English For TourismEnglish For Tourismmm

English for tourism syllabus

1. Rencana Pembelajaran Semester (RPS) Mata Kuliah …………… 1


UNIVERSITAS MARITIM RAJA ALI HAJI
Fakultas Keguruan dan Ilmu Pendidikan (FKIP)
Program Studi Pendidikan Bahasa Inggris
Kode Dokumen


RENCANA PEMBELAJARAN SEMESTER
(RPS)
MATA KULIAH (MK) KODE Rumpun MK Sifat MK
BOBOT
(sks)
SEMESTER
Tgl
Penyusunan
English for Tourism PBI12007
English for specific
purposes
Mata Kuliah Prodi 2 3
OTORISASI
Prodi Pendidikan Bahasa
Inggris
Pengembang RPS Dosen Pengampu Mata Kuliah Ketua Prodi
Rahma Nuzulia, S.Pd., M.Li.

1. Rahma Nuzulia, S.Pd.,M.Li.
Dewi Nopita, M.Pd.
Capaian
Pembelajaran
(CP)
Kode
CPL
CPL Prodi Pendidikan Bahasa Inggris yang dibebankan pada Mata Kuliah English for Tourism
CPL-01
Internalizing the values of faith and piety to God Almighty, possessing noble character, civility, and culture,
embodying the high values of Pancasila and patriotism, having a national perspective and maritime spirit, and
possessing the ability to speak and write in both English and Indonesian.
CPL-02 Mastering theoretical concepts and applications in English Linguistics and Literature
CPL-03 Designing simple ventures in the fields of Language Studies, English Education, and Tourism.
Capaian
Pembelajaran
Mata Kuliah
(CPMK)
CPMK 1 Appreciating cultural diversity and the opinions of others, having social sensitivity and concern for society, and
internalizing values and norms in global community life (CPL-01)
CPMK 2 Able to master the theoretical concepts of linguistics, language learning, and techniques for oral and written
communication (CPL-02)
CPMK 3 Able to demonstrate independent and quality performance, capable of taking responsibility for group work
achievements, and conducting supervision and evaluation of assigned task completion (CPL-03).

2. Rencana Pembelajaran Semester (RPS) Mata Kuliah …………… 2

Deskripsi MK This course is an elective course for third year student and offers two credits semester. It is an English for specific
purpose course designed to enhance English skill in tourism context. This course will explore tourism, world
destination, Indonesia destination, travel agencies, accommodation, transportation, reservation and sales. In running
the activities and project learning, students should run role play and create tourism projects (study tour, tourism book,
and tourism promotions through digital platform) in groups as a technique in teaching learning processes mostly. The
way to evaluate the students’ speaking skill is by applying speaking performance for each meeting/project. Besides,
there will be some criteria of evaluation which will be implemented within this course. They are: (a) attendance (5%);
(b) assignment/participation (20%); (c) midterm test (25%) and project (50%).
Sub Capaian Pembelajaran Mata Kuliah (Sub CPMK)
Sub CPMK 1 Menunjukkan sikap menghargai keanekaragaman budaya , kepekaan serta kepedulian sosial/masyarakat dengan
Menginternalisasi, Menyesuaikan dan mengkomunikasikan nilai, norma, dan kehidupan masyarakat secara global
Sub CPMK 2 The students are able to illustrate works in tourism.
Sub CPMK 2 The students are able to break down Asia tourism destination
Sub CPMK 2 The students are able to break down West Indonesia tourism destination
Sub CPMK 3 The students are able to do field observation of tourism site by making an observation report
Sub CPMK 3 The students are able to design the tourism sites in Indonesia throiugh digital platforms or tourism book based on
observation report.
Sub CPMK 3 The students are able to illustrate and promote tourism sites in Indonesia through digital platform or tourism book
Materi Bahan Kajian Untuk mencapai learning outcome mata kuliah English for Tourism., maka bahan kajian yang dipilih
meliputi:
1. Introduction to tourism
2. World destination
3. Indonesia destination
4. Travel agencies
5. Accomodation
6. Transport in tourism
7. Reservation and Sales
PUSTAKA 1. Harding, Keith. 1982 .English for Tourism. London: MacMillan Press.
2. Other sources
MEDIA
PEMBELAJARAN
Perangkat Lunak: Social media (instagram, Perangkat Keras: Laptop, LCD, infocus

