiness of human
resources is the main factor to compete in
AEC. Therefore, it is very demanding of
each individual has to prepare him/herself
to compete with others who come from
different country.
In AEC, the ability to communicate with
foreign language is needed whether it is
used in technology or direct communication
with others. As a German philosopher once
said, Die grenzen meiner sprache sind die
grenzen meiner welt, which means the
limits of my language are the limits of my
world. This statement does reflect the idea
that the more language we can speak, the
broader our knowledge will be. It is
because the ability to communicate by
using many languages will enable the
people to have much and access to various
learning sources.
English language proficiency is,
however, one of the most important skills
as it is a fundamental language used in this
era of globalization (Kanitpong 2012). It is
used in almost all areas of life which
requires a language that everybody can
speak, such as knowledge and technology,
politic, economy, commerce, banking,
culture, art, and film. Moreover, most
countries also use English as a medium of
instructions or use it as second language
after their first language. It is very easy to
find some electronics or gadgets which use
English as language instructions.
Therefore, a good English competency has
to be acquired. It becomes a great demand
in Indonesia which has a lot of tourist
destinations, for example Bali that is
already well known around the world.
Bali is an island in Indonesia which is
very famous as a place of interest for
international visitors (Mahardana, 2011).
Bali is very popular because of its highly
developed arts and culture, including
dance, sculpture, painting, leather and
metalworking, and music. As the largest
tourist destination in Indonesia, and one of
the most interesting destinations of the
world, Bali was awarded the Second
Worlds Best Island in 2015 by Travel &
Leisure Magazine (as cited in
http://www.okezone.lifestyle/, 2015).
As a famous tourist destination, we
cannot deny that tourism industry is the
main source for Balinese people to earn
money. There are many opportunities
related to the tourism industry for its local
people. For instance, Bali provides job
opportunities in many fields of the tourism
industry, e.g. hospitality, accommodation,
travel agency, education for tourism, etc.
To be able to work successfully in those
fields, people seem to believe that all they
need are to be competent and skilful in
doing their jobs in this tourism industry.
Like another business, tourism industry
also produces a product which is made to
order. This product is in the form of service
which is something intangible (Munir;
2008). In developing this product, there will
be a need for some institutions which have
a significant role. In government which has
the role to provide facilities for tourists. The
facilities include transportations, hotel
accommodations, restaurants, object
tourism, etc. The second is travel agency,
which has the role to manage the facilities
which are needed for tourists in order to
build a product. This product is known as
tour package. The third or the last is tour
guide which has a role to conduct the
product and accompany the tourists to the
destinations.
There are many travel agencies in Bali.
They provide two kinds of package; both
are Bali Tour and Honey Moon Package
(Balitrip.com: 2015). In Bali Tour, the
tourists are invited to go around Bali, which
includes visiting all object tourisms,
traditional villages, buying Balinese
merchandise and etc. While, Honey Moon
Package is for a fresh married couple. They
want to have relaxing holiday and also
romantic. It is usually done in quite place
with good panorama and fresh air.
A person who conducts the tour
package is called a tour guide. According
to Amato as cited in Munir (2008), a tour
guide is a person employed either by the
travellers, a travel agency, or any other
tourist organizations, to inform, direct and
advice the tourists before and during their
short visits. As addition, Yoeti as cited in
Munir (2008) says a tour guide is a person
who paid for accompany the tourists to
visit, see and watch the object and the
attraction. Based on two definitions, it can
be synthesis that a tour guide is a person
who has an ability to inform, give advice
and direct instruction to the tourists toward
the objects and tourist attractions.
Annually, there are many travel
agencies who conduct an open recruitment
to hire the freelance tour guides who are
mostly the fresh graduate students. Many
of fresh graduate students apply as a tour
guide in every travel agency in Bali, but
only a few of them are accepted. Mostly,
they graduated from English department.
But, they only have general English
knowledge which is not suitable for guiding.
They basically do not have the knowledge
about the material that should be explained
to the guests. As the tour guides, they need
to know the terms which are commonly
used in guiding.
