Rencana Pembelajaran Berbasis Experiential Learning untuk English for Tourism: Giving and Receiving Directions for Tourism Professionals

18 Nopember 2025 14:30:00 - kategori AKADEMIK 104 Views

Berikut ini contoh rencana pembelajaran English for Tourism yang fokus pada "Giving and Receiving Directions for Tourism Professionals".

Course Objectives

This course aims to equip students with the essential linguistic and communication skills required to confidently give and effectively understand directions in various tourism-related scenarios. By the end of this lesson, students will be able to guide tourists accurately and efficiently, enhancing customer satisfaction and professional service.

Learning Outcomes

Students will be able to:

Understand and follow multi-step directions given by native and non-native speakers.
Give clear, concise, and accurate directions to tourists using appropriate vocabulary and functional expressions.
Ask for clarification when receiving directions and respond to clarification requests when giving directions.
Develop confidence in engaging in directional conversations within a tourism context.

Target Skills and Language Focus

Target Skills

Listening: Understanding spoken directions, identifying key landmarks, processing sequential information, and comprehending questions for clarification.
Speaking: Articulating clear directions, using appropriate intonation and stress, responding to questions, requesting clarification, and describing locations and landmarks.

Language Focus

Vocabulary:

Places & Landmarks: hotel, museum, art gallery, train station, bus stop, metro station, taxi stand, airport, restaurant, cafe, park, theater, shopping mall, pharmacy, post office, bank, hospital, police station, pedestrian crossing, traffic lights, roundabout, bridge, building.
Directional Adjectives/Adverbs: straight, left, right, opposite, next to, across from, behind, in front of, between, around, past, along, through, up, down.

Grammar:

Imperative Verbs: Go, Turn, Walk, Cross, Take, Follow.
Prepositions of Place and Movement: on, at, in, to, from, past, along, through, over, under, into, out of.
Questions: Wh-questions (Where, How) and Yes/No questions (Is it far? Can I walk there?).

Functional Expressions:

Asking for Directions: "Excuse me, could you tell me how to get to...?", "Do you know the way to...?", "I'm looking for...", "Is it far from here?", "Which way is...?"
Giving Directions: "Go straight ahead.", "Turn left/right at the next corner.", "Take the first/second exit.", "It's on your left/right.", "You'll see it on your...", "It's about a 10-minute walk.", "You can't miss it.", "Continue past the...", "Cross the road/bridge."
Clarification: "Could you repeat that, please?", "Did you say left or right?", "So, I need to go...?"

This lesson prepares students to perform direction-giving and direction-receiving tasks professionally within tourism settings.

Classroom Activities and Teaching Procedures

Warm-up: "Where in the World Am I?" (10 minutes)

Objective: To activate prior knowledge of landmarks and location and to introduce the theme of navigation in an engaging way.

Display images of famous global landmarks and local landmarks relevant to the students' tourism context.
Ask students to identify the landmarks and guess their general location.
Lead a brief discussion about giving directions to local landmarks or experiences of being lost.
Introduce the lesson topic: “Today, we're going to become experts at giving and getting directions, crucial for any tourism professional!”

Activity 1: Map Challenge - "The Lost Tourist" (20 minutes)

Objective: To experience the challenge of giving and following directions without explicit instruction and to highlight the need for precise language.

Divide students into pairs (Student A and Student B).
Provide identical simplified maps of a fictitious city center with landmarks and streets.
Assign Student A a starting point and a destination; Student B only knows the starting point.
Student A gives directions without pointing or showing the map; Student B follows and confirms verbally.
After 5–7 minutes, students switch roles and destinations.
Reflection: Ask what was easy or difficult, what phrases were used, which information was helpful, and what caused confusion.

Activity 2: Language Toolkit - "The Directional Decoder" (20 minutes)

Objective: To introduce and practice essential vocabulary, grammar, and functional expressions for giving and receiving directions.

Present a “Language Toolkit” with categorized vocabulary, grammar, and functional expressions.
Use visual aids to illustrate prepositions and directional verbs.
Model correct pronunciation and intonation.
Controlled Practice:
Matching activity: Students match directional phrases to sentences.
Listen and Draw: Students draw a path on a grid map based on spoken directions.
Encourage students to add phrases to notebooks or digital flashcards.

Activity 3: Role-Play Simulation - "Tourist Information Booth" (30 minutes)

Objective: To apply learned language in a realistic simulation, focusing on speaking and listening skills.

Rearrange the classroom to create a “Tourist Information Booth”.
Prepare scenario cards for tourists with specific goals.
Prepare staff cards with instructions for giving clear and accurate directions.
Provide a detailed map of a hypothetical city highlighting key attractions and services.
Students work in pairs or small groups, role-playing tourists and information staff.
Students take turns, using target language and active listening.
Teacher circulates to support, correct errors, and note common mistakes.