3. Rencana Pembelajaran Semester (RPS) Mata Kuliah …………… 3

tiktok), powerpoint, google drive

A. RANCANGAN PEMBELAJARAN
MG
KE
-
KEMAMPUAN
AKHIR YANG
DIHARAPKAN
(SUB CPMK)
INDIKATOR
PENCAPAIAN
MATERI
PERKULIAHAN/
POKOK
BAHASAN
MODEL
PEMBELAJARAN/
SINTAKS
KEGIATAN PEMBELAJARAN
KRITERIA
PENILAIAN
WAKTU
Luring Daring Blended
1 The
students
are able to
plan how
they will
go through
the course
based on
the course
agreement and
the course
syllabus.
1. Understanding
course agreement.
Applying course
agreement during the
semester.
1. Course
Agreeme
nt
Course Syllabus
Expository
- Explaining
learning
mechanism
- Exposing
material
- Making
summary
Tatap
muka
Google
clasroo
m
Non Tes 1 x 100
menit

2 The students
are able to
illustrate
works in
tourism.

To illustrate works in
tourism.

- Introducti
on to
tourism
Asia destination
Small Group
Discussion
- - Forming small
groups
- - Discussing the
chosen topic
- Presenting the
result of the
discussion
Tatap
muka
Google
clasroo
m
1.
Partisipasi/K
eaktifan
2. Quiz
1x 100
3 The students
are able to
To understand and
break down Asia
- Australia
destination
Small Group
Discussion
Tatap
muka
Google
clasroo
1.
Partisipasi/K
1x 100

4. Rencana Pembelajaran Semester (RPS) Mata Kuliah …………… 4

MG
KE
-
KEMAMPUAN
AKHIR YANG
DIHARAPKAN
(SUB CPMK)
INDIKATOR
PENCAPAIAN
MATERI
PERKULIAHAN/
POKOK
BAHASAN
MODEL
PEMBELAJARAN/
SINTAKS
KEGIATAN PEMBELAJARAN
KRITERIA
PENILAIAN
WAKTU
Luring Daring Blended
break down
Asia tourism
destination
tourism destination - West
Indonesia
destination
- - Forming
small groups
- -
Discussing the
chosen topic
- Presenting the
result of the
discussion
m eaktifan
2. Quiz
4 The students
are able to
break down
Australia
tourism
destination
To recognize and break
down Australia tourism
destination
- Central
Indonesia
destination, East
Indonesia
destination
Small Group
Discussion
- Forming
small groups
- Discussing the
chosen topic
- Presenting
the result of the
discussion
Tatap
muka
Google
clasroo
m
1.
Partisipasi/K
eaktifan
2. Quiz
1x 100

5 The students
are able to
break down
West
Indonesia
tourism
destination
To recognize and break
down West Indonesia
tourism destination
Tour Operatos,
Travel Agencies,
Marketing and
promotion
Small Group
Discussion
- - Forming
small groups
- -
Discussing the
chosen topic
- Presenting
the result of the
discussion
Tatap
muka
Google
clasroo
m
1.
Partisipasi/K
eaktifan
2. Quiz
1x 100

6 The students
are able to
To recognize and break
down Central Indonesia
-
Reservatio
Small Group
Discussion
Tatap
muka
Google
clasroo
1.
Partisipasi/K
1x 100

5. Rencana Pembelajaran Semester (RPS) Mata Kuliah …………… 5

MG
KE
-
KEMAMPUAN
AKHIR YANG
DIHARAPKAN
(SUB CPMK)
INDIKATOR
PENCAPAIAN
MATERI
PERKULIAHAN/
POKOK
BAHASAN
MODEL
PEMBELAJARAN/
SINTAKS
KEGIATAN PEMBELAJARAN
KRITERIA
PENILAIAN
WAKTU
Luring Daring Blended
break down
Central
Indonesia
tourism
destination
tourism destination n and sales
-
Accomoda
tion
- - Forming
small groups
- -
Discussing the
chosen topic
- Presenting
the result
m eaktifan
2. Quiz
7 The students
are able to
break down
East Indonesia
tourism
destination
To recognize and break
down EastIndonesia
tourism destination
- Transporta
tion
- Airline
Industry
Small Group
Discussion
- Forming small
groups
- Discussing the
chosen topic
- Presenting
the result
Tatap
muka
Google
clasroo
m
1.
Partisipasi/K
eaktifan
2. Quiz
1x 100