However, there is still another
requirement that can make a person
becomes a more valuable guide in travel
agency. The requirement is not the
prominent one, but it is very supportive to
add more values on the guides. This
requirement is the understanding of the
local culture (Mahardana, 2011). It
becomes beneficial due to Bali, as a
tourism destination, exposes its local arts
and culture for the tourists.
Therefore, the tour guides are required
to know about the local culture and to be
able to give the right information about Bali.
This is very important to ensure that they
do not lose work opportunities in the
tourism industry, and in public and
government institutions which deal with
tourism. The main concern now is to equip
the tour guides with a good English
competency which is for guiding, as well as
a good knowledge about Balinese culture.
In facing this problem, English training
which is focusing on guiding is needed. It
belongs to English for specific purposes
(ESP). In Bali however, ESP courses are
hardly available. Formal and informal
education institutions tend to teach general
English and it is not suitable for our tour
guides. The materials of English which
taught in those places are prepared with
general English terms and vocabularies.
So, this training will not optimally build
human resources to be ready in their job
which needs English for specific purposes.
It also happens in non-formal
institutions (i.e. provide courses) which
mostly teach general English for their
students. There are many English courses
all over the places, but only a few have
English for specific purposes (ESP)
program. ESP training program is difficult
to find and it is very expensive. The
limitation of this ESP training program
makes the people think twice to learn
English.
 Ganesha University especially English
Education Department (EED) as one
university that create English teachers,
give all the materials to their students, to
prepare them to be good English teachers.
They have the professional competency,
pedagogy, social and personal to hold a
great course that fulfil peoples demand on
English. As EED graduates could not
always compete to be teachers at schools,
opening English courses can be a major
breakthrough. The need of ESP training
program in non-formal education provider
has been answered by them. This is the
time for the change. EED graduates should
have a potential skill to teach ESP. The
skills are not only for the action in the class,
but also in developing English learning
modules.
For those reasons, this thesis is an
attempt to develop English instructional
materials for tour guides in Bali which is
related to quality tourism services.
RESEARCH METHOD
This study was designed in the form of
Research and Development (R & D) which
had purposes to develop English
instructional materials for Tour Guides in
Bali and to discuss how the quality of the
designed materials. There were seven
steps in conducting this study as adapted
from Borg and Gall (1983): 1) conducting
need analysis, 2) writing the course grid, 3)
designing the first draft, 4) expert
judgments, 5) implementing the second
draft, 6) evaluating and revising the second
draft, and 7) writing the final draft.
The first step that had to be done was
conducting need analysis. It was
conducted in order to get the Tour Guides
target needs and learning needs. After the
needs were collected, the researcher
developed a course grid. This course grid
helped the researcher to design the first
draft in the next step. To know the quality
of the first draft, validating the product must
be conducted by using expert judgments.
The experts gave some scores, advices,
and comments to the first draft being
developed. It was continued by
implementing the second draft. The revised
product was tried-out. After conducting this
step, then the product was revised. The last
step was writing the final draft of the
materials.
The subjects of this study were three
experienced tour guides and prospective
tour guides in Bali. Three experienced tour
guides were selected as informants to give
some informations related to what
materials need to be developed. There
were also prospective tour guides. They
were college students who were majoring
in guiding the tourists. They have learnt
about guiding and passed a job training
program three months in the tourism
industry. Thus they were selected as
participants to give recomendation or
suggestions toward the designed
materials.
The object of the study was English
instructional materials for tour guides in
Bali. In order to develop these materials,
the researher conducted need analysis to
analyze the target needs at three
experienced tour guides and learning
needs at second semester students of
Tourism Department in Institute Hindu
Dharma Negeri Denpasar (IHDN).
Document study was also conducted by the
researcher in order to support the results of
need analysis. It was National Standard
Working Competence for Tour Guides in
Indonesia.
Type of data in this study was primary
data. There were six instruments which
were used to collect the data in this study
those are:
1) Target needs interview guide. It was
applied in order to get the tour guides
needs in the target situation. It is used to
gain sufficient data and to develop the
materials. There were three experts who
are interviewed. All of them have
experienced in guiding for minimum 2
years in Bali. Both are competent in
speaking foreign languages, like English
and other languages. The interview
focused on finding out the major
problems in guiding the tourists. It was
conducted through face to face between
interviewer and experienced tour
guides. The interview was done in one
time, deeply seek for skills and
competence that the potential tour
leaders and guides need for this course
material. The result of the interview was
analyzed descriptively.
