No Name Title Page

1. Burhanuddin Arafah Incorporating the use of 1-12

literature as an innovative
technique
for teaching english
2. I Ketut Warta examination of the role of 13-20
linguistics
in language teaching
3. Suparman, Iga Widari the influence of english 21-28
club toward students‘
speaking skill at dormitory
of stkip paracendekia nw
sumbawa
4. Rahmawati bahasa inggris sebagai 29-34
wahana membangun
karakter bangsa dalam
proses pembelajaran
5. Muhamad Suhaili, finding out group 35-43
Kamarudin, Tawali, discussion method‘s effect
Nanang Sugianto on students‘ reading skill
ikip mataram
6. Erna Yunita Nopitasari students` self confidence, 44-49
Ora1), Dedi Sumarsono2), motivation,
Sugianto3) and oral performance
7. Lalu Sumaryani KM improving the teaching 50-60
learning process of reading
descriptive texts at senior
high school
8. Aprianoto and Tawali a study about student's 61-68
strategies in learning
english
9. Kasyfur Rahman, towards better self- 69-73
Imansyah, I Made efficacy: assisting
Permadi Utama struggling writers in
tertiary efl writing classes
through self-regulated
strategy development
10. H Abdul Khalik using posters to encourage 74-82
speaking ability
11. Lalu Erwan Husnan, language vitality of bajo in 83-86
Aditya Wardhani lombok
12. Haerazi genre-based intercultural 87-95
iv
 language learning model
in teaching writing skills
for english department
students
13. Hery Rahmawati various pictures in teaching 96-106
vocabulary
14. Ida Nyoman Tri Darma the analysis of the asean 107-117
Putra, Wahyu Khalik common competency
standards for tourism
professional (accstp)
toolbox to enhance
students‘ english language
ability in mataram tourism
vocational academy
15. Kasman morfologi generatif bahasa 118-128
samawa
16. Masnim Sundari ppt pictures of stimulate a 129-139
reading class
17. Nengah Istiqomah listening songs to improve 140-150
students‘ pronunciation
18. Sri Sukarni, Gusti Ayu english training program 151-154
Esty Windhari for batik sasambo
craftsmen

19. Nuning Triaandini1), Dedi the effect of question- 155-162

Sumarsono2), Kasyfur answer-relationship toward
Rahman3) students‘ sel-actualization
in reading comprehension

20. Heri Hidayatullah, the correlation between 163-168

Fathurrahman Imran, Edi students‘ self-efficacy and
Firman their performance in
speaking skill at fpbs
ikip mataram
21. Kamarudin (1), Fatchul language variation in ―the 169-176
Wijayanti (2) lost boy novel by dave
pelzer

22. Edi Firman, Sudirman a directed reading-thinking 177-183

activity (dr-ta) towards
students'critical reading at
ikip mataram
v
23. Tri Setianingsih, Sri the impact of ctl approach 184-190
Ariani towards efl students in
learning english grammar
24. Dira Permana dan Siti students‘ creativity and 191-195
Syafi‘atul Qomariyah their academic essay
writing ability

25. Taufik Suadiyatno, needs analysis on the 196-203

Muhammad Muhlisin, students‘ critical reading
And Ahmad Hanan
26. content and language 204-208
M. Ridwan Helmy integrated learning

27. Muhammad Amin1), improving students‘ overall 209-218

husni muadz2), language abilities
Kurniawan Apgrianto3) through extensive reading
programs
28. Fachrurrozi politeness strategies in 219-223
drama the bear
by anton checkhov: a
pragmatic analysis
29. Masturiadi the use of some 224-231
euphemisms in journal of
indonesian islam
types and communicative
functions
30. Ichsan Nawawi morphemic analysis of 232-237
some political terms
in the jakarta post
31. M. Asrul Hasby, K. Dedy the effectiveness of using 238-242
Sandiarsa S. last letter game towards
students‘ vocabulary
mastery
32. Sugianto and Jumatriadi the investigation on 244-257
cooperative integrated
reading and composition
(circ) method effect toward
students‘ narrative writing
skill

