Stilistetika Tahun I Volume, Nopember 2012 ISSN 2089-8460

EXCURSION PROGRAM: THE IMPLICIT AND CULTURE-BASED LEARNING IT TRIGGERS I Made Rai Jaya Widanta* rai_widanta@yahoo.com Luh Nyoman Chandra Handayani* Chandra_Handayani@yahoo.com POLITEKNIK NEGERI BALI Abstract This paper tries to propose a concept which facilitates Darmasiswa, foreigners learning Indonesian language and culture, with a fun, creative, and less stressing method in learning the subjects. Pursuant to some hindrances the learners face during their learning activities in Indonesia, particularly in Politeknik Negeri Bali, and based on the writer observation, excursion program is then introduced and designed to meet the learners needs. Excursion is the out side-class room learning activity where learners are able to learn the subjects implicitly. The learning is undertaken in the real life situation in accordance with the topic of discussion. The language (grammar, expression, vocabulary, structure) the learners focus to learn is implicitly designed that they will not be aware of what being learned. By interviewing and making report upon their interview session, learners are stimulated to explore new, accurate, natural vocabularies, expressions, sentence structures used by Indonesian native speakers. In addition the activities are very meaningful since they facilitate the learners with situation where they can explore the language and practice the skills on their own. 1. Background It is undeniable that learning a language merely without paying attention to the culture standing behind it causes a misleading concept among the learners since language and culture are inseparable things. According to Sapir and Whorf language influences culture, or in other word, language influences the way members of a speech community behave (Sapir and Whorf in Abdul Chaer, 2007:70). What people do is usually influenced by characteristic of their language. However, this hypothesis is not in line with what most people recently think that culture, on the contrary, simply influences language. Westerners only have the word rice to explain many objects in Indonesia, like padi, gabah,

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beras, and nasi. It is merely the impact of being not having such culture as what Indonesia do. Foreigners who learn Indonesian language, for example, will find it difficult to learn the language without their involvement in any activity native people are doing as a part of culture. They will feel to be separated from the norm, habit, rule, aspects based on which the language can be mastered easily. Vocabulary, for instance, is obvious evidence about how culture plays an important role for it existence. Most words of Indonesian language, like that exemplified above, are premised from local culture. To minimize the case, they have to be always aware of doing adjustment to save their time to reach the goal effectively. In term of action as the response to an expression, linguistic and cultural barriers may sour relations. They both can cause worse understanding or even misunderstanding between individuals whose cultures are different (Bochner, 1985:100). In Indonesian culture, saying thanks to respond to expression Would you like some coffee? may or normally mean if the interlocutor would not like to have coffee. However, it means something opposite in western country. Hence, speaker and interlocutor of different culture have to understand mutually their both cultures. Cultural adjustment non natives speakers do is of much importance to avoid culture shock, feelings of powerless, self-restrictedness, paranoia, annoyance, or homesick (Koester in Tubbs and Moss,1998:236). Many foreign students learning Indonesian language leave Indonesia by force for these reasons. However, many of them can survive and even start to like to learn the language since they are culturally tolerant. To achieve this, they have to sacrifice extra time to involve in what native people do as their habit, such as selling, farming, making friends, doing social work, and other activities that involve other people to communicate with. Foreign students who learn Indonesian or Darmasiswa in Bali, particularly in Politeknik Negeri Bali (PNB) find it hard to learn the language since they can hardly learn Balinese or Indonesian culture. They are some reasons why they find

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it hard to get used to these cultures: (1) they are hardly tolerant of the new ideas, (2) they tend to live together with their partners that they do not have enough time to be sociable with local people, (3) the learning of Indonesian language in class is still explicitly done that does not enable them to learn the real life culture to support their Indonesian language mastery. Pursuant to the cases above, there is a solution proposed to respond to what learning method shall be implemented in order for the students to learn culture for the sake of their Indonesian language ability improvement that is by implementing excursion program. Excursion program is an outside-class learning activity functioning to enable students to learn Indonesian language by involving themselves in real life environment. This program shall certainly be supported with learning model called task-based language learning where students are assigned to do task while doing their activities, and report accomplishment where at the end of their task students are required to make report on what they have done at sites. 2. Related Studies a. Excursion Excursion is an outside-class learning activity. This is a situation-based language learning where the lesson is designed based on what situation would be focused in each topic. There are a lot of situations or settings teacher can choose for excursion program, such as market, neighbor, friendship, family, religion, government, education, and many others. This division is pursuant to linguistic domain as a cultural concept abstracted from topics of communication, relation between communicator and communicant, and setting (the site where a communication takes place) in accordance with symbols existing in the society (Adi Jaya Putra, 2008:72). Based on its concept, Language domain is a constellation between participant (speaker and interlocutor), location, and topic (Somarsono, 1990:197). The concept of language domain had been used by researchers on language shift in Germany to know the use of German being