2) Learning needs questionnaire. It was
another instrument applied in order to
answer the first question of this study. It
was related to what the tour guides need
to do in order to learn and to be able to
reach the target needs. This
questionnaire was addressed to college
students who are majoring for guiding
the tourists. There were 50 statements
in the questionnaire. The data that were
collected through this questionnaire
would be analyzed quantitatively and
then descriptively.
3) Document study. It was applied through
analyzing the document which was
called as Standar Kompetensi Kerja
Nasional Indonesia (National Standard
Working Competence). The results
were analyzed descriptively.
4) Expert judges material evaluation
questionnaire. It was addressed to
expert judges. It was divided into two
procedures, such as expert judgments
and try-out. In expert judgments, there
were two lecturers who are experts in
English language teaching. They are
lectures from English Education
Department in UNDIKSHA Singaraja.
They were given the evaluation
questionnaire to seek the quality of the
developed materials. The data from
evaluation questionnaire were then
analyzed quantitatively.
5) Participants material evaluation
questionnaire. This questionnaire was
addressed to 30 prospective tour guides
in Bali. The data from evaluation
questionnaire were then analyzed
quantitatively.
6) Second draft interview guide. It was
conducted in order to support the
accurate data obtained from the
questionnaires. The researcher
interviewed two tour guides who
participated in the try-out. The interview
was intended to find the tour leaders and
guides general opinion, suggestions,
and recommendation to the designed
materials.
The validity of the instruments used in
this study had been measured by two
experts which involved content validity and
construct validity. Construct validity
resulted to some revisions toward the
instruments while content validity is
measured by using Gregory formula.
In this study, the data had been
analyzed descriptively and quantitatively.
The qualitative data was obtained through
interview. There were two interviews that
were conducted by the researcher. The first
was target needs interview guide. As the
result, there were some feedbacks,
suggestions from the experienced tour
guides. They were used to develop English
instructional materials for Tour Guides in
Bali. Another interview was second draft
interview guide. It was conducted in order
to support the accurate data obtained from
the material evaluation questionnaires. The
researcher interviewed two tour guides
who participated in the try-out. The
interview was intended to find the tour
guides general opinion, suggestions, and
recommendation to the second draft of the
designed materials.
In developing instructional materials
for tour guides in Bali, there was also
quantitative data gathered from the
learning needs questionnaire. Descriptive
statistics was used to analyze these data.
The needs of tour guides would be defined
by calculating the mean score of each
aspect (motivation, strategies, media, and
personal information) from the participants.
Then, the results were descriptively
explained by the researcher in this thesis.
In checking the quality of the
developed materials, there were also
quantitative data from the material
evaluation questionnaire (Expert judges
and participants). Descriptive statistics was
used to analyze these data. A scale was
used to find the agreement toward the
effectiveness of the materials. It was
analyzed by using Likert Scale, each
indication of the responses to the
statement was measured by scored. There
were 5 points for Excellent, 4 points for
Good, 3 points for Average, 2 points for
Below Average, and 1 point for Poor.
Then the researcher used Central
Tendency Measures to analyze the data.
The Central Tendency Measures used in
this research only Mean. The value of each
mean in each component of task indicated
the effectiveness of the task in the
designed materials.
FINDINGS AND DISCUSSION
A. FINDINGS
The Materials Need to be Developed For
Tour Guides in Bali
There were eight units in this English
instructional materials. Every unit of
materials had each topic about the Bali
Tour with many tasks in four English skills
(listening, speaking, reading, and
listening). In each unit, the tour guides
could learn about the language focus which
were closely related to the tour and
commonly used in guiding. The final draft
of the developed materials was constructed
using collected information in needs
analysis results, experts judgments, some
suggestions from tour guides in the
previous stage of this study.
The topics in the developed materials
were gathered through interview to the
experienced tour guides. The results were
then matched with the competences
expected by SKKNI (National Standard of
Working Competence) applied in
Indonesia.