8-
10
The students
are able to do
field
observation of
tourism site by
making an
observation
report
To observe and create
observation report about
tourism sites in Indonesia
Tourism sites Project-based
Learning (Team-
based Project)
- - Giving
essential question
- -
Designing project
- - Making
schedule
- - Doing
project and
monitoring
- -
Assessing the
Tatap
muka
Google
clasroo
m
1.
Partisipasi/K
eaktifan
2. Quiz
3 x 100

6. Rencana Pembelajaran Semester (RPS) Mata Kuliah …………… 6

MG
KE
-
KEMAMPUAN
AKHIR YANG
DIHARAPKAN
(SUB CPMK)
INDIKATOR
PENCAPAIAN
MATERI
PERKULIAHAN/
POKOK
BAHASAN
MODEL
PEMBELAJARAN/
SINTAKS
KEGIATAN PEMBELAJARAN
KRITERIA
PENILAIAN
WAKTU
Luring Daring Blended
outcome
-Evaluating the
experience
11-
16
The students
are able to
design,
illustrate and
promote
tourism sites in
Indonesia
through
creating digital
platform and
tourism book.
- To create and
promote tourism sites in
Indonesia through
digital platform and
tourism book
- designing
and promoting
tourism sites
in Indonesia
through digital
platform and
tourism book
Project-based
Learning (Team-
based project)
- - Giving
essential question
- -
Designing project
- - Making
schedule
- - Doing
project and
monitoring
- -
Assessing the
outcome
-Evaluating the
experience
Tatap
muka
Google
clasroo
m
1.
Partisipasi/K
eaktifan
2. Quiz
6 x 100

7. Rencana Pembelajaran Semester (RPS) Mata Kuliah …………… 7

A. BASIS EVALUASI PENILAIAN AKTIFITAS PARTISIPATIF (Bobot 25%)
1) INSTRUMEN PENILA IAN KEAKTIFAN

No ASPEK NILAI
1 2 3 4 5
1. Keaktifan Bertanya
2. Keaktifan Menjawab
3. Keaktifan Memberi Pendapat
4. Hadir Tepat Waktu
Total

2) INSTRUMEN PENILAIAN PRESENTASI
1. Instrumen penilaian presentasi
aA 75-100 50-74 25-50 0-25
1. Delivery  Holds
attention of
entire
audience with
the use of
direct eye
contact,
seldom looking
at notes.
 Speaks with
fluctuation in
volume and
inflection to
maintain
audience
interest and
emphasize key
points
 Consistent
use of direct
eye contact
with
audience,
but still
returns to
notes
 Speaks with
satisfactory
variation of
volume and
inflection
 Displays
minimal
eye
contact
with
audience
while
reading
mostly
from the
notes
 Speaks in
uneven
volume
with little
or no
inflection
 Holds no
eye
contact
with
audience,
as entire
report is
read
from
notes
 Speaks
in low
volume
and/or
monoton
ous tone,
which
causes
audience
to
disengag
e
2. Content/
Organization
 Demonstrates
full knowledge
by answering
all call
questions with
 Is at ease
with
expected
answers to
all
 Is
uncomfort
able with
informatio
n and is
 Does not
have
grasp of
informati
on and

8. Rencana Pembelajaran Semester (RPS) Mata Kuliah …………… 8

explanations
and
elaboration
 Provides clear
purpose and
subject:
pertinent
examples,
facts, and/or
statistics,
supports
conclusions/ide
as with
evidence
questions
without
elaboration
 Has
somewhat
clear
purpose
and
subject;
some
examples,
facts,
and/or
statistics
that
support the
subject;
includes
some data
or evidence
that
supports
conclusions
able to
answer
only
rudimenta
ry
questions
 Attempts
to define
purpose
and
subject;
provides
weak
examples,
facts,
and/or
statistics,
which do
not
adequately
support
the
subject;
includes
very thin
data or
evidence
cannot
answer
questions
about
subject
 Does not
clearly
define
subject
and
purpose;
provides
weak or
no
support
of
subject;
gives
insufficie
nt
support
for ideas
or
conclusio
ns
3. Enthusiasm/
Audience
Awareness
 Demonstrates
strong
enthusiasm
about topic
during entire
presentation
 Significantly
increases
audience
understanding
and knowledge
of topic;
convinces an
audience to
recognize the
 Shows some
enthusiastic
feelings
about topic
 Raises
audience
understandi
ng and
awareness
of most
points
 Shows
little or
mixed
feelings
about the
topic being
presented
 Raises
audience
understan
ding and
awareness
of some
points
 Shows no
interest
in topic
presente
d
 Fails to
increase
audience
understa
nding of
knowled
ge of
topic