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compared to other languages in contact situation. Schmidt Rohr is the first person who undertook the research to know entire status of language choice. The proposed domain included family, recreational places, street, school, church, literature, press, military, court, and governmental administration (Adi Jaya Putra, 2008). Fishman (1968) stated that the number of domain used in sociolinguistic research can not absolutely be determined. He used simple domain including family, neighbor, work, and religion. Sumarsono (2009) used some domains including family, intimacy, education, religion, transaction, and government. The different speech situation triggered different use of language functions, such as offering things, asking things, bargaining, thanking, asking permission, saying sorry, getting one to do things, interrupting, requesting, commanding, and many others. As one domain or situation may require use of some language functions, one task will also involve some different language functions. b. Some Purposes of Excursion As this program has some uniqueness, it is considered very effective to undertake for a number of purposes, they are as follows. a. To facilitate learners with a real life learning situation. Being involved at site where the communication actually takes place encourages learners to explore more deeply how language is used by native speakers. Learners felt to benefit from learning in such situation since they gain better training experience that will always cross in their mind on how words, expression, pronunciation, sentences, structures are used correctly. b. To provide more opportunity to practice their language. Doing the task assigned by teacher give learners more opportunity to practice the language on their own without any frontier. They felt more confident since correction and feedback done by native speakers of the language are natural, helpful, less demanding. Learners realized that this is an academic atmosphere-free activity which demands students obedience. In addition,

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native speakers also find it interesting to have foreign learners to practice their language. c. Learners can learn the language (grammar) implicitly. Learning language and skill consciously is very demanding and stressing. Conversely, this activity is so much fun to do since learners learned it implicitly. In other word, they are not psychologically bound with in-class learning situation which is normally ended in quiz. d. It is more interesting and meaningful. Learners acquire much feedback which is very corrective so that they found it very meaningful to their language and skill improvement. c. Implicit Learning Implicit learning is a learning type where the activity of instruction is done out side class room. The idea is that learners are conditioned in such a way that they learn things unconsciously instead of doing it explicitly. Therefore, it is designed in a form of task (tasked-based learning) where they are required to interview people or observe things and fill forms prepared by teachers. They do not see teachers, join lesson as it is in the class room. According to Ellis (2009) implicit learning proceeds without making demand on central intentional resources. Its generalizations arise from conspiracies of memorized utterances collaborating in productive schematic linguistic production (N. Ellis in R. Ellis, 2009:3). Learner in this case remains unaware of the learning that has taken place, although it is evident in the behavioral responses they make. There are some criteria of implicit instruction: 1. 2. 3. 4. 5. Attracts attention to target form Is delivered spontaneously (in communicative orientated activities) Is unobtrusive (minimal interruption of communication of meaning) Makes no use of meta language Encourages free use of the target form. Furthermore, implicit knowledge is determined by examining the learners use of these features in oral or written language. In addition, implicit knowledge

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tacit and intuitive, procedural, available through automatic processing, an only evident in learners verbal behavior. Explicit instruction, on the other hand, is determined by a number of criteria; they are: 1. 2. 3. 4. 5. 6. Directs attention to target form Is predetermined and planned (as the main focus and goal of the teaching activity) Is obtrusive (interruption of communicative language) Present target forms in isolation Uses meta linguistic terminology (e.g. role of explanation) Involves controlled practice of the target form. Although there is tendency in Politeknik Negeri Bali that the out side-class room learning is considered strategic for learners language mastery, this type of learning strategy has not been much focused yet. The Immersion program for Darmasiswa students, for example, has been regularly undertaken. This program is designed by activating students to participate in regular class where they can involve in and conduct interaction with regular students in their class while joining any lesson in stead of Indonesian language (Widanta, 2009). This implicit type of learning was successfully carried out. However, they have to be dependent on the schedule when then class are conducted. There were some silent periods where classes are postponed, such as on holiday, school examination, campus anniversary, or other accidental activities. d. Task-Based Learning A task is intended to result in a language use that bears a resemblance, direct or indirect, to the way language is used in the real world (Ellis, 2003:16). Task is also both a means of clinically eliciting samples of learner language for purposes of research (Corder, 1981) and a device for organizing the content and methodology of language teaching (Prabhu, 1987). However, Bygate, Skehan and Swain (2000b) in Ellis (2000) pointed out that task is viewed differently depending on whether the perspective is that of the research or pedagogy. Researcher may view a task in term of a set of variables impact of performance

