THE ROLES OF KAMPUNG INGGRIS AS EDUCATIONAL TOURISM

TO IMPROVE THE INTEREST IN LEARNING ENGLISH

THESIS

Millania Rahma Oktavianty 12203193081

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SAYYID ALI RAHMATULLAH

TULUNGAGUNG

2023
THE ROLES OF KAMPUNG INGGRIS AS EDUCATIONAL TOURISM

TO IMPROVE THE INTEREST IN LEARNING ENGLISH

THESIS

Presented to

State Islamic University of Sayyid Ali Rahmatullah Tulungagung in partial to

fulfilment of the requirement for the degree of Sarjana Pendidikan Islam in
English Education

By

MILLANIA RAHMA OKTAVIANTY

NIM. 12203193081

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SAYYID ALI RAHMATULLAH
TULUNGAGUNG
2023

ii
iii
 BOARD OF THESIS EXAMINERS’ APPROVAL SHEET

THE ROLES OF KAMPUNG INGGRIS AS EDUCATIONAL TOURISM

TO IMPROVE THE INTEREST IN LEARNING ENGLISH

THESIS

By :

MILLANIA RAHMA OKTAVIANTY

NIM. 12203193081

Has been maintained in front of the board of examiners on ……………………..and

has been declared approved as one of the requirements to obtain a Bachelor of
Islamic Education (S, Pd.I.)

Board of Examiners’ Signature:

Chair,
Dr. Dwi Astuti Wahyu Nurhayati, S.S., M. Pd. ………………………………
NIP. 197602222009102003

Main Examiner,
Dr. Erna Iftanti, S.S., M. Pd. ………………………………
NIP. 197203072009012002

Secretary,
Dr. Arina Shofiya, M. Pd. ………………………………
NIP. 1977052320003122002

Approved by,
The Dean of Faculty of Tarbiyah and Teacher Training

Prof. Dr. Hj. Binti Maunah, M. Pd. I.

NIP. 196509031998032001

iv
 MOTTO

“God has the perfect timing, never early, never late. It takes a little patience

and it takes a lot of faith, but it’s a worth the wait.”

“It is okay to be scared, It is okay to cry. Everything is okay. But giving up

should not be an option. They always say that failure is not an option. Failure

should be an option. Because when you fail, you get up and then you fail, then you

get up, that keeps you going. That’s how humans are strong. A failure is an

option. But giving up is not, never.

(Muniba Mazari)

v
 DEDICATION

Appreciatively, I dedicate this thesis to :

Allah SWT as a form of my gratitude for giving the gift of unending

help to this day.

My beloved parents, Mr. Tri Wijianta and Mrs. Eny Lasmiati. Thank

you for caring for, guiding, protecting with sincerity, pouring out all

your affection and love, for always praying for and giving the best

support with all your heart, and motivating me to believe in myself. Not

forgetting my younger sister who has always been the best support after

my parents.

vi
 DECLARATION OF THE AUTHORSHIP

Name : Millania Rahma Oktavianty

Place, Date of Birthday : Kediri, 30 Oktober 2000

Registered Number : 12203193081

Department : English Education

Faculty : Faculty of Tarbiyah and Teacher Training

Institution : State Islamic University of Sayyid Ali Rahmatullah

Tulungagung

Advisor : Dr. Arina Shofiya, M. Pd.

State that thesis entitled “The Roles of Kampung Inggris as Educational

Tourism to Improve The Interest in Learning English” is truly my original work. It

does not any material previously written and published from another person except

those indicated in quotation and reference. Due to the fact, I am the only person

responsible for the thesis if there is any objective of claim from other.

Tulungagung, June 16th 2023

Millania Rahma Oktavianty

NIM. 12203193081

vii
 ABSTRAK
Oktavianty, Millania Rahma. NIM. 12203193081. 2023. The Roles of
Kampung Inggris as Educational Tourism to Improve The Interest in Learning
English. Skripsi. Tadris Bahasa Inggris. Fakultas Tarbiyah dan Ilmu Keguruan.
Universitas Islam Negeri (UIN) Sayyid Ali Rahmatullah Tulungagung.
Pembimbing. Dr. Arina Shofiya, M.Pd.
Dalam perkembangan pendidikan saat ini sumber belajar dapat diperoleh tidak
hanya dari sekolah formal, tetapi bisa juga non formal karena sumber belajar adalah
pusat pengetahuan yang luas yang bisa di dapat tidak hanya dari guru yang
mengajar di sekolah. Kampung Inggris termasuk dalam pengelompokkan sumber
belajar dari lingkungan yang menjadi wujud nyata dari penerapan Pendidikan
Bahasa Inggris secara non formal. Sebagai pusat belajar Bahasa Inggris terbesar
tidak dapat dipungkiri bahwa Kampung Inggris yang didukung dengan banyaknya
lembaga kursus dapat menjadi sebuah Kampung wisata Pendidikan.
Rumusan masalah penelitian ini adalah (1) Bagaimana peran Kampung Inggris
sebagai wisata edukasi dalam meningkatkan minat pendatang? (2) Bagaimana
pemilik kursus bahasa di english village menciptakan lingkungan bahasa untuk
menarik pengunjung dalam belajar bahasa inggris?. Tujuan dari penelitian ini
adalah untuk: 1) mengetahui dan memahami peran English Village sebagai wisata
edukasi dalam meningkatkan minat pengunjung, 2) mengetahui bagaimana
pengelola Lembaga kursus Bahasa di Kampung Inggris menciptakan lingkungan
bahasa untuk menarik pengunjung dalam belajar bahasa Inggris.

Penelitian ini menggunakan desain fenomenologi dengan pendekatan

kualitatif; Subjek dari penelitian ini adalah para pendatang di kampung Inggris yang
menjadikan kampung Inggris sebagai tempat tujuan belajar; Sumber data penelitian
ini berupa data primer dan data sekunder. Dalam mengumpulkan data penelitian,
peneliti melakukan observasi, wawancara, serta dokumentasi sebagai Teknik
pengumpulan data.
Hasil penelitian menunjukkan bahwa (1) peran kampung inggris sebagai wisata
edukasi dalam meningkatkan minat pendatang adalah sebagai tempat pusat
pembelajaran yang memfasilitasi banyaknya Lembaga kursus Bahasa Inggris serta
menciptakan sebuah lingkungan belajar yang berbeda dengan pendidikan formal.
(2) pengelola Lembaga kursus berperan dalam menciptakan lingkungan Bahasa
untuk menarik pendatang dalam belajar Bahasa inggris dengan cara melibatkan
seorang pengajar yang merupakan berperan secara langsung Ketika berinteraksi
Bersama siswa di dalam kelas.

Kata kunci : Kampung Inggris, Educational Toursim, Learning English

viii
 ABSTRACT
Oktavianty, Millania Rahma. NIM. 12203193081. 2023. The Roles of
Kampung Inggris as Educational Tourism to Improve The Interest in Learning
English. Thesis. English Tadris. Faculty of Tarbiyah and Teacher Training. State
Islamic University (UIN) Sayyid Ali Rahmatullah Tulungagung. Advisor. Dr.
Arina Shofiya, M.Pd.
In the current development of education, learning resources can be obtained
from traditional and non-formal schools because learning resources are broad
knowledge centers that can be obtained not only from teachers who teach in schools.
English Village is included in the grouping of learning resources from the
environment, which is a concrete manifestation of the non-formal implementation
of English Education. As the largest center for learning English, it is undeniable
that English Village, supported by many course institutions, can become an
Educational Tourism Village.
The formulation of the research problems are (1) What is the role of Kampung
Inggris as an educational tour in increasing the interest of newcomers? (2) How
does the owner of the language course at the English Village create a language
environment to attract visitors to learn English? The aims of this study were: 1) to
know and understand the role of the English Village as an educational tour in
increasing visitor interest, 2) to find out how the managers of the Language Course
Institute in Kampung Inggris create a language environment to attract visitors to
learn English.
This study uses a phenomenological design with a qualitative approach; The
subjects of this study were immigrants to the English village who made the English
village their study destination; The source of this research data is in the form of
primary and secondary data. In collecting research data, researchers conducted
observations, interviews, and documentation as data collection techniques.

The results of the study show that (1) the role of the English village as
educational tourism in increasing the interest of newcomers is as a learning center
that facilitates many English language course institutions and creates a learning
environment that is different from formal education. (2) the manager of the course
institution plays a role in creating a language environment to attract newcomers to
learning English by involving a teacher who plays a direct role when interacting
with students in class.

Keywords: English Village, Educational Toursim, Learning English

ix
 ACKNOWLEDGEMENT

Praise Allah SWT. for all His grace and guidance so that the author can

complete this thesis with the title "The Roles of Kampung Inggris as Tourist

Education To Improve The Interest in Learning English" without any significant

obstacles. Purpose of making this thesis is to fulfill one of the requirements for

completing the Bachelor's Degree (S1) program at the English Education

Department, Faculty of Tarbiyah and Teacher Training, Sayyid University Ali

Rahmatullah Tulungagung.

The researcher realizes that it is impossible to recognize if not assisted by

various parties in writing this thesis. On this occasion, the researcher would like to

express her sincere thanks to :

1. Prof. Dr. Maftukhin, M.Ag. as the Head of UIN Sayyid Ali Rahmatullah

Tulungagung.

2. Prod. Dr. Hj. Binti Maunah, M. Pd. as the council of Faculty of Education

and Teacher Training of UIN Sayyid Ali Rahmatullah Tulungagung.

3. Dr. Erna Iftanti, S.S., M.Pd as the Head of English Education UIN Sayyid

Ali Rahmatullah Tulungagung.

4. Dr. Arina Shofiya, M.Pd as the thesis advisor who always guides me

5. Mr. and Mrs. Lecturers, as teaching staff who have provided guidance and

knowledge.

6. ACCES-ES and MR. BOB course institutions. Epecially for the two course

management institutions. Thankyou for accepting me to do research and

helping me collect research data.

x
 7. My beloved parents, Mr. Tri Wijianta and Mrs. Eny Lasmiati. Thankyou

for all the best prayers, best support, and best love with all your heart that

has been given to me.

8. My sister, Ardha Azizah Yunianti. Thankyou for being the best support

system after our beloved parents.

9. My best friends, Shinta Surya Ningtyas. Thankyou for always helping me,

supporting me, and being by my side anytime I needed

10. A college classmate from Kediri. Thank you for all the supporting me,

help for me, and motivating each other from the beginning of college to

the end.

11. All parties that cannot be mentioned one by one who have helped in the

completion of writing this thesis.

May all his services and goodness be recorded by Allah SWT. as a good deed

and get rewarded. The researcher also realizes that this thesis is still far from

perfection, so constructive criticism and suggestions are significant. The researcher

hopes for the improvement of writing in the future.

