Japanese Language Teaching for Tourism using Content and

Language Integrated Learning Approach

Juju Juangsih

Department of Japanese Education, FPBS, Universitas Pendidikan Indonesia

jujujuangsih@upi.edu

Keywords: Teaching Material Model, Japanese Language, Content and Language Integrated Learning, Research and

Development.

Abstract: The aim of this research is (1) to figure out the current condition of Japanese language teaching material for

specific purpose; (2) to figure out design of Japanese language teaching material for tourism purpose with

Content and Language Integrated Learning (CLIL) approach; and (3) to find out the qualification of

Japanese language teaching material for tourism purpose with CLIL approach. The method used in this

research is Research and Development (R&D) from Borg and Gall (2003). Respondents are sophomores of

Tourism and Marketing Management Department (MPP) programs from Faculty of Social Science

Education (FPIPS) for limited-scale experiment. As for larger scale, the respondents are sophomores of

Indonesian Tourism Academy (Akperindo) Bandung. The expected outcome from this research is to obtain

a Japanese teaching material with specific purpose of tourism with CLIL approach that can be used in

tourism institutions. So, Japanese might be an optional language for students to learn. The implication of

this research is the creation of Japanese teaching material for tourism purpose with CLIL brings benefits for

teacher in delivering courses to their students.

1 INTRODUCTION

The aim of Japanese teaching program in Tourism

and Marketing Management Department is to enable

sophomores to apply basic Japanese for hotel

business purpose. Therefore, the researcher, a

lecturer for Japanese as second language, attempts to

create new teaching material model that in line with

the objective mentioned above. The idea of creating

new teaching material model comes up since the

conventional one does not significantly enhance

students’ communication skill. The conventional

teaching material model more focuses on writing

skill and how students are able to read Hiragana and

Katakana. For that situation, the learning focus is not

on students’ communication skill. In accordance

with the issue mentioned above, the researcher is

encouraged to create new teaching material model

that more focus on developing Japanese

communication skill even in basic level.

The new created teaching material model is

Content and Language Integrated Learning (CLIL)

based. In other words, teaching material is more

focus on integrated content and language. To be

more specific, the focus of this teaching material

model is more on students’ communication skill in

delivering speech related to hotel activities and

business. For instance, students learn how to be a

receptionist using ‘Check-in’ and ‘Check-out’ theme

or how to be a porter and serve hotel guests,

Teaching material with Content and Language

Integrated Learning approach is expected to improve

students’ motivation to learn Japanese in better way.

Students do practices in speaking Japanese with

hotel-related contents. So, in the future, the students

are expected to be able to naturally communicate in

Japanese for hotel activities and business naturally.

As pointed out by Coyle, Hood and Marsh (2010,

p.12) that this natural situation seems to be one of

the fundamentals for the importance and success of

CILL related to language and other subjects learning

process. Thinking skill in different language, even in

basic level, can give positive impact to content

learning.

Based on the need analysis result conducted to

students of Tourism and Marketing Management

Department on 2015-2016, 70% of all

correspondents expect to work on hotel after

completing study. Exactly because of that, the

content for teaching material in this research is for

520

Juangsih, J.

Japanese Language Teaching for Tourism using Content and Language Integrated Learning Approach.

DOI: 10.5220/0007170205200526

In Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology Conference in collaboration with the First International Conference

on Language, Literature, Culture, and Education (CONAPLIN and ICOLLITE 2017) - Literacy, Culture, and Technology in Language Pedagogy and Use, pages 520-526

ISBN: 978-989-758-332-2

hotel activities and business so it became the main

target of this research.

Another crucial reason to create this new

teaching material is that other colleges or higher

school do not provide Japanese material specifically

for tourism or hospitality industry. According to

observational research done by the researcher,

compilation of some Japanese course books is the

material used to teach tourism and hospitality

students in most educational institutes. Those course

books are also commonly used in other colleges. So,

the vocabularies or phrases learnt by the students are

more general and not specific discussing about

tourism industry.

For those issues, the researcher attempts to find

best solution so Japanese teaching process for

tourism purposes might gain some benefits and

improve students’ capability in speaking Japanese.