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and language acquisition whereas teachers see it as a unit of work in an overall scheme of work. Furthermore, they clarified that this work plan typically involves: (1) some input (i.e) information that learners are required to process and use); and (2) some instructions relating to what outcome the learners are supposed to achieved. According to Lantolf and Apple, (194); Lantolf, (2000a) a task is work plans that reenacted in accordance with the personal disposition and goals of individual learners in particular setting, making it difficult to predict the nature of the activity that arises out of a task. There are, in general, two major parts of task, target task and pedagogical task. A target task is a piece of work undertaken to oneself or for others, freely or for some reward, such as painting a fence, dressing a child, filling out a form. On the other hand, a pedagogical task is an activity or action which is carried out as the result of processing and understanding language, such as drawing a map while listening to tape or listening to an instruction and performing a command (Long in Nunan, 2003), a range of work plans which have the overall purposes of facilitating language learning from simple and brief to more complex and lengthy activities (Breen in Nunan, 2003), a work plan that requires learners to process language pragmatically in order to achieve an outcome that can be evaluated in term of whether the correct or appropriate propositional content has been conveyed (Ellis in Nunan, 2003). So the task-based approach aims at providing opportunities for learners to experiment with and explore both spoken and written language through learning activities that are designed to engage in the authentic, practical and functional use of language for meaningful purposes. Task is differentiated with exercise as follows. Skehan (1998a) distinguishes a task and an exercise as follows. A task shall have characteristics: 1. 2. 3. 4. meaning is primary; there is a goal which needs to be worked toward; the activity is outcome-evaluated; there is a real-world relationship (in Ellis:2000). In a task, learners are primarily engaged in trying to communicate content (meaning is primary), they work towards the goal of determining whether the

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picture they hold is the same as or different to the picture held by their partner, the outcome is evaluated in terms of whether they are successful in this goal, and there is a relationship with the real world in the sense that the kind of discourse that arise from this task is intended to resemble that which occurs naturally (Skehan, 1998a). Exercise as in a fill-in-blank grammar, engage learners primarily in producing correct linguistic forms, there is no obvious communicative goal to be achieved, the outcome is evaluated in terms of whether the learners answer are grammatically correct or not, and no direct relationship between the type of language activity involved and naturally occurring discourse is intended (Skehan, 1998a). Further more, Widdowson (1998a) explains, a task and an exercise differ with regard to the kind of meaning, goal, and outcome they are directed toward. An exercise is premised on the need to develop linguistic skill as a prerequisite for the learning of communication ability, while a task is based on the assumption that linguistic ability are developed through communicative activity. Ellis claims that Task-Based Language Teaching (TBLT) contributes to major goals; they are communicative activities and second language acquisition (SLA) (Ellis in Jaya Widanta, 2011:109). However, there are basic purposes of TBLT: 1. To give learners confidence in trying out what ever language they know 2. To give learners experience of spontaneous interaction 3. To give learners the chance to benefit from noticing how others express similar meanings 4. To give learners chance for negotiating turn to speak 5. To engage learners in using language purposefully and cooperatively 6. To make learners participate in a complete interaction, not just one-off sentence 7. To give learners chance to try out communication strategy, and 8. To develop learners confidence that they can achieve communicative goals.

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In this study, task given to learners is in purpose to facilitate them with optimal opportunity to practice the language with certain outcome the task outlines. Students are considered successful in doing the task if they outcome thing as what then task requires. By doing the task appropriately they are considered to have practice communication a lot. As their focus is to do task correctly, they do not realize that they lean the language optimally (study grammar, memorizing ad produce functions of language, memorize and learn new vocabulary from their interlocutors). That is the main idea of implicit language learning. e. Project As task-based learning is outcome focused, there shall be an outcome the learners have to finally achieve. In this study, Darmasiswa students produce a project in the form of report undertaken upon their activities completion in the site. This is merely to sum up what they have done and how well they can report what they have done. This is a written report they can design freely so that they can imply their idea as much as possible. Beside the main topic they deal with in the site, such as shopping, some aspect can be included in the writing; such as setting, the time of the event, people involved in it, why they do so, the specialty about the event if being compared to others. 3. Solution a. How is Learning Model Designed? There are a number of stages to carry out in designing this learning model as follows. First, we have to determine the language. Language in this case means level of language in term of grammar, structure, expression, language functions, or vocabulary a part from the skills we have to focus. More importantly, we have to detail what language function we will bring into the discussion. This will be easier to consider if we know what level the students are in. Knowing the students level will ease us to determine what topic we have to adequately rise.