vi
ENGLISH TRAINING PROGRAM FOR BATIK SASAMBO CRAFTSMEN

Sri Sukarni, Gusti Ayu Esty Windhari

srisukarni_untb@yahoo.com, estywindhari88@gmail.com

NUSA TENGGARA BARAT UNIVERSITY

Abstract
This research aimed to describe the implementation of English Training Program
for Batik Sasambo Craftsmen. Implementation of the training consisted of
planning, actuating and evaluation. The method of the research is descriptive
qualitative. The data are collected by observation, interview and documentation.
Data are analyzed by using interactive model by Miles and Huberman that
consisted of data collecting, data presentation, data reduction and conclusion.
There were 20 craftsmen as respondents of the research. Need analysis is done to
know whether Batik Sasambo craftsmen need English training program, target
needs and learning needs. The result of need analysis showed 100% respondents
need English training program and 90% respondents consider language functions
related to daily duties as craftsmen need to be learned. Evaluation is given before
and after English training program. The mean score after training got 68.9 and
before training showed 43.9. Hence, treatment is given to craftsmen can increase
their performance in English in the amount of 25 points (36.2%). It can be
concluded that Batik Sasambo craftsmen have good performance in English.
Related to the conclusion, it is suggested to the owner of Batik Sasambo Art
Gallery and related instances to build and promote Batik Sasambo tour.

Keywords: English training program, craftsmen, Batik Sasambo

Introduction
The status of English as an international language has affected many
aspects of life, society and culture, and among these fields education is the most
significant one. Hence, no wonder people in the world learn English for many
purposes. As a consequence, English is a compulsory subject at different levels of
education that is started from Elementary school up to University level. Many
English courses are opened to teach English for those who want to study English
more not only for their additional lesson but also for future purpose to enable
them to get jobs. It shows that English is now a global lingua franca and as one of
the requirement for someone to get job. Nowadays, the need for English is not
only for prestige but also for academic demand and getting job.
For community of West Nusa Tenggara Province, ability to communicate in
English is needed to develop and promote tourism since NTB Province located in
the Fifth Corridor which is one of them is tourism aspect. Develop and promote
tourism are two sides that influence each other and learning English is one of the
components needed. English teaching and learning will help tourism promotion

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and development. New tourism objects need to be built in Lombok besides both
nature and culture tourism that already known by domestic and foreign tourists, so
that they are not only know Senggigi beach, Segara Anak Lake, Sukarare village,
Sade village but also know a new one of tourism object in Lombok. One of the
new tourism objects that have good prospect is Batik Sasambo tour at Rembitan
village.
Batik craft is one of the small industries in Rembitan village. Batik in the
Rembitan village has different characteristic both in pattern and motifs and is
called Batik Sasambo. Sasambo word is an acronym of three major tribes in West
Nusa Tenggara Province, namely Sasak (a native of the island of Lombok),
Samawa (natives of West Sumbawa and Sumbawa), and Mbojo (natives of Bima
and Dompu). The batik is intended to preserve and increase each tribe in NTB
sense of belonging towards batik and culture. Referring to the name, Batik
Sasambo carries local motif representing NTB customs and culture.
The first motif of Batik Sasambo is Kangkung, the traditional vegetable of
NTB Province. The other motifs are barn, the traditional house of Lombok,
Bebele and marine biota. These motifs are the favorite ones. The motifs include
cow necklace a form of wooden, chili, pearl and earthenware, house of stilts and
tamarind leaf.
Rembitan Art Gallery and Sasambo Sasak Rembitan are Sasambo batik
handicraft center in Rembitan. The strategic location leading to Sade Village, the
traditional Sasak village and the path to the beach of Kuta, impact on tourist visits
to the Sasambo batik gallery. Both produce and market batik cloth and
distinctively batik Sasambo painting. So far the empowerment of craftsmen in
English language skill has not been optimally implemented either by the owner of
the gallery or by other related agencies/institutions.
Seeing the problems above, English training program is needed for Batik
Sasambo craftsmen to improve their ability to communicate in English. Through
training human resources get knowledge/skill needed for their job. As Business
Dictionary defined that training is organized activity aimed at importing
information and/or instruction to improve the recipient‘s performance or to help
him or her attain a required level of knowledge and skill. According to Dale S.
Beach (1975) defined training as the organized procedure by which people learn
knowledge and/or skill for a definite purpose. Hamalik (2007) defined training is
a sequence of efforts which is done continuously, gradually, leads to a specific
purpose. According to Noe et all (2010) training is planned effort by organization
to facilitate learning for employee about many competencies covers knowledge
and skill that relate to work will be done. Based on the definitions it can be said
that training constitutes a basic concept in human resource development. Training
refers to the teaching and learning activities carried on the primary purpose of
helping members of an organization acquire and apply the knowledge, skill,
abilities and attitudes needed by a particular job and organization.