9. Rencana Pembelajaran Semester (RPS) Mata Kuliah …………… 9

validity and
importance of
the subject


B. BASIS EVALUASI PENILAIAN HASIL PROJECT (Bobot 50%)

1) INSTRUMEN PENILAIAN PROGRES PROJECT
Category 20 – 55 56 – 75 76 – 100
Time Management
punctual attendance;
turns in work on
time
Is not on time or
does not turn in
work on time more
than 3 time
Is not on time or does not
turn in work on time 3 or
fewer times
Always on time; no
late work;
demonstrates self-
responsibility
Professionalism
behavior, attitude,
personal
presentation
resists new ideas
and skills; rarely
positive;
demonstrates poor
personal
presentation;
consistently positive;
embraces life-long
learning; and demonstrates
appropriate personal
presentation
always
demonstrates
positive attitude,
self-control, good
personal
presentation and
traits of life-long
learning
Communication
listening; oral &
written; creator vs.
victim language
poor demonstration
of communication
and listening skills;
rarely uses Creator
language
consistently uses
clear/organized language
for exchanging ideas and
information; consistent use
of Creator language
always uses clear,
organized
language;
effectively
exchanges ideas
and information;
uses Creator
language
Quality of Work
class academic
performance
demonstrates
minimal effort,
work is sometimes
incomplete
usually gives best effort
and consistently completes
work
consistently gives
best effort; quality
work
Participation/
Teamwork
working with others,
class discussion,
Interdependence
rarely accepts
responsibility;
makes poor choices
when working with
others
consistently accepts
responsibility; often
demonstrates strong
interdependence
self-confident;
demonstrates self-
awareness in
accepting
responsibility
Effort
Exhibits strong work
ethic; preparedness
frequently does not
come to class
prepared; poor use
almost always prepared;
frequently uses class time
effectively
consistently comes
to class prepared;
maximizes class

10. Rencana Pembelajaran Semester (RPS) Mata Kuliah …………… 10

of class time time available
Critical Thinking
Strong problem
solving skills;
adaptation to change
consistently avoids
problem solving;
rarely seeks
assistance
consistent use of problem
solving strategies
always thinks
through problems;
selects strategy;
finds way to solve

2) INSTRUMEN PENILAIAN HASIL PROJECT
1. Rubric Evaluation of Final Report - Field Practice

Aspects

Criterias
Less Moderate Good Excellent
C B AB A
50-69,9 70-74,9 75-79,9 ≥ 80
Number of Achieved Criterias
Writing Skills Able to put the idea into
writing well
0 1 2 3
Use languange/bahasa
well
Information through
Graph
and Table is delivered
obviously
Contents Systematic content and
have
key features


0


1


2


3
All activities were
delivered
clearly
There is discussion
Specific Topic Systematic content of the
specific topic

0

1

2

3
There is data analysis
At least use 3 references

11. 2. Rubrik penilaian digital plaform media (video promosi )

Category 20 – 40 41 – 60 61 – 80 81 – 100
CONTENT It covers all the
topics in depth
with details
and examples.
The knowledge
of the topic is
excellent.
It includes
basic
knowledge
about the
topic. The
content seems
to be
good.
It includes
essential
information
about the
topic, but it
has 1-2
mistakes in the
facts.
The content
includes minor
details and it
has several
mistakes in the
facts.
ORIGINALITY The product
shows great
originality.
The ideas are
creative and
witty.
The product
shows certain
originality. It
shows the use
of new ideas
and of
shrewdness.
Th uses ideas
from other
people
(quoting
them), but
there is little
evidence of
original ideas.
He/She uses
ideas from
other people
without
quoting them.
USE OF
LANGUAGE
There are not
any mistakes
in spelling or
grammar.
Three or fewer
spelling
mistakes or
punctuation
mistakes.
Four spelling
or
grammar
mistakes.
More than
four spelling or
grammar
mistakes.
VIDEOGRAPHY
- INTEREST
A lot of
different shots,
camera angles,
sound effects,
and an
adequate use
of zooming
providing
variety in the
video.
Several (3-4)
and different
shots, camera
angles, sound
effects and /or
an adequate
use of zooming
providing
variety in the
video.
One or two
different shots,
camera angles,
sound effects
and /or an
adequate use
of zooming
providing
variety in the
video.
Little effort
has been made
to provide
variety to the
video.
VIDEOGRAPHY
- CLARITY
The overall
quality of the
video and the
focus were
excellent.
Most of the
quality of the
video and the
focus were
excellent.
The quality of
the video is not
very good but
the overall
focus
was excellent.
The quality of
the video and
the focus are
not very good.