The Researcher

xi
 TABLE OF CONTENTS

Cover ................................................................................................ i

Title Page ........................................................................................... ii

Advisor’s Approval Sheet ................................................................ iii

Board of Examiner’s Approval Sheet ............................................. iv

Motto ................................................................................................. v

Dedication ........................................................................................ vi

Declaration of Authorship ............................................................... vii

Abstract ........................................................................................... viii

Acknowledgement ............................................................................. x

Table of Contents ............................................................................. xii

List of Appendices ............................................................................ xv

CHAPTER I INTRODUCTION ...................................................... 1

A. Background of the Research ........................................ 1

B. Statement of Research Problems ................................. 5

C. Objectives of the Research ........................................... 5

D. Significance of the Research ........................................ 6

E. Scope and limitation of the Research .......................... 7

F. Definition of Key Terms .............................................. 7

CHAPTER 11 REVIEW OF RELATED LITERATURE .............. 9

A. English Village ......................................................................... 9

1. History of English Village .................................................. 10

2. General Condition of English Village ................................ 10

xii
 B. Educational Tourism .............................................................. 12

1. Definition of Educational Tourism .................................... 12

2. Types of Educational Tourism ........................................... 12

C. Learning Resources ................................................................ 13

1. Definition of Learning Resources ...................................... 13

2. Use of Learning Resources ................................................. 14

D. Non Formal Education ........................................................... 15

1. Definition of Non Formal Education ................................. 15

2. The Roles of Non Formal Education ................................. 17

3. English Village as a Place of Non Formal Education ........ 18

E. Previous Study ........................................................................ 19

CHAPTER III RESEARCH METHOD ......................................... 22

A. Research Design ...................................................................... 22

B. Data and Data Sources ........................................................... 23

C. Technique of Data Collection ................................................. 25

D. Technique of Data Verification .............................................. 30

E. Data Analysis .......................................................................... 32

CHAPTER IV DATA FINDINGS................................................... 34

A. Data Findings .......................................................................... 34

1. The role of English Village as educational tourism to improve the

interest of visitors ............................................................... 34

2. Creating a language environment by course management institutions

to attract newcomers to learning English .......................... 41

xiii
CHAPTER V DISCUSSION ........................................................... 49

1. The role of the English village as an educational tourism in increasing

the interest of visitors ......................................................... 49

2. Creating a language environment by course management institutions

to attract visitors' interest in learning English .................. 52

CHAPTER VI CONCLUSION AND SUGGESTION ................... 56

A. Conclusion ............................................................................... 56

B. Suggestion .............................................................................. 57

REFERENCES ................................................................................ 59

xiv
 LIST OF APPENDICES

Appendix 1 : Blueprint Observation Guide

Appendix 2 : Blueprint Interview Guide

Appendix 3 : Interview Sheet

Appendix 4 : Research Documentation

Appendix 5 : Research Permit

Appendix 6 : Letter of Completion of Research

Appendix 7 : Form of Consultation Thesis Writing Guideline

Appendix 8 : Form of Consultation Completion

xv
 CHAPTER I

INTRODUCTION

In this section, the researcher presents the context of the study, statement

of research problems, objectives of the research, significance of the research, scope

and limitations, and definition of key terms.

A. Background of the Research

In the current digital era, changes and developments in education are

becoming more advanced, especially in all learning activities. One of the

factors supporting the success of education development is the existence of

learners and learning resources. In the current development of education,

learning resources can be obtained not only from traditional schools. Still, they

can also be non-formal because learning resources are broad knowledge centers

that can be obtained not only from teachers who teach in schools. All sources

in the form of data, people, and certain conditions that students can use in

learning, either separately or in combination, to make it easier for students to

achieve learning goals or specific competencies are referred to as learning

resources (Sudrajat, 2020).

The following explains the grouping of learning resources: 1) The message

is information conveyed from other components in the form of ideas, meanings,

and facts. ; 2) People, meaning someone who is a distributor of messages or

who stores information. ; 3) Material is everything from written text, print,

electronic recording, web, and others, to support learning. ; 4) Tools are objects

1
 2

commonly called hardware to present learning materials. ; 5) Techniques are

procedures used in delivery to realize learning objectives. ; 6) Background

(environment) has meaning as a place where someone can do learning or the

process of changing behavior.

One of the groupings of these learning resources, learning resources from

the environment, can be optimal for creating quality educational processes and

outcomes (Muhammad, 2018). One example of an environment that is a source

of learning is Kampung Inggris.

Kampung Inggris is another designation or term attached to a village in

Pare sub-district, namely Tulungrejo village, because of its potential to develop

and become a concrete manifestation of the non-formal implementation of

English education. The founder of Kampung Inggris is someone from Kutai

Kartanegara named Mohammad Kalend from 1979 until now. The Basic

English Course (BEC) is the first-course institute founded by Mohammad

Kalend, which was then successfully developed by his students. This success

has made the English village have unique characteristics as a center for English

language education in Indonesia (Lathifah et al., 2020).

Kampung Inggris is the largest center for learning English because it has

the most significant number of Course and Training Institutions in Indonesia,

with 129 active LKPs recorded in the MURI record received on November 26,

2022 (kampunginggris.co). Each course institution offers various English

learning programs that foreign students need. It is undeniable that having good

English skills can benefit someone in bridging thousands of languages in the

 3

world (Pratiwi et al., 2020). Not only that, language learning in English Village

is a form of non-formal education that has fulfilled the requirements of

education reform as well as language learning (Saraka, 2020).

Kampung Inggris has a learning system that is mostly the same between

one institution and another, including basic programs provided at each course

institution (Rahman, 2018). One of the programs that attract many newcomers

to the English village is the holiday package program, and the program is a

combination of studying during school holidays. Meanwhile, the package

program from the basics is a learning program starting from the basics within a

certain period. There are also pre-tests and specific programs; the pre-test

program conducts tests on students before the program begins. Specific

programs are where students can choose the program as needed, for example:

speaking, grammar, job interviews, etc. There are generally two programs,

among others: learning with a camp program and learning without the camp

program. For students who choose the camp program, they will live with tutors

and other fellow students where there are rules that require them to use the

language they are studying, namely English. Students with the camp program

apply to communicate in English, from getting up in the morning to going to

bed. If someone violates it, they will receive sanctions according to the

regulations. Unlike students who have a camp program, they don't live in a camp

with rules such as a camp program; they only come during class, then return to

the boarding house close to the course institution (Hamonangan, 2021).

 4

In its development, it is undeniable that English Village, which many

course institutions support, can become an Educational Tourism Village.

Tourism is an influential aspect of why people stop at Kampung Inggris,

especially millennials who choose Kampung Inggris as a destination for

spending their vacation time (Hermawan & Mulia, 2018). Apart from that, as

an educational tour, the English village can also play a role in knowing how to

increase interest in learning English and the background of immigrants or

someone to learn the language in the English village.

The previous study was carried out in Kampung Inggris by Yuliningtyas

(2021), which in this study discussed the contribution of Kampung Inggris as

an educational tour in increasing the economic empowerment of local

communities.

The study by Saputra et al., (2021) discusses the Implementation of

English Village and its Benefits for High School Students in Sikur District. This

study aims to determine the role of community service in assisting the

establishment of Kampung Inggris so that it has yielded results in the form of

many people and students who say they want to study directly at the source of

Kampung Inggris, namely in Sikur District.

A study by Hamonangan (2021) on the Attraction of Pare English Village

as a Language Learning Destination aims to discover that the factors that attract

immigrants to the English village are not only the presence of English courses

but also other language course institutions.

 5

A study by Hermawan & Mulia (2018) on English Education Village

Tourism “English Village Pare-Kediri”: An Ethnography Study. This study

aims to determine the process that occurs in the development of a traditional

village into Kampung Inggris as an educational tourism village.

Based on the previous research described above, the similarities found are

in the research location of the English Village as an educational tour. Still, why

this English village can increase interest in learning English has yet to be

discussed. Therefore, in this study, the researcher wanted to examine something

different from previous research regarding "The Roles of Kampung Inggris as

Educational Tourism To Improve The Interest in Learning English."

B. Statement of Research Problems

Based on the context study above, the researcher can make a formulation

of research question as follows :

1. What is the role of English Village as tourist education in increasing

visitor interest?

2. How do the owner of language courses in English village create

language environment to attract visitors in learning English?

C. Objectives of the Research

Based on the formulation of research question, the research objectives can

be formuated as follows :

1. To know and understand the role of English Village as tourist

education in increasing visitor interest.

 6

2. To find out how do the owner of language courses create language

environment to attract visitors in learning English.

D. Significance of the Research

The results of this study expect to provide good benefits theoretically and

practically, as follows :

1. Theoretically

Theoretically, this research expects to contribute to showing the role of

the English village as an educational tourism and can increase

knowledge about increasing interest in learning English.

2. Practically

a. For The Government

It can use as constructive input to improve and pay more attention

to the development of the English Village, which also acts as an

educational tourism.

b. For The Course Managers

It can use as input in managing the course institution to create a

language environment that always attracts visitors' attention.

c. For Researchers

It can add experience and insight into understanding and knowing

the role of the English village as an educational tour to discover the

increase in interest in learning English.

 7

E. Scope and Limitation of the Research

To prevent misunderstanding and clarify the research, the researcher has

determined the scope and limitations of the study. The researcher made the

scope of this research in English Village located in Tulungrejo Village, which

later the visitors to English Village would be the research subjects of the

researchers. The limitation of researchers who use a qualitative descriptive

research design with a phenomenological approach in their research is in

determining the reliability and validity of their research so that there will be a

tendency for subjective research, which will be a challenge for researchers.

F. Definitions of Key Terms

To avoid misunderstandings in terms and content of the topics in this

research, the researcher must define the key terms used in this research:

1. English village

English Village is a well-known nickname for one place, namely

Tulungrejo Village, Pare District, and Kediri Regency, which has more

than 100 English language course institutions.

2. Educational Tourism

Educational tourism is a field visit related to an activity or trip whose

purpose is not only for recreation or entertainment but also contains

elements of an educational activity (Ekasani et al., 2020).

 8

So based on this statement, educational tourism is an activity carried

out by someone in a place who wants to learn science and get a direct

learning experience at the location visited.

 CHAPTER II

REVIEW OF RELATED LITERATURE

In this section the researcher presents a literature review related to English

villages, educational tours, learning resources, non-formal education, and previous

studies.

A. English Village

In this section the researcher presents the history of the English village

and the general condition of the English village.

1. History of English Village

Every place that has development and change must have an early

history of how the place was created, such as the history of a traditional

village that was transformed into a well-known educational tourism

village, namely Kampung Inggris.