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 According to Cambridge Dictionary, Craftsman is a person who is skilled in
particular craft. In another word a man who practices a craft with great skill. A
craftsman can have a variety of tasks depending on their skill. Some may focus on
making model, while others might design or produce goods. Related to training,
Batik Sasambo craftsmen often follow training about Batik Sasambo design. The
purpose of the training is to improve their ability to design Batik Sasambo. They
creative in developing idea or follow a specific set of blueprints.

Research Method
The purpose of this research is to describe the implementation of English
training for Batik Sasambo craftsmen. Implementation of the training is known
through planning, actuating and evaluation. Planning consists of problems
identification, arrange materials and prepare training materials. These components
can be done through need analysis hence need analysis is done before conducting
English training program.
The method of the research is descriptive qualitative. The data are collected
by observation, interview and documentation. Data are analyzed by using
interactive model by Miles and Huberman (1994) that consists of data collecting,
data presentation, data reduction and conclusion.

Research Findings and Discussion

Planning in this study consisted of need analysis, arrange teaching material
and preparation of training needs. The first step in planning is need analysis as
preliminary study to know target need and learning need of Sasambo craftsmen
for developing craftsmen‘s ability in using English in Batik Sasambo scope.
Based on the questionnaires all the craftsmen agree to joint English training
program (100%) and 90% of them want language functions related to daily duties
as craftsmen as the teaching materials. Based on the result of need analysis,
teaching material is arranged. The teaching material consisted of greeting,
introducing oneself, offering guide assistance, welcoming the guest to enter the
Gallery area, question-answer, requesting, explaining about object, describing
product feature, invitation and suggestion, material and tool to make Sasambo
Batik, telling a process/procedure/in sequence, saying farewell, thanking, and
evaluation. The next step of planning is preparation of training needs. It refers to
teaching and learning aids. Tools and batik materials are prepared besides
stationary because all of the students studied about material and tool to make
Sasambo Batik and its process.
The next step after planning is actuating that refers to teaching and learning
process. Tutor of the English training program is implementer of community
service and 20 craftsmen as the participants of the training. Before starting
English training program, English test is given to Sasambo craftsmen to know
their ability in English. Result of the test got the mean score 43.9. The English

153
training program is conducted on July up to August 2017. Training is done in 16
meetings. Teaching material focuses on language functions related to daily duties
as craftsmen. The training is done in the afternoon at Sasambo Art Gallery in
Rembitan.
Evaluation is done after planning and actuating to know English performance
of Sasambo craftsmen after joining English training program. In the end of the
program all of the craftsmen practiced to speak English with guests to describe
about Batik Sasambo. The craftsmen explained to the guests the process then the
tourist practice making Batik Sasambo. Evaluation in the form of test is given
both in oral and written test. The result of the test got mean score in the amount of
68.9.

Conclusion
Based on the findings it can be concluded that 1). Teaching material for
English training is language functions related to daily duties as craftsmen of Batik
Sasambo; 2). English performance of Batik Sasambo craftsmen is good since the
mean score after training got 68.9 and before training was 43.9. Hence, treatment
is given to craftsmen can increase their performance in English in the amount of
25 points (36.2%). Related to the conclusion it is suggested to the owner of
Sasambo Rembitan Sasak and Sasambo Art Gallery and other related instances as
well to build and promote Batik Sasambo tour.

154