The experienced tour guides explained
there are many duties that should be done
as a guide. However, in general they said
there are only three main duties. They are
1) Things to do before the tour, 2) Things to
do on tour, and 3) Things to do after the
tour. Then these results were matched with
the competences stated in SKKNI (National
Standard of Working Competence). As a
result, there were seventeen topics. Those
seventeen topics then grouped and
summarized into eight topics, such as 1)
Greeting and introduction, 2) Giving advice,
3) Telling the trip plans, 4) Giving direction,
5) Describing places, 6) Describing
comparison, 7) Telling the history of some
temples, and 8) Describing characters.
There were some general elements
which were developed in this English
materials.
1) Front Page
Every unit in this module began with a
page that represented the competences of
the students in studying the topic. This first
page was called the front page of the
chapter. The front page of every unit was
composed of similar components, i.e. the
titles of the unit, the learning competences,
and images which represent the learning
materials.
The title was the name that was used to
name a book, chapters within a book, head
of the news, etc.; which became a
reflection and identity of the content that is
represented. The functions of the title were:
1) as an identity and reflection of the soul
of a certain chapter or unit, 2) as a global
overview about the direction of learning,
goal of learning, and the coverage of
learning in a certain chapter.
The learning competences were stated
clearly by using simple language so it
would be easier for the teacher and
students to understand. The understanding
of the students about the goals of learning
was aimed at bringing a positive effect
towards their development. By
understanding the goals of learning, it was
expected that it arouse some interest,
curiosity, and motivation regarding the
materials, which subsequently would
improve their achievement and
performance in learning.
On the front page, the users could also
see the images that represented the
content of the unit. Those images were
made interesting, full color, and close to the
students lives, so the students would feel
motivated to learn. By displaying the
images, and the English language function,
the students could relate the new
vocabularies, grammar, and language
expression with their real lives, which was
essential to improve their vocabulary
building and vocabulary comprehension.
There was also source information of
where those pictures were taken. It was
added in order to avoid plagiarism. Those
images were taken from some sources in
the internet.
2) Lead-in
Every unit in this module had lead-in
activity. It was discussed at the first task or
at the beginning of the lesson. It was used
to check the tour guides previous
knowledge. It contained a video and some
related questions. The length of the video
was not more than ten minutes.
3) Snapshot
It graphically presented interesting real-
world information that introduced the topic
of a unit or cycle, and also developed
vocabulary. Follow-up questions
encouraged discussion of the snapshot
material and personalized the topic.
4) Dialogue
The dialogue introduced the new
grammar of each unit in a communicative
context and presented functional and
conversational expressions.
5) Role Play
A role play also included in this module.
It was conducted since all the materials
were developed using Communicative
Language Teaching (CLT) approach.
Through this activity, the tour guides were
asked to play a role using a target language
of each unit.
6) Language Focus
The new language or grammar of each
unit was presented in color boxes and was
followed by communicative practice-
activities. This activities often had students
to use the grammar in a personal context.
7) Pronunciation Drill
These exercises focused on important
features of spoken English, including
stress, rhythm, intonation, reductions, and
blending.
8) Word Power
These activities developed students
vocabulary through a variety of interesting
tasks, such as word maps and collocation
exercises. These activities were usually
followed by oral or written practice that
helped students understand how to use the
words in context.
9) Listening activity
The listening activities developed a wide
variety of listening skills, including for the
gist, listening for details, and inferring
meaning from context. The ultimate goal
was to help the tour guides understand
native English speakers, not only for the
mere purpose of comprehension, but also
so they may responded accordingly and
interacted with others. Without listening
comprehension, there could be no
conversation, no communication. Now
listening comprehension involved a lot
more than simply understanding the
vocabulary and expressions used.
Students must also be able to understand
the speakers accent and grasp his or her
meaning and intention.
10) Writing activity
The writing exercises included practical
writing tasks that extended and reinforced
the teaching points in the unit and helped
to develop students compositional skills.
11) Reading activity
The reading passages used various
types of texts adapted from authentic
sources. The readings developed a variety
of reading skills, including reading for
details, skimming, scanning, and making
inferences. Also included pre-reading and
post-reading questions that used the topic
of the reading as a discussion.