Eva Yuliningtyas' research (2021) obtained interview results

regarding the history of the English village, according to Mr. Nur Khasan,

the head of Tulungrejo Village, began when a person named Moh. Kalend

Osen is from Kutai Kartanegara, East Kalimantan Province student

studying at the Darussalam Gontor Islamic Boarding School in Ponorogo.

He was forced to leave his education at the cottage in his fifth year of study

due to economic problems financing his education. However, this did not

discourage him from studying, and then Moh Kalend Osen received

information from his boarding school friends that there was a kyai in Pare

named Kyai Ahmad Yazid, whose kyai could master nine foreign

9
 10

languages, including Arabic, Dutch, English, French, Spanish, Turkish,

Hebrew, Japanese, and Hindi. Therefore, Moh Kalend Osen decided to go

and settle in Pare in 1975 to study Arabic and English privately from Kyai

Ahmad Yazid.

Mr. Adi opinion as the chairman of the Language Village Forum

(FKB) explained that the term English Village was first coined in 1995,

it's just that it only started to be known and recognized in 2006 until now

it is known by the wider community. Initially, the name Kampung Inggris

itself was spread by word of mouth, then as time went on and the

development of the era began to use internet media so that it became

increasingly widespread among the public.

Based on the presentations from the two informants regarding the

history of English Village, researchers can also conclude that the village

of Tulungrejo gets a nickname or gets a new term, namely English Village,

which is now widely known by the wider community, even from foreign

countries, because this village is a center for learning English with

hundreds, of course, institutions established with various characteristics of

their learning methods to be applied to each course institution.

2. General Condition of English Village

English Village as an educational tour that is very often visited by

many immigrants from various regions, of course, the general conditions

are very much considered in advance, especially for newcomers who may

be coming to and getting to know the English village for the first time.
 11

Dr.Budi Hermawan and Petrus Tulit Resi (2018) research stated that

Kampung Inggris's center for learning English has a well-managed

environment. Based on the demand for supporting services for migrants

from time to time, these changes occur. As a result, in the English village,

you can easily find a prayer room, bookstore, laundry, food stalls, cafes,

health services, and many others.

The facilities in Kampung Inggris are elementary to find and consist

of various types according to the needs of migrants. For example, hotels,

homestays, hostels, guest houses, and camps are provided upon request.

Camp is a place to stay, usually in one room shared by three or four people,

so it is cheaper than a homestay. Some courses also provide dormitories

for newcomers who will study.

Researchers can conclude that English Village, which has developed

over time, has succeeded in creating a learning environment or as a tourist

village that many people visit by providing various facilities that are easy

to find. Apart from that, in the English Village environment, there is also

a uniqueness that has been maintained to this day, namely, migrants use

bicycles as a means of transportation around the English Village. For

newcomers, bringing bicycles from their original homes is fine because

Kampung Inggris has various bicycle rental options. Another unique thing

is that traders around the course institutions usually listen to students

learning English, then practice it in serving someone when buying using

English.
 12

B. Educational Tourism

In this section the researcher presents the definition of educational tourism

and types of educational tourism.

1. Definiton of Educational Tourism

Educational tourism is a tour activity carried out in certain places that

can provide knowledge, insight, or can provide education for anyone who

travels.

Educational tourism is an activity that is non-formal, not rigid, and

different from learning activities in the classroom. In its implementation,

it has a concept that is more directed to the concept of edutainment,

meaning carrying out learning activities in a fun way. In addition, the main

goal of educational tourism is to provide maximum satisfaction and new

knowledge to tourists (Priyanto et al., 2018).

Educational tourism is a tourism activity that travels with the aim of

learning something in the field of science (Mualifah & Roekminiati, 2018).

Based on the two definitions above regarding educational tourism, an

activity or trip carried out during holidays with the primary goal of

academic or educational activities is called educational tourism.

2. Types of Educational Tourism

Education can also be interpreted as a learning process that can be

obtained through various sources, which in educational tourism activities

can also be divided into several types. The types of educational tourism in

Indonesia include (Mahfudzoh, 2019): 1) Science Educational Tourism is

 13

a type of educational tourism that is based on science education; 2) Sports

Educational Tourism is a type of educational tourism that is based on

physical education and sports; 3) Cultural Educational Tourism is an

educational tour that is widely available in various regions in Indonesia.

An example is education in arts, customs, and other cultural matters; 4)

Agribusiness Educational Tourism is a type of educational tourism based

on agricultural and animal husbandry education, which is also a company

or individual business.

From the description of the meaning above, the conclusion drawn is

that English Village as an educational tour is a science education tourism

area. Of course, it is equipped with supporting facilities for tourism and

learning activities.

C. Learning Resources

In this section the researcher presents the definition of learning resources

and use of learning resources.

1. Definition of Learning Resources

In carrying out learning activities a student of course requires a

learning resource that can be utilized in learning. At this time the learning

resources that can be utilized are also very diverse, one example of a

learning resource that is very easy to use is online or via the internet

learning resources, which are very easy to access anywhere and anytime.

The term that describes everything that can be used in student learning

activities or learning activities in educational, training, industrial, and

 14

other non-formal settings is referred to as Learning Resources

(Muhammad, 2018).

From the statement above, learning resources can be found not only

in one source of formal education but also in non-formal education and the

surrounding environment, which is helpful in students' increasing their

learning productivity.

2. Use of Learning Resources

A teacher who wants to use learning resources more widely and

broadly can first understand some of the qualifications that can indicate

something used as a learning resource in the teaching process.

In general, the following things need to be considered by teachers

before making decisions about determining learning resources (Afifulloh,

2019) : 1) It is practical and straightforward, meaning it is easy to

implement, not too tricky, and easy to reach; 2) It is flexible, meaning that

something used as a learning resource must be easy to develop, can be used

to achieve learning objectives, and should not be rigid; 3) Has a positive

value for learning activities, especially in the morning of students; and 4)

Adjusting to learning strategies and interactions, both those that have been

designed and those that are being implemented.

The statement above concludes that knowing the use of learning

resources and what qualifications can be used as learning resources is very

important, especially for teachers, so that the interest in achieving student

learning outcomes can run properly and optimally.

 15

D. Non Formal Education

In this section the researcher presents the definition of non-formal

education, the roles of non-formal education in supporting national education,

and the English village as a place for non-formal education.

1. Definition of non-formal education

An educational activity carried out as a supporter of formal education

is non-formal education. Non-formal education can be interpreted as

educational activities carried out with a curriculum and learning

methodology that is flexible but organized, in which the needs and

interests of students are placed at the center and the time frame is less

(Shala & Grajcevci, 2018). In addition, more interactions between students

and teachers occur outside the classroom or institution.

According to Law Number 20 of 2003 concerning the National

Education System, Non-Formal Education is an educational path outside

of formal education that can be carried out in a structured and tiered

manner. That means that the implementation of structured non-formal

education has rules and regulations that apply so that it can support the

implementation of non-formal education. Meanwhile, the meaning of the

implementation of non-formal education in stages is like when following

a package A pursuit program which is equivalent to elementary school,

package B is equivalent to junior high school, and package C is equivalent

to high school, that is one example of what can be called tiered in non-

formal education.
 16

In Indonesia, there are Non-Formal Education Units, which are

described below (National Accreditation Organization & Non Formal,

n.d.) : 1) Course Institution are academic units outside of school consisting

of community members who provide knowledge and skills to someone

who takes them; 2) Training Institute is an institution that is useful for

improving the quality of knowledge, skills, and prowess for students as a

form of preparation for work or entrepreneurship; 3) Study Group, The

study group is an institution with teaching and learning activities carried

out according to learning needs and within a certain period; 4) Center for

Community Learning Activities (PKBM), units of non-formal educational

institutions established that are also managed by the community in the

context of empowering local communities by their economic,

sociocultural, and environmental potential to meet the community's

learning needs are called Community Learning Activity Centers; 5)

Taklim Assembly is a non-formal educational, religious institution with a

curriculum many followers follow; and 6) Similar Education Unit are non-

formal education units with services and organized education programs

and skills to improve the quality of human resources.

From the statement above, non-formal education aims to provide

students with specific knowledge, skills, and mental attitudes. It may not

necessarily be obtained from their formal education but can be obtained

from several units of non-formal education.

 17

2. The Roles of Non-Formal Education in Supporting National

Education

The role of participating in non-formal education is that it can be used

as additional education for students and someone who wants to further

develop their abilities outside of formal education. On the other hand, non-

formal education can also act as lifelong education, which means as an

institution that people can pursue throughout their lives and as a

complement to formal education (Muslim & Suci, 2020).

Therefore, with the existence of non-formal education, basic skills are

also obtained because currently having more basic skills is needed by the

community to be applied in the business world and the industrial world,

which in formal education is not necessarily obtained because formal

education provides more material about knowledge.

Non-formal education has a special role that can influence someone

based on the process of its implementation in society and what kind of

method will be used can be beneficial for someone who participates in it

(Indy, 2019). That way, the implementation of non-formal education is

expected to produce humans who are beneficial to themselves and others.

In addition, non-formal education also plays a role and contributes to

the development and progress of education in Indonesia. Especially for

high school and vocational graduates, students, and fresh graduates who

want to further develop their skills in fields other than the chosen major

(Latifa & Pribadi, 2021). That is, for someone who wants to develop skills
 18

in a field outside their major, it also requires training and a process to

achieve it, which cannot be obtained instantly.

From some of the statements above, it can be concluded that as a place

of non-formal education, namely English Village, which provides many

English language course and training institutions that can help someone

hone and develop their skills to master English, it is not uncommon for

many of those who come to want to have English language skills as one of

the requirements in getting the job you want.

3. English Village as a place of Non-Formal Education

English Village can be called a place of non-formal education because

at that location there are various kinds of courses and training institutions

that are included in non-formal education units which can help many

people in developing their abilities, especially in the field of English.

By developing non-formal education in the English village, education

has had a good impact, among others, with unique teaching methods and

characteristics that can improve students' ability to master English in

everyday life and increase scores in formal education. Taken, adding

points when going to continue their education and applying for jobs that

require an official certificate to be issued (Heningtyas, 2014).

Based on the description above, it can be concluded that Kampung

Inggris is a non-formal education unit that can have a big impact on the

community. The impact given is in the form of improving the quality of its

human resources, especially in increasing interest in learning English.