Activity 4: "Guided Tour Challenge" (30 minutes)

Objective: To consolidate learning by having students create and present their own directional paths, demonstrating mastery of giving and receiving directions in an applied context.

Divide students into small groups of three to four.
Assign each group a starting point and a themed tour (such as a historic tour, food tour, or art walk).
Groups design a short walking tour with three to four stops, creating clear step-by-step directions with simple drawings or icons.
Groups present their mini-tour to the class. One student gives the directions aloud, and classmates act as tourists listening or following on their maps.
Encourage tourists to ask clarifying questions.
Provide constructive feedback highlighting strengths and areas for improvement.

Wrap-up & Review: "Directional Dash" (10 minutes)

Objective: To review key phrases and vocabulary and reinforce confidence.

Play a quick review game where the teacher or a student names a landmark, and students give directions to it using learned phrases.
Review the Course Objectives and Learning Outcomes. Students self-assess their comfort with giving and receiving directions.
Provide a handout summarizing key directional phrases.

Assessment Methods

Observation: Teacher monitors participation and comprehension during Activities 1, 3, and 4.
Role-play Performance: Evaluation of students’ ability to give and follow multi-step directions in Activity 3.
Guided Tour Challenge Presentation: Assessment of clarity, accuracy, and appropriate language use in Activity 4.
Peer and Self-Assessment: Students assess performance using checklists focusing on clarity, accuracy, and confidence.

Rubrik Penilaian

Criterion	Excellent (4)	Good (3)	Fair (2)	Needs Improvement (1)
Speaking: Giving Directions (Tourism Professional Role)
Clarity & Accuracy of Information	Directions are consistently clear, precise, and highly accurate, leading to no confusion.	Directions are generally clear and accurate, with minor ambiguities that do not significantly hinder understanding.	Directions are somewhat unclear or contain minor inaccuracies that may cause some confusion.	Directions are frequently unclear or inaccurate, leading to significant confusion or incorrect navigation.
Vocabulary & Functional Expressions	Uses a wide range of appropriate directional vocabulary and functional expressions naturally and effectively.	Uses appropriate vocabulary and expressions, with some variety; generally effective in conveying directions.	Uses a limited range of vocabulary and expressions, sometimes repetitive or slightly inappropriate.	Vocabulary and expressions are very limited or frequently misused, making directions difficult to follow.
Pronunciation & Intonation	Pronunciation is consistently clear; intonation aids comprehension, making directions easy to understand.	Generally clear pronunciation with minor inaccuracies; intonation usually aids comprehension.	Some pronunciation errors or flat intonation that occasionally hinder understanding.	Frequent pronunciation errors or poor intonation that significantly impede understanding.
Fluency & Cohesion	Speaks smoothly and confidently, linking ideas logically; directions flow naturally and are easy to follow.	Speaks with reasonable fluency; directions are mostly cohesive, with occasional minor hesitations.	Speech is somewhat hesitant or choppy, affecting the flow; directions may lack clear logical progression.	Speech is very hesitant, fragmented, or disorganized, making directions very difficult to follow.
Responsiveness & Engagement	Actively listens to tourist's needs/questions; responds clearly and helpfully, offering clarification or alternatives.	Listens and responds appropriately to most questions; may occasionally miss opportunities for extra help.	Responds to direct questions but may not offer additional clarification or anticipate tourist needs.	Struggles to understand or respond to questions; does not offer clarification or engage interactively.
Listening: Following Directions & Asking for Clarification (Tourist Role)
Comprehension of Directions	Demonstrates full understanding of multi-step directions; able to mentally map the route accurately.	Understands most multi-step directions; may need to pause briefly but generally grasps the route.	Understands basic single-step directions but struggles with multi-step or complex instructions.	Frequently misunderstands directions, even simple ones; unable to form a mental map of the route.
Asking for Clarification	Proactively and appropriately asks for clarification when needed, using polite and effective phrases.	Asks for clarification when genuinely confused, usually using appropriate phrases.	Asks for clarification infrequently or uses slightly awkward phrases; may not ask even when confused.	Rarely asks for clarification, leading to frequent misunderstandings, or asks in an inappropriate manner.
Verification & Confirmation	Accurately repeats or rephrases parts of the directions to confirm understanding; confirms progress effectively.	Generally confirms understanding or progress, though sometimes with minor errors or omissions.	Attempts to confirm but often misremembers or misstates parts of the directions.	Does not attempt to confirm understanding or progress, or does so inaccurately.
Non-Verbal Cues	Actively demonstrates listening through eye contact and appropriate facial expressions or nods.	Generally shows active listening through non-verbal cues.	Non-verbal cues are inconsistent; may appear disengaged at times.	Shows little to no active listening through non-verbal cues.