Developing the English Instructional
Materials for Tour Guides in Bali
1) Conducting Need Analysis
In the beginning of the study, the
researcher conducted needs analysis to
know the tour leaders and guides target
needs and learning needs. In order to get
the target needs of tour guides, the
researcher interviewed three experienced
tour guides. In the interview, the researcher
got some important informations toward the
topics that suitable for tour guides in Bali.
They said there are many duties that
should be done as a tour guide. Starting
from arranging the tour package until
writing the tour report. However, there are
only three main duties, such as 1) things to
do before the tour, 2) on tour, and 3) after
the tour.
The tour guides also have the learning
needs. It is related to what they need to do
in order to learn and to be able to reach the
target needs. There were fifty questions in
a questionnaire. These questions were
developed based on four dimensions. The
four dimensions, such as motivation,
strategy, media, and personal information.
In overall results showed the participants
had much motivation in learning English.
They preferred to have an active class with
more presentations. They said learning
with videos is more interesting. Not all of
participants often speak English with
tourists.
2) Writing the Course Grid
Course grid was developed according to
the results of needs survey. It was used for
guiding the materials development. There
were some elements in the course grid.
They were standard competence, basic
competence, title, theme, language focus,
materials, and activities.
3) Designing the First Draft
There were eight units in the first draft.
Every unit of materials had each topic
about the Bali Tour with many tasks in four
skills (listening, speaking, reading, and
listening). In each unit, the tour guides can
learn about the language focus which are
closely related to the tour and commonly
used in guiding. The first draft of the
developed materials was constructed using
collected information in the questionnaire
and interviews in the early stage of this
study and needs analysis result. The topic
of each unit is based on the guides needs
at the first questionnaire data. Each task of
the unit focuses on the tour guides need in
communicating with tourists.
4) Expert Judgments
The first evaluation was done through
experts validation. This evaluation aimed at
checking the quality of the content of the
module. Two experts were involved in the
expert validation. The experts are the
lecturers of the English Education
Department. The experts reviewed the
content of this module in terms of the
learning materials, layout, supporting
details like the images, pictures, and other
drawings, and grammar. The experts were
given an evaluation questionnaire to fill in.
Based on the questionnaire, there were
several parts which still needed to be
revised. In the front page, the list of
materials should be removed and needed
more pictures. In part Lead-in, it was better
to use video. There were also some
mistypes in the instructions. The students
note at the last page should be removed.
5) Implementing the Second Draft
After being revised by the expert
judgments, it was called the second draft.
The second draft of the module was given
to the prospective tour guides to be tried-
out. There were 30 participants in this try-
out. They were taught using the designed
materials of the second draft. At the end,
the participants were given an evaluation
questionnaire about the second draft of the
designed materials. It contained 50
statements to be responded. The
researcher also interviewed two
participants in order to get their opinions
and suggestions toward the materials.
6) Evaluating and Revising the Second
Draft
The module had some revisions based
on the participants suggestions in the
interview. The researcher revised the
second draft in order to get the final draft
of the designed materials. Based on the
result of the overall interview, the
second draft materials were interesting
for the participants. It could help them in
learning English for Guiding. It could be
used to improve their ability in listening,
speaking, reading and writing. So, it
could be concluded that the English
learning materials for the tour guides
has met the goals of the developed
materials.
7) Writing the Final Draft
The module that had been revised
based on the tour guides suggestions
was called the final draft. There were
much suggestions from the participants.
In overall they said the final draft of the
materials were very good and suitable in
teaching beginner tour guides in Bali.
The Quality of the Developed Materials
for Tour Guides in Bali
The data about the quality of the
product gained from implementing some
procedures such as Expert judgment and
try-out. Some instruments were used such
as scoring rubric in expert judgment and
questionnaires about the module. The data
can be seen as follow.
1. Measurement of Expert Judgment
In collecting the data, the researcher
used scoring rubric where there were 50
statements which required the experts to
give score to each statement. The scoring
used in this rubric was Likert Scale. It was
divided into a number of score where 5 is
excellent, 4 is good, 3 is average, 2 is
below average, and 1 is poor.
Based on the measurement, the mean
score was 4.81 It was categorized as
Excellent where 4.81 4.485. It indicated
that the experts mostly agreed the
materials could improve the tour guides
skills which contained interesting pictures,
activities and close to their environment.