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Second, we have to design the task. If the topic of discussion which has been determined is shopping for instance, then we will design a task about shopping. The task may contain things concerning a dialogue between a foreigner and a local seller traditional shop which includes some activities like bargaining, greeting, asking price, asking size, color, thanking, requesting, and commanding. Third, we have to determine how learners will perform the activity. Since it is a task-based language teaching, the learner will be performing a task related to shopping. The activity will include interviewing the seller about things, interviewing while observing how people perform dialogs, or any other form of interaction which involves the learners active participation to practice the language. This activity is called excursion program. In this stage, learners will implicitly learn a lot about the nature of language used commonly by native speakers and also be introduced with culture based on what the conversation takes place. This activity will particularly train learner to comprehend questions and give respond to the questions appropriately. By doing so, they will be able to train their speaking ability without being directed and monitored by teachers. This experience will contribute to a meaningful learning to the learners. SHOPPING 1. Sapa penjualnya (greet the seller) 2. Berterima kasih karena dipersilakan masuk (thank the seller for the permission) 3. Tanyakan jika dia menyediakan sepatu (ask if shoes are available) 4. Tanyakan jenis merek yang tersedia (ask the what brands are available) 5. Tanyakan ukuran-ukuran yang tersedia (ask what sizes are available) 6. Tanyakan jika bisa dicoba (ask if we can try them on) 7. Tanyakan harganya (ask price of the shoes) 8. Tanyakan jika bisa ditawar (ask if the price can be lowered) 9. Tanyakan harga pasnya (ask the best price) 10. Berterimakasih atas harga yang diberikan (thank the seller for the best price) 25

Stilistetika Tahun I Volume, Nopember 2012 ISSN 2089-8460

11. Tanyakan jika ada barang lain (ask if other items you want are available) 12. Begitu seterusnya (and so on ) 13. Berterimakasih dan permisi (thank the seller and ask permission to leave)

This is the suggested task learners should use since it can trigger them to practice the language without being aware of their learning the language. However, there can be other possibility of task design as far as it still focuses on the learners learning the language implicitly. b. Project Accomplishment Upon the interview session, learners are requested to make a report on the whole interview. This project will train their ability to synthesize what they have written in the task and what they have seen in the field to make a full and detail narration. In this written report learners may paraphrase the responds of seller(s) to make it more natural and smooth. In addition, this writing will train them how to write properly, use vocabulary and expression, to structure sentences appropriately and grammatically. 4. Conclusion and Suggestion a. Conclusion Excursion is a strategic method by which learners will be able to learn Indonesian language in a meaningful and fun possible way. By this method, learners will find the learning triggering and stimulating since they are involve in such a situation and activity where language and culture aspects are learned implicitly. In addition, this method will overcome learners being reluctant to study in a-class-explicit program. The two learning activities, interviewing and reporting the interview result, will be meaningful for learners since they are stimulated to explore the language (natural expressions, sentence structures, vocabularies in the real life

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situation) and to practice the four major skills (listening, writing, speaking, and reading). b. Suggestion This empirical study is an observation-based conceptual study. This concept should be implemented to see how much it is applicable in the field, what obstacles the learners face in the field. More deeply, implementing the model will enable us to identify what factors results in hindrances that we are going to be able to overcome them with some constructive ways out. Bibliography Bochner, Stephen. 1985. Culture in Context. A Study in Cross-Culture Interaction. Great Britain: Pergamon Press Ltd. Chaer, Abdul.2007. Linguistik Umum. Jakarta: PT. Asdi Mahasatya. Ellis, Rod. 2000. Task-Based Research and Language Pedagogy. Language Teaching Research 4 (3), hal. 193-2020) Jaya Putra, Adi. 2008. Desertasi: Penggunaan Kode oleh Masyarakat Tutur Pegayaman. Denpasar: Udayana Sumarsono. 1993. Pemertahanan Bahasa Melayu Loloan di Bali. Jakarta: Proyek Penelitian dan Pembinaan ahasa dan Sastra Indonesia dan Daerah Jakarta. Tubbs. Stewart L. and Sylvia Moss. 1996. Human Communication. Bandung: PT. Remaja Rosdakarya Widanta, I Made Rai Jaya. 2009. Implementasi program immersion bahasa indonesia untuk penutur asing (bipa): suatu strategi untuk meningkatkan penguasaan bahasa indonesia pelajar BIPA. Dipresentasikan dalam Seminar Bahasa Ibu. Universitas Udayana Denpaasr. Widanta, I Made Rai Jaya and Luh Nyoman Chadra Handayani. 2011. The Implementation of Task-Based Language Teaching (TBLT) at Politeknik Negeri Bali (PNB): A Strategic Approach to Improve Students Implicit Knowledge of English in Jurnal Sosial dan Humaniora. Bukit Jimbaran: Politeknik Negeri Bali.

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