2 THEORETICAL STUDY

2.1 Model Concept

Suparman (2014, p.107) describes model as a reality

representation which draws structure, an order, and a

concept. More than that, model also shows one of

these four forms: verbal or conceptual description,

activity steps or procedure, physical or visual

replica, and equation or formula. While Greenberger

(1976, pp. 47-49) define model as a common term

that can be applied to every single thing in which

model is created. For instances, car miniatures,

office mock ups, prototype of supersonic plane,

various board games such as monopoly;

mathematical equation to show economic

movement, engineering curve, future energy

resources projection, and so on can be presumed as

model. Thus, everything can be created as a model

and anyone can create the explained model. Also, it

is said that the most important thing in model

concept is that model itself should represent or

reflect a referred system. By doing that, everyone

can learn the referred system by noticing the existing

model. So, model is a simplified reality

representation in diagram form.

The definition of model, applied in this research,

refers to model concept of Japanese teaching

material for tourism purpose with Content and

Language Integrated Learning approach. This model

concept is created by considering the needs of

specific materials that may increase students’

Japanese proficiency. It covers four language skills,

especially on speaking capability.

2.2 Borg and Gall Model

Research is a mechanism or scientific activity

conducted by complying standardized rules or norms

of research itself that universally acknowledged.

While development is an activity referring to an

enhancement, improvement from both quality and

quantity. Also, as suggested by Borg and Gall,

Research and development is an industry-based

development model in which the finding of research

is used to design new products and procedures,

which then are systematically field- tested, evaluated,

and refined until they meet specified criteria of

effectiveness, quality, or similar standard (2003,

p.589)

Research and development is an industry model

development-based research. That research aims to

design new product and procedure that will be tested

and then evaluated systematically. After all, both

new product and procedure will be revised in order

to meet the required affectivity, quantity and

standard.

Borg and Gall (2003) describes four main criteria

for research and development as below:

(1) Studying research findings pertinent to the

product to be develop,

(2) Developing the product based on this finding,

(3) Field testing it in the setting where it will be

used eventually, and

(4) Revising it to correct the deficiencies found in

the field-testing stage.

From all four criteria defined by Borg and Gall,

the researcher should start by doing prior study to

gather related findings with the product being

developed. Then, the researcher should develop the

product based on those prior findings. Going further,

there should be a test in real situation where the

product is actually implemented. The test result

could be research reference for revisions on

discovered weaknesses.

In accordance with the definition and four main

criteria mentioned above, Borg and Gall (2003)

describe steps to be conducted on R&D as seen on

Figure 1.

Japanese Language Teaching for Tourism using Content and Language Integrated Learning Approach

521

Figure 1: Borg and Gall Model (2003).

2.3 Teaching Material Concept

In term of teaching material development,

Tomlinson (2003, pp.128-129) views that (1)

making the material concept would be more

effective if it is related to students’ needs, (2)

teacher is the one who mostly understand the

students, (3) all teachers need fundamental in

writing materials, (4) all teachers is teacher for

themselves, realizing that would impact to exact

material development, (5) trial and error, and

evaluation is very important to define success for

each material.

He also emphasize that students should be the

focus in developing teaching material. In this

research, the researcher applies ‘JF Standard Can-

do, A1 level’ that has equal standard with CEFR

framework which has been used in many countries.

It also will be combined with analysis result of this

research.

2.4 Content and Language Integrated

Learning

CLIL (Content & Language Integrated Learning)

term is firstly adopted in Europe on 1994. There are

two big goals in implementing CLIL. First goal is to

learn geography, math, chemical, and other subjects

in school by using foreign language. Second one is

to learn foreign language through certain subjects’

material. Coyle, Hood and Marsh (2010) suggests

4Cs framework for CCIL (see Figure 2). These are

Cognition, Culture, Content, and Communication.

Dalton-Puffer (https://hannan-u.repo.nii.ac.jp)

describes the relationship among those frameworks

by showing communication as its center as shown in

figure 2.

Figure 2: Cs framework for CCIL.

Coyle, Hood and Marsh (2010, pp.16-26),

describes CLIL as the latest communicative method.