2. The Result of Try-Out
After conducting Expert judgment, the
next step was try-out. As explained
previously in chapter 3, the instructional
materials were measured by the responds
of the prospectives tour guides toward the
materials. They were given questionnaires
to be scored toward the materials. There
were 50 statements in the questionnaire.
Then the result of measurement data
was categorized as Excellent where 4.52
4.485. It means that participants liked the
materials very much. They said the
materials could improve their English skill
in guiding the guest.
DISCUSSION
This study was designed in the form of
Research and Development (R & D) which
had purposes 1) to develop English
instructional materials for Tour Guides in
Bali, 2) to discuss how these instructional
materials were developed and 3) to discuss
how the quality of the designed materials
was. There were seven steps in conducting
this study as adapted from Borg and Gall
(1983), namely 1) conducting need
analysis, 2) writing the course grid, 3)
designing the first draft of the materials, 4)
expert judgments, 5) implementing the
second draft, 6) evaluating and revising the
second draft, and 7) writing the final draft.
As a result, the English instructional
materials consisted of eight topics as
follows 1) Greeting and Introduction, 2)
Giving suggestions to the guest, 3) Talking
about trip plans, 4) Giving well direction, 5)
Describing places in Bali, 6) Expressing
comparison, 7) Telling the history of some
temples, 8) Describing characters
appearance and personality. Each topic
had sub-elements in it. Those were Front-
page, Lead-in, Snapshot, Dialogue,
Language Focus, Role Play, Word Power,
Pronunciation Drill, Listening Activity,
Writing Activity, and Reading Activity. The
materials were also supported by authentic
pictures to make the tour guides easier to
understand the content. The materials
were provided with some challenging
exercised, namely fill in the blank, true false
questions, matching the words,
paraphrasing paragraphs, etc.
The topics offered in this module were
based on the situations and contexts that
might happen to the tour guides in doing
their duties in the fields. As Munir (2008)
says, tour guides are not only giving
direction, but they also have a role to direct,
guide and provide accurate information so
the guest will be happy and satisfied.
Those topics were also in line with the
function of tour guides proposed by Munir,
they are 1) leading and guiding the guest in
a trip to object tourims, 2) giving
explanation or description, 3) introducing
something new to the guest along the trip,
and 4) giving opinion to the guest
objectively.
The resulted topics in this study were
quite the same with the topics found by
Fatmasari (2013). Her study focused on
developing English materials for the hiddan
temple tour guides. She developed some
topics, such as 1) Greeting and
Introduction, 2) Telling the history of some
temples, and 3) Describing characters.
However, there was also a difference.
Fatmasari designed the topics for the
hiddan temple tour guides only, while in this
study focused on Bali tour. Thus there were
some additional topics which were inserted
by the researcher in this study.
The eight topics in this study also in
line with the Standar Kompetensi Kerja
Nasional Indonesia (National Standard
Working Competence) which is applied in
Indonesia. It is as mentioned in Keputusan
Materi Tenaga Kerja dan Transmigrasi
Republik Indonesia Nomor: Kep. 55/ MEN/
III/ 2009 Penetapan SKKNI Sektor
Pariwisata Bidang Jasa Pramuwisata dan
Pemimpin Perjalanan Wisata. There are six
units in this SKKNI which are related to the
eight topics of this study, namely 1)
Enhancing the knowledge of destination, 2)
Managing the guests when they arrive, 3)
Managing the guests in the bus or car, 4)
Managing the guests in the tour, 5)
Managing the additional tour, 6) Managing
the tour document.
Since this study focused on developing
English instructional materials for tour
guides in Bali, so all of materials should
belong to all areas in Bali island. Bali has
eight regencies and one city. Those are
Tabanan, Gianyar, Bangli, Negara,
Badung, Buleleng, Karangasem,
Klungkung and Denpasar. The researcher
inserted all regencies and city in this
module. In Tabanan regency, there were a
history of Tanah Lot Temple, a short
description of Jati Luwih Rice Terrace, and
Rahwana Statue. In Gianyar regency, there
were a short description of Ubud village,
the Sukawati traditional market, and Baby
Statue in Sakah. In Buleleng regency, there
were a short description of Lovina Beach
and Gitgit twin waterfall. In Badung
regency, there were a history of Uluwatu
Temple, a short description of Badung
Market, Kuta Beach, Garuda Wisnu
Kencana, and statues. In Karangasem
regency, there was a history of Besakih
Temple. In Bangli regency, there were a
short description of Batur Mount and lake,
and Kintamani Village. In Klungkung, there
was a history of Kerta Gosa Museum. In
Negara, there was a history of Rambut Siwi
Temple.