3. Rubrik penilaian buku

12. Book Project Rubric
Name: Title: Project Type:
Score of 4 Score of 3 Score of 2 Score of 1 Score of 0
Project Portion
Project Choice
Requirements
Students
creatively and
completely
finished each
item.
The relation
between the novel
and the
project is clearly
evident.
Students finished
each item
required for the
project. The
relation between
the novel and the
project is evident.
Students partially
finished each item
required for the
project. Or the
relation between
the novel and the
project
was lacking.
Students partially
finished each item
required for the
project. The
relation between
the novel and the
project was
lacking.
Students did not
turn in a project
or there was not
evidence
relating the novel
to the project.
Understanding
of book
Student creatively
expressed an
understanding of
their chosen book
and that the book
was fully read.
Student showed
evidence that they
read and
understood all of
their chosen book.
Student showed
evidence that they
read and
understood some
of their
chosen book.
Little to no
evidence was
shown that the
student read
and/or understood
their
chosen book.
There is no
evidence that the
book was
understood and/or
read.
Neatness The final project
is
readable, clean,
neat,
The final project
is fully completed.
It is
The final project
is not completed
but
The final project
is messy, not
complete,
There was no final
project.
organized, and organized and
neat.
lacks neatness. and/or not well
attractive. There
are
There are were a Project appears to
be
organized. There
are

no mistakes. couple of mistakes rushed and is not multiple mistakes.

13. Student
took their time present on
project.
organized. There Student rushed to
completing. Student took their were multiple complete.
time completing. mistakes.
Written Portion
Understanding of
story elements
Student
completely
described all of
the story elements
such as setting,
theme, problem &
solution, and
characters.
Student some
what described all
of the story
elements such as
setting, theme,
problem &
solution, and
characters.
Student barely
described all of
the
story elements
such as setting,
theme, problem &
solution, and
characters.
Story elements are
hard to determine
such as setting,
theme, problem &
solution, and
characters.
Student did not so
any signs of the
story elements
such as setting,
theme,
problem &
solution, and
characters.
Grammar,
spelling, & wrote
in complete
Students made no
errors in
grammar or
spelling. Students
used complete
sentences.
Student made 1 to
3 errors in their
grammar,
spelling, and/or
complete
sentences.
Student made 4 to
6 errors in their
grammar,
spelling, and/or
complete
sentences.
Student made
more than 6
errors in their
grammar,
spelling, and/or
complete
sentences.
Student did not
turn in any
writing to be
graded.
sentences
Neatness The written
portion is legible.
Student took their
time
completing. They
went beyond their
best effort.
The written
portion is
readable. Student
took their time
completing. They
used their best
effort.
The written
portion is
readable. Student
could have taken
more time
completing. They
used some effort.
The written
portion is very
messy. Student
did not take their
time complete.
They did not use
their best effort.
There was no
written portion of
the project
Total Points / 24 Comments:

15. C. BASIS EVALUASI PENILAIAN KOGNITIF (15%)

1. Quiz
Soal pemahaman bahasa Inggris di sektor kepariwisataan/ Quizziz (15%)

1. Ujian Tengah Semester (UTS) & (UAS) (0%)
Tiada dilaksanakan UTS dan UAS






B. PENGESAHAN RPS

Dosen Pengembang RPS,
Menyetujui,
Ka.Prodi S-1 Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Maritim Raja Ali Haji




Rahma Nuzulia, S.Pd., M.Li.


Dewi Nopita, S.Pd., M. Pd.