 19

E. Previous Study

Several previous studies have researched the English village as

educational tourism. Eva Yuliningtyas (2021) has conducted research

entitled The Contribution of English Village as an educational tourism to

increase local communities' economic empowerment. The method used in

this study is qualitative with a case study type of research. This research

focuses on the form of the contribution of the English village in increasing

the economic empowerment of local communities and efforts to develop the

English village as an educational tour in Tulungrejo Village. The results of

this study explain that the existence of English village educational tours can

improve the economic level obtained by the community along with

community awareness to increase the income of the surrounding community

because of migrants visiting the English village.

This research has similarities with research that will be conducted by

researchers, namely regarding the role of the English village as educational

tourism. This study discusses the economic field, while the difference is that

the researcher discusses the education sector related to learning interests.

Saputra et al. (2021) conducted research entitled Implementation of

kampung Inggris and its Benefits for High School Students in Sikur District.

The method used in this study was a field visit to the service location in the

Sikur sub-district. This study aims to synergize elements of the tri dharma

of tertiary institutions and local governments, especially at the sub-district

level. The results of this study are that the dedication that is carried out can
 20

motivate the importance of mastering English conversation from an early

age because it can provide broad benefits for career paths for future English

village training participants.

This research has similarities with research that researchers, namely

regarding English villages, will conduct. This study showed research in

English Village, located in Sikur District, while the difference is that

researchers conducted research in English Village, Pare District.

Hamonangan (2021) researched The Attraction of English Village in

Pare as a Language Learning Objective. The method used in this research is

ethnography. This study aims to find the attractiveness of someone coming

to an English village to study language, while currently, there are many

places to research language other than in Pare. The results of this study are

to find the factors that make pare attractive as a learning goal not only

because it is limited to English but also in Arabic, Mandarin, mathematics,

academic potential, and preparation for entering work or college.

This research has similarities with research that will be conducted by

researchers, namely, to find the attractiveness of English villages as learning

destinations. The difference is that researchers seek to know the role of

English villages in educational tourism.

Hermawan and Mulia (2018) conducted research entitled English

Education Village Tourism "English Village Pare-Kediri." The method used

in this study is an ethnographic approach with observation, in-depth

interviews, and document analysis to obtain data. This study aims to

 21

understand the process of developing Kampung Inggris into an English

Education tourism village. The results of this study indicate that the

formation of English Village was due to a large number of institutions that

provide learning and is supported by a sizeable market potential that has

encouraged English Village to get branding as a destination.

This research has similarities with research that will be conducted by

researchers, namely, English Village as an educational tour. The difference

is that researchers seek to discover its role as an educational tour to increase

interest in learning English.

 CHAPTER III

RESEARCH METHOD

This chapter presents Research Design, Data and data sources, Techniques of

Data Collection, Techniques of Data Verification, and Data Analysis.

A. Research Design

This type of research is qualitative with a phenomenology approach.

According to Yusanto (2020), the phenomenological approach is field research

that requires carefulness in analyzing facts and researcher data, which explores

human beings individually and in groups. In another sense, the

phenomenological approach can also be interpreted as an approach in

qualitative research methods that aims to reveal the same meaning of a concept

or phenomenon that becomes the life experience of a group of individuals.

In phenomenological research, researchers have involved themselves in the

subjects and objects to be studied. The object to be studied is the English village

located in the village of Tulungrejo, Pare. Then the phenomenon in question is

about increasing interest in learning English, especially for newcomers,

supported by the role of English villages as educational tourism. Therefore,

qualitative research using a phenomenological approach was chosen by

researchers not only to find out what the phenomenon was like but also to

explain what phenomena happened in Kampung Inggris and supported by high

curiosity from the researchers.

22
 23

B. Data and Data Sources

In collecting data sources, researchers collect data sources in the form of

primary data:

1. Primary Data

Types of data and research data sources obtained directly from the

first source and not through intermediaries, both from individuals and

groups, are primary data. Primary data is conduct to answer specific

research questions. In this study, the primary data sources obtained

directly were interviews, observations, and documentation. In data

collection through interviews, researchers conducted with immigrant

students studying in the English village, managers of course

institutions, and teachers at course institutions. Data collection through

observation, namely by observing matters relating to course institutions

as learning resources for non-formal education, which has many

enthusiasts and learning activities carried out at these institutions.

2. Secondary Data

Data already available in the field and closely related to the

problem to be studied is called a secondary data source. Secondary data

is supporting data for primary data obtained from various literature

published by other agencies in the form of documents, archives, and

books. The secondary data source obtained when conducting this

research was through a library search study in the form of previous

research in the form of theses and journals related to this research.

 24

3. Criteria for selecting Subject

In the English village, which consists of many course institutions,

the researcher must determine the criteria used in selecting the subjects

of this study. Previously, the researcher had made a blueprint for

observation guides and a blueprint for interview guides, in which the

blueprints also determined several indicators that were used as support

for research activities and used as research subjects. In this case, the

researcher chose two well-known course institutions that also had many

enthusiasts and met the criteria according to the indicators in the

blueprint observation guide and interview guide.

After two courses, institutions that match the criteria as researchers

have determined research subjects. From the two course institutions, it

was easier for researchers to find some respondents who were

interviewed. Students, teachers, and managers of course institutions

from the two institutions were the respondents and served as data

sources in this study. Below is an explanation of how researchers

determine students, teachers, and administrators of course institutions

as respondents to research data sources:

1) Students

To determine which students were selected as respondents as

well as sources of data for this study, the criteria that the

researchers determined were students who had previously come

to Kampung Inggris, students who had come to Kampung Inggris

 25

for the first time, and some students were native residents of

Kampung Inggris.Teacher.

2) Teacher

To determine which teachers were selected to be respondents

and sources of research data, there were no specific criteria that

the researchers determined. However, in this case, the two-course

institutions which are the subject of research assist researchers in

determining and also recommending the best instructors to

become respondents in research.

3) Course Instituion Manager

In this case, the researcher makes no specific criteria for

choosing course management. Initially, the research erected two-

course institutions that meet the criteria as research subjects.

Therefore, it is also directly related to the management of the

course institutions from the two institutions.

C. Technique of Data Collection

Data collection techniques are an essential thing to do in research to collect

supporting data for research. Techniques or methods used by researchers to

collect data include:

a. Observation

The observation method is a data collection technique carried

out through an observation accompanied by recording all

conditions or behavior on the target object. Another

 26

understanding is that Observation is a data collection technique

to prove the correctness of a research design found at the

research location (Syafnidawaty, 2020). In using the

observation method as a data collection technique, researchers

participate in going down to the field to be actively and directly

involved with people in the situations, conditions, and places

where the observations occur.

In this observation method, the researcher observed the

English Village and several course institutions at the English

Village, a source of non-formal education learning with many

devotees, and observed the implementation of the learning

activities. The researcher used a tool like a blueprint observation

guide and a camera to make this observation.

In this observation method, the researcher observes directly

related to the role of the English village, which is an example of

a source of learning from the environment. This time can also

be referred to as educational tourism due to the existence of

course institutions classified as non-formal education.

Researchers interacted with immigrant student elements, course

management institutions, and teachers in this observation

activity.

Implementation of observations made by researchers on

newcomer students and their course institutions three times,

 27

with the following explanation: The first thing the researcher

did before making observations was to choose a course

institution that was by the criteria set by the researcher as a

source of non-formal education learning that had a large number

of students. Then, the researcher submitted a research

application permit to the course institution by submitting a

proposal. In the next stage, after being permitted by the

institution concerned, the researcher can immediately carry out

his observation activities by observing and bringing the

checklist the researcher has prepared. Whereas in the English

village, researchers can make observations at any time by

observing all conditions and activities related to research

because the researcher's residence is still in the same

environment as the English village.

b. Interview

The technique of collecting data by interview is an activity

carried out by researchers to obtain information orally with

people who can provide information to researchers face to face

and have direct conversations. In other words, interviews are a

process of digging up data that is word view to data sources to

reveal the meaning contained in the problems studied (Rukajat,

2018).
 28

The purpose of this interview is to find out the respondents'

perceptions, in this case mainly for immigrant students studying

in Kampung Inggris, about the role of Kampung Inggris as an

educational tour in increasing interest in learning English. So

that in this interview, the researcher wants to obtain the

necessary data sources to clarify the intent and the problems

studied to develop according to the scope of the problem.

The interviews were conducted directly with the respondents

and recorded by voice. This study conducted interviews with

newcomer students, managers of course institutions, and

instructors of course institutions. Researchers conducted

interviews within two days with several respondents who

researchers had selected. Respondents selected include Six

newcomer students, two administrators of course institutions,

and three teachers. Two additional native residents of Kampung

Inggris became students at one of the course institutions and

became informants in this study.

No Respondents Interview Theme

1. Visitors (students) 1. Where did you know first about

English Village?
2. How many times have you come
to Kampung Inggris?
3. When do you want to participate
in non-formal education learning
 29

activities like in this English

Village?
4. Why did the English village you
chose become the destination of
non-formal education among the
many choices elsewhere?
5. Of the many types of English
learning resources, what is the role
of English Village as an educational
tour so that it attracts many
newcomers?
6. What are the benefits and good
impacts that can be obtained by
participating in English learning
activities in Kampung Inggris?

2. Course Institution 1. As an educational destination, does

Manager the course in Kampung Inggris
determine a specific age limit for
someone who wants to take it?
2. Is there a specific time setting at the
course institution for the learning
process?
3. Is there a specific classification for
newcomer students with different
levels of education?

3. Tutors 1. How to increase interest in learning

English if the implementation of
learning does not require special tools
and expertise?
2. What are the learning strategies
used to support the learning process
and objectives?
 30

3. Is there a standardization of
learning objectives at each course
institution?

c. Documentation

Documentation is a data collection technique using

information from essential records from institutions,

organizations, and individuals. This documentation method

strengthens and supports the information obtained from

observations and interviews. In carrying out the documentation

method, the researcher investigated several learning activities

by newcomer students and the surrounding conditions in

Kampung Inggris.

D. Technique of Data Verification

This study aims to find out how researchers can obtain conclusions

supported and based on representative facts. Therefore objective data from

subjects and informants are needed. Checking the validity of the findings data

is helpful for more validity of the data obtained, so the researcher uses extended

observations and triangulation to check the wetness of the data. Here's the

explanation:

a. Observation Extension

The longer the research in the field, the stronger the data obtained. It

is because, in qualitative research, the researcher acts as the main

instrument. By extending this observation, the relationship between the

researcher and the informant will form a rapport, getting closer so that
 31

there is no longer any distance between the researcher and the

informant, being more open, and trusting each other so that no

information that hidden. Rapport is a relationship of mutual trust and

emotional affinity between two or more people (Susan Stainback,

1988). Extending the observation time can make it easier for researchers

to get as much information as possible from sources.

b. Triangulation

Triangulation is qualitative cross-validation. It assesses the

sufficiency of the data according to the convergence of multiple data

sources or multiple data collection procedures (William Wiersma,

1986). Triangulation in this credibility test is defined as checking data

from various sources in various ways and at various times (Prof. Dr.

Sugiyono, 2016).

In this study, researchers used triangulation to check the data's

validity, which means researchers will compare and check the degree

of trust in information obtained through different times and tools. In

carrying out his research, the researcher checked the data, which was

later obtained from interviews with migrants in Kampung Inggris,

managers of course institutions, and instructors. Then from the results

of the interviews that have been carried out, the researcher reviews

again based on the observations that the researcher made during the

research period.
 32

E. Data Analysis

There are stages in the data analysis technique presented by Miles and

Huberman, including Data Condensation, Data Display, and Conclusion

Drawing. The stages are as follows :

a. Data Condensation states that in this process, selection, simplification,

or carrying out a method of transforming data is close to all parts of

written field notes and transcripts of interviews conducted by

researchers with subjects and informants. In this study, the researcher

condensed the data by summarizing the data obtained through

observation and interviews so that researchers could link the data

collected to one another and strengthen each data obtained to make

researchers more understanding when analyzing data.

b. Data Display, the next step after condensing data is displaying data. At

this stage, it can be done when a set of information compiled provides

the possibility to draw conclusions and take action. In qualitative

research, there are three ways of presenting qualitative data:

paraphrasing, description/field notes, and direct quotations. However,

in this case, the researcher chose to present the data through

descriptions/field notes to present the results of observations in the field

and interviews with research subjects and informants.

c. Conclusion drawing is the third step in qualitative data analysis. Along

with the development of the data found in the study, the initial

conclusions found are still temporary and subject to change. However,

 33

in qualitative research, this research will continue to be carried out until

the data found experiences a saturation point where the data collected

from various sources already have similarities and nothing new is found

in research activities. Therefore, after experiencing a saturation point,

the researcher can put forward a final conclusion.

 CHAPTER IV

FINDINGS

In this section the researcher presents the results of the study by reporting the

facts encountered by the researcher during the observations and interviews with the

respondents.

A. Data Findings

1. The role of English Village as educational tourism to improve the

interest of visitors

In conducting this research to find out the role of the English village

as an educational tour, the researchers involved immigrants (students)

studying in the English village as well as several course institutions that

acted as places of non-formal education. In this case, the researcher chose

two well-known course institutions with many enthusiasts because

knowing the role of the English village was inseparable from the course

institution, which was one of the supporting factors in understanding the

part of the English village. Then, for immigrants who use as subjects in

this study, the researchers interviewed six students taking courses in

Kampung Inggris, the course management institutions, and the

instructors. Researchers also obtained other information related to

research problems through interviews with a native of Kampung Inggris

who was also taking a course at one of the course institutions.

34
 35

There is no doubt about the popularity of Kampung Inggris with its

many course institutions. It evidenced by the many immigrants from

various regions who flock to learn English at Kampung Inggris. These

newcomers can know English Village from the experience of someone

told by word of mouth. It supports by a statement made by S1, who comes

from Serang:

"I learned about Kampung Inggris from the stories of friends who

had previously been to Kampung Inggris; then I found out more about

Kampung Inggris through social media."

S2, a visitor from Jogja, shared the same opinion:

“The first time I got to know the English village because of stories

from the experiences of friends who had been to the English village

several times, then because my friend also knew that I had an interest in

learning English, I was finally recommended to come in person and take

the first course at a course institution that also once used as a place of

study by my friends.”

These visitors come to Kampung Inggris, of course, for various

purposes, such as to fill their free time on school holidays, prepare to

enter college, or prepare themselves to apply for jobs. Nowadays, it is

undeniable that there are undoubtedly many English language course

institutions in various regions that are adequate and have competent

 36

teachers in their fields. Apart from that, many offers of online English

courses have multiple application options. However, in the interviews

conducted by the researchers, the researchers encountered immigrants

from outside the area who still chose Kampung Inggris as their place to

study English for several reasons. As the statement made by S2, who

came from Jogja, stated:

"I still chose Kampung Inggris as a place to study English because

it was more about its behavior and habits. I believe that sometimes,

learning something and finding the most comfortable place requires the

behavior and habits of people who are also supportive. For example, I

have come to another area to study English but not at Kampung Inggris

Pare. It will feel different when I study directly at Kampung Inggris in

Pare because the scope is wider."

Another opinion was conveyed by S3, who came from Solo, saying:

"I chose Kampung Inggris to study English because it is more

effective here. In Kampung Inggris Pare, I can also meet friends from

other course institutions to share about learning methods at the place

where I study or at my other friends' study sites. In the other English

villages, the number of institutions is less and not as many as in the

English village of Pare.”

Another opinion expressed by T1 who is also a migrant from

Pasuruan:
 37

"I chose the English village because, at that time, I did not know

much about places to study English. The first thing I knew was that there

were only English courses in my city, and the second largest was in this

English village, which ultimately became my choice as a place to study.

Until now, I can be a teacher."

T2, a native of Pare who has become a teacher at a course institution,

said:

"For me, many people still choose English Village as their study

destination because of environmental factors that cannot be created in

other English learning places that do not exist in Pare English Village.

Based on my experience, I also taught outside the city and was asked to

create an English-speaking environment. It's hard to form a vibe because

the number of people is less supportive than the number of people in

Kampung Inggris Pare."

English learning resources have many choices, not only from books

or the internet. However, this English Village is a source of learning from

the environment, which acts as an educational tourism and has its charm

to increase the interest of many newcomers, especially in learning

English. It supports by a statement made by S4 from Sidoarjo stating:

"Kampung Inggris can be said to play a role as an educational

tourism that can increase interest in learning English because in terms

of the popularity of the English village, which has long knows as a

gathering place for many institutions that provide English courses, apart
 38

from that in this English village it also provides camp facilities which

later in this environment are required to use English 24 hours a day and

at the same time be able to continue to train and improve English skills.

Therefore, as a visitor, the environment in Kampung Inggris as a

learning resource with various facilities and choices of study programs

that can adjust according to what I need is one of the factors that can

increase my interest in learning English.”

Another opinion by T3, a visitor from Magetan who started as a

student and is now a teacher, said:

"In my opinion, it said that it acts as an educational tour because of

its title, which has been labeled English Village, and there are also many

alumni who have studied in English Village, they can feel that the way of

learning in English Village is different from the way of learning at

school. In school, the learning is more formal, while in Kampung Inggris,

it can be more applicable, then the bond between the teacher and the

students is not just to convey the material, but can be like friends and

more relaxed."

I1, a resident of Kampung Inggris who is also taking an English

course, said:

"In my opinion, the role of the English Village as an educational tour

in increasing interest in learning English is as a place that facilitates

various choices of course institutions with a variety of programs that can

choose according to what is needed by students who will learn English."

 39

A different opinion by I2 a resident of the English Village, who had

attended courses at the English Village and argued that:

"In my opinion, it acts as an educational tour because of the many

language course institutions, especially English, so Tulungrejo Village

has become an academic village or educational center focusing on

language learning. In addition, another factor that also plays a role in

Kampung Inggris as an educational tour is the experience of newcomers

who have come to Kampung Inggris, which can bring in other

immigrants who have never experienced studying in Kampung Inggris.”

Having a role as educational tourism is, of course, not only focused

on increasing the interest of visitors from outside the area to learn

English, but Kampung Inggris is also trying to increase interest in

learning English, especially for the surrounding community, namely by

providing benefits to residents who have been given offers at several

well-known English language course institutions to take part in English

course programs for free. It can support by a statement from I3 a native

who is taking an English course and taking advantage of the benefits that

have been provided by the course Institute:

"In my opinion, as a native who has the opportunity and has been

given the advantage of being able to take English courses for free, I

shouldn't miss it, because in my opinion there are many visitors from

outside the area who are willing to pay a lot of money to come to
 40

Kampung Inggris to study English, whereas I as a native of English

village who has given this advantage, do not want to waste the

opportunity that has been given, even though, in reality, there are still

very few indigenous people who also want to take advantage of this

opportunity."

In line with the previous statement, I1 as a resident of Kampung

Inggris who also had the opportunity to take advantage of the benefits,

said that:

"By taking advantage of taking English courses for free, taking

advantage of these benefits can be a new experience for me in learning

English and interacting with other immigrants from various regions.”

Learning English in Kampung Inggris for migrants or native

residents who have distinct advantages has benefits and good impacts

they can get by interacting directly with the Kampung Inggris

environment. Some newcomers come to study English by choosing a

program for at least two weeks and another choice, of course, programs

for three to six months to prepare for continuing their education abroad.

Some aim to become tutors, some are preparing to add English skills to

enter the world of work, and some are to fill their free time on holidays.

S1 who came from Solo, revealed that:

"When it comes to English, it is an international language, which I

don't want to want to learn because later I will need it for the next five or

ten years, so I think if I don't learn from now, when will I learn, even
 41

though the benefits maybe it can't be seen instantly, but it will see for a

while to come."

Another opinion by S5, who came from Bekasi, revealed that:

"There are many benefits and good impacts that I have felt while

carrying out learning activities in this English Village, and the main

thing is that I can be more confident. Then, previously I needed help

understanding how to construct or pronounce sentences correctly. In this

English Village, I was able to improve these understandings supported

by the English-speaking environment in the camp where I lived and at

the course institution where I studied."

Another opinion expressed by S1, a visitor from Serang, said:

"For me, while studying here, the impact that I can feel is how my

confidence level can increase in speaking English, and my English

vocabulary can also increase."

I1, as a native of Kampung Inggris, expressed his opinion:

"As a native of Kampung Inggris who has just graduated from my high

school non-formal education, taking an English course is very useful for

me in filling my free time to prepare for college."

2. Creating a language environment by course management

institutions to attract newcomers to learning English

The course institution as a place to study non-formal education is an

example of a learning resource from an environment successfully created

in Kampung Inggris. Non-formal education itself can be referred to as

 42

lifelong education for the community, which means that non-formal

education can carry out throughout life for people who do not have the

opportunity to receive a formal education, or it can also be interpreted

that non-formal education helps perfect formal education. Therefore, the

course institute in Kampung Inggris, a learning destination for many

people, has yet to set a specific age limit for someone who wants to take

it. The statement made by CM1 and CM2, the manager of the course

Institute in Kampung Inggris, stated that:

"In the course institution that I manage, there is no set age limit for

anyone who wants to take it, starting from children, adults, or even

elderly people who desire to learn English will still be allowed. It does

not only apply to the course institutions that I manage, but other course

institutions must also apply the same thing regarding the absence of a

specific age limit for someone who wants to study.”

In the implementation of learning in English Village, there is a

specific time that has been set by each course institution to start learning

activities. Many course institutions in Kampung Inggris have the same

rules for setting the time, for example, beginning lessons in each period

on the 10th and 25th of each month. In addition to the rules for setting

study time, certain course institutions also have rules regarding the

existence of a classification or so-called placement test for specific study

programs for students who will take the course. The intended category is

to give tests to students to measure the extent of students ability in

 43

English. These tests aim to determine the class program to be followed

and make it easier for students in the future in the learning process. It

supports by the statement made by CM2, the manager of one of the

course institutions, stated that:

"The course institution that we manage does have several rules that

apply, such as setting study times and classifying certain study programs.

Applying the rules regarding the determination of study time in each

period on the 10th and 25th of each month is the same rule that applies

to the course institutions I manage with several other institutions. In

addition, other rules that apply are regarding the classification of certain

learning programs. In this case, the classification is applied to make it

easy for students to find out how far their level of understanding is with

the chosen course program. Students will enter the class according to the

tests' results before the learning activities begin."

The realization of the English Village, which acts as an educational

tourism, has several supporting factors that also play a role in it. Course

institutions and visitors who want to learn English also included as

supporting factors. However, there are other supporting factors, namely

from the teacher's side, about how the teacher utilizes Kampung Inggris

as an environment that becomes a learning resource that can benefit

students during the learning process.

In this case, the teacher has the same role as the course manager in

wanting to increase interest in learning English and create a language

 44

environment to attract newcomers to learning English. It supports by the

statement made by T2 that has a role in class in creating a language

environment for its students:

“To create their language environment, like it or not, there must be

an example, and the sample comes from the teacher itself so that they

have been trained and guided that they have above average English

skills. Then also, from the point of view of how the tutor brings English,

starting from their knowledge, they are easy to connect with everyone

and have a resourceful type. That's what helps and makes English look

fun, and it can attract the attention of these students that if they have the

same ability as the tutor, they will look amazing. Conversely, if only given

motivation, then it becomes less effective.”

Learning English by coming to Kampung Inggris has specific

characteristics as a source of non-formal education learning. The learning

is practical and straightforward because its application does not require

special tools and expertise. Someone who wants to learn English in

Kampung Inggris mustn't have mandatory requirements, namely that

they must be able to apply English correctly and adequately first.

Learning also in certain course institutions does not need tools that will

make it difficult for students, but several course institutions have

prepared learning modules for use. For this reason, in this case, the

teacher's role is to create a way to increase interest in learning and

motivate students for those who are not experts or who already have little
 45

understanding of English. The statement made by T1 supports this as a

teacher at one of the course institutions, stated that:

The first way I do this is to motivate and remind them of their initial

goal to learn English, and then I will also tell my students about the

benefits of learning English for their future. Apart from that, I will also

provide an understanding that learning English is easier than they

imagine. As much as possible, I will create a serious and fun learning

atmosphere so that my students can also receive the knowledge I impart

well."

Another opinion expressed by T3, revealed that:

"I take an example when I was teaching a speaking class. To attract

students' interest in learning English, I, as the tutor, would make my

students understand that English is not difficult by applying

conversation. I usually give a conversation at the beginning of the class

to warm up before going into the material in that class. I will give my

students a conversational text and ask them to follow how to pronounce

it and what it means. Then, they can practice it with their friends. With

that, they can be more relaxed and not stiff when practicing speaking

English."

Teachers who are the ones who convey their learning material, of

course, have a learning strategy that is carried out to be able to provide

support for the ongoing learning process. Each learning strategy the

teacher applies between a one-course institution and another must have

 46

different characteristics. T3 as a teacher from one of the course

institutions, stated that:

"The course institute where I teach has its curriculum, which uses

the curriculum from Cambridge. In addition to providing material for

teaching English, we will also include time where students can later

share anything with their instructors, such as what obstacles or

difficulties they encounter in learning or discussions outside the

material."

Another opinion expressed by T3, a teacher who is a native of Pare,

stated:

"At the institution where I teach, a teacher is expected to be able to

understand and have awareness skills, which in one meeting with

students, a student must be able to examine the needs of students. For

this reason, the first thing usually done is to start early learning activities

with ice breaking, introductions, or any activity to find out what students

need. Then, after starting with these initial activities, the teacher's job is

to examine and understand the level of the student's needs and what level

they can bring their English learning to. If the level is too difficult, it can

be lowered, and if the level is considered too easy, it can also be

increased. These are all referred to as awareness skills that the teacher

must possess. Through these things, the teacher must be able to adjust

the suitable learning method, so it might not be possible to use one

method that will be suitable because each student has a different

 47

character and cannot be generalized. Therefore, this strategy is applied

to the institution where I teach so that later it can support the ongoing

learning process."

T1, one of the teachers at the course Institute, also expressed another

opinion. Stated that:

"My strategy uses the NLA (Natural Learning Ability) method, so I

don't use learning methods like at school but focus more on the learning

phase like a baby learning. So, starting from these students often listen

to people who speak English, then it is followed by their practice of

speaking English, then teaching reading and writing."

In addition to the learning strategies needed in the learning process,

course institutions certainly have or establish standardization of learning

objectives to become a course institution that is interested and has the

quality that continually is improved. T2 as a teacher at one of the course

institutions statement, supports this, stated that:

"Each class certainly has its standardization of learning objectives,

and the teacher is also free to bring the class to what standards. The main

thing is what the student learning objectives will achieve."

Another opinion expressed by T3 as a teacher, states that:

"Each class, of course, has its objectives. For example, there is a

class program designated for speaking 1a-1b, grammar 1-2, vocab 1-2,

so each course level has its objectives."

Another opinion expressed by T1, as a teacher, states that:

 48

"In my opinion, it's not about the standards, but to direct the students

to have specific targets, so when someone comes without a purpose, as

the teacher, I will ask what the plan will be, and after that, we will direct

and help to make a study plan, so if later he will come to study at

Kampung Inggris again maybe for six months I will help to set targets

and set goals like what."

So, it can conclude that each course institution certainly has a

learning strategy and standardizes the learning objectives that they apply

so that newcomers will know and be able to assess how each course

institution always has its way of creating a language environment to

attract and increase interest in learning English.

 CHAPTER V

DISCUSSION

From the description related to the findings of this chapter, the researcher will

explain the results using ideas associated with the leading research objectives. This

information was collected through observation, interviews, and documentation as

described by the researcher in the qualitative data analysis, which was then

identified to fit the expected goals. Interview observations have been carried out by

researchers, namely collecting data regarding the role of English Village as

educational tourism in increasing the interest of newcomers and how to create a

language environment to attract newcomers to learning English.

A. The role of the English village as an educational tourism in increasing

the interest of visitors

In this chapter, several discussion descriptions will present the research

results obtained in the previous chapter. So that in the report of this

discussion, the researcher will explain along with the theory described in the

last chapter. In research conducted in Kampung Inggris at two-course

institutions, the researcher carried out the following steps: the first was

through interviews with visitors who were met at both course institutions, two

managers from course institutions, and teachers from both. The discussions

were related to the role of the English village as educational tourism.

49
 50

The existence of English Village as a learning center in the community

can fulfill elements of the learning process as non-formal education. The role

of English Village as an educational tour can be influential in increasing

visitors' interest. In this case, educational tourism can increase the appeal of

newcomers because it has one unique thing that is not owned in other places.

This extraordinary transformation occurred in a traditional village, which

turned into a learning center with many English language course institutions

and a supportive environment. The existence of such a transformation is the

beginning of the role of an English village in increasing the interest of

newcomers.

From the results of research conducted by researchers, the role of the

English village as educational tourism in increasing the interest of newcomers

is as a place that provides facilities for the availability of many English

language course institutions with a wide selection of study programs that

various choices of study programs that can be adjusted according to student

needs. In addition, English Village, as an educational tour, also plays a role

in creating a learning environment that is different from formal education.

The non-formal education learning environment created in Kampung Inggris

can provide more bonds between teachers and students to be closer and more

relaxed, like friends who can exchange opinions, not just convey material. In

addition, other factors support the role of Kampung Inggris as an educational

tour, namely the popularity of Kampung Inggris, which has been known since

the beginning as a center for learning English and from the experience of a
 51

newcomer who has previously been to Kampung Inggris. The excellent

knowledge of a newcomer, which is then passed on from mouth to mouth,

can generate high curiosity for someone who has never been to Kampung

Inggris. Therefore, the success in realizing the role of the English village as

educational tourism manifested in the increased interest of visitors.

This research is by the theory put forward by Albulene Grajcevci and

Arif Shala (2018), explaining that non-formal education can be interpreted as

educational activities carried out but with a flexible curriculum and learning

methodology laid out, one in which student needs and interests are placed at

the center and the time frame is lacking.

This research is on the research findings put forward by Budi Hermawan

and Petrus Tulit Resi (2018), explaining that indirectly the increase in the

branding of Kampung Inggris is influenced by the number of course

institutions and the number of English programs, learning can also take place

in various setting form.

Based on The results of research by Ranto Praja Hamonangan (2021)

states that the attraction of Kampung Inggris Pare as a learning destination is

that it can bring someone to further studies, looking for scholarships, or as a

stopover which factors this is the attraction of Kampung Inggris Pare as a

study destination.

To find out the role of English Village as an educational tour in increasing

the interest of visitors can be seen from the direct opinions of the students. It

is similar to previous research conducted by Saraka (2020), which states that

 52

learning in courses does not require high standards, both in terms of material,

teaching methods, and student achievement targets for students in following

non-formal education.

Based on the theory and results of previous research, the results of this

study are by the research objectives are to find out and understand the role of

the English village as educational tourism in increasing the interest of visitors,

that to know and understand a role in places cannot be separated from the

existence of several things that support it inside. Without many course

institutions, English Village cannot become educational tourism. Likewise,

with the popularity of Kampung Inggris, with the story of someone who has

visited, it becomes easier to know.

B. Creating a language environment by course management institutions to

attract visitors' interest in learning English

English Village is a source of learning from the environment. Course

Institute is one example of a place where non-formal education is a unit that

is created and can be used to attract newcomers' interest in learning English.

Currently, learning English can indeed be carried out not only from formal

education that can be obtained at school, but other alternatives can be

followed, namely through non-formal education by attending training at a

course institution that has environmental conditions that have one learning

goal and habits in a supportive environment can also be taken to learn English.

From the results of the research conducted by researchers, creating a

language environment by course Institute managers to attract newcomers'

 53

interest in learning English is also a task that must be carried out not only by

course Institute managers but also by the teacher because in this case teacher

is someone who interacts directly with students in learning in the classroom.

Meanwhile, the manager of the course Institute is in charge of carrying out

supervision, evaluating all activities at the system Institute, and organizing,

directing, and coordinating all activities at the course Institute. Therefore,

every course institution and every teacher must have their way of creating a

language environment. In this case, teachers who will interact with their

students are asked to have the most effective way of making that language

environment, namely by giving examples when speaking English with their

students. This example must start from the teacher, where they have been

formed and guided that they have above-average English skills. Apart from

that, from the point of view of how the teacher can bring and show his English

language skills to communicate with everyone, and has the being a

resourceful teacher. That is very helpful and makes English look fun, as well

as an attraction for newcomer students to want to learn and be motivated to

have the same abilities as their teachers later.

This research is by the theory put forward by Muhammad in a book

(2018) which defines that the term describes everything that can use in student

learning activities or learning activities in educational, training, industrial,

and other non-formal settings and referred to as Learning Resources.

The use of more and wider learning resources that will be used by

teachers in learning is similar to previous research conducted by M. Afifulloh

 54

(2019) where this research explains that there are several things that teachers

need to consider before making a decision in determining a learning resource.

This research is also by the research findings put forward by Irwandi and

Hery Fajeriadi (2019), explaining that learning by utilizing the environment

as a source of learning gets a response. Positive results from students include

a higher willingness to follow lessons, make better use of study time, have

attractiveness, and not be bored.

In this case, the non-formal learning method used by the teacher in the

process of learning English at course institutions in Kampung Inggris by

Saraka (2020), states that non-formal education learning methods from

student perceptions it can be done in a relaxed atmosphere, not too directing

on material that requires heavy understanding, allowing students to open

other learning media such as cellphones, WA and the internet.

Based on the theory and results of previous research, the results of this

study are by the research objectives, namely to find out how the managers of

language course institutions in Kampung Inggris create a language

environment to attract visitors to learn English by involving parties who

interact directly continuously intensively together students is the task of a

teacher. In this case, the course management institution is tasked with

ensuring that the developer-teacher has the unquestionable ability to create a

language environment in the classroom. Then, for teachers to ensure that they

can show their extraordinary English skills to students so that they can

impress and serve as an example of not being afraid to try to interact with
 55

fellow friends and with makers using English. With that, a language

environment is created and, at the same time, can attract newcomers' interest

in learning English.
 CHAPTER VI

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the results of research on the role of the English village as

educational tourism in increasing interest in learning English, the following

conclusions can be drawn:

1. To know the role of a place, there are other supporting elements; the

first is the role of Kampung Inggris as educational tourism in increasing

visitors' interest. As an educational tour, in this case, the English village

acts as a center for learning English which provides many course

institutions with a variety of study options that can be tailored to the

needs of students who want to know. English Village, as an educational

tour, also plays a role as a learning resource for non-formal education

from the environment, which can create an atmosphere of a learning

environment that is not the same as formal education. The existence of

the famous English Village designation for many people has become an

English village booster so that it can be called an educational tour and

attracts newcomers.

2. That to find out other roles apart from playing a role in increasing the

interest of visitors. Creating a language environment in which each

manager of the course institution is also a supporting element in

56
 57

knowing the part of a place. The language environment between Pare

English Village and other English villages is very different. At

Kampung English Pare, this language environment can be created

because there is a habit of speaking English, exemplified for the first

time by every competent teacher. Besides that, there is a sense of one

common goal for the newcomers because they both want to focus on

learning English at the same time.

B. Suggestion

Based on the conclusions of the research results, the researchers suggest

the following:

a. For the government

From the research results described in the discussion chapter, this

research can become a constructive input to improve the

development of Kampung Inggris from year to year as an

educational tour. Apart from that, it is also constructive input as

an effort to pay more attention to the development of the English

Village, which also acts as an educational tour.

b. For managers of course institutions

The results of this research are expected to be input in managing

the course institution so that a language environment can be

created that can always attract the attention of visitors.

c. For Researchers
 58

The results of this study are expected to add experience and

insight into understanding and knowing the role of the English

village as an educational tour to discover an increase in interest

in learning English.
 59

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social science learning. 1, 12–32.

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THE BASIC CONCEPT OF NON-FORMAL EDUCATION.

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The Role of Educational Tourism for Indonesian Development. Journal of
Business on Hospitality and Tourism, 6(2), 170.
https://doi.org/10.22334/jbhost.v6i2.217

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Learning Destination. Jurnal Gama Societa, 3(2), 7.
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Develop Non-Formal Education (Case Study: The Existence of “Kampung
Inggris” Kediri Regency). Jurnal Administrasi Publik Mahasiswa Universitas
Brawijaya, 2(2), 264–268.

Hermawan, B., & Mulia, U. B. (2018). English Education Village Tourism "
Kampung Inggris Pare-Kediri " International Conference : Education ( Ven .
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Indy, R. (2019). The Role of Education in the Process of Social Change in

Tumaluntung Village, Kauditan District, North Minahasa Regency.
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Resource for Increasing Interest and Learning Outcomes of High School
Students in Coastal Areas, South Kalimantan. Journal of Educational Biology-
Innovation, 1 (2), 66-73

Latifa, I., & Pribadi, F. (2021). THE ROLE OF NONFORMAL EDUCATION

INSTITUTIONS IN OVERCOMING UNEMPLOYMENT IN THE
DIGITAL ERA e-Journal of Sociology Education Universitas Pendidikan
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Lathifah, N. A., Purnomo, A., & Sukamto, S. (2020). Dynamics Management of

English Village by the Community in Tulungrejo Village, Pare District,
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in Turen with an Organic Architectural Approach.

Mualifah, N., & Roekminiati, S. (2018). The empowerment of the English Village
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Regency. Jurnal Ilmiah Manajemen Publik Dan Kebijakan Sosial, 2(1), 168–
182. https://doi.org/10.25139/jmnegara.v2i1.1069

Muhammad. (2018). Learning Resources.

Muslim, A. Q., & Suci, I. G. S. (2020). The Role of Community-Based Non-Formal

Education Management as an Effort to Increase Human Resources in
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 61

APPENDIX
BLUEPRINT OBSERVATION GUIDE

Construct
Dimensions Indicator Statement Yes/No

The role of Non- 1. As  Learning The implementation

Formal Education additional activities are of formal education
is an activity that is education carried out in course institutions
followed and used outside formal will disrupt the
as additional education hours course of non-formal
education for education
students and
someone who
wants to further
develop their
Implementation of
abilities outside of
non-formal education
formal education.
can affect the course
of formal education

2. As Lifelong  People who do Non-formal

Education not have the education can be an
opportunity to option for someone
receive formal who has completed
education can formal education or
participate in who does not have
non-formal the opportunity to
education receive formal
throughout their education
lives to perfect
formal
education
 62

There is no age limit

for someone who
wants to attend non-
formal education

3. As  Implementation There is a certain

education that of flexible study time setting at the
can affect a time course Institute in
person based carrying out the
on the learning process
implementatio
n process

Migrant students can

take advantage of
flexible study time so
that it does not
interfere with
learning activities in
formal education

4. Education  Learners can Course institutions

that helps the find new things can be referred to as
development outside of the one of the trainings
and progress formal that are often
of education in education addressed as non-
Indonesia majors taken formal education
through training outside the formal
institutions or education majors of
courses students
 63

There are many

things that students
can learn outside of
formal education
learning

The use of learning 1. It is  In its use does Someone who wants

resources by practical and not require to study English at an
teachers for their simple special tools English language
students which are and expertise course institution is
used more broadly not required to be
should be able to speak English
understood in
advance of several
qualifications that
can indicate
Course institutions
something that is
can increase interest
used as a learning
in learning English
resource in the
according to the
teaching process.
classification of
students' abilities

2. Be flexible  Become a There are certain

learning classifications for
resource that immigrant students
utilized for with different levels
various of education
educational
purposes

English Village can

be a choice of
educational learning
 64

resources from the

many places of non-
formal education

3. Has a  In learning Learners get benefits

positive value activities able and good impacts by
to provide good participating in
values English learning
especially for activities at course
students institutions in
English Village

Get additional
knowledge and new
experiences outside
of formal education

4. In  Can provide Have a learning

accordance support for the strategy that is
with the process and carried out at each
learning achieve course institution to
strategy learning goals be able to provide
that can support for the
generate process and learning
interest in objectives
learning and
motivate
students

Has standardization
at each course
 65

Institute for learning

purposes
 66

BLUEPRINT INTERVIEW GUIDE

Construct
Dimensions Indicator Question Answer

The role of Non- 1. As  Learning 1. Can learning

Formal Education is additional activities are activities be carried
an activity that is education carried out out outside the
followed and used outside formal classroom?
as additional education hours
education for
students and 2. When do you want
someone who wants to take part in
to further develop learning activities in
their abilities non-formal
outside of formal education?
education.
2. As Lifelong  People who do 1. Are only people
Education not have the who do not have
opportunity to formal education
receive formal allowed to take part
education can in non-formal
participate in education?
non-formal
education
throughout their 2. As an educational
lives to perfect destination, does the
formal course institution in
education the English village
determine a certain
age limit for
someone who wants
to take it?
 67

3. As  Implementation 1. Is there a certain

education that of flexible study time setting at the
can affect a time course institution in
person based carrying out the
on the learning process?
implementatio
n process
2. How do you take
advantage of flexible
study time so that the
learning you carry
out can be
maximized?

4. Education  Learners can 1. Can the course

that helps the find new things institution be called
development outside of the one of the trainings
and progress of formal that are often
education in education addressed as non-
Indonesia majors taken formal education
through training outside the formal
institutions or education major of
courses students?

2. Why did you

choose English
Village as a
destination for non-
formal education
among the many
choices elsewhere?
 68

The use of learning 1. It is  In its use does 1. Is Kampung

resources by practical and not require Inggris a form of
teachers for their simple special tools environmental
students which are and expertise learning resource that
used more broadly does not provide
should be certain conditions for
understood in someone who wants
advance of several to come to study?
qualifications that
can indicate
something that is 2. How to increase
used as a learning interest in learning
resource in the English if the
teaching process. implementation of
learning does not
require special tools
and expertise?

2. Be flexible  Become a 1. Is there a specific

learning classification for
resource that immigrant students
utilized for with different levels
various of education?
educational
purposes
2. Of the many types
of English learning
resources, what is the
role of the English
village as an
educational tourism
so that it attracts
many visitors from
 69

various regions to
study there?

3. Has a  In learning 1. Do students get

positive value activities able benefits and good
to provide good impacts by
values participating in the
especially for English learning
students activities carried out?

2. What good value

did you get while
studying at a course
in Kampung Inggris?

4. In  Can provide 1. What learning

accordance support for the strategies are used to
with the process and provide support for
learning achieve the learning process
strategy learning goals and objectives?
that can
generate
interest in 2. Is there a
learning and standardization of
motivate learning objectives at
students each course
institution?
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INTERVIEW SHEET

Question For Students :

1. Where did you know first about English Village?

Answer :

Student 1 : I know the English village for the first time from the experiences

of my brother who have come here before

Student 2 : I know the English village for the first time from the story of my

friend's experience

Student 3 : I found out about the English village for the first time when my

friend told me that he had been there, then I found out about the English

village myself

Student 4 : I don't really remember how I first got to know English village,

because I've been here five years ago.

Student 5 : I know about English village from my friend

2. How many times have you come to Kampung Inggris?

Answer :

Student 1 : This is my first time to come to Kampung Inggris

Student 2 : This is my first time to come to Kampung Inggris

Student 3 : This is the second time I come to English village

Student 4 : This is the second time I come to Kampung Inggris after five

years ago

Student 5 : This is my first time to come to Kampung Inggris

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3. When do you want to participate in non-formal education learning activities

like in this English Village?

Student 1 : At this time when I want to prepare my English skills to go to

study abroad

Student 2 : When I want to learn English more and want to become a reliable

teacher

Student 3 : When I have free time like now, waiting for college entrance

preparation announcements

Student 4 : When I have time off from college which is very long like now

Student 5 : When I have time off from college which is very long like now

4. Why did the English village you chose become the destination of non-formal

education among the many choices elsewhere?

Student 1 : Because for me after hearing the experiences of my older brother

about the English village, I feel that the English village has a learning

environment that is very supportive of the success of achieving learning

goals.

Student 2 : I still choose English Village as a place to study English because

it is more about its own behavior and habits. In my opinion, sometimes to

learn something and find the most comfortable place requires the behavior

and habits of people who are also supportive. For example, I have come to

another area to study English but not at Kampung English Pare, it will feel

different from when I study directly at Kampung English in Pare because

the scope is wider.

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Student 3 : I chose English Village as a place to study English because in

my opinion it is more effective here. In Pare English Village I can also meet

friends from other course institutions to share with each other about learning

methods in the course where I study or where my other friends study. In my

opinion, in the other English villages the number of institutions is less and

not as many as in the English village of Pare.

Student 4 : I choose English Village because here you can meet people who

have the same goal of learning English.

Student 5 : Because in this English Village there are many institutions

offering different study programs, so that gives me the freedom to choose

according to what I need.

Other additional information from a newcomer who has now become a

teacher at Kampung Inggris

Teacher 1 : The reason why I chose the English village was because at that

time I did not have much knowledge about places to study English, the first

thing I knew was that there were only English courses in my city and the

second largest was in this English village which finally became my choice

as a place to study English until now can be a teache

5. Of the many types of English learning resources, what is the role of English

Village as an educational tourism so that it attracts many newcomers?

Student 1 : Acts as a place of learning with a supportive surrounding

environment.
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Student 2 : Having a role as a learning center with its popularity so that it

can attract many visitors.

Student 3 : As an educational tourism for me, English Village also played a

role as a place for me to start learning to wander away from home to prepare

myself for higher education.

Student 4 : Kampung Inggris can be said to play a role as an educational

tourism that can increase interest in learning English because in terms of the

popularity of the English village, which has long knows as a gathering place

for many institutions that provide English courses, apart from that in this

English village it also provides camp facilities which later in this

environment are required to use English 24 hours a day and at the same time

be able to continue to train and improve English skills. Therefore, as a

visitor, the environment in Kampung Inggris as a learning resource with

various facilities and choices of study programs that can adjust according to

what I need is one of the factors that can increase my interest in learning

English.

Student 5 : Acting as a learning environment that is more supportive than

other places because so far I can feel that this environment is able to give

good improvement to my skills.

Additional Information submitted by:

INF1 : In my opinion, it can be said to play an educational role because of

the many language course institutions, especially English, so that

Tulungrejo Village has become an educational village or educational center

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that focuses on language learning. Apart from that, another factor that also

plays a role in Kampung Inggris as an educational tour is the experience of

newcomers who have come to Kampung Inggris which can bring in other

immigrants who have never had experience studying in Kampung Inggris.

6. What are the benefits and good impacts that can be obtained by participating

in English learning activities in Kampung Inggris?

Student 1 : For me while studying here, the impact that I can really feel is

how my confidence level can increase in speaking English and my English

vocabulary can also increase.

Student 2 : The benefit that I feel is that I can hone my courage when I have

to speak English with other people I don't know before, then when I make a

piece of writing I am used to it and can arrange it according to the grammar.

Student 3 : When it comes to English, it is an international language, which

I don't want to want to learn because later I will need it for the next five or

ten years, so I think if I don't learn from now, when will I learn, even though

the benefits maybe it can't be seen instantly, but it will see for a while to

come.

Student 4 : The benefit that I feel is when I started to grow my confidence

in speaking English and I can always apply it here with people who can also

give good responses.

Student 5 : There are many benefits and good impacts that I have felt while

carrying out learning activities in this English Village, and the main thing is

that I can be more confident. Then, previously I needed help understanding

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how to construct or pronounce sentences correctly. In this English Village,

I was able to improve these understandings supported by the English-

speaking environment in the camp where I lived and at the course institution

where I studied.

Question for the Course Manager :

1. As an educational destination, does the course in Kampung Inggris

determine a specific age limit for someone who wants to take it?

Answer : In the course institution that I manage, there is no set age limit for

anyone who wants to take it, starting from children, adults, or even elderly

people who desire to learn English will still be allowed. It does not only

apply to the course institutions that I manage, but other course institutions

must also apply the same thing regarding the absence of a specific age limit

for someone who wants to study.

2. Is there a specific time setting at the course institution for the learning

process?

Aswer : The course institution that we manage does have several rules that

apply, such as setting study times and classifying certain study programs.

Applying the rules regarding the determination of study time in each period

on the 10th and 25th of each month is the same rule that applies to the course

institutions I manage with several other institutions.

3. Is there a specific classification for newcomer students with different levels

of education?
 76

Answer : The rules that apply are regarding the classification of certain

learning programs. In this case, the classification is applied to make it easy

for students to find out how far their level of understanding is with the

chosen course program. Students will enter the class according to the tests'

results before the learning activities begin.

Because at the course Institute in Kampung Inggris, one Institution and

another Institution have some of the same rules, therefore, the manager of

Institution A and the manager of Institution B give the same answer in this

case.

Question for the teacher :

1. How to increase interest in learning English if the implementation of

learning does not require special tools and expertise?

Answer :

Teacher 1 : The first way I do this is to motivate and remind them of their

initial goal to learn English, and then I will also tell my students about the

benefits of learning English for their future. Apart from that, I will also

provide an understanding that learning English is easier than they imagine.

As much as possible, I will create a serious and fun learning atmosphere so

that my students can also receive the knowledge I impart well.

Teacher 2 : As a tutor who has been guided and trained, of course, it must start with

me, who must be able to be an example for my students, then ask them to retake it

and give students the opportunity to practice it themselves

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Teacher 3 : I take an example when I was teaching a speaking class. To attract

students' interest in learning English, I, as the tutor, would make my students

understand that English is not difficult by applying conversation. I usually

give a conversation at the beginning of the class to warm up before going

into the material in that class. I will give my students a conversational text

and ask them to follow how to pronounce it and what it means. Then, they

can practice it with their friends. With that, they can be more relaxed and

not stiff when practicing speaking English.

2. What are the learning strategies used to support the learning process and

objectives?

Answer :

Teacher 1 : My strategy uses the NLA (Natural Learning Ability) method, so

I don't use learning methods like at school but focus more on the learning

phase like a baby learning. So, starting from these students often listen to

people who speak English, then it is followed by their practice of speaking

English, then teaching reading and writing.

Teacher 2 : At the institution where I teach, a teacher is expected to be able

to understand and have awareness skills, which in one meeting with

students, a student must be able to examine the needs of students. For this

reason, the first thing usually done is to start early learning activities with

ice breaking, introductions, or any activity to find out what students need.

Then, after starting with these initial activities, the teacher's job is to

examine and understand the level of the student's needs and what level they

can bring their English learning to. If the level is too difficult, it can be
 78

lowered, and if the level is considered too easy, it can also be increased.

These are all referred to as awareness skills that the teacher must possess.

Through these things, the teacher must be able to adjust the suitable learning

method, so it might not be possible to use one method that will be suitable

because each student has a different character and cannot be generalized.

Therefore, this strategy is applied to the institution where I teach so that later

it can support the ongoing learning process.

Teacher 3 : The course institute where I teach has its curriculum, which uses

the curriculum from Cambridge. In addition to providing material for

teaching English, we will also include time where students can later share

anything with their instructors, such as what obstacles or difficulties they

encounter in learning or discussions outside the material.

3. Is there a standardization of learning objectives at each course institution?

Answer :

Teacher 1 : In my opinion, it's not about the standards, but to direct the

students to have specific targets, so when someone comes without a purpose,

as the teacher, I will ask what the plan will be, and after that, we will direct

and help to make a study plan, so if later he will come to study at Kampung

Inggris again maybe for six months I will help to set targets and set goals

like what.

Teacher 2 : Each class certainly has its standardization of learning

objectives, and the teacher is also free to bring the class to what standards.

The main thing is what the student learning objectives will achieve.
 79

Teacher 3 : Each class, of course, has its objectives. For example, there is a

class program designated for speaking 1a-1b, grammar 1-2, vocab 1-2, so

each course level has its objectives.

 80

RESEARCH DOCUMENTATION

The field in Kampung Inggris

which is usually visited by
newcomers as a place to
study

Student Learning Activities in the Field

 81

A foreigners coming to

kampung Inggris

Interview with students

newcomers to the course

Institute A
 82

Interview with teacher 1 from Course Institute A

Interview with teacher 2 from Course Institute A

 83

Interview with course management

Interview with students from Course Institution B

 84

Interview with the teachr at Course Institution B

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CURRICULUM VITAE

PERSONAL INFORMATION

Full Name : Millania Rahma Oktavianty

Gender : Female

Place, Date of Birth : Kediri, October 30th 2000

Address : Tulungrejo, Pare Regency

Registered Number : 12203193081

Department : Bachelor Degree

E-mail : millaniarahma2@gamil.com

EDUCATIONAL BACKGROUND

2019 – 2023 : UIN Sayyid Ali Rahmatullah Tulungagung

Tulungagung, Indonesia

2016 – 2019 : SMAN 1 Plemahan

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Kediri, Regency

2013 – 2016 : MTsN 1 Kediri

Pare, Regency

2007 – 2013 : SDN Pare II

Pare, Regency
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