As it can be seen from the need
analysis findings. Tour guides job
demanded speaking skill more at
workplace than other skill. Therefore, the
materials in this study are developed by
using the Communicative Language
Teaching (CLT) approach. Richards and
Rodger (1996) explain that it is based on
the view that language is a vehicle for the
expression of functional meaning. It
emphasizes on the semantics and
communicative dimension rather than
merely on the grammatical characteristics
of a language. It focuses on communicative
proficiency rather than on mere mastery of
language structure. Thus, this approach is
considered as the most appropriate
approach to improve the communication
skills of the tour guides as the subject of the
study.
To know the quality of the product,
Expert Judgment and try-out were
conducted by the researcher. There were
two experts who became the judges of this
study. Both are the lectures of English
Education Department of Ganesha
University. Both judges judged the
developed materials based on the scoring
rubric. This rubric consisted of 50
statements. Those statements must be
scored by using likert scale. Based on the
measurement above, the mean score was
4.81 It was categorized as Excellent where
4.81 4.485. It indicated that the experts
mostly agreed the materials could improve
the tour guides skills. In the try-out, the
instructional materials were measured by
the responds of the prospectives tour
guides. They were given questionnaires to
be scored toward the materials. There were
50 statements in the questionnaire. This
was also measured by Likert Scale. Then
the result of measurement data was
categorized as Excellent where 4.52
4.485. It means that participants liked the
materials. They said the materials could
improve their English skill in guiding the
guest.
In determining the quality of the
materials, there were some aspects need
to be considered. They are layout and
design, language, contents, language skills
learned, and tasks and activities. When the
materials are considered excellent, it
means that the evaluators gave high score
on those aspects. In terms of layout and
design, criteria from Hutchinson and
Waters (1987), Tomlinson (1998), and
Nunan (1998) were taken into
consideration. The materials got high score
in terms of availability of language
functions, grammar, vocabulary, exercise,
and evaluation. The guidance and
objectives for each competences and tasks
are also considered important. Moreover,
the respondents also agreed that the
features of the module were arranged
effectively making it clear to the users.
The language used in the developed
materials also matters. It was considered
authentic and the linguistics features were
appropriate with the students level of
English proficiency. Moreover, the
language elements provided are relevant
and useful for the participants, it was also
found that the overall contents of the
materials were relevant to the participants
need, realistic, interesting, challenging,
motivating, and varied as expected by
Hutchinson and Waters (1987), Tomlinson
(1998), and Nunan (1998).
All the expert judges agreed that
participants can practice four skills
integrated one to another as Tomlinson
(1998) has encouraged. Moreover, the
materials help students to practice
speaking, especially pronunciation as well
as the other language skills that should be
acquired by Tour Guides in supporting their
job in the field. The other language skills
such as listening, writing, and reading
become the other main focuses in this
product. It means that all skills became the
consideration in this product about English
for Tour Guides.
In relation to the tasks and activities,
Hutchinson and Waters (1987), Tomlinson
(1998), and Nunan (1998), proposed for
interactive and communicative activities
and meaningful practice that could be given
by the developed materials. The materials
also provide controlled and independent
activities as well as individual, pair, and
group works as described by Tomlinson
(1998) as criteria of effective materials.
Tomlinson (1998) also requires the task to
be relevant to participants needs and it has
been fulfilled by the materials since the
need analysis has been conducted before
the materials were developed. Lastly, the
tasks in the developed materials were
considered problematic but still could be
done by the participants. Since the material
has challenge the participants in solve the
problem in the module. This is one of the
criteria proposed by Tomlinson (1998).
