Quick viewing(Text Mode)

International Collaboration Research Report Study Program: Language Educational Science S3 Budget Year 2020

International Collaboration Research Report Study Program: Language Educational Science S3 Budget Year 2020

INTERNATIONAL COLLABORATION RESEARCH REPORT STUDY PROGRAM: LANGUAGE EDUCATIONAL SCIENCE S3 BUDGET YEAR 2020

TITLE: Corpus-based Study of Utterances Used in and and Its Implementation in the Cultural Guiding Technique Instructions for Tourism Students in and Thailand

Researcher Team: Prof. Dr. Pratomo Widodo (Chief Researcher) Dr. Margana, M.Hum, MA Ashadi, Ed.D Iwan Akbar, S.Pd, M.Hum Wiwiek Afifah, S.Pd, M.Pd Rohani, S.Pd, MA Ni Wayan Mahayanti, S.Pd, M.Pd

Partner Researcher: Prof. Dr. Korakoch Attaviriyahupap (Silpakorn University, Thailand)

RESEARCH AND COMMUNITY SERVICE INSTITUTE UNIVERSITAS NEGERI YOGYAKARTA 2020 PREFACE

International collaborative academic research is becoming more challenging. Whether it is to gain access for short or long-term goals. For a number of reasons, international collaborative research will definitely have a positive impact for both parties. A number of collaborative researches has been carried out, but those raised issues that have the same identification from both parties are still rarely conducted. Therefore, this proposal focusses to explore the similarities existed in Indonesia and Thailand. This research attempt to explore the positive sources between Indonesia and Thailand. As we know that between those two nations lie a huge number of cultural-spiritual heritages that can be positively gained for some goals. In this proposal, researchers from Indonesia and Thailand will raise the issue of cultural tourism which has nuances of Buddhist and Hindu with several considerations: (1) Indonesia and Thailand have similar geographical and cultural characteristics so that this issue is considered very appropriate to be raised. (2) Both institutions namely Yogyakarta State University and Thailand have the same study program, English Department, so this research is considered appropriate and will have many benefits for students. (3) The output of this research is the composition of the corpus for international tourism, especially in the field of cultural-religious tourism, a model of a tourism guide for the cultural-spiritual context. The research that will be packaged in this research and development plan will take three years, with the following details: (1) The first year is vocabulary exploration related to tourism, culture, Hindu and Buddhist . The output at this stage is the corpora relevant to the English department for tourism guiding program. (2) The second stage is the design and development of technical guidance for tourism for students in the English department study program. (3) The third stage is the application of products in two institutions, namely English study programs at Universitas Negeri Yogyakarta, Indonesia and Silpakorn University, Thailand.

20 November 2020

Researcher Team

2

3

ABSTRACT South-East regions have a huge tourism giving significant contribution to the government. Additionally, recently UNESCO announced that there are 11 natural and 17 cultural heritage sites which increasingly strengthen countries in the South East Asia regions as a potential cultural tourism destination. Therefore, realizing that issues, Indonesia and Thailand as part of that region having number of cultural tourisms which have provided some unique natural and cultural heritage should take a role in this context. This study aims at developing model of corpus-based study of utterances used in and its implementation in the cultural guiding technique instructions for tourism students in Indonesia and Thailand through the development of an educational product and attempts to discover new knowledge concerning the fundamental phenomena as well as educational practices. For this reason, the appropriate method to be used in this research is the Research and Development method of Borg & Gall (2003: 570). The reason for using of R & D method in this study is to fill the gap of theoretical fundamental with a practical one. Products resulting from this research, both in the forms of hardware and software will have certain characteristics. The characteristics will be a mixture of a number of , principles, assumptions, hypothesis, and procedures relating to something that has been discovered or generated from a fundamental research. This study will be a collaboration of researchers of Universitas Negeri Yogyakarta, Indonesia and a partner researcher of Silpakom University, Thailand. The study then will analyze documents containing information on Buddhism, Hinduism, cultural tourism, and tourist guiding and also including a field visit to cultural tourism objects around Yogyakarta, Indonesia, and Bangkok, Thailand. The data collection and analysis will involve several stages. In year 1, a corpus of Hinduism and Buddhism resources will be made. In year 2, a corpus-based teaching material for tourism guides will be developed. In year three, tryout and refinement of the teaching material will be conducted.

4

TABLE OF CONTENT

PREFACE ...... 2 PAGE OF APPROVAL ...... Error! Bookmark not defined. ABSTRACT ...... 4 LIST OF FIGURE ...... 6 LIST OF TABLES ………………………………………………………………………………..7 LIST OF APPENDICES ………………………………………………………………………….8 CHAPTER I ………………………………………………………………………………………9 CHAPTER II REVIEW ...... 133 CHAPTER III METHODOLOGY ...... 177 CHAPTER IV FINDINGS AND DISCUSSION …………………………………………….....24 CHAPTER V CONCLUSIONS AND SUGGESTIONS .………………………………...…….69 REFERENCES ……………………………………………………………………………...…..71 APPENDIX 1 ……………………………………………………………………………………72 APPENDIX 2 ……………………………………………………………………………………73 APPENDIX 3 ...... 66

5

LIST OF FIGURES

Figure 3.1. 'The Five Phases of Instructional Design’ adapted from Cennamo and Kalk, (2005:6) Figure 3.2 Elements to be considered in Interactive Process Development (Adapted from Cennamo & Kalk, 2005:21 in Suratno, 2005) Figure 4.1 Converting Pdf and Webpage Files into Txt File Format using Nitro 10 Figure 4.2 Uploading Data in Voyant Figure 4.3 Selecting txt File to be Uploaded Figure 4.4 Loading for the Analysis in Voyant Figure 4.5 Results of Voyant Analysis Figure 4.6 Close Up the Results in Detail Figure 4.7 Most Frequently Words (Cirrus) Figure 4.8 Most Frequently Words (Links) Figure 4.9 Most Frequently Words (Terms) Figure 4.10 Most Frequently Words (Trends) Figure 4.11 Most Frequently Words (Document Terms) Figure 4.12 Most Frequently Words (Summary) Figure 4.13 Most Frequently Words (Contexts) Figure 4.14 Most Frequently Words (Search the Words) Figure 4.15 Document Segments of word “Hindu” Figure 4.16 Document Segments of word “” Figure 4.17 Document Segments of word “Caste” Figure 4.18 Document Segments of word “” Figure 4.19 Document Segments of word “” Figure 4.20 Document Segments of word “Buddhist” Figure 4.21 Document Segments of word “Buddhism” Figure 4.22 Document Segments of word “Buddha” Figure 4.23 Document Segments of word “Monks” Figure 4.24 Document Segments of word “” Figure 4.25 Document Segments of word “Dharmasastra” Figure 4.26 Document Segments of word “Shaiva” Figure 4.27 Document Segments of word “” Figure 4.28 Document Segments of word “Brahmanical” Figure 4.29 Document Segments of word “” Figure 4.30 Document Segments of word “” Figure 4.31 Document Segments of word “” Figure 4.32 Document Segments of word “Kamma” Figure 4.33 Document Segments of word “Sudhana” Figure 4.34 Document Segments of word “Amitabha”

6

LIST OF TABLES

Table 4.1 Resources of Hinduism and Buddhism Corpus Construction Table 4.2 Hundred Most Frequently used words in Hinduism and Buddhism Corpus Table 4.3 Similar words in Hinduism and Buddhism Corpus Table 4.4 Different Terms in Hinduism and Buddhism Table 4.5 Unique Words/Lexical Used in Hinduism and Buddhism Table 4.6 Collocation of word “Hindu” Table 4.7 Collocation of word “Yoga” Table 4.8 Collocation of word “Goddess” Table 4.9 Collocation of word “Guru” Table 4.10 Collocation of word “Buddhist” Table 4.11 Collocation of word “Buddhism” Table 4.12 Collocation of word “Buddha” Table 4.13 Collocation of word “Monks” Table 4.14 Collocation of word “Bodhisattva” Table 4.15 Collocation of word “” in Hinduism Context Table 4.16 Collocation of word “dharma” in Buddhism Context Table 4.17 Collocation of word “” in Hinduism Context Table 4.18 Collocation of word “Sanskrit” in Buddhism Context Table 4.19 Collocation of word “” in Hinduism Context Table 4.20 Collocation of word “Temple” in Buddhism Context Table 4.21 Collocation of word “Dharmasastra” Table 4.22 Collocation of word “Shaiva” Table 4.23 Collocation of word “Upanishads” Table 4.24 Collocation of word “Brahmanical” Table 4.25 Collocation of word “Puranas” Table 4.26 Collocation of word “Mahayana” Table 4.27 Collocation of word “Maitreya” Table 4.28 Collocation of word “Kamma” Table 4.29 Collocation of word “Sudhana” Table 4.30 Collocation of word “Amitabha”

7

LIST OF APPENDICES

Appendix 1 Student Participation Statement Appendix 2 Researcher Members and Job Description Appendix 3 Researcher Bio Data

8

CHAPTER I INTRODUCTION

1. Background of the Study Technological developments in this decade have impacts on all lines of life, including the rapid progress of transportation. The development of transportation is also one of the keys to the tourism industry's growth throughout the world. Tourism is all about travel (Sorupia, 2005), and the progress of transportation has an impact on the ease of people travel the world. Mobility among countries is now also higher than in previous years, which of course affects tourist visits. In the South-East Asia regions, tourism is a significant source of foreign exchange (Rungsuwannarat, Michiels, Fujiwa, & Lin, 2015). With its unique natural and cultural heritage, the countries of South-East Asia have strategic power in developing their tourism potential (Gaffar, Wetprasit & Setiyorini, 2011; Pigawati & Nurrokhmi, 2018). UNESCO has noted in the World Heritage List that there are 11 natural and 17 cultural heritage sites which increasingly strengthen countries in the South East Asia regions as a potential cultural tourism destination. From 2013 to 2015, it was noted that there was an increased number of tourist arrivals from year to year in 8 countries of South-East Asia. Most tourist arrivals in 2015 occurred in Thailand (29,881,000 tourists), Singapore (12,052,000 tourists), and Indonesia (10,408,000 tourists) (UNWTO, 2016). From those three countries, the unique characteristics of Thai and Indonesian cultural heritage have in common (Chheang, 2013; Gaffar, Wetprasit, Setiyorini, 2011; Pigawati & Nurrokhmi, 2018) which has an impact on the number of tourist arrivals each year (Rungsuwannarat, Michiels, Fujiwa, & Lin, 2015). Thailand with the majority of Buddhists (95%) (McCargo, 2014) and Indonesia that also has many well-preserved Buddhist heritage sites offers cultural tourism that is not much different. Law No. 11 of 2010 concerning cultural heritage stated that cultural heritage is a cultural legacy in the form of material objects, buildings, cultural structures, cultural sites, and cultural areas, both land and sea. For this reason, cultural tourism that makes its cultural heritage an attraction offers a complete package of all aspects of a culture where tourists will ultimately understand the ways of life and thinking of the cultural community (Pigawati & Nurrokhmi, 2018). Cultural tourism is not just seeing and observing as natural tourism but must be

9 supported by an accurate explanation of the culture. For avoiding any misunderstanding and misinterpretation of cultural values, cultural heritage is something that is needed by tourism practitioners, especially those who make direct contact with cultural tourism connoisseurs. The need for providing accurate cultural explanations makes the role of tour guides still critical on a cultural tour. However, Gaffar, Wetprasit, & Setiyorini (2011) found that tourists in Thailand and Indonesia still had difficulty in finding explicit and accurate information about the sites and the meaning of artifacts that they found in their cultural tour. That shows that the cultural tour guides do not yet have sufficient skills to meet tourist expectations. Related to this, the government has taken strategic steps, such as improving the quality of human resources through the implementation of vocational programs in the form of college and high school tourism (Murhadi, 2017). The existence of the vocational school requires the support of learning materials that can equip the students to become tour guides who have specialized knowledge and skills in guiding cultural tourism. The English for Guiding course is one of the courses in schools that prepare tourism practitioners, both in Thailand and Indonesia. This course is a type of ESP course that should be designed based on the needs and context of its users. Thus, the design of the learning material also requires careful consideration. One method of developing content that is appropriate for this ESP course is by utilizing a corpus. A number of studies have been carried out on a corpus-based with many purposes, such as to find grammatical structures for ESP/EAP material (Farhady, Tavassoli, & Irani, 2018), the meaning of emojis in internet-based communication (Li & Yang, 2018), hedges in scientific research articles (Thuy, 2018), and image of in US news (Samaie & Malmir, 2017).Some other researches focus more on the use of corpus to make vocabulary lists in various fields, such as Finance (Kwary, 2011), Agriculture (Munoz, 2015), Social science (Kwary & , 2017), Pharmacy (Grabowski, 2013, 2015), Nursing (Mohamad & Ng, 2013; Yang, 2015), Medical (Quero & Coxhead, 2018), Islamic (Simbuka, Hamied, Sundayana, & Kwary, 2019), TEYL (Chujo, Ochigian, Utiyama, & Nishigaki, 2011),and Tourism (Fauzi & Suradi, 2018; Kacelt & Klímová, 2015). Except for Bunchutrakun, Lieungnapar, Wangsomchok, & Aeka (2016), who used a corpus as a tour guide learning method, there has been no research that focuses on corpus-based Buddhism

10

utterances which will be useful in guiding cultural tourism, especially in Thailand and Indonesia. Based on this gap, this study aims to develop a list of Buddhism vocabularies and their use in a context based on the corpus. This research will involve 1 University in Indonesia (Yogyakarta State University) and 1 University in Thailand (Silpakorn University).This research will be conducted in 2 years. The first year will focus on developing a list of Buddhism vocabularies and their use in a corpus-based context and continued with the development of teaching materials for English for Guiding courses for prospective cultural tour guides in Thailand and Indonesia in the second year.

2. Research Questions Based on the background that has been stated previously, the research questions can be formulated as follows. 1) How is the process of developing Hinduism and Buddhism corpus for English for Guiding Course? 2) What are the most frequently used words, similar and different terms, and unique words in Hinduism and Buddhism corpus developed? 3) How to use the most frequently used words, similar and different terms, and unique words in Hinduism and Buddhism corpus developed within the context?

3. Research Objectives In line with the objectives stated, there are 3 objectives of this study. 1) To describe the process of developing Hinduism and Buddhism corpus for English for Guiding Course 2) To make lists of most frequently used words, similar and different terms, and unique words in Hinduism and Buddhism corpus developed 3) To elaborate the use the most frequently used words, similar and different terms, and unique words in Hinduism and Buddhism corpus developed within the context

4. Research Significance 1) For Guiding Lecturers

11

This study is expected to give beneficial resources and practical terms used in guiding for the input of material development. The lecturer also can create learning materials based on the descriptive and prescriptive language used in guiding (ESP). 2) For Students For students, this study will give them access to know specific terms used in guiding, especially on the (Hinduism and Buddhism) tourism objects in Indonesia and Thailand. They also can see the contexts how the terms are used authentically. 3) For Practitioners Practitioners also can take benefits from this study. It is expected that this study can give insight for practitioners related to the terms used and their collocation. It will be very helpful for them to improve the quality and professionalism of their guiding.

