EDUTOURISM TRAINING TO IMPROVE COMMUNITY EMPOWERMENT AT TOURISM VILLAGE

Ciburial tourist village is a village that has a beautiful landscape and an interesting cultural diversity. Various kinds of tourism potential are divided into several parts, namely cultural and artistic tourism, culinary tourism, and nature tourism. Judging from its natural and cultural conditions, Ciburial tourism village has the potential to be developed as an Edutourism. Based on these conditions, the purpose of the community service program is in the form of training on understanding Edutourism, the potential that can be explored as Edutourism, and steps for implementing Edutourism. The service method is carried out in several ways, namely observation to identify the potential of Edutourism, interviews with various sources, and training provided to the community regarding Edutourism. Based on the results it was found that the potential that could be developed into Edutoursim was culinary and cultural tourism, namely honey cultivation, tofu factories, and also bamboo crafts. After knowing the potential for edutourism in Ciburial, the concrete implementation steps that need to be taken next are planning, execution, continuous development, and cooperation. Cooperation with partners and also educational institutions need to be established to increase the level of visits to the Ciburial Tourism Villag

STUDENTS’ ANXIETY IN SPEAKING ENGLISH (A CASE STUDY IN ONE HOTEL AND TOURISM COLLEGE IN BANDUNG)

This study investigated students’ anxiety in speaking English in one Hotel and Tourism College in Bandung. This study examined types of anxiety, and source anxiety. This study was implementing characteristic of a case study. The data were obtained through observation of class interaction and interview. The data were analyzed descriptively and interpreted to answer the research question. The study revealed two findings related to research questions. First, two types of anxiety were evidenced, i.e. trait anxiety and state/situational anxiety. Second, the students’ anxiety in English speaking class was derived from three main sources of anxiety, i.e. communication apprehension, test anxiety and fear of negative evaluation. Moreover, as the interview data revealed, lack of vocabularies and lack of preparation have also contributed to students’ anxiety in speaking. These findings suggest that the teacher should be more aware of students’ anxiety in order to arouse students’ motivation to speak up confidently and fluently in an English speaking class. As such, teachers are urged to be fairly creative in devising better technique that could encourage the students to speak more.   Keywords: anxiety, speaking English, factor of anxiet

STUDENTS’ ANXIETY IN SPEAKING ENGLISH

The study investigated students’ anxiety in speaking English in one Hotel and Tourism College in Bandung. This study examined types of anxiety, sources of anxiety and the strategies to reduce anxiety. This study employed a qualitative research design, implementing characteristic of a case study. The data were obtained through observation of class interactions and interviews. The data from classroom observations and interviews were, then, analyzed descriptively and interpreted to answer the research questions. The study revealed three findings related to research questions. First, two types of anxiety were evidenced, i.e. trait anxiety and state/situational anxiety. Second, the students’ anxiety in speaking English was derived from three main sources of anxiety, i.e. communication apprehension, test anxiety and fear of negative evaluation. Moreover, as the interview data revealed, lack of vocabularies and lack of preparation have also contributed to students’ anxiety in speaking. Third, the students employed some strategies to reduce anxiety, namely using mime/gesture, appealing for help and code switching. These findings suggest that the teacher should be more aware of students’ anxiety in order to arouse students’ motivation to speak up confidently and fluently in an English speaking class. As such, teachers are urged to be fairly creative in devising better techniques that could encourage the students to speak more. Finally, teachers should also provide materials which contribute to students’ vocabularies and confidence, so that the students have abetter performance in speaking English in the future