He points out one of main differences between

communicative language learning in 1980s and the

emerging of CLIL in 1990s.

Classes implementing CLIL involve students as

active participants in developing their potential to

gain more knowledge and skill. It is gained through

inquiry process (research) and by using complex

cognitive process for problem solving goal

(innovation).

Furthermore, Coyle, Hood and Marsh (2010,

pp.16-26) states that thinking ability in different

language, even on basic level, may give positive

impact to content learning. Because of that, CLIL

appears as a phenomenon that completes content and

language learning. CLIL is not merely an education

in foreign language. It also can be used to teach

foreign language based on linking pedagogy and

contextual method.

3 RESEARCH METHOD

3.1 Respondents

This research is conducted to sophomores in

Tourism and Marketing Management Department,

Faculty of Social Science Education (Prodi MPP

FPIPS), Universitas Pendidikan Indonesia. The

target of this research is to supply a Japanese

teaching material for specific purpose, both for the

teachers and students.

3.2 Research Approach and Method

Researcher applies qualitative and quantitative

approach by using Research and Development

(R&D) method. In implementing R&D, the

researcher employs multiple methods which are (1)

descriptive method, (2) evaluative method, and (3)

experimental method.

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Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education

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3.3 Stages of Model Development

There are four stages of model development, (1)

preliminary research, (2) designing model

development, (3) validation, evaluation, and revision

of the developed model, and (4) model

implementation.

Preliminary Research: Before creating a model

for Japanese teaching material in specific purpose,

Preliminary research is firstly conducted. It is done

to both students and teachers in Prodi MPP FPIPS

by spreading questionnaire and interview.

Model Development Designing: In this phase,

needs analysis result has been obtained and

theoretical studies had been done in preliminary

phase. According to these data, steps are conducted

as follows:

 Researcher compiles syllabus that will be used as

reference in creating teaching material model. It

is compiled based on students’ needs and JF

Standard Can Do that has been analyzed in

preliminary stage. Through this step, researcher

obtains draft 1 of syllabus and teaching material

model for Japanese Introduction. Also, in this

phase, researcher starts to create teaching

material since the basic and standard competency

has been defined in syllabus. The result of this

phase is Japanese teaching material in form of a

textbook. All materials written in textbook

contain these components, (1) indicator in each

theme, (2) tasks and exercises, and (3) self-

evaluation in the end of each theme. Teaching

materials consist of themes created based on

needs identification. Each theme covers four

language skills (listening, reading, speaking, and

writing), grammar, and Japanese culture.

 Introduction to Japanese Language teaching

material draft, which composed as first draft, was

going through peer (Japanese teachers) and

review. In this phase, data concerned with first

teaching material draft revision is retrieved.

 Teaching material draft of Introduction to

Japanese Language will be then reviewed by

peer lectures. Researcher will gain some

suggestion and revision for the draft. In this

phase, the second teaching materials are created

and ready to be implemented in limited scale.

 Experiment is conducted to small group in

Introductory to Japanese Language class. The

researcher cooperates with Japanese teaching

team in Prodi MPP. Researcher also gives

questionnaire concerning the feasibility of

teaching materials being developed to both

teachers and students. Discussion with other

Japanese teachers is also done. To gain more

data, the researcher conducts an observation

during the learning process. The researcher

observes teachers’ and students’ activities related

to materials and tasks provided in teaching

material model. After each theme done, the

researcher discusses about strengths and

weaknesses of the syllabus and its teaching

material. Students’ and teachers’ opinions toward

the Introduction to Japanese teaching material

are also taken into consideration. By doing so,

the researcher obtains information of what to fix

from the current teaching material.

Based on the experiment above, the researcher

revises the second draft of the teaching material. The

revision is used as reference to create the next draft

of new Japanese teaching material model for specific

purpose. The researcher still applies CLIL approach

in line with JF Standard Can Do to meet the real

needs of teaching Japanese for specific purpose.

Before conducting experiment in larger scale, the

researcher is required to do validation, evaluation

and revision of the model. Linguistic expertise will

determine the validation. These following steps will

be done in this stage:

 Assessment of teaching material by two

Japanese language expertise and two experts on

teaching material. The researcher gains data

about both strengths and weaknesses about the

teaching material. Not only to revise teaching

material, can the identified weaknesses be used

as reference for next syllabus.