CONCLUSION
Based on the finding and discussion,
there were some conclusions can be
explained as follow:
1) The development of English
instructional materials for Tour guides
used R & D model proposed by Borg
and Gall (1983). The criteria of a good
material applied in this study was
based on Hutchinson and Waters
(1987). There were seven steps in
conducting this study, such as 1) need
analysis, 2) writing the course grid, 3)
designing the first draft, 4) expert
judgments, 5) implementing the
second draft, 6) Evaluating and
revising the second draft, 7) Writing
the final draft of the material. The
course grid consisted of eight units.
Those are Unit 1: Hello, Im your guide
today, Unit 2: You should wear
Sarong, Unit 3: Youre going to see
Kecak Dance, Unit 4: On your left youll
see Ground Zero Mounument, Unit 5:
Its a very beautiful beach, Unit 6: The
biggest and the best, Unit 7: It was in
the eleventh century, Unit 8: His name
is Ganesh. There were some elements
to be involved in every unit, those were
Front page, Lead-in, Snapshot,
Dialogue, Language Focus, Role Play,
Word Power, Listening Activity, Writing
Activity, and Reading Activity.
2) The quality of the English instructional
materials for Tour Guides could be
seen from its validity. The data of the
quality of the product gained from
implementing Expert judgment and
Try-out. Two instruments were used
such as interview and questionnaire. In
collecting the data of expert
judgments, the researcher used
scoring rubric where there were 50
statements which required the experts
to give score to each statement. The
scoring used in this rubric was Likert
Scale. It was divided into a number of
score where 5 is excellent, 4 is good, 3
is average, 2 is below average, and 1
is poor. Based on the measurement
above, the mean score was 4.81 It was
categorized as Excellent where 4.81
4.485. It indicated that the experts
mostly agreed the materials could
improve the tour guides skills. In the
try-out, the instructionals materials
were measured by the responds of the
prospectives tour guides. They were
given questionnaires to be scored
toward the materials. There were 50
statements in the questionnaire. This
was also measured by Likert Scale.
Then the result of measurement data
was categorized as Excellent. The
mean score was 4.52, where 4.52
4.485. It means that participants very
liked the materials. They said the
materials could improve their English
skill in guiding the guest.
SUGGESTION
The product of this study can be a
good reference for Tour Guides in Bali and
other researchers or material developers.
For Tour Guides in Bali especially the
prospectives ones, they will learn more
about the vocabulary, expressions, and Munir, Misbahul. 2008. English for
language functions which are commonly professional tour and guide.
used in guiding. They can learn individually Kesaint Blanc. Bekasi.
or join in an English course. So, it is Nunan, D. 1998. Task-based language
expected to improve the quality of guiding. teaching. Cambridge: Cambridge
In other words, the process of delivering University Press.
information to the guests will run smoothly Richards, J. C. and Rogers, T. S. 1996.
and the guests may feel comfortable. Approaches and Methods in
For other researchers or material Language Teaching: A
developers, this study will help them in Description and Analysis.
doing the same research which focused on Cambridge: Cambridge University
developing English instructional materials Press
for tour guides. Considering the Suttipun, M. 2012. Readiness of
respondents opinion and suggestion accounting students in the ASEAN
toward the materials, it is highly Economic Community: An empirical
recommended that further studies conduct study from Thailand. 1st Mae Fah
the data based on the result in the field or Luang University International
through direct observation in a tour. This is Conference 2012.
because the weakness of this current study Tomlinson, Brian (Ed.). 1998. Materials
was the data obtained only from the results Development in Language
of interview and questionnaire. Thus, there Teaching. Cambridge: Cambridge
is a big opportunity for further researcher to University Press.
enhance this development research, but
with different kind of tour.

ACKNOWLEDGEMENTS

Author would like given a huge thanks

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

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Borg, S & D. Gall. 1983. Educational

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Fatmasari, Reni. 2013. Designing English
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Travel Agents. Yogyakarta:
Yogyakarta State University
Hutchinson and Waters 1987. English for
Specific Purposes: A Learning-
centered Approach. Cambridge:
Cambridge University Press.
Mahardana, A. 2011. Developing a Culture
Based English Module for Grade V
Of Elementary Schools in Bali.
Unpublished Thesis. Singaraja:
Universitas Pendidikan Ganesha.