12

CHAPTER II LITERATURE REVIEW

Corpus, Hinduism-Buddha, and Southeast Asia cultural tourism are the core issues discussed in this part. This critically reviewed exploration is aimed to be used as the map to strengthen the position of the new of corpus that will be proposed from this study. Generally, the new concept aims to further contribute to this growing body of literature by providing a concise description of corpora, focusing on frequent used in the Southeast Asia cultural tourism in Hinduism and Buddhism context.

1. Previous research Corpus has to be well-known in this Global Web-based English. These corpora are used by a number of students to assess the representativeness of the HKE lexicon compiled by the authors of the dictionary (Evans, 2015). Other research derives form Fauzi&Suradi (2018) investigating Building the Students' English Vocabulary for Tourism through Computer-Based Corpus Approach. The investigation of teaching English by using Computer-Based Corpus Approach has proven helping learners in building their English vocabulary for tourism. Learners agreed that the use of corpus significantly helped them using the words in certain contexts. Additionally, they also preferred that Computer corpus-based approach were useful to differentiate a certain word whether it is used as a noun or verb and more helpful than dictionary. However, implementing that approach in developing countries such as in Indonesia is still without trouble. Time consuming and the lack of supporting facilities as well as the authentic text difficulties are proven to be the challenges faced by Fauzi&Suradi (2018) in conducting learners’ improvement on learning English for tourism. Kang & Yu (2011) also did the same thing as the previous researchers did. In their research, they analyzed the stylistic features of tourism English. The first thing to do by the researchers were (1) collecting - a large amount of authentic materials from official tourism websites of Britain and the U.S., (2) compiling - a corpus named Tourism English Corpus (TEC), (3) using Freiburg-LOB Corpus of British English (FLOB) as the reference to make comparisons. From the study, they revealed that TEC has its own stylistic features with the word length a little longer than that of FLOB. In a nutshell, that study proposed distinctive features of tourism English and to promote the translation and learning of tourism English.

13

Another interesting finding which is relevant to this study is served by Jaworska (2017). In that study, he revealed that identification and analysis of metaphors supported by Wmatrix to promote culturally and geographically destinations using a corpus-assisted approach can increase the metaphor used in the tropical destinations. There are five productive domains emphasized in this study: body, natural precious element, color, taste, and . Generally, from the study, Jaworska found some types of the term holidays in that context. In each corpus varied not only in terms of location, but also price and activities. Additionally, the term “price” also has a unique finding. Some relevant factors associated luxury was considered playing an important role in the representations of tourist destinations. The metaphors in persuasive promotional discourse as the primary notion in Jaworska’s study is interesting to be further investigated. Additionally, the prominence of visual information in tourism promotion and marketing can be replicated and integrated in cultural-religious tourisms for Southeast Asia either in Indonesia and Thailand. Furthermore, realizing that corpus focusing on tourism promotion for religious heritages: Hindu and Buddhism are still infrequent thus a study deals with this issue is necessary to do for some reasons: first, it is assumed that this kind of study will highlight new concept supporting the existence of cultural-religious of two countries: Indonesia and Thailand. Second, with this attempt, the research output can be used as the source of learning instruction for Indonesia and Thailand tourism students.

2. What is corpus? Cambridge Advanced Learners’ Dictionary defines corpus (or its plural form ‘corpora’) as the collection of a single writer's work or of writing about a particular subject, or a large amount of written and sometimes spoken material collected to show the state of a language. The other definition is proposed by Lüdeling & Kytö (2009) that a “corpus” is simply any collection of written or spoken texts. In connection to the corpus definition, Ädel (2007) proposed a more modern definition that corpora are collections of texts in electronic form which can be analyzed to highlight features that are recurrent in the corpus itself. From those definitions, thus, it can be simply understood that corpus refers to a large amount of written collection of a particular subject existing in a particular language either packed in electronic or non-electronic. Digital technologies have developed a number of software for corpus. Hardware and software developers for corpus which can be put in desktops computational facilities are growing

14

(Rayson 2003; Bhavsar 2015). LEXA, MonoConc, MicroConcord, TACT, WordSmith, WordCruncher are the example of scholars’ discovery in developing the tools for corpus linguistics used for some goals. In relation to those innovations, Kennedy (2004) pointed out that those electronic corpora have had surprisingly influence on language curriculum contents. Additionally, Miangah (2012) also pointed out that an accurate description of language and complete with its language structure in use, a number of applications of corpus-based studies are growing. In connection to the deep understanding of corpora investigation, there are three different kinds of data as postulated by Lüdeling&Kytö (2009). They are (1) empirical support-used as a verification of linguistic hypotheses which can be from speech sounds to entire conversations or texts, (2) frequency information- used for quantitative studies and investigating the similarities and differences between different groups of speakers or different kinds of texts and (3) meta- information-used for exploring extra-linguistic information such as the age or gender of the speaker/writer, text genre, temporal and spatial information about the origin of the text, etc. This type also allows for making a comparison between different kinds of text or different groups of speakers (Jayachandran. et al. 2019).

3. Corpus and words Nation (2001) in learning vocabulary in another language explained that there are four different categories of words in written texts: (1) high-frequency words-content words, (2) academic words-common words in various kinds of academic texts, (3) technical words-related to the topic and subject area, (4) low-frequency words. In connection to the word patterns investigation and exploration, Kennedy and Miceli (2017) proposed of three techniques: (1) word for search engine supports: (2) whole texts browsing as the basis of text type and optionally title, (3) words searching associated with the concerned topic and its concordance, and (4) scanning for common word combinations.

4. Hinduism-Buddhism as cultural-religious tourism objects Indonesia and Thailand have a number of religious attractions and holy places such as Hinduism-Buddhism (Maćkowiak and Others 2017; Ramstedt 2018). Those are well manifested in cultural heritages. The other key concept of this study is Hinduism-Buddhism which are as cultural-religious tourism objects. The historical Buddhism and Hinduism are part of tourism

15 circuits in South east Asia (Grenet 2007). Oxford bibliographies has reported the tourism developments have contributed to the revitalization of Buddhist sites in the early-21st-century. These religious tourisms are sometimes called spiritual tourism. Owing to the fact that visitors do their travel not only for getting recreation for general pleasure but also for greeting spiritual satisfaction. Additionally, religious tourism provided by Buddhism and Buddha in this manner will encompass some activities associated with their historical activities including life- experiences represented by them. Pilgrimage, sacred site, sightseeing, cultivation, and recreation are part of spiritual tourism provided by Buddhism and Hinduism represented in those religious tourism sites (Jimura 2016; Garri and Carrillo-Rangel 2019). Therefore, with those attractive cultural performances make either international and domestic visitors attract with the beauty served by the religious cultural heritages. Therefore, being the world’s religious core with the greatest number of spiritual travelers for religious events, Indonesia and Thailand deserved to be a well- known nation with international and domestic cultural tourism (Ai 2000; Willson 2016).

16

CHAPTER III METHODOLOGY 1. Methodology This study is aimed at testing the model through the development of an educational product and attempts to discover new knowledge concerning the fundamental phenomena as well as educational practices. For this reason, the appropriate method to be used in this research is the Research and Development method of Borg & Gall (2003: 570). The reason for using of R & D method in this study is to fill the gap of theoretical fundamental with a practical one. Products resulting from this research, both in the forms of hardware and software will have certain characteristics. The characteristics will be a mixture of a number of concepts, principles, assumptions, hypothesis, and procedures relating to something that has been discovered or generated from a fundamental research.

The implementation of this R & D study is descriptive, evaluative, and experimental in nature. The descriptive method is used in the initial study to collect data concerning the current existing conditions. The evaluative method is used to evaluate the process of testing a product being developed. While the experimental method is used to test the efficacy of the generated product.

In the process of developing a product will always pay attention to the various supporting elements as well as other aspects so that it will be a recursive process. Moving on from the consideration of system approaches that developing a learning model cannot be separated from the context of management, learning organization, and assessment development, then the selected model is spiral model as recommended by Cennamo and Kalk (2005:7). In the spiral model there are 5 (five) known phases of development, namely: (1) define, (2) design, (3) demonstrate, (4) develop, and (5) deliver. The development process will begin with the definition phase (which is the starting point of activities), heading out towards the phases of design, demonstrate, develop, and deliver. The process will move in a spiral way and will involve those potential users, experts from the field being developed (subject matter experts), team members and instructors, and learners. Phases of the activity can be seen in the diagram quoted in the following page.

At each phase of the development, the developer will always pay attention to the elements of learning, i.e.: outcomes, activities, learners, assessment, and evaluation. The

17 process of development will take place following the movement of iterative cycles from the vague definition of vision moving towards a concrete product that has been tested for its effectiveness, as explained by Dorsey, Goodrum, and Schwen, 1997 (Cennamo &Kalk, 2005:7) which is known as "the rapid prototyping process."

Define Outcomes Design

Demonstrate

Activities Develop

Deliver

Learner

Assessment

Evaluation

Legend:

Showing the development phases

Showing the development process

Figure 3.1. 'The Five Phases of Instructional Design' adapted from Cennamo dan Kalk, (2005:6).

The developers, in every phase of development, will always be back and forth dealing with the essential elements of instructional design, that is the ultimate goal, learning activities, learners, assessment and evaluation. The iterative process can be illustrated in the following figure.

Those phases can be described in brief as follows:

18

1). Define phase; in this phase the developers begin to determine the scope of activities, outcomes, schedule, and the possibilities for its presentation. This phase of activity will result in the proposal of development activities such as the plan for needs identification, specification of purposes, bench mark for expected success, the end product, and strategy for testing the effectiveness of program and product.

2). Design phase; which includes an outline plan that will generate a draft document for teaching and assessment.

3). Demonstrate phase; this phase is a continuation phase to develop design specifications and strengthen the quality of facilities and media the initial product being developed, with the results in the form of a detailed document about the product (storyboards, templates and prototypes media of learning materials).

Evaluation

Outcomes

Learners

Learning Assessment Activities

Figure 3.2 Elements to be considered in Interactive Process Development (Adapted from Cennamo & Kalk, 2005:21 in Suratno, 2005)

4). Develop phase; this phase is the next phase to serve and guide the learners with the results in the form of complete teaching materials, with the core activity as efforts to make sure that all designs are usable for users and can meet the goals.

5). Deliver phase; this phase is the last phase to present and disseminate the materials to clients and provide recommendations for the future benefits; outcome of this phase is the conclusion whether the product being developed is a success or failure for the benefit of users as well as the whole team members involved.

19

Spiral model can be used for various models of development, including the development of assessment, patterns of learning management as well as models of organizing the contents of learning materials. With reference to the recursive pattern in the spiral model, this study will develop a MP5DS model using a contextual approach to develop meaningful learning.

2. Research Subject, Object, and Location This study will be a collaboration of researchers of Universitas Negeri Yogyakarta, Indonesia and a partner researcher of Silpakom University, Thailand. The study will analyze documents containing information on Buddhism, Hinduism, cultural tourism, and tourist guiding. The study will also include a field visit to cultural tourism objects around Yogyakarta, Indonesia, and Bangkok, Thailand.

3. Data Collection and Analysis Techniques As this research will be carried on in three years, the data collection and analysis will involve several stages. In year 1, a corpus of Hinduism and Buddhism resources will be made. In year 2, a corpus-based teaching material for tourism guides will be developed. In year three, tryout and refinement of the teaching material will be conducted. This proposal focuses on the first-year stage of the study. First, various online and offline resources of Buddhism and Hinduism will be collected. Then, the resources will be converted into plain text and inputted into corpus maker application named “Voyant” (https://voyant-tools.org/). A visit to tourism cultural tourism objects around Yogyakarta and Bangkok will be conducted in order to gain better understanding of how the terminologies of Buddhism and Hinduism are used in context.

In analyzing the data, the techniques to be used are content analysis, descriptive quantitative, and descriptive qualitative. Content analysis will be used in analyzing Buddhism and Hinduism materials. Quantitative descriptive analysis is used in interpreting the findings of the study.

20

4. Data Validity The validity of data will be measured with several methods: (1) multiple data collection methods, including methods of observation, interviews, documentation, and questionnaire, (2) multiple data sources, including written data and visual data, (3) persistence of observation, (4) interrater discussion, and (4) expert judgment

5. Research Design The following figure summarize the Research Stages.

21

Figure 3.3 Flowchart of the research First Year Needs Analysis

• Identify utternces used in • Identification for implementation Hinduism and Buddhism in the cultural guiding technic instructions for tourism students in Indonesia and Thailand.

First Results Corpus based study of utterances used in First Year Hinduism and Buddhism and it's Scientific articles for implementation in the cultural guiding international seminar and technic instructions for tourism students in MOU Indonesia and Thailand.

Second Year Lists of utterances used in Hinduism and Buddhism

Constructing the Model of • Constructing teaching materials for the Learning Speaking Skills based on cultural guiding technic instructions utterances used in Hinduismand Buddhism Design of Developing Learning Materials for tour guides for culturalattractions Results of Year II Limited try out for tour guides for 1. Prototype of Model and culturalattractions learning materialsspeaking Evaluation and skills for tour guides for Reflection culturalattractions Model and learning modules ofspeaking 2. Scientific articles for skills for tour guides for Revision of Draft 1 international seminar culturalattractions

Third Year

Module Readibility Test

Results of Year III Try out in a wider scale 1.Model of Learning Speaking Skills for tour Evaluation and Reflection guides based on utterances used in Hinduism and Revision of Draft 2 Buddhism Socialization for the Model of Learning 2. International journal Speaking Skills based on utterances used in Hinduismand Buddhism

22

While in implementing the model and learning tools the Action Research design will be used, i.e. plan-action-observation-reflection

Action

Plan Observation DEVELOPING LEARNING MATERIALS (MODULES) Revision

Reflection

Figure 3.4. Cycles of action research design

23

CHAPTER IV FINDINGS AND DISCUSSION

This research was a collaboration research between Silpakon University in Thailand and Yogyakarta State University in Indonesia. Both universities have English Education Department which prepare the students not only for being English teachers, but also tourism practitioners. Since both countries have similarity in cultural tourism offered, especially Hinduism and Buddhism culture, this present study focused on developing a corpus related with Hinduism and Buddhism culture and its implementation in the cultural guiding technique instructions for tourism students in Indonesia and Thailand. As the need analysis in the first year, the objectives are analyzing list of utterances and its collocation as the need analysis.

1. Findings a. Corpus Construction In order to afford satisfactory data for this study, corpus construction was done. It is an essential process to adapt the raw materials into unadulterated text form of aligned sentences. The first step conducted was collecting texts related with Hinduism and Buddhism. Bai (1998) mentioned that there are 3 consideration in text assortment processes, the design purpose of the corpus, the quality of raw text, and the text availability. Based on those contemplation, there were 2 kinds of text used in this study, text books and web-based text. Text books were chosen from international publishers and web-based texts were collected from trusted and credible tourism websites. Table 4.1 shows the list of books and official website used in constructing the corpus.

Table 4.1 Resources of Hinduism and Buddhism Corpus Construction

No. Year Title Author Publisher/Website 1 1986 Jacques Oxford University Press Dumarçay, Michael Smithies 2 1962 Buddhism Christmas Penguin Books Humphreys 3 2008 Encyclopedia Of Buddhism Edward A. Facts on File Irons

24

4 2016 Cultural Landscape Masanori Springer International Management at Borobudur, Nagaoka Publishing Indonesia 5 1996 Buddhism in B.N. 6 2012 Entering the Dharmadhātu Jan Fontein Brill : A Study of the Gandavyūha Reliefs of Borobudur 7 1987 Modern Buddhism Jacqui James, Aukana Trust Alan James 8 2012 Buddhism in the Modern World McMahan, Routledge David L. 9 2007 Buddhism: A Short History Edward Conze Oneworld 10 2008 Mahayana Buddhism: The Paul Williams Routledge Doctrinal Foundations 11 2000 The Life of Buddhism Frank E. University of California Reynolds, Press Jason A. Carbine 12 2000 Buddhism: A Very Short Damien Oxford University Press Introduction Keown 13 2009 Buddhism Madhu Bazaz Chelsea House Publications Wangu, Joanne O'Brien, Martin Palmer 14 2008 Buddha's Tooth: A Thailand Robert A. Willow Bank Publishers Ltd Adventure Webster 15 2004 Encyclopaedia of Buddhism Robert E. Macmillan Reference Buswell - 16 1996 Good, Evil and Beyond: Kamma P.A. Payutto, Buddhadhamma Foundation in the Buddha's Teaching Bruce Evans, Puriso 17 2007 Constance A. Facts On File Jones, James D. Ryan 18 2003 Hinduism and Modernity David Smith Wiley-Blackwell 19 2006 The Life of Hinduism John Stratton University of California Hawley, Press Vasudha Narayanan 20 2009 Hinduism Madhu Bazaz Chelsea House Publications Wangu, Joanne O'Brien, Martin Palmer 21 1999 Hinduism Cybelle Religions of the World Shattuck

25

22 2018 The Oxford History of Patrick Oxford University Press Hinduism_ Hindu Law_ A New Olivelle, History of Dharmasastra Donald R. Davis 23 2019 The Emergence of Modern Richard S. University of California Hinduism_ Religion on the Weiss Press Margins of Colonialism 24 1964 Contemporary Hinduism Robin Rinehart , Culture, and Practice- ABC-CLIO 25 1999 All About Hinduism Sivananda The Divine Life 26 2006 Essential Hinduism Steven J. Praeger Rosen 27 2017 Concept of in Hinduism S. Deo - 28 1982 Enlightenment in Buddhism and https://www.pdcnet.org Advaita Are and Moksha the Same? 29 2004 of in Early S. Dixit https://www.jstor.org Buddhism: An Analysis 30 - Indonesia’s Buddhist and Hindu - https://www.indonesia- heritage travel.com 31 2008 - http://www.buddhanet.net 32 2019 Borobudur Temple, Indonesia - https://www.indonesia.travel 33 2015 Language Culture of Kowit https://www.ijhssnet.com Brahmanism-Hinduism and Pimpuang Buddhism Related to Thai Kings in Bangkok Period After the selection of texts as resources, conversion from pdf or webpage file format into txt format was done. Using Nitro Pro 10, the alteration can be done easier. From the txt format, proofreading and alteration were conducted to trim the data. Although some distorted characters were deleted during scanning process, there still existed a large number of recognition errors for further proofreading. Re-reading the texts need over three times to make sure that the data were clear. With the help of the spelling and grammar checker embedded in Microsoft Word 2010, the researchers did the initiative proofreading by leafing through texts and adjusting noticeable scanning errors. At the same time, the researchers removed illustration unrelated to language information in order to complete the first proofreading. In the second , carefully reading the texts were conducted to distinguish and revise inconspicuous errors and repeated consultation to the original printed texts were also done if necessary. In the final round, whole-texts reading was conducted and make sure that one sentence was in one line. Then at the last, continue with combining all texts into one txt file.

26

Figure 4.1 Converting Pdf and Webpage Files into Txt File Format using Nitro 10

The last step in corpus construction is analysing the text in “Voyant” web-based corpus application (https://voyant-tools.org/).

Uploading File(s)

Figure 4.2. Uploading Data in Voyant

27

Figure 4.3. Selecting txt File to be Uploaded

Figure 4.4. Loading for the Analysis in Voyant

28

Figure 4.5. Results of Voyant Analysis

29

Looking up the Detail

Figure 4.6. Close Up the Results in Detail

Figure 4.7. Most Frequently Words (Cirrus)

30

Figure 4.8. Most Frequently Words (Links)

Figure 4.9. Most Frequently Words (Terms)

31

Figure 4.10. Most Frequently Words (Trends)

Figure 4.11. Most Frequently Words (Document Terms)

32

Figure 4.12. Most Frequently Words (Summary)

Figure 4.13. Most Frequently Words (Contexts)

33

Figure 4.14. Most Frequently Words (Search the Words)

The detailed findings in Hinduism and Buddhism corpus analysis can be seen in https://voyant-tools.org/?corpus=31fe86baa86ff931ad3369fc2883e191 (Hinduism) and https://voyant-tools.org/?corpus=e4afd8366fc596eec0b3e386ed234dd5 (Buddhism). b. List of Word used Related with Hinduism and Bushism The previous part shows the general finding of the corpus having been analyzed using Voyant. The result of analysis presented in word art and tables show the estimated word calculation. For Hinduism Corpus, it was found that, from 10 texts sources, there 965,437 total words and 38,006 unique word forms. The vocabulary density found is 0.039 with average words per sentence 22.7 words. The Voyant results also show that there were 5 most frequent words used, those words are Hindu (n) (2.744), (n) (2.517), life (n/adj) (1.680), Hinduism (n/adj) (1.654) and World (n) (1.605). However, findings from Buddhism corpus with 1.338.212 total words and 41.567 unique words forms also have quite similar vocabulary density, which is 0.031. 25.9 average words per sentence indicate that sentence in Hinduism and Buddhism corpus has no big difference. But, the most frequent words in Buddhism corpus show more quantity of appearance compare

34 to those in Hinduism corpus (Buddhist (n) (7.066), Buddhism (n/adj) (5.329), Buddha (n) (4.727), century (n) (2.135), and monks (n) (2.021)). From the summary of Hinduism and Buddhism corpus above, it can be seen that there is no significant difference on the vocabulary density (0.039 and 0.031) as well as the average length per sentence (22.7 and 25.9). As a rule, texts with a lower density are more easily to understand (Ure, 1971; Halliday, 1985) since it contains more pronouns and auxiliaries rather than nouns and lexical verbs (Gregori-Signes & Clavel-Arroitia, 2015). Meanwhile, The Oxford Guide to Plain English recommends 15–20 words per sentence. It also says: "…if you regularly exceed 40 words, you’ll certainly weary and deter your readers." It can be concluded that Hinduism and Buddhism corpus sources are relatively easy to understand. The detail of most frequently words (100 words) used in Hinduism and Buddhism is presented in table 4.1. Table 4.1 will also provide the information of words’ frequency found in Corpus of Contemporary American English as the comparison to see whether the words are unique in Hinduism and Buddhism context.

Table 4.1 Hundred Most Frequently used words in Hinduism and Buddhism Corpus

No. Hinduism Buddhism Words Frequency Frequency Words Frequency Frequency in Corpus In COCA in Corpus in COCA 1 Hindu 2.744 4.448 Buddhist 7.066 4.952 2 India 2.517 41.328 Buddhism 5.329 2.830 3 Life 1.680 719.602 Buddha 4.727 3.935 4 Hinduism 1.654 938 Century 2.135 104.183 5 World 1.605 715.303 Monks 2.021 4.157 6 1.379 405.240 Chinese 1.947 72.820 7 Religious 1.303 94.522 Life 1.804 719.602 8 Indian 1.302 50.606 Time 1.803 1.699.555 9 Tradition 1.237 42.525 World 1.710 715.303 10 Ritual 1.232 14.331 Religious 1.525 94.522 11 Yoga 1.207 10.399 Texts 1.524 19.496 12 Dharma 1.177 995 Practice 1.420 121.740 13 Texts 1.167 19.496 New 1.331 1.370.981 14 People 1.077 1.783.264 Early 1.320 262.536 15 Temple 1.068 23.007 Tradition 1.266 42.525 16 Time 1.057 1.699.555 Maha 1.261 225 17 New 1.053 1.370.981 Great 1.190 564.963 18 1.002 864 Dharma 1.175 995 19 Caste 980 2.524 Ya 1.163 30.492

35

20 Social 966 290.389 1.158 7.498 21 Woman 893 316.889 Way 1.144 1.124.427 22 Great 888 564.963 1.139 247.371 23 Worship 877 14.994 1.138 113.255 24 Century 863 104.183 Tibetan 1.134 2.561 25 862 43.535 India 1.122 41.328 26 Body 849 240.000 Bodhisattva 1.102 6.181 27 Form 827 240.000 Pure 1.081 32.761 28 Like 819 2.368.161 Period 1.079 120.782 29 Vedic 798 237 Su 1.065 5.090 30 773 1.653 Borobudur 1.060 14 31 Society 773 150.308 School 1.049 526.938 32 772 900 Japanese 1.036 49.403 33 Spiritual 763 35.615 Monastic 1.028 1.102 34 Divine 760 19.002 Like 1.017 2.368.161 35 Important 756 331.677 Beings 1.008 24.019 36 Later 732 311.946 Land 1.008 139.390 37 Called 731 372.349 Indian 989 50.606 38 Dharmasastra 717 14 Order 987 222.694 39 Lord 716 74.118 Self 972 43.535 40 Modern 716 83.994 Later 970 311.946 41 Practice 707 121.740 State 966 576.842 42 700 17.316 Known 965 190.706 43 Man 686 743.759 Body 964 240.000 44 Work 682 813.104 Second 961 335.705 45 Known 677 190.706 Enlightenment 960 5.486 46 Ramalinga 673 1 People 960 1.783.264 47 Different 668 413.637 Asia 959 29.022 48 Religion 648 63.836 Important 949 331.677 49 Human 646 257.723 Form 942 240.000 50 Way 643 1.124.427 Temple 926 23.007 51 Became 631 158.626 Teachings 921 6.643 52 State 626 576.842 Different 907 413.637 53 Day 623 744.843 Death 902 207.662 54 Family 621 440.562 Became 887 158.626 55 Power 620 319.179 Said 880 2.051.636 56 Said 608 2.051.636 Reliefs 878 395 57 Law 605 277.247 Called 867 372.349 58 Years 602 1.032.375 Central 857 104.686 59 601 290 Buddha’s 852 0 60 Goddess 598 5.736 Religion 836 63.836 61 Sri 598 3.819 Nature 824 130.930 62 King 592 136.885 Thought 818 472.206 63 Knowledge 589 115.164 Ra 815 3.739 64 Sanskrit 587 570 Example 811 239.513

36

65 Early 586 262.536 Ritual 810 14.331 66 Swami 580 327 Tra 803 418 67 Order 570 222.694 Mahayana 785 98 68 Born 568 91.484 King 774 136.885 69 563 98 Sanskrit 768 570 70 Place 555 475.252 Da 762 136.885 71 Guru 548 4.226 760 3.148 72 Veda 541 116 Path 751 60.416 73 South 530 175.823 Years 750 1.032.375 74 Mother 523 318.380 Used 741 487.061 75 Nature 521 130.930 History 734 253.511 76 Death 520 207.662 Literature 730 50.932 77 Food 519 230.235 Good 726 1.130.305 78 Western 512 78.491 Number 726 341.753 79 Movement 506 95.060 Modern 722 83.994 80 502 240 Chan 697 3.334 81 Mind 501 247.371 Stu 693 2.510 82 501 300 Various 693 99.840 83 Vedanta 500 133 According 688 209.801 84 Tamil 496 1.144 Social 680 290.389 85 Just 490 2.349.739 Images 675 71.774 86 Shaiva 483 11 Seen 673 294.274 87 Given 470 237.365 Means 672 235.185 88 Ancient 465 42.877 Lay 665 58.015 89 Literature 462 50.932 Power 664 319.179 90 462 33.236 Maitreya 662 22 91 Ramalinga’s 460 0 Place 651 475.252 92 Used 458 487.061 Human 649 257.723 93 Son 454 188.433 Local 649 206.591 94 Legal 453 107.154 Spiritual 646 35.615 95 History 452 253.511 Doctrine 644 17.228 96 Term 452 95.236 Monasteries 640 839 97 Long 451 583.172 Right 638 1.443.043 98 451 628 Things 632 630.914 99 According 450 209.801 Art 630 162.237 100 Community 449 233.666 Western 630 78.491

From those 100 most frequently words in table 4.1, it can be seen that there were 46 words which are identical to use in Hinduism and Buddhism context (almost half of the total most frequently words presented). The following table 4.2 will show the similar words found in Hinduism and Buddhism corpus.

37

Table 4.2 Similar words in Hinduism and Buddhism Corpus

No. Words Frequency in Frequency in Frequency in Hinduism Buddhism English COCA 1 India 2.517 1.122 41.328 2 Life 1.680 1.804 719.602 3 World 1.605 1.710 715.303 4 Religious 1.303 1.525 94.522 5 Indian 1.302 989 50.606 6 Tradition 1.237 1.266 42.525 7 Dharma 1.177 1.175 995 8 Texts 1.167 1.524 19.496 9 People 1.077 960 1.783.264 10 Temple 1.068 926 23.007 11 Time 1.057 1.803 1.699.555 12 Great 888 1.190 564.963 13 New 1.053 1.331 1.370.981 14 Century 863 2.135 104.183 15 Self 862 972 43.535 16 Body 849 964 240.000 17 Form 827 942 240.000 18 Like 819 1.017 2.368.161 19 Later 732 970 311.946 20 Important 756 949 331.677 21 Practice 707 1.420 121.740 22 Known 677 965 190.706 23 Way 643 1.144 1.124.427 24 Social 966 680 290.389 25 Spiritual 763 646 35.615 26 Ritual 1.232 810 14.331 27 Religion 648 836 63.836 28 Called 731 867 372.349 29 Different 668 907 413.637 30 Human 646 649 341.753 31 Modern 716 722 83.994 32 Became 631 887 158.626 33 State 626 966 576.842 34 Power 620 664 319.179 35 Said 608 880 2.051.636 36 King 692 774 136.885 37 Sanskrit 587 768 570 38 Early 586 1.320 262.536 39 Order 570 987 222.694 40 Nature 521 824 130.930

38

41 Death 520 902 207.662 42 Western 512 630 78.491 43 Mind 501 1.139 247.371 44 Literature 462 730 50.932 45 Used 458 741 487.061 46 According 450 688 209.801

Besides some similar frequently words used in Hinduism and Buddhism, there are also found some differences in terms used for the same concept or meaning in Hinduism and Buddhism. Those differences can be seen in table 4.3.

Table 4.3 Different Terms in Hinduism and Buddhism

No. Meaning/Concept Words in Words in Buddhism Hinduism 1 God God Buddha Gods (many rules) Shiva Vishnu Sri 2 Meditation Yoga Meditation 3 Important place India China Japan Tibet India Asia 4 Subject and object Woman Beings Man People Human People Son Mother 5 Important Krishna Bodhisattva name/ Rama Buddha’s Ramalinga’s 6 Purpose/focus Worship Enlightenment Spiritual Spiritual Divine 7 Religious people Brahmin Monks

39

Generally, corpus is created to significantly helped language learners using the words in certain contexts. It is said that corpus is more helpful than dictionary, since it gives unique list of words that are closely related with a certain topic. Thus, table 4.4 shows 50 unique words in Hinduism and Buddhism corpus compare to COCA.

Table 4.4 50 Unique Words/Lexical Used in Hinduism and Buddhism No Hinduism Buddhism Words Frequency in Frequency Words Frequency Frequency Hinduism in COCA in in COCA Corpus Buddhism Corpus 1 Hinduism 1.654 938 Maha 1.261 225 2 Dharma 1.177 995 Dharma 1.175 995 3 Shiva 1.002 864 Borobudur 1.060 14 4 Vedic 798 237 Reliefs 878 395 5 Krishna 772 900 Buddha’s 852 0 6 Dharmasastra 717 14 Tra 803 418 7 Ramalinga 673 1 Mahayana 785 98 8 Brahman 601 290 Maitreya 662 22 9 Sanskrit 587 570 Monasteries 640 839 10 Swami 580 327 Kamma 619 119 11 Vedas 563 98 Sudhana 599 7 12 Veda 541 116 Setra 569 1 13 Brahmin 502 240 381 40 14 Vishnu 501 300 Therava 377 1 15 Vedanta 500 133 371 0 16 Shaiva 483 11 Tantric 371 259 17 Ramalinga’s 460 0 Gha 364 24 18 Rama 451 628 321 26 19 409 716 319 3 20 Bhakti 322 99 Nirva 301 3 21 Castes 302 543 300 1 22 Brahma 274 226 Bha 290 65 23 Upanishads 259 68 Shudana’s 273 0 24 254 599 Amita 266 104 25 Jain 249 588 Stiva 262 73 26 Ascetic 246 854 255 24 27 Ashram 229 313 238 92 28 Gita 223 454 Kyamuni 213 5 29 Brahmanical 217 7 Jica 204 10 30 216 96 203 9 31 211 72 200 27

40

32 209 54 Sarva 196 5 33 201 891 Amitabha 177 24 34 200 1 Tathagatagarbha 155 0 35 Puranas 193 9 150 143 36 180 372 149 2 37 Tantric 179 259 Madhyamika 148 24 38 Samaj 178 39 Kutagara 147 0 39 Navalar 175 0 142 539 40 Bhagavad 162 121 Ascetic 139 854 41 Olivelle 161 7 Karmic 137 409 42 161 196 134 39 43 160 379 Nirvaua 134 0 44 Prakriti 147 7 Avalokites 133 0 45 146 160 133 316 46 145 17 Mahoyona 130 0 47 Bengal 144 845 Dhamma 129 578 48 Shaivite 140 5 Dao 128 444 49 Advaita 138 72 Kamakura 127 38 50 135 482 skya 126 0 c. Lexical Terms and Its Collocation The example of lexical terms and their collocation relate to Buddhism and Hinduism are presented in the following discussion. In this study, lexical collocations mean as multiword units which encompasses more than one words and refer a whole unit of meaning. Add to this, they particularly derive from some discourse communities of Hinduism and Buddhism and repeatedly used either in their written communication. The corpus show that the words Buddhist are mostly followed by preposition, clause, gerund, and noun phrases. The column of position show their frequency. Having been analyzed, types of collocation of “Buddhism” and “Hinduism” found in this study are the combinations of verb, noun, adjective etc. Some of the most common types are: adjective and noun and adverb with verbs. Adjective + noun, noun + noun, noun + verb, verb + noun, verb + expression with preposition relate to their , and verb + adverb expressed their daily activities. The following table show how the word Baddish and Hinduism are used in some discourses. They are divided into two categories: the high word and the average frequent in the context.

41

1. Collocation of Some Most Frequently Used Words in Hinduism and Buddhism 1) Hinduism Corpus a) Hindu Hindu is the most frequently word found in Hinduism corpus in this study. Figure 4.15 and Table 4.5 show the document segments containing word Hindu and some examples of its collocation (from 2.744 contexts found).

Figure 4.15 Document Segments of word “Hindu”

Table 4.5 Collocation of word “Hindu” when its earliest forms emerged. Hindu is a term from the ancient Persians. Sindhu River in what is now was called the Hindu by the Persians (the first textual mention occurred In academic terms the Hindu tradition, or Hinduism, is usually referred to as For at least two reasons the Hindu tradition contains the greatest diversity of any world Throughout this expanse of time, the Hindu tradition has been extremely conservative about are the gods who became most important in the later Hindu , Vishnu and (one of whose epithets is one of the most powerful sacred in Hindu tradition, although there are not many references to her. spelled as Brahmo in Bengali. In the rich matrix of Hindu reform in Bengal in the 19th century emerged the great Movements of the Sants, who melded Islamic and Hindu notions while decrying orthodoxy. Ramakrishna directly to surmount the many difficulties of understanding Hindu oral and written traditions is by using an expanded Hinduism is the Internet, which is creating new and linking Hindus from different communities Vedic ritual is not the focal point of most daily Hindu practice, but the notion of “Veda” as a powerful symbol

42

b) Yoga The next frequently used word found in Hinduism corpus is “Yoga”. Figure 4.16 and table 4.6 show the document segments containing word “Yoga” and some examples of its collocation (from 1.207 contexts found).

Figure 4.16 Document Segments of word “Yoga”

Table 4.5 Collocation of word “Yoga”

200 B.C.E. to 200 C.E. writes the yoga Sutra. c. 200 B.C.E. to 100 C.E. exponent of the emphasizing yoga practices. 950 Birth of Kashmiri Shaivite guru of the Kashmiri Shaivite school who founds Dham to promulgate Indian , kundalini (Kolkata). As a teenager, he was interested in yoga , philosophy, and the religious life and, though quite of the Divine. The revival of All Embracing yoga , and its spread from India to the United States and several incorporates the four major yoga paths: yoga the path of study; BHAKTI the path of study; , the path of devotion to the Divine; , the path of devotion to the Divine; yoga the path of action; and RAJA the path of action; and , the path that unites mind, heart, and body in pursuit of the the famous practitioner of Shaivism and siddha yoga . From childhood, Jones reported many experiences of Society (est. 1920) The yoga Society was founded in in 1920 by the Russian Although the teaching reveres Hinduism, is not considered exclusively Hindu in nature; rather, his successor as a living master of ajapa yoga . Guru Prasad assumed leadership of the ashrams and

43

c) Caste “Caste” in another frequently word found in Hinduism corpus in this study. It is used in 980 contexts. Figure 4.17 and table 4.7 show the document segments containing word “Caste” and some examples of its collocation.

Figure 4.17 Document Segments of word “Caste”

Table 4.6 Collocation of word “Caste”

social system that in India became known as the caste system. Texts dating from the late centuries before the The long tradition of Hindu saints who were lower caste anticaste, or anti-Brahminical were supplemented by Sufi were socially revolutionary in that they decried caste as spiritually bankrupt and laughed at the on the funeral pyres of their husband, to eliminate caste , and to end worship of icons. Many of these people including Mahatma Gandhi and . The caste system received significant criticism for more than two Virashaivas of , a South Indian state, eliminated caste from their reform tradition in the 11th century C.E., and wanderers such as the routinely criticized caste and Brahminical cultural dominance, from the Buddha’s minorities (including ), and reassertion of caste privilege were all part of this larger movement. the Vedas to teach gender equality and rejection of caste , a message that clearly opposed the orthodoxy of the day. activist and social reformer. He believed that the caste divisions and ritualism of traditional Indian society should GANDHI with the specific proviso that there would be no caste restriction in regard to entry. At that time (and even to Suriname, and Trinidad/Tobago. Most were poor lower- caste workers from the states of Eastern Uttar Pradesh and From its inception, Meherabad did not recognize caste distinctions in training its students or serving the needy.

44

d) Goddess The fourth example of most frequently word found in Hinduism corpus is the word “Goddess”. It is found in 598 contexts. Figure 4.18 and table 4.8 show the document segments containing word “Goddess” and some examples of its collocation.

Figure 4.18 Document Segments of word “Goddess”

Table 4.8 Collocation of word “Goddess”

of goddesses are mentioned, most frequently , goddess of the dawn, and , said to be the mother of the gods. and Aditi, said to be the mother of the gods. The goddess of speech, Vach (Vak), however, may be most important, A similar phenomenon occurs in the career of the great goddess , , in Hindu tradition. Shakti forms the third large called shaktas, believe in the supremacy of the goddess . The development of shakti worship began to take shape and a pilgrimage site of great importance. Similarly, the goddess Minakshi in the temple city of Madurai, most probably a complicated and varied lives of Vishnu, Shiva, and the goddess , but many local tales in local languages and Sanskrit tell Vishnu and Shiva . Parvati was likely a mountain goddess who may have ruled the mountains on her own at one is , the form of SHIVA when he is half- goddess and half-god. This form symbolizes the end of just before the rainy season is to begin, the goddess is said to menstruate in order to prepare herself for creating Ardhanarishvara. The name of this goddess is given to one of the highest peaks in the HIMALAYAS. Uma, sometimes called PARVATI, is the principal goddess of Bali; she is the of Bali; she is the goddess of the Mountain Gunung Agung, where she dwells as in its path. Finally, they had to call upon the Great goddess to offer her YONI or vagina to hold it in place and pacify

45

e) Guru As the last example of most frequently word found in Hinduism corpus, the word “Guru” is found in 548 contexts. Figure 4.19 and table 4.9 show the document segments containing word “Guru” and some examples of its collocation.

Figure 4.19 Document Segments of word “Guru”

Table 4.9 Collocation of word “Guru”

the Sikh religion in North America. The future guru was born on August 26, 1929, in what is now Pakistan Autobiography of a , teacher of and Hindu guru with many Western disciples, enters the United States, Bhaktivedanta Swami Prabhupada, famous Vaishnavite guru and founder of International Society of Krishna understanding of a spiritual path that includes devotion to a guru and self-observation. He opened a small ashram in who was in turn succeeded by his disciple, guru Janardan. In the 1960s Janardan organized the world once made they are then considered “decisions of the guru and must be observed by all members of the Sikh Chanting in this way allows spiritual interaction between guru and chela (student) without time constraints. his studies, Narendra returned to the ashram, where his guru initiated him into sannyas (renunciation) and gave him would be under the tutelage and guidance of a particular guru or of teachers. Isolation is no longer the the spiritual path of Bauls is their reverence for . Each guru writes his own songs from his personal experience, Seeing that he is about to go into battle with his own guru DRONA; his grandfather, BHISHMA; and many of his He remained in India with his guru for 12 years and for a period he served as Muktananda’s From then on Malti was educated under the guidance of her guru . She lived with her family in Bombay () and

46

2) Buddhism Corpus a) Buddhist Buddhist is the most frequently word found in Buddhism corpus in this study. Figure 4.20 and Table 4.10 show the document segments containing word Hindu and some examples of its collocation (from 7.066 contexts found).

Figure 4.20 Document Segments of word “Buddhist”

Table 4.10 Collocation of word “Buddhist”

stages are the work of the Sailendras. The of was certainly constructed by a nor the fact that it concerns an endowment made to Buddhist , among which Borobudur can be counted, religious milieu in which Borobudur was created was Buddhist of the Mahayanist school. a sermon which contained the essence of the Buddhist doctrine. See, brothers, the holy truth about the fact that it concerns an endowment made to Buddhist temples, among which Borobudur can be counted, in the same way. One of the Buddhist saints did not reject a finger which had fallen off a leper selected in relation to the importance of existing Buddhist communities. A stele has been found at Kalasan particular to . The need for an ideal Buddhist geographical site led in Angkor to the construction the monument was not perhaps of strictly Buddhist symbolic significance and was attached to the Sailendra the temples is an architectural expression of Buddhist tantric mythology. the Prambanan group and Hindu rather than Buddhist , antedates Prambanan in time, being of the eighth with the conception of the according to Buddhist (UNESCO, 2014), which includes the province or in other countries. A procession of Buddhist monks begins in the Temple, passes through the

47

b) Buddhism The next frequently used word found in Buddhism corpus is “Buddhism” word itself. Figure 4.21 and table 4.11 show the document segments containing word “Buddhism” and some examples of its collocation (from 5.329 contexts found).

Figure 4.21 Document Segments of word “Buddhism”

Table 4.11 Collocation of word “Buddhism”

The great success of Mahayana Buddhism , as will be seen later, was assured since it permitted the and to the Goddess . Buddhism is a doctrine of salvation which in some essential elements the year A.D. 300 in the north of India. Tantric Buddhism stresses an important mythology which rests on the five were many possible sources and once established Buddhism evolved in its own way. This is apparent in the Sang It is usually agreed that the Buddhism described in this text must be close to the form practised structures were better adapted to Sivaism than Buddhism . Statues of Siva and lingas have been found everywhere, is known about the Indian roots of Avatamsaka Buddhism to reach any definite conclusion on this question. buddhologist D. Friedmann in an entry on Mahayana Buddhism written for a popular Dutch encyclopedia (de Casparis 1950, , who studied the Five Kinds of under Dharmayasas in Orissa. of Five Transcendental Buddhas of Esoteric Buddhism would render such identifications equally questionable. as a response to the negative characterizations of Buddhism by colonists and Christian , as well as this case the contemporary conversation between . Others attempt a more phenomenological While the textual tradition of Theravada Buddhism proclaims that its sacred texts contain only the pristine

48

c) Buddha “Buddha” in another frequently word found in Buddhism corpus in this study. It is used in 4.727 contexts. Figure 4.22 and table 4.12 show the document segments containing word “Buddha” and some examples of its collocation.

Figure 4.22 Document Segments of word “Buddha”

Table 4.12 Collocation of word “Buddha”

The doctrine was preached for the first time by the Buddha whose name was Siddartha Gautama and who belonged to the lists of marks by which one recognizes the Buddha . These lists have reference to a young child is mirrored in a celestial Bodhisattva and in a terrestrial Buddha and rules over a whole family of lesser celestial beings. So when the disciple Ananda asked the Buddha , ‘How should we behave to women?’ the master replied, After all, there was no mention of the Buddha in the ancient Chinese classics. The Bodhisattvas see the Buddha seated underneath the (II-15). From above the clouds heavenly beings shower the Buddha with a floral tribute. ten Tathagatas was none other than the primordial Buddha Dipankara made the sculptors decide to move the image it is somewhat surprising to see a Pratyeka Buddha raising his right hand in vitarka-mudra. original placement and significance of the unfinished Buddha of the central , and on the symbolic or technical the dharma wheel of all Buddhas, assembly-circles of all Buddha fields, spheres of miracles of all not an expanded version of the Life of the Buddha , provided the inspiration for the reliefs of the third and jataka reliefs, the shining example of the future Buddha in the Lalitavistara, is the source of inspiration for

49

d) Monks The fourth example of most frequently word found in Buddhism corpus is the word “Monks”. It is found in 2.021 contexts. Figure 4.23 and table 4.13 show the document segments containing word “Monks” and some examples of its collocation.

Figure 4.23 Document Segments of word “Monks”

Table 4.13 Collocation of word “Monks”

DeCasparis translated it and thought that monks were banished from their monastery because of Mahayanist the universe, conceived for the spiritual exercise of the monks . Its square levels, its round terraces and the final stupa in other countries. A procession of Buddhist monks begins in the Mendut Temple, passes through the imperfections, encountered by Chinese and Indian monks in translating Indian and Central Asian reliefs suggest, however, that all three are solitary monks , who do not seem to be members of a larger monastic Others cherish a vision of a procession of monks performing the pradaksina, reciting the sacred scriptures or vague images of stone Buddha statues and robed monks in far-away Asian countries. modernity exemplified a general desire among Buddhist monks and lay people to reinterpret Buddhist teachings and rules There were also rumors of imprisoned monks on hunger strikes. Fourteenth Dalai commented that the beating of monks would cause bad for the perpetrators. Sinhala missionaries and Buddhist monks between 1864 and 1873. began to encourage early twentieth-century monks to lead the religious and social reforms he envisioned influence lost during the colonial years also exposed monks to charges that they were becoming too worldly.

50

e) Bodhisattva As the last example of most frequently word found in Buddhism corpus, the word “Bodhisattva” is found in 1.102 contexts. Figure 4.24 and table 4.14 show the document segments containing word “Bodhisattva” and some examples of its collocation.

Figure 4.24 Document Segments of word “Bodhisattva”

Table 4.14 Collocation of word “Bodhisattva”

it permitted the assimilation of the king to a Bodhisattva (a future Buddha) and so reinforced the temporal Each one is mirrored in a celestial Bodhisattva and in a terrestrial Buddha and rules over a whole which allows a believer to aim for a state of the Bodhisattva in one’s lifetime, as opposed to it being in a very both the Buddha and the temple’s founder, a Bodhisattva king. The name Borobudur is believed to the reliefs seems to single out any individual Bodhisattva , who could be regarded as representing one of those, all extending to the limits of outer space a Bodhisattva achieves Enlightenment, seated on a lion throne and Avalokitesvara and all three reliefs show the Bodhisattva enthroned on a simhasana. the building and after he has recited his praise of the Bodhisattva Maitreya and his palace of miracles, he sees Maitreya But Maitreya, for the text states clearly that the Great Bodhisattva Maitreya now entered the kutagara and withdrew After a relief showing an enthroned Bodhisattva or king, Samantabhadra finally makes his first Sudhana kneels behind the Bodhisattva , his hands folded in añjali. e is at the same time represented as an actual ‘ Bodhisattva great hero', and this explains a certain ambiguity of the path of study and wisdom; there is another made by him (vs. 44).

51

2. Collocation of Similar Terms used in Hinduism and Buddhism From the corpus developed in this study related to Hinduism and Buddhism, there were found that almost 50% of the words in both corpuses are similar. Looking at the context or collocation of those similar words will give clear difference or similar concepts between Hinduism and Buddhism. In this part, some similar words (dharma (1.177; 1.175), Sanskrit (587; 768), and temple (1.068; 926) are presented on their collocation tables. 1) Dharma

Table 4.15 Collocation of word “dharma” in Hinduism Context

The social concept of dharma emerges from the VEDIC notion of RITA or “cosmic order.” (the social order) is maintained by dharma (right conduct and the fulfillment of duty and religious law). These included the Dharmasutras (aphoristic texts). dharma later became personified as a god in mythology and literature. an educational resource for the promotion of Sanatana dharma .” It employs over 100 reporters and dozens of photographers. an intelligent and knowing person attending to dharma and artha and also to , without becoming the slave After a period of controversy, the Sikh dharma was recognized as a valid expression of , the Vedic texts themselves as well as authoritative dharma (right conduct) texts such as the DHARMASHASTRA of He is the son of Kunti by the god dharma . Yudhisthira has a prominent place in the story. Lord , Guardian of dharma and Remover of Obstacles, has now revealed this anomalous analogues in various Indic languages, especially hindu dharma . From the first decades of the twentieth century onward,

Table 4.16 Collocation of word “dharma” in Buddhism Context

Mandala are intended as aids to guide meditation on the dharma – or laws determining existence. teachings of the Buddha and became a Grand Master of dharma , obtaining the patient rest in the in non-; “Elsewhere, he saw how Maitreya expounded the dharma to the assembly of the Lokapalas; “He is the great teacher of the dharma , and is praised by all Buddhas” vows for the discipline of all beings, sounds of the dharma wheel of all Buddhas, assembly-circles of all Buddha (XXVI), whose method of teaching the dharma may be considered to be a precursor of Tantric sexual yoga. Paranirmitavasavartin heaven expounded the dharma of the freedom from all illusions of all Buddhas; elsewhere, the so-called dhammadipa, or 'island of the dharma wherein the Buddha himself visited the island and an idiosyncratic theosophical image of the Buddha, dharma and the sa.gha and attempted to establish a correlation Two modern repackagings of the dharma deserve special mention.

52

2) Sanskrit

Table 4.17 Collocation of word “Sanskrit” in Hinduism Context

in earlier Vedic “Brahminism.” In the Sanskrit epics, still widely known in myriad versions in India Vedic or Brahmanical tradition. The Sanskrit texts, the puranas, composed from the fourth to the 12th but many local tales in local languages and Sanskrit tell the more hidden tales of how these local godly king as a of Indian tradition, when Sanskrit literature flourished with such poets as , and the major temples now were all Brahmins and they all used Sanskrit in the rituals to the gods, where other languages had Birth of Kalidasa (380–460), the great Sanskrit poet and dramatist, author of Shakuntala and He wrote numerous books and commentaries, all in Sanskrit . Most well known is the magnum opus, The Adipurana is an important Sanskrit text of the DIGAMBARA Jains (see ). began to study HINDI and classical Sanskrit ; the next year he decided to become temples and in ritual contexts alongside the sacred Sanskrit recitations. They praise Lord VISHNU in

Table 4.18 Collocation of word “Sanskrit” in Buddhism Context

especially religious circumstances, by the use of Sanskrit for inscriptions and the adoption of a complete the Christian era, it is likely that Sanskrit in India was already not a truly living language but which record has come down to us is mentioned in the Sanskrit inscriptions of about A.D. 450 from the south of . This eastward movement is confirmed by a Sanskrit inscription dating from 760 discovered in the Malang the Sang Hyang Kamahayanikan, a Sanskrit catechism which is linked with a text in Old Javanese. a brief description in Old Javanese but written in Sanskrit letters. These inscriptions have been translated by Krom; with lotus and rectangles on which are drawn letters of the Sanskrit alphabet. Under the other statues the arrangement is Borobudur is believed to have been derived from the Sanskrit words vihara Buddha uhr , meaning Buddhist the Gandavyuha has been preserved in several Sanskrit manuscripts and two modern editions, as well as scholars had earlier recommended that a survey of Sanskrit , Tibetan, and Chinese Buddhist texts should precede

53

3) Temple

Table 4.19 Collocation of word “Temple” in Hinduism Context

Similarly, the goddess Minakshi in the temple city of Madurai, most probably a goddess of her to these divinities began to be created in stone. temple Hinduism represented a real shift in worship from that the traditions of the non- substratum in India, temple Hinduism focused its worship around icons placed in however, very much connected the new temple sites with the Aryan tradition: the priests in the major Shiva , commences enlargement of the Shiva temple at , completed in 1250 c.e. on Hall of a Thousand Pillars at famous Shaivite temple in Chidambaram and is completed in 1685. In 1970 at the Vedanta temple in Hollywood, he experienced a reawakening and The Umbilo Shree Ambalavanaar Alayam temple of Durban, built in 1875, is recorded as the first proper national monument in 1980. The Umbilo temple continues to operate as a favored place of Hindu worship, the sacred book of the Sikhs, is enshrined in the temple ; it is the sole true guide for the Sikh , which no

Table 4.20 Collocation of word “Temple” in Buddhism Context

Mataram the road they took passed right by the temple at Prambanan. This lack of interest was Malang region and mentioning the construction of a temple dedicated to . are the work of the Sailendras. The Buddhist temple of Kalasan was certainly constructed by a the Sailendras. The founding of a temple became a political rather than a religious act; Cum in the Angkor area. This temple was Mahayanist. Like Borobudur, it was built after the design of a yantra which remained carved in the temple . The first verse of this text, A stele discovered near the present temple dates from 778 and commemorates the construction dedicated to the goddess Tara. The temple as it is now is not the original building, but a read and to translate, only concerns an enlargement of the temple . Bosch has shown that Candi was an expression of Kalasan is the village of Sambisari, in which the temple of the same name is found.

3. Collocation of Unique Words in Hinduism and Buddhism 1) Hinduism Corpus From the analysis of Voyant tools in developing Hinduism corpus, there were found that this corpus has many unique words/terms. Those unique words were determined by comparing the frequency of them in Hinduism corpus and COCA (as the general corpus with big resources). When the frequency of the words in COCA is less than 1.000, it can be classified that the words are specific in the context of Hinduism. This section will show some example of the unique words

54

found in Hinduism corpus and their collocation. Those words are Dharmasastra (717), Shiva (483), Upanishads (259), Brahmanical (217), and Puranas (193).

a) Dharmasastra Dharmasastra is the first unique word found in Hinduism corpus in this study. Figure 4.25 and Table 4.21 show the document segments containing word Dharmasastra and some examples of its collocation (from 717 contexts found).

Figure 4.25 Document Segments of word “Dharmasastra”

Table 4.21 Collocation of word “Dharmasastra”

a five-volume monograph entitled History of Dharmasastra (Ancient and Mediaeval Religious and Civil Law), literature devoted to religious and legal duties, the Dharmasastra . It contains rather something close to an intellectual A modern scholar of Dharmasastra , Richard Lariviere, is fond of saying, “We all make So, why do we need a new history of Dharmasastra ? Kane’s work does have shortcomings that have grown dharma within the normatively focused genre of Dharmasastra and closely related textual traditions. study of an important aspect or topic of dharma in Dharmasastra . Some religious traditions— and Islam, for The precise relationship of Dharmasastra and practice varied, whether in religion, law, commerce, We should not expect that Dharmasastra had the same type of influence on society over other times and places, one must conclude that the Dharmasastra had little or no influence because its ethos, assumptions, It is part of the ongoing work of scholarship about Dharmasastra to ascertain and describe this variable influence through

55

b) Shaiva The next unique word found in Hinduism corpus is “Shaiva” word itself. Figure 4.26 and table 4.22 show the document segments containing word “Shaiva” and some examples of its collocation (from 483 contexts found).

Figure 4.26 Document Segments of word “Shaiva”

Table 4.22 Collocation of word “Shaiva”

philosophy, religion, and yogic practice of the Kashmir Shaiva tradition. ’s exceptional work on Their origins are probably to be found in the ancient Shaiva of the . These are given a wide Also, the South Indian tradition of Shaiva can be classified as dvaita. During this time he began to learn the Shaiva Sastras. Lakshmana endured great struggles with his A person who Shiva will be called a Shaiva in India or a Shaivite in academic parlance. Vedic ritual was early reworked by Vaishnava and Shaiva ritualists and brought into temples where oblations she sees the there. There is one Shaiva myth which comes close to being a parallel to the Oedipus the extensive shrine to Krishna, and the 12 Shaiva linga shrines. Ramakrishna was in a position in which As a boy he read the stories of the Shaiva saints, the , and at the age of 17, after a near-death Shiva as both creator and destroyer. Several of the Shaiva follow practices that are not part of the brahmanical

56

c) Upanishads “Upanishads” in another unique word found in Hinduism corpus in this study. It is used in 259 contexts. Figure 4.27 and table 4.23 show the document segments containing word “Buddha” and some examples of its collocation.

Figure 4.27 Document Segments of word “Upanishads”

Table 4.23 Collocation of word “Upanishads”

included (commonly within the portion) the Upanishads , the last of the Vedic subdivisions or literary modes Individual equals all reality is easily arrived at. The Upanishads were arrived at, then, not by philosophical speculation, but by ritual practice. Later Upanishads of the orthodox variety (that is, early texts associated of the concept was not found until the later texts, the Upanishads , which are called the Vedanta, or the end or identifies the god Krishna with the brahman of the Upanishads . The likelihood is that Krishna was a divinity of and the traditional Vedanta of the Upanishads looked to brahman alone without characteristics American poet who helps popularize and Upanishads in the United States. Eventually, the term brahman was developed in the Upanishads to mean “the All” or “Ultimate Reality.” material on ancient Vedic ritual, which the later classical Upanishads ignore. The work opens with a meditation on the This doctrine is repeated in later Upanishads and is a central issue in the thought of later Vedanta.

57

d) Brahmanical The fourth example of unique word found in Hinduism corpus is the word “Brahmanical”. It is found in 217 contexts. Figure 4.28 and table 4.24 show the document segments containing word “Brahmanical” and some examples of its collocation.

Figure 4.28 Document Segments of word “Brahmanical”

Table 4.24 Collocation of word “Brahmanical”

but systematically absorbed into the Vedic or Brahmanical tradition. The Sanskrit texts, the puranas, composed learned in Sanskrit and appears to have had a Brahmanical . Basavanna studied the VEDAS to refer to the student stage of a man’s life, in the Brahmanical tradition of life stages or ASHRAMAs. non-Aryan goddess to an ARYAN and Brahmanical divinity, but symbolizes a link in sovereignty between the first, given by most of the orthodox Brahmanical orders, was that I was not entitled to This also meant that were excluded from the Brahmanical religious system because they were not schooled Although the legal texts reflect Brahmanical ideals rather than observations of reality, more relation to popular traditions and show how the Brahmanical system was expanded to incorporate the beliefs and deities that had been brought within the sphere of Brahmanical authority. These were local deities that had become Brahman and the immanent Krishna. This brings Brahmanical philosophy together with popular .

58

e) Puranas As the last example of unique word found in Hinduism corpus, the word “Puranas” is found in 193 contexts. Figure 4.29 and table 4.25 show the document segments containing word “Puranas” and some examples of its collocation.

Figure 4.29 Document Segments of word “Puranas”

Table 4.25 Collocation of word “Puranas”

the Vedic or Brahmanical tradition. The Sanskrit texts, the Puranas , composed from the fourth to the 12th centuries C.E., folk traditions are revised, elaborated, and recorded in the Puranas , Hinduism’s encyclopedic compendium of culture and The is one of the 18 principal Puranas of Indian tradition; it may well be the most popular of important role in the stories of the great gods in the epics and Puranas . He is often listed in a trinity alongside Vishnu and A later example of a or , found in the epics and Puranas , is BALI, who through severe austerities usurped the mention and sacred status are fully established only in the Puranas , Indian texts of mythology. role in the epics (RAMAYANA; MAHABHARATA) and Puranas . They are minor but ubiquitous characters in Indian There are 18 traditional Puranas in Hinduism, all written in SANSKRIT. In the later epics and Puranas , or mythical lore, rishis inhabited ASHRAMS or the first list are frequently encountered in the epics and Puranas , the Indian mythological literature.

59

2) Buddhism Corpus The determination of unique words in Buddhism corpus is similar as what have been conducted in Hinduism corpus. Mahayana (785), Maitreya (662), Kamma (619), Sudhana (599), and Amitabha (177) are the example of unique words found in Buddhism corpus. This section will provide their use in the contexts. a) Mahayana Mahayana is the first unique word found in Buddhism corpus in this study. Figure 4.30 and Table 4.26 show the document segments containing word Hindu and some examples of its collocation (from 785 contexts found).

Figure 4.30 Document Segments of word “Mahayana”

Table 4.26 Collocation of word “Mahayana”

deification of rulers’ origins. The great success of Mahayana Buddhism, as will be seen later, was assured since it Borobudur since it is this dynasty which established Mahayana Buddhism and caused the Hindu worshippers who had It forms the kernel of the new doctrine, Mahayana or the Greater Vehicle. called the old school , or Lesser Vehicle. Mahayana originated for the most part in a sect whose doctrinal According to Conze, the two key words of Mahayana are ‘Bodhisattva’ and ‘void’. envisages salvation at some remote future time. Even if Mahayana shortens this period of time, the number of rebirths These form part of the Mahayana pantheon, among whom are Manjusri and Gandavyuha-sutra is one of the great sacred scriptures of Mahayana Buddhism, widely known and deeply revered a literary masterpiece, the most readable of all the Mahayana and almost the only one organised as a balanced

60

b) Maitreya The next unique word found in Buddhism corpus is “Maitreya” word itself. Figure 4.31 and table 4.27 show the document segments containing word “Maitreya” and some examples of its collocation (from 662 contexts found).

Figure 4.31 Document Segments of word “Maitreya”

Table 4.27 Collocation of word “Maitreya”

can be noted, on the reliefs on the third gallery, the Maitreya , the next Buddha. important is what can be expected of the future, from Maitreya or from Samantabhadra, another of the seventy-two the Gandawyuha and the importance given to the Maitreya on the reliefs of the third gallery. After a lengthy visit to Maitreya , the Buddha of the Future, in his palace of miracles, and Sudhana’s visits to the Great Bodhisattvas Maitreya , Mañjusri, and Samantabhadra. It begins when Maitreya grants Sudhana permission to enter his kutagara. It ends when Maitreya himself finally enters the building to break the spell under of Mañjusri up to his arrival at the palace of Maitreya is illustrated on exactly twice that number of reliefs. A similar prediction, given by Maitreya , is elaborately illustrated on the third main wall after he has recited his praise of the Bodhisattva Maitreya and his palace of miracles, he sees

61

c) Kamma “Kamma” in another unique word found in Buddhism corpus in this study. It is used in 619 contexts. Figure 4.32 and table 4.28 show the document segments containing word “Kamma” and some examples of its collocation.

Figure 4.32 Document Segments of word “Kamma”

Table 4.28 Collocation of word “Kamma”

how the dying process works, no knowledge of action Kamma and result (vipàka), and no experiential knowledge of the spiritual path does not include the concepts of rebirth, Kamma or conditionality but does contain a belief in the will every fibre is saturated with understanding of rebirth, Kamma and conditionality. There is far less grief and For the modern Westerner, the teaching of Kamma offers a path of practice based not on fear of a higher a wide range of interpretations, but in the study of Kamma we are concerned with finding definitions that are The teaching of Kamma satisfies these requirements. It is in the light of precisely this situation that the law of Kamma is so relevant. Strangely so, because in fact the law of Kamma is a singularly dynamic and lucid teaching, one which is pertinent to the modern age. In the law of Kamma we are able to find meaningful and relevant definitions of The teaching of Kamma satisfies these requirements.

62

d) Sudhana The fourth example of unique word found in Buddhism corpus is the word “Sudhana”. It is found in 599 contexts. Figure 4.33 and table 4.29 show the document segments containing word “Sudhana” and some examples of its collocation.

Figure 4.33 Document Segments of word “Sudhana”

Table 4.29 Collocation of word “Sudhana”

It describes the search for wisdom by Sudhana , the son of a merchant who wishes to acquire great Naturally the scenes on all three are very similar, showing Sudhana in conversation with one of his spiritual masters. to the Gandawyuha, illustrating the pledge of Sudhana to follow the example of Bodhisattva Samantabhadra. a pilgrimage undertaken by a “son of good family” named Sudhana . The Great Bodhisattva Mañjusri singles him out The accumulative effect of their teachings is that Sudhana advances to a state of mind in which only the Great of miracles, and a brief, second encounter with Mañjusri, Sudhana arrives at the residence of his last teacher, the chief protagonist of the story, a young pilgrim named Sudhana , to a number of Good Friends, or kalyanamitras, Most of the wise mentors whom Sudhana encounters in the course of his quest for Enlightenment often less easily recognizable panels in which Sudhana receives instruction from the other kalyanamitras and the reduplication of a number of visits that Sudhana paid to these Good Friends, illustrated on the reliefs of

63

e) Amitabha As the last example of unique word found in Buddhism corpus, the word “Amitabha” is found in 177 contexts. Figure 4.34 and table 4.30 show the document segments containing word “Amitabha” and some examples of its collocation.

Figure 4.34 Document Segments of word “Amitabha”

Table 4.30 Collocation of word “Amitabha”

(Aksobhya to the east, to the south, Amitabha to the west and Amoghasida to the north). The same Bodhisattva, clearly identifiable by the figure of Amitabha the headdress, is also shown in the series devoted stanzas of the Bhadracari, which sing the praise of Amitabha , are another later addition. explanation that the last part of the Bhadracari in which Amitabha makes a rather unexpected appearance, has not been Gandavyuha, and the addition of stanzas in praise of Amitabha to the original Bhadracari of approximately forty-four after having removed all obstacles, may I then see Amitabha and may I then enter the land of .” The sudden appearance on the scene of Amitabha is surprising, for except in the final verses of the for except in the final verses of the Bhadracari, Amitabha does not play a role of significance in either the as far as I have been able to establish, no precedent for an Amitabha in dharmacakra-mudra, a gesture usually reserved for a representation of Amitabha’s paradise in which Amitabha shares the place of honor with a multitude of other

64

2. Discussion The discussion in this study is divided into three parts. The first is about how the list of corpora explored by using Voyant are compared with those explored with CoCA software, particularly from the aspect of lexis and from the most observable trends found. The second is about the comparison of Hinduism and Buddhism Corpus. Drawing on, the differences between them will be discussed and figured out. In addition, the factors supported the differences will be discussed based on the summary revealed by Voyant software. The third deals with the possibilities of Hinduism and Buddhism corpus analysis contributing to the instructional material development such as types of texts, topics and/or themes that can be developed to support the ESP landscape or CLIL approach for students in English for tourism study program.

a. The comparison of Voyant and CoCA software in analyzing the corpus

Having been compared using Voyant and CoCA, the most frequently words used in Hinduism and Buddhism show insignificantly different. The finding visualized in table 4.1 showing hundreds of most frequently used words in Hinduism and Buddhism corpus revealed the almost the same in their frequency. Therefore, it can be interpreted that the exploration of corpus for Hinduism and Buddhism in this current study can complete the standardized corpus. It is specifically addressed by the word Hinduism showing 2.744 form Voyant and 4.448 from CoCA. On the other hand, the term Buddhist reaches 7.066 meaning that it is higher than CoCA software analyzed which is only reaching 4.952. Another case that is interesting to discuss is the term Hinduism with reach 1.654 but it is only 938 form CoCA software analysis. On the contrary, the word Dharma reached 1.177 and 995, in this case either in Voyant and CoCA show the same things in which the term Dharma 1.175 and 995. However, there is an extreme finding from this comparison. The term enlightenment in Buddhism context show interesting in which Voyant show 960 and CoCA shows 5.486. This finding is supported by the word “Teachings” 921 from Voyant and 6.643 from CocA and then followed by the word “Ra” reaches 815 from Voyant and 3.739 from CoCA in with from those findings can be concluded that those terms tends to be greater and dominated in CoCA than Voyant. From the analysis, we assure that CoCA is tend to be more general in processing the corpus. This claim is supported by the fining in which how Hinduism showing in using the word “Worship” only reaches 877 and CoCA reach 14.994 which means that the worship is regards as the general term used in both religious.

65

b. The Comparison of Hinduism and Buddhism

Generally, based on the finding showing 100 most frequently words presented in table 4.1, and most identical words used in Hinduism and Buddhism context, we interpreted and assure that they used similar words. Those similarities used in Hinduism and Buddhism Corpus can be traced form the lexical such as (1) Dharma which is used almost 1.177 times in Hinduism and 1.175 used in Buddhism. Meanwhile CoCA only shows 995 times in using this word. In addition, the lexical “temple” in Hinduism reaches 1.068 and Buddhism gets 926 meanwhile CoCA gets the greatest in quantities, 23.007. From that analysis it is obvious that those religions use those words in the same context and concept supported with the same frequency. Furthermore, the word practice, ritual, sanskrit and death are also used by those religion in the same function in term of how these words are used in the two different setting. The word Practice reaches 707 times used by Hinduism and in Buddhism, it is 1.420, meanwhile in CoCA it is 121.740. The word ritual reaching 1.232 from Hindustan and 810 from Buddhism and CoCA gets the highest when compared with how Voyant processed them as it reaches 14.33. The two words Sanskrit and death are also show almost the same. Sanskrit gets 587 times used by Hinduism and 768 used by Buddhism, meanwhile CoCA shows slightly different as it only reaches 570. However, although we have found a great number of similarities used by Hinduism and Buddhism, yet we also found some differences. It is particularly in terms of how they used those lexical in same concept or meaning in Hinduism and Buddhism. From the finding, it shows that Hinduism and Buddhism used differences in terms for representing the same concept or meaning. The list of words presented in the previous table (4.3) guide us that Hinduism has some terms in naming God. They use the word God, Gods having many rules, Shiva, Vishnu, Brahma, and Sri. On the other hand, Buddhism only use one word in naming or calling God; name, it is Buddha. In addition, taking into account, in spite of using mediation, Hinduism use Yoga while Buddhism used Meditation. In line with the term of place, Hinduism refers to India and Buddhism refers to China, Japan, Tibet, India, and Asia. To some extent, how Hinduism and Buddhism perceived human being is also different. To represent the name of human being, the word Woman, Man, Human, People, Son, Mother are used by Hinduism. On the contrary Buddhism only used Beings for referring to people. This finding is actually do not supported the previous finding that Buddhism has more places than Hinduisms but in term of naming subject and object, it is limited. In term of important

66 name or Avatar, Hinduism use Krishna, Rama Ramalinga’s while Buddhism use Bodhisattva. The different is followed by how they are naming the purposes or focus in which Buddhism use worship, divine, Brahmin, and spiritual while Hinduism use enlighten and spiritual, and monks. What we have explored dealing with how Hinduism and Buddhism in using the lexical will significantly helped language learners in using the words in certain contexts. We convinced that this cultural-religious corpus will be more helpful than dictionary since it gives unique list of words that are closely related with a certain topic. Rappen (2013) convinced that what we have found is more natural in which they derived from the real context and how they used in some real context.

c. Hinduism and Buddhism corpus in ESP and CLIL landscape

What we have explored and investigated, corpus-based study of utterances used in Buddhism and Hinduism and how they are implemented in the cultural guiding technique instructions for tourism students in Indonesia and Thailand pertain a complex discussion. However, we discuss the finding only for ESP and CLIL approach for some reasons. First, the list of Buddhism and Hinduism vocabularies can be specifically adjusted in real contexts and second, this current finding of the similarities existed in Hinduism and Buddhism will add the new insight of how to develop instructional material for tourism guiding. Third, the exploration of corpus about Hinduism and Buddhism which has shown a huge number of cultural-spiritual heritages can positively enrich the genre-based used in English for tourism. Fourth, the corpus result can inspire how to integrate Hinduism am Buddhism in English language teaching with CLILC approach and provide the model of a tourism guide based on the corpus analysis will be easy to learn by the learners as the text-type are relevant to the object they will find in the guiding practices. We assured that this finding of this current research is not only for helping the students to learn English with corpus dealing with Hinduism and Buddhism but also to encourage them to understand the information of the tourism for religious and their heritages. With the help of this investigation, students will get an ease way to understand how to be international guide and fully understand about the comprehensive information of the two religious from the two countries: Indonesia and Thailand. Since both countries have similarity in cultural tourism, especially Hinduism and Buddhism culture, the evidences show that the corpus analysis related to Hinduism and Buddhism culture and its implementation in the cultural guiding technique instructions for tourism students have a connection with some text-type or genre-based. The list of utterances and

67 its collocation which have been explored are useful to support the instructional materials for English for tourism. In term of exploring corpus for material development, the final finding can contribute to the text-type or genre-based and short functional texts. The text type such as (1) descriptive, (2) narrative. (3) Procedure, (4) news item ca be obtained from the corpus. In addition, short functional texts such as announcement and Ads can also be found from the corpus analysis. The analysis of collocations and word frequencies supports the characteristic in language features of the text-types. Actually, there are some ways in identifying genre such as by identifying the smaller units by using Multi or Multifeature Dimensional approach to genre variation. One of the examples of applying that approach is the study done by Ruzaitė (2019) in which using Utka’s (2004; http://tekstynas.vdu.lt/) software developed for the Lithuanian language on the basis of the MD approach is applied. However, what we have found is more comprehensive because we have analyzed the data using two reliable softwares which provide more convinced result.

68

CHAPTER V CONSLUSION AND SUGGESTION

1. CONCLUSION

The preceding sections have explored and explained the three points: (1) how the process of developing Hinduism and Buddhism corpus derived from two countries: Indonesia and Thailand. (2) The list and description of the most frequency words used in Hinduism and Buddhism are also presented in this current study. (3) How the collocation or context are used in some contexts and how is the contribution of this study to English for specific purposes. The process of developing Hinduism and Buddhism corpus is started by collecting and selecting two kinds of data sources. They are academic text books from international publishers and web-based text taken from some Indonesia and Thailand official websites which are trusted and credible as tourism websites. Nitro Pro 10 and W3C team converter from HTML to text created by Gerald Oskoboiny (https://www.w3.org/services/html2txt) are used to trim and refine that data sources. The final sources then were analyzed using “Voyant” web-based corpus application (https://voyant-tools.org/) and compared to “COCA” corpus of contemporary American English (https://www.english-corpora.org/COCA/). The most frequency words (100 words) used in Hinduism and Buddhism are not significantly different. Among 46 words from 965,437 total words and 38,006 unique word forms, we identified that Hinduism and Buddhism use the same words for presenting the same meaning in a different context and concept. 50% of the words in both corpuses are similar such as dharma (1.177; 1.175), Sanskrit (587; 768), temple, and power. Across all the finding of similarities, however, interestingly we also found an obvious difference between Hinduism and Buddhism on how they perceived God in their religion. What is even more interesting from this inquiry is the place and the number of adherents for certain religious, in fact, do not influence the language variety. In term of supporting the academic context, this corpus-based study of utterances used in Buddhism and Hinduism can be implemented in the cultural guiding technique instructions for tourism either for students from Indonesia or Thailand. The corpus findings of analysis which can be found in https://voyant-tools.org/?corpus=31fe86baa86ff931ad3369fc2883e191 (Hinduism)

69 and https://voyant-tools.org/?corpus=e4afd8366fc596eec0b3e386ed234dd5 (Buddhism) served an abundant of authentic language source for learning how to be an international guide. Some material developments, such as genre-based including continue texts and short functional texts can be explored from that corpus. In a nutshell, we assured that this Buddhism and Hinduism corpus can support the landscape of ESP, for instance, the instructional materials and learning activities.

2. SUGGESTION Since this study aims at developing the cultural guiding technique instructions for tourism through development of an educational product deriving from the corpus-based of Hinduism and Buddhism, further investigation need to be undertaken. First, using this Hinduism and Buddhism corpus as the basis for material development. Second, doing a further analysis of the corpus findings by using NVivo to help and support us as material developers in discovering more the concept of genre-based from qualitative perspective to support the ESP lanscape. Third, pertaining how the similarities and differences lexical used by the two religious are considered in material development and how to design the learning experiences based on the cultural background into meaningful classroom activities. This inquity of Hinduism and Buddism corpus analysis can be used as a further collaboration between English study programs of Universitas Negeri Yogyakarta Indonesia and Silpakorn University, Thailand. With this, we can trigger the success of economic, cultural, and social development of our country. This international collaborative in designing the istuctional guidence for tourism can take a huge number of cultural-spiritual heritages and positively manage them into a unique model of tourism guide in the cultural-spiritual context.

70

REFERENCES

Ädel, A. (2007). Exploring corpora for ESP learning, Laura Gavioli. Studies in Second Language Acquisition, 29(04). https://doi.org/10.1017/s0272263107070490

Ai, A. L. (2000). Spiritual well-being, spiritual growth, and spiritual care for the aged: A cross- faith and interdisciplinary effort. Journal of Religious Gerontology, 11(2), 3-28.

Bhavsar, V. (2015, August). Current trends for hardware and software developers. In 2015 IEEE Hot Chips 27 Symposium (HCS) (pp. 1-36).

Bunchutrakun, C., Lieungnapar, A., Wangsomchok, C., &Aeka, A. (2016). A Corpus-Based Approach to Learning a Tour Guide Talk. International Journal of Humanities, Arts and Social Sciences, 2(2), 58-63.

Chheang, V. (2013). Tourism and regional integration in Southeast Asia. Institute of Developing Economies: Japan.

Chujo, K., Ochigian, K., Utiyama, M., &Nishigaki, C. (2011). Creating a Corpus-Based Daily Life Vocabulary for TEYL. Asian EFL Journal. Professional Teaching Articles, 49, 1-31.

Evans, S. (2015). Word-formation in Hong Kong English: diachronic and synchronic perspectives. Asian Englishes, 17(2), 116–131. https://doi.org/10.1080/13488678.2015.103651

Farhady, H., Tavassoli, K., & Irani, F.H. (2018). Selecting corpus-based grammatical structures for ESP/EAP materials. In Y. Kirkgoz, K. Dikilitas (eds.), Key issues in English for Specific Purposes in Higher Education, English Language Education, 11. Switzerland: Springer International Publishing, 77-92.

Fauzi, A. R., &Suradi. (2018). Building the Students’ English Vocabulary for Tourism through Computer-Based Corpus Approach, 4(2), 133–148.

Gaffar, V., Wetprasit, P., &Setiyorini, H.P.D. (2011). Comparative study of tourism characteristics on cultural heritage tourism sites: Survey on tourist in Indonesia and Thailand heritage sites. Journal of Tourism, Hospitality, & Culinary Arts, 3(3), 53-68.

Garí, B., & Carrillo-Rangel, D. (2019). 15 The Diachrony of Landscapes: A Way of Sightseeing. Tourism, Pilgrimage and Intercultural Dialogue: Interpreting Sacred Stories, 149.

Grabowski, L. (2013). Register variation across English pharmaceutical texts: A corpus-driven study of keywords, lexical bundles and phrase frames in patient information leaflets and summaries of product characteristics. Procedia-Social and Behavioral Sciences, 95, 391-401.

Grabowski, L. (2015). Keywords and lexical bundles within English pharmaceutical discourse: A corpus-driven description. English for Specific Purposes, 38, 23-33.

71

Grenet, F. (2007). Religious diversity among Sogdian merchants in sixth-century China: , Buddhism, , and Hinduism. Comparative Studies of South Asia, Africa and the Middle East, 27(2), 463-478.

Idris, J. (2019). Spiritual motivation for religious tourism destinations. Spiritual and Religious Tourism: Motivations and Management, 59.

Jaworska, S. (2017). Metaphors We Travel by: A Corpus-Assisted Study of Metaphors in Promotional Tourism Discourse. Metaphor and Symbol, 32(3), 161–177. https://doi.org/10.1080/10926488.2017.1338018

Jayachandran, G. (2019). Comparison of Morphological Characteristics of Pitu-Itary Gland Between the Different Age Groups. Int J Anat Res, 7(1.3), 6307-10.

Jimura, T. (2016). World heritage site management: a case study of sacred sites and pilgrimage routes in the Kii mountain range, Japan. Journal of Heritage Tourism, 11(4), 382-394.

Kacetl, J. &Klímová, B. (2015). English Vocabulary for Tourism – A Corpus-Based Approach. In H. Christiansen et al. (Eds.): CONTEXT. Switzerland: Springer International Publishing, 489–494.

Kang, N., & Yu, Q. (2011). Corpus-based Stylistic Analysis of Tourism. Journal of Language Teaching and Research, 2(1), 129–136. https://doi.org/10.4304/jltr.2.1.129-136

Kennedy, C., &Miceli, T. (2017). Cultivating effective corpus use by language learners. Computer Assisted Language Learning, 30(1–2), 91–114. https://doi.org/10.1080/09588221.2016.1264427

Kwary, D.A. (2011). A hybrid method for determining technical vocabulary. System, 29(2), 175- 185.

Kwary, D.A., &Artha, A.F. (2017). The academic article word list for social sciences 1. Mextesol Journal, 41(4), 1-11.

Li, L. & Yang, Y. (2018). Pragmatic functions of emoji in internet-based communication--- A corpus-based study. Asian-Pacific Journal of Second and Foreign Language Education, 3(16), 1-12.

Lüdeling, A., &Kytö, M. (2009). Corpus linguistics: An international handbook. Corpus Linguistics: An International Handbook (Vol. 2). https://doi.org/10.1515/9783110213881

Maćkowiak, A. (2017). Religion and spirituality in the travel and tourism sector: a study of lonely planet’s Indonesia and Thailand guidebooks. StudiaReligiologica. ZeszytyNaukoweUniwersytetuJagiellońskiego, 50(4), 335-344.

72

McCargo, D. (2014). Buddhism, democracy, and in Thailand. Democratization, 11(4), 155-170.

Mohamad, A.F., & Ng, Y. J. (2013). Corpus-based studies on nursing textbooks. Advances in Language and Literacy Studies, 4(2), 21-28.

Munoz, V.L. (2015). The vocabulary of agriculture semi-popularization articles in English: A corpus-based study. English for Specific Purposes, 39, 26-44.

Murhadi, W. R. (2017). The cultural tourism: An Indonesian perspective. Presented in Culture and Tourism in Integrated World, 18-19 Februari 2017, Phu Yen Province, Vietnam. (Unpublished)

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Pigawati, B. &Nurrokhmi, R. (2018). Comparison of cultural heritage tourism towards sustainable development case study: Special Region of Yogyakarta, Indonesia – Bangkok, Thailand. International Journal of Scientific and Research Publications, 8(8), 63-68.

Quero, B & Coxhead, A. (2018). Using a corpus-based approach to select medical vocabulary for an ESP course: The case for high-frequency vocabulary. In Y. Kirkgoz, K. Dikilitas (eds.), Key issues in English for Specific Purposes in Higher Education, English Language Education, 11. Switzerland: Springer International Publishing, 51-75.

Ramstedt, M., &Ramstedt, M. (2005). Hinduism in modern Indonesia. Taylor & Francis.

Rayson, P. (2003). Matrix: A statistical method and software tool for linguistic analysis through corpus comparison (Doctoral dissertation, Lancaster University).

Rungsuwannarat, C., Michiels, N.N.T., Fujiwa, D., & Lin, F. (2015). A comparative study of destination image between Thailand and Indonesia. Apheit Journal, 4(2), 5-26.

Samaie, M. &Malmir, B. (2017). US news media portrayal of Islam and Muslims: A corpus- assisted critical discourse analysis. Educational Philosophy and Theory, 1-16.

Simbuka, S., Hamied, F.A., Sundayana, W., &Kwary, D.A. (2019). A corpus-based study on the technical vocabulary of Islamic Religious Studies. TEFLIN Journal, 30(1), 47-71.

Sorupia, E. (2005). Rethinking the role of transportation in tourism. Proceedings of the Eastern Asia Society for Transportation Studies, 5, 1767-1777.

Thuy, T.N.T. (2018). A corpus-based study on cross-cultural divergence in the use of hedges in academic research articles written by Vietnamese and Native English-Speaking authors. Social Science, 7(70), 1-13.

73

UNWTO. (2016). UNWTO tourism highlights. World Tourism Organization.

Wang, H., Zheng, Y., & Cai, Y. (2015). Application of corpus analysis methods to the teaching of advanced English reading and students’ textual analysis skills. In B. Zou et al. (eds.), Corpus Linguistics in Chinese Contexts. : Palgrave Macmillan, 158-177.

Willson, G. B. (2016). Conceptualizing spiritual tourism: Cultural considerations and a comparison with religious tourism. Tourism Culture & Communication, 16(3), 161-168.

74

APPENDIX 1

75

APPENDIX 2 TEAM MEMBERS AND JOB DESCRIPTIONS

No Name Position and Job Description Time Commitment (Hour/Week) 1 Prof. Dr. Pratomo Widodo Chief Researcher Writing a proposal, collecting and analyzing data, reporting finding, and writing a journal article. 2 Dr. Margana, M.Hum, MA Member Writing a proposal, collecting and analyzing data, reporting finding, and writing a journal article. 3 Ashadi, Ed.D Member Writing a proposal, collecting and analyzing data, reporting finding, and writing a journal article. 4 Iwan Akbar, S.Pd, M.Hum Member Writing a proposal, collecting and analyzing data, reporting finding, and writing a journal article. 5 Wiwiek Afifah, S.Pd, M.Pd Member Writing a proposal, collecting and analyzing data, reporting finding, and writing a journal article. 6 Rohani, S.Pd, MA Member Writing a proposal, collecting and analyzing data, reporting finding, and writing a journal article. 7 Ni Wayan Surya Mahayanti, S.Pd, M.Pd Member Writing a proposal, collecting and analyzing data, reporting finding, and writing a journal article. 8 Prof. Dr. Korakoch Attaviriyahupap Partner Writing a proposal, Researcher collecting and analyzing data, reporting finding, and writing a journal article.

76

APPENDIX 3

CURRICULUM VITAE

01. Personal Identity N a m e : Prof.Dr. Pratomo Widodo Place & date of birth : Banyumas / 30 September 1961 Civil Servant Master Number (NIP) : 19610930 198703 1 004 National Lecturer Master Number(NIDN) : 0030096107 Rank / Group : Pembina Utama /IVe Academic Position : Professor (1050) Expertise Field : Germanistik, Linguistics

Adress : a. Home : Jl. Pandega Marta Gg. Anggrek 752 PogungLor RT 07 RW 47 Yogyakarta 55284

b. Office : FBS-UNIVERSITAS NEGERI YOGYAKARTA KampusKarangmalang Yogyakarta 55281 02. Education: 2007: Receiving a doctorate degree in Linguistics from the University of Gadjah Mada. 1996: Receiving a master degree in Language Education from the Jakarta State University. 1986: Receiving a bachelor degree in German Language from the Yogyakarta State University.

03. Working Experience: 2016 – up to now : Head of Study Program Master of Applied Linguistics, Postgraduate School, Yogyakarta State University

77

2013 - 2016 : Secretary of Study Program of Doctorate of Language Education Sciences, Postgraduate School, Yogyakarta State University. 2011 - 2015 : Head of Senate of the Language and Art Faculty 2000 - up to now : Multiplikator for German of Goethe Institut. 2007 - up to now : Assessor of National Accreditation Agency for Higher Education 2007 – 2011 : Head of German Department, Faculty od Languages and Arts, Yogyakarta State University. 1987 - up to now : Lecturer for German and Linguistics at the Faculty of Languages and Arts and Postgraduate School, Yogyakarta State University. 1982 - 1987 : Work as freelance Tour Guide at several travel agencies in Yogyakarta.

04. Professional Association 1. Member of InternationalerDeutschlehrerverein (International German Language Teacher Association). 2. Member of Ikatan Guru Bahasa Jerman Indonesia (Indonesian German Language Teacher Association). 3. Member of InternationalerVereinfürGermanisten (International Association for Germanists). 4. President of AsosiasiGermanistik Indonesia(Germanists Association of Indonesia).

05. Papers presented on Seminars:

2019: Die Begegnung der eigenen Langue mit der Langue der deutschen Sprache und ihre Implikation beim Lehren und Lernen des Deutschen. SebagaiKeynote Speaker dalamGDVT-Jahrestagung 2019 an der Wenzao University ofLanguages, Kaohsiung, Taiwan pada 9 November 2019. 2019: Gebrauch der Artikelwörter im Deutschen und Indonesischen. DisampaikanpadaAsiatischeGermanistentagung26-29 Agustus 2019, Hokkai-Gakuen University, Sapporo, Jepang. 2019: Developing Higher Order Thinking Skills (HOTS) for Reading Comprehension Enhancement (Scopus Q3) https://iopscience.iop.org/article/10.1088/1742-6596/1179/1/012073 2018: The Analysis of Grammatical Shifts in Harry Potter “The Chamber of Secrets” Novel: A Comparative Translational Study. Paper presented atInternational Conference of Communication Science Research (ICCSR 2018). 2018: Fremdsprachenlernen und -lehren in Indonesien. Paper presented as keynote speaker at Wanzeo Ursuline University of Languages. Kaohsiung, Taiwan on 26 June 2018. 2017: Satzanalyse und ihre didaktische Umsetzung im Deutschunterricht. Paper presented as keynote speakerat National Seminar of GermanatPattimuraUniversity Ambon.

78

2017: Zur Entwicklung von DaF-Lehrmaterialien mithilfe von Routinen und Pattern für den Beruf im Bereich des Gastgewerbes. Paper presented as keynote speaker at Hanoi University, Vietnam 2017: KollokationimDeutschen und Indonesischen. Paper presented at XV.Internationale Deutschlehrertagung(XV. International Conference of German TeacherAssociation). Fribourg. Switzerland. 2015: Zur Sicherung der Qualität des Deutschunterrichts in Indonesien: Das Multiplikatoren- Netzwerk.Paper presentedaskeynotespeakeratRamkhamhaeng University Bangkok, Thailand 2015: Der Stellenwert der kontrastiven Kulturkunde im Deutschstudium. Paper presented as invited speaker at National University of Hanoi, Vietnam 2015: Deutsch und Indonesisch, ein Vergleich der syntaktischen Typologie. Paper presentedat Internationale VereinigungfürGermanisten(International Association for Germanists).University of TongjiShanghai, China 2013: Der Stellenwert der kontrastiven Linguistik im Deutschstudium auf Lehramt. Paper presentedaskeynotespeakeratJakarta State University. 2013: Zur Entwicklung der motivierenden Lernmaterialien im DaF Unterricht. Paper presented as keynote speaker at Ramkhamhaeng University Bangkok, Thailand 2013: Germanistik und Deutsch auf Lehramt in Indonesien. Paper presented as keynote speaker at University of Hanoi, Vietnam 2013: Wortstellung im Deutschen und Indonesischen und ihre didaktische Implikation.Paper presented at XVI Internationale Deutschlehrertagung(International Conference of German Teacher Association)in Bolzano, Italy. 2012: German Thoughts Reflected in German Idioms.Paper presented as keynote speaker at International Seminar of Cultural Sciences Faculty ofGadjah MadaUniversity, Yogyakarta

06. Publications

2019: Indonesian EFL Prospective Teachers’ Intention to Perform (ITP) in the English Language: A Preliminary Study. 3L: The Southeast Asian Journal of English Language Studies (Scopus, Q1). http://doi.org/10.17576/3L-2019-2501-08 2019: Comparative Study of Korean and Indonesian Morphological Transformation. International Journal of Linguistics, Literature And Translation. ISSN: 2617-0299 DOI: 10.32996/ijllt.2019.2.1.36 http://www.ijllt.org/comparative-study-of-korean-and-indonesian-morphological- transformation/ 2019: Attitude Conception: The Role of Blended Learning in Environmental Education DOI: 10.32996/ijllt.2019.2.6.7 http://www.ijllt.org/attitude-conception-the-role-of-blended-learning-in-environmental- education/

79

2018: An Analysis of Morphological and Syntactical Errors on The English Writing of Junior High School Indonesian Students. International Journal of Learning, Teaching and Educational Research. Volume 17 No. April 2018, pp. 58-70 E-ISSN: 1694-2116, P-ISSN: 1694-2493. URL: http://ijlter.org/index.php/ijlter/article/view/1089 2017: Developing a Mahārah Al-Qirā′AhTeaching Model Based on Grammatical and Discourse Competence. Journal Researcher World. Volume-VIII, ISSUE-2(1) April 2017. E-ISSN: 2229-4686, P-ISSN: 2231-4172. URL: http://dx.doi.org/10.18843/rwjasc/v8i2(1)/04 2017: UrutandanBentukKonstituen Klausa BahasaPrancisdanBahasaIndonesia. JurnalDIKSI (Terakreditasi). Volume 25 No. 2, September 2017, pp. 156-162. E-ISSN: 2579-6399, P-ISSN: 0854-2937. URL: https://journal.uny.ac.id/index.php/diksi/article//16014 2017: Sicherung der Qualität des Deutschunterrichts in Indonesien: Das Multiplikatoren-Netzwerk. Frankfurt a.M. Peter Lang Verlag. ISBN 978-3-631-67343-0 (Print) 2016: Competencies of German Language Teachers in Indonesia and Vietnam Based on Common European Framework of Reference for Languages (CEFR).JournalLitera, Volume 15, Nr. 1, April 2016. p-ISSN 1412-2596, e-ISSN 2460-8139 2015: Zur Entwicklung der motivierenden Lernmaterialien im DaF Unterricht. Dalam Lutz Götze, et.al (Penyunting) Motivieren und Motivation im Deutschen als Fremdsprache. Hal. 61-70. Fraknkfurta.M: Peter Lang. ISBN 978-3-631-65417-0 2014: MembangunKaraktermelalui (Pembelajaran) Bahasa. DalamMamanSuryaman, et.al MemantapkanPendidikanKarakteruntukMelahirkanInsanBermoral, Humanis, danProfesional. UNY Press. Hal 593-606 2014: Kinerja Guru BahasaInggrisBersertifikatPendidik di Kota Yogyakarta. JurnalLingtera, Volume 1, No.2, Oktober 2014, ISSN 2406-9213.

Yogyakarta, 22 Februari 2020

Prof.Dr.Pratomo Widodo

80

Biodata A. Identitas

1 Nama & Gelar Prof. Dr. Margana, M.Hum., M.A. 2 NIP 19680407 199412 1 001 3 Pekerjaan Dosen FBS UNY Tempat & Tanggal Gantiwarno, 7 April 1968 Lahir 4 Agama Islam 5 Jenis Kelamin Laki-laki 6 Pangkat.Gol/ Pembina /Iva 7 Jabatan Fungsional Lektor Kepala (700) 8 Bidang Ilmu/ Mata Linguistik (Linguistik Terapan) Kuliah 9 Jurusan/Program Pendidikan Bahasa Inggris Studi 10 Fakultas Bahasa dan Seni 11 Alamat Rumah Kayen, RW: 41/RT:05, Wedomartani, Ngemplak, Sleman, Yogyakarta 12 Telp /HP (0274) 4477155 atau 085643694369 13 Kantor Jalan Colombo No.1, Karangmalang, Yogyakarta 55281 14 Email [email protected] 15. Website http://staf.uny.ac.id/dosen

B. Riwayat Pendidikan No. Universitas/Institut Program/ Bidang Tahun Lulus Gelar Ilmu 1. IKIP Karangmalang S1 /S.Pd. Pendidikan 1994 Bahasa Inggris 2. UGM S2/ M.Hum. Linguistik 1999 3. Newcastle University Graduate Applied 2003 Certificate in Linguistics Applied Linguistics (Grad Cert App Ling) 4. Newcastle University S2/M.A. Applied 2006 Linguistics 5. UGM S3/Dr. Linguistik 2013

81

C. Training, Short Visit, dan Sejenisnya

No. Universitas/Institut Program Negara Tahun 1. IALF Pre-Departure Indonesia 2002 Training (Jakarta) 2. AMINEF Pre-Departure Indonesia 2002 Training (Surabaya) 3. Newcastle University English for Australia 2003 Academic Purposes 4. National University of Conference Singapura 2004 Singapore 5. National University of Sandwich Singapura 2010 Singapore Program

6. Asia TEFL Conference INDIA 2012

7. Thammasat University Conference Thailand 2013 8. University of Hong Benchmarking Hong Kong 2014 Kong 9. Asia TEFL Conference Nanjing 2015 University China 10. Yala, Thailand Selatan Benchmarking Thailand 2016 11 Far Federal Eastern Conference Rusia 2016 University, Vladivostock, Rusia

D. Mata kuliah yang Diampu Tahun Akademik 2015/2016

No. Mata Kuliah Semester/Tahun Strata

01. Sosiolinguistics Gasal/2015 S1 02. Cross Culture Gasal/2015 S1 Understanding 03. Introduction to Gasal/2015 S1 Transalting and Interpreting 04. Sociolinguistics in Gasal/2015 S1 Educational Context 05. Psikolinguistik Gasal/2015 S2 06. Second Language Gasal/2015 S2 Acquisition 07. Penulisan Proposal Gasal/2015 S2 Thesis 08. Applied Linguitics Genap/2016 S2 09. Discourse Analysis Genap/2016 S1

82

10. Linguistic Research Genap/2016 S1 Methodology 11. Introduction to Genap/2016 S1 Linguistics 12. Interpreting Practicum Genap/2016 S1 13. Translating Practicum Genap/2016 S1 14. Penulisan Karya Tulis Genap/2016 S2 Ilmiah 15. Academic English Genap/2016 S2 16. Seminar Proposal Thesis Genap/2016 S2 17. Sociolinguitics in Gasal/2016 S1 Educational Context 18. Semantics and Gasal/2016 S1 Pragmatics 19. Linguistics for Gasal/2016 S1 Translators and Interpreters 20. Psikolinguistik Gasal/2016 S2 21. Second Language Gasal/2016 S2 Acquisition 22. Pedagogical Discourse Gasal/2016 S2 Analysis 23. Seminar on English Genap/2017 S3 Language Taeching Problems 24. Penulisan Proposal Genap/2017 S3 Disertasi 25. Academic English Genap/2017 S2 26. Discourse Analysis for Genap/2017 S1 English Language Teachers 27. Psycholinguitics for Genap/2017 S1 English Language Teachers

E. Kegiatan Penelitian

No. Judul Penelitian Peran Tahun Skim Penelitina/ Sumber Dana 1. Penelitian PHK A-2 Ketua 2008 PHK A2/ Lokal Implementasi Program Bilingual di Rintisan Sekolah Berstandar Internasioanl (RSBI) di Yogyakarta

83

2. Pengembangan Ketua 2009 Hibah Bersaing/ Model Pembelajaran Nasiional/ Program Bilingual Kemendikbud untuk Sekolah Menengah Kejuruan di DIY Tahun I (Hibah Bersaing)

3. Pengembangan Ketua 2010 Hibah Bersaing/ Model Pembelajaran Nasiional/ Program Bilingual Kemendikbud untuk Sekolah Menengah Kejuruan di DIY Tahun II (Hibah Bersaing)

4 Fungsi Alihkode Ketua 2010 DIPA UNY/Lokal dalam Proses Pembelajaran Bahasa Inggris di SMA di DIY 5 Analisis Kesalahan Ketua 2012 DIPA UNY/Lokal Penulisan Tugas Akhir Mahasiswa Prodi Pendidikan Bahasa Inggris di FBS 4. Blended Culture Ketua 2013 Fundamental. sebagai Model DIPA UNY Pembelajaran Bahasa Inggris di SMK di DIY dalam rangka Melestarikan Budaya Lokal Tahun I

5. Blended Culture Ketua 2014 Fundamental/. sebagai Model DIPA UNY Pembelajaran Bahasa Inggris di SMK di DIY dalam rangka Melestarikan Budaya Lokal Tahun I 6. Pengembangan Bahan Ketua 2015 PUPTK/ Ajar Bahasa Inggris Nsional/ Berbasis K-13 dengan Kemenristek Dikti Berorientasi pada Higher Order Thinking Skillls bagi

84

Peserta Didik SMK di DIY Tahun I 7 Pengembangan Bahan Ketua 2016 PUPTK/ Ajar Bahasa Inggris Nsional/ Berbasis K-13 dengan Kemenristek Dikti Berorientasi pada Higher Order Thinking Skillls bagi Peserta Didik SMK di DIY Tahun II 8 Analisis Kesalahan Ketua 2016 DIPA/Lokal Isi Penulisan Proposal Tugas Akhir Mahasiswa S2 Prodi Pendidikan Bahasa Inggris PPs UNY 9 Pengembangan Bahan Anggota 2017 PUPTK/ Ajar Bahasa Inggris Nsional/ Berbasis K-13 dengan Kemenristek Dikti Berorientasi pada Higher Order Thinking Skillls bagi Peserta Didik SMK di DIY Tahun II

10 Analisis Alihkode Ketua 2017 HIKOM/ Kemenristek Dikti dalam Konteks Pembelajaran Bahasa Inggris di Sekolah Menengah di DIY (Tahun I)

F. Artikel yang dipublikasi di Jurnal Nasional dan Internasional

No. Judul Karya Ilmiah Nama Jurnal ISSN, Tahun Terbit, dan website 01. Integrating Local Kajian Linguistik dan Sastra 0852-9604/2009 Culture in English (Terakreditasi) Language Teaching and Learning

85

02. Analisis Gramatika Diksi (Tidak Terakreditasi) 0854-2937/2009 Alih Kode dari Bahasa Inggris ke Bahasa Indonesia atau sebaliknya 03. Pragmatic Knowledge Journal of English and Education 1978 371X/2011 for Second Language Learners

04. Teaching Writing for JETA VISTA ENGLISH 2012 Students of Seconadry JOURNAL (Tidak Terakreditasi) Schools with the Use of the Process Approach 05. Enhancing English JETA VISTA ENGLISH 2013 Teachers’ JOURNAL (Tidak Terakreditasi) Pedagogical Competence through Lesson Study Activities 06. Theoritical Educational Linguistics Journal 2338-2596/2013 Justification of Bilingual Education Program in Indonesia

07. Alih Kode dalam LITERA (Terakreditasi) 1 Proses Pembelajaran 412-2596/2013 Bahasa Inggris di SMA 08. Voices of English Mediterranean Journal of Social ISSN 2039-2117 Teachers and Students Sciences (online) on Blended Culture as MCSER Publishing, Rome-Italy ISSN 2039-9340 a Model of (Terindeks Scopus) (print) English Language Vol 7 No 3 May 2016 (http://www.mcser. Teaching and org/journal/index.p Learning at hp/mjss/issue/view/ Vocational High 204) Schools in Yogyakarta 09. Establishing English- RA Journal of Applied Research, ISSN (e): 2394- Indonesian Bilinguals Volume,1, Issue10, Pages-365-374, 6709/Tahun 2015 in Indonesia: Nov-2015 (http://www.rajour From Theory to nals.in/index.php/r Practice aijar- home/archive/27- rajar-volume-1- issue-10-nov-2015)

86

10. An Evaluation of Journal of Arts, Sciemce & Online ISSN: English Textbook Commerce 2229–4686 & Print Used at Senior and ISSN: 2231–4172, Vocational High Volume VII, Issue Schools Oriented to 4, October 2016. the Curriculum 2013 Alamat website: *) www.researchersw orld.com DOI URL : http://dx.doi.org/10 .18843/rwjasc/v7i4 (1)/14 11. Developing English Journal of Language Teaching and JLTR, print ISSN Textbooks Oriented to Research (JLTR) 1798-4769; online Higher Order ISSN 2053-0