 Based on the assessment, the researcher revises

draft of teaching material. It creates the forth

draft of Japanese teaching material for specific

purpose in hospitality field.

 Based on the result of the test, the researcher

revises the teaching material draft. This model

turns to be hypothetic model following the

experiment in larger scale.

Model Implementation: In this stage, the

researcher implements an experiment of teaching

material to students of Prodi MPP UPI. It is divided

into experimental and control class. Both classes

consist of students with identical characteristic and

competence. Control class involves A1-grade

students and uses teaching material from Tourism

Academy of Indonesia.

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3.4 Data Source, Data Acquisition

Technique, Instrument Validity

and Reliability, and Data Analysis

Technique

Things that related with data source to data analysis

technique would be elaborated as follows.

3.4.1 Data Source

In this research, all data gathered from preliminary

until implementation stage of teaching material

model. In preliminary stage, data of needs analysis

are gained from students and Japanese teachers. The

researcher employs questionnaire, interview and

observation as instrument to gather all data needed.

3.4.2 Data Acquisition Technique

Data accumulation technique will be elaborated

here. Document analysis is conducted to current

learning instruments for teaching Japanese in Prodi

MPP. The observation covers: (1) conducted

learning process, (2) learning model performed by

the teacher, (3) students’ activities, (4) students’

portfolio and learning outcomes. To deeper

understand needs of the students and Japanese

teacher in Prodi MPP UPI, the researcher also uses

interview technique. It is applied to the teacher of

Japanese for tourism purpose. Students are also

interviewed to assess their language competence,

goals of learning Japanese, and material needed. In

term of identifying Japanese teachers’ and students’

needs, the researcher spreads questionnaire to both

of them. This following is the recapitulation table of

data acquisition technique done in this paper.

4 TEACHING MATERIAL

MODELS

As previously stated, instruments employed in this

research include questionnaire, observation sheet,

interview and post-test which have validity and

reliability. Instrument preparation is started by

ordering questionnaire formula to meet required

construct validity. Validity test is also done by

dropping invalid question (if r value ≤ r-table).

Question may be used if r value > r-table.

While on model planning and development

stage, this study also conducted reliability test on

students and peer teacher’s data. On validation stage,

expertise suggestion is further confirmed through

interview and discussion. Meanwhile, the validity of

material affectivity is tested by inter-rater reliability.

5 DATA ANALYSIS

In this research, data analysis employs qualitative

and quantitative approach. Quantitative data is

obtained from questionnaire by converting answers

to scores.

However, qualitative technique is also conducted

for theoretical study on preliminary study. This

technique is used when analysing syllabus document

and provided teaching material. It is also used in

describing discussion result with other teachers and

expertise related to the developed teaching material.

Data gained in this stage includes (a) Data of

Japanese teaching instruments in Prodi MPP UPI

such as syllabus and teaching materials, (b) profile

of Prodi MPP UPI, (c) students’ and teachers’ needs

Data (a) and (b) is qualitative ones. Meanwhile, data

score on spread questionnaire. To identify the needs

of learning, this study use three aspects which are:

(1) requirements (2) lack, and (3) desire. In this case,

instruments used to gather data are questionnaire,

observation, and interview. To identifying lack

aspect, the researcher spread questionnaire

concerning obstacles of students and teachers during

the learning process. Besides, class observation and

interview to both students and teachers are also

employed.

On data analysis on model planning and

development stage, assessment of model

development from peer teachers are the data to

analyse. Result of limited-scale experiment is also

data to analyse. Those data are qualitative gained

from teachers’ notes about learning process by

applying developed teaching material. While

quantitative data is result of the learning process

written by students. Other that, some of teachers’

assessments and students are quantitative. It is

because both teachers and students fill questionnaire

that further turns into scores.

Assessment for developing teaching material

model provides 4 answers: Totally disagree (1

score), disagree (2 score), agree (3 score), very agree

(score 4). Agree or disagree refers to assess the

appropriateness of teaching material model being

developed.

For students, questionnaire is answered under

teacher guidance. Teacher provides explanation for

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Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education

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any questions related to the teaching material being

developed.

For teaching material affectivity test, the

researcher conducts an experiment. T-Test is

employed to analyse experimental and control class.

If t value is higher than t-table with the probability

level of 0.05 and degrees of freedom N-1, then

teaching material being developed works affectively.

6 TECHNIQUE OF DATA

ANALYSIS

This research has still some ongoing process to be

completed. Thus, only data from questionnaire,

written and oral test result that will be presented as

follows.

6.1 Questionnaire Result

This below table shows the result of questionnaire

given to respondents purposively.

1. Do you feel some kind of difficulty in learning

Japanese with material presented below?

Figure 3: Difficulty level in learning Japanese on different

materials.

From figure 3, it can be seen that more than half

of respondents do not feel any difficulty in learning

material about “Hotel Check-in” and “Service to

guests”. On the other hand, only 5.2% students who

feel difficulties in learning. However, none of the

students feel it very difficult to learn the provided

teaching materials.

2. Do you have any difficulties in learning

material presented below?

Figure 4: Difficulty level in learning depends on learning

methods.

Figure 5: Results of exercises and evaluation.

From figure 4, it can be seen that more than half

of respondents consider that understanding

conversational material both in Indonesia and

Japanese is not difficult. Respondents also does not

feel difficult in following reading exercise material

and speaking exercise material. From figure 5, as for

sentence pattern material, sentence pattern exercise,

and learning evaluation, more than half of

respondents still feel quite difficult to follow.

3. Do you have any difficulties in doing activities

below?

Figure 6: Difficulty level felt by students based on

exercises and evaluation.

According to the questionnaire data (see figure

6), none of the students feel it hard to do reading and

speaking exercise. As for sentence pattern exercise,

hiragana and katakana writing exercise, more than

half of respondent still feel quite difficult to learn.

4. Do you have any difficulties in comprehending

evaluation based on materials presented below?

Figure 7: Difficulty level of comprehending evaluation

based on materials.

Figure 7 shows that more than half of

respondents think it easy to understand evaluation of

reading and do speaking exercises. While for

sentence pattern exercise, more than half of

respondents still feel some difficulties.

Japanese Language Teaching for Tourism using Content and Language Integrated Learning Approach

525

6.2 Written Test Result and Oral Test

Result

This following diagram describes the recapitulated

written and oral test results of students from

Tourism and Marketing Department. These tests are

conducted four times during research.

Figure 8: Overall results of written and oral test score.

Figure 8 shows that written test result has lower

scores than the oral test. However, none of the

respondents gain ‘A’ mark in written test. While

seven respondents receive ‘A’ mark for the oral test.

Furthermore, lowest mark of written test is ‘D’, and

‘C’ for oral and only single respondent receiving

that.

7 CONCLUSIONS

Regarding to the temporary data gathered and

accumulated, the researcher obtains a temporary

conclusion for Japanese teaching material model for

tourism purpose with CLIL approach, as followings:

1. According to questionnaire result in first phase,

it can be figured out that respondents feel no

difficulties in understanding materials and

evaluation concerned with reading and

speaking exercises. As for sentence pattern,

hiragana and katakana writing exercise, more

than half of respondents still feel quite difficult

to understand.

2. According to the test result, it can be figured

out that students do better on oral test than the

written test.

According to these conclusions, it can be said

that respondents have better comprehension and

interest to Japanese teaching material model which

emphasizes on speaking practice.

REFERENCES

Suparman, A., 2014. Desain Instruksional Modern,

Erlangga. Jakarta.

Coyle, D., Hood, P., and Marsh, D., 2010. CLIL Content

and Language Integrated Learning. Cambridge

University Press. Cambridge.

Greenberger, G., 1976. Models in the Policy Process.

Russel Sage Foundation. New York.

Tomlinson, B., 2003. Developing principled frameworks

for materials development. Developing materials for

language teaching, pp.107-129.

Borg, R.W., and Gall, M.D., 2003. Educational Research:

An Introduction (7

Ed.). Allyn and Bacon. Boston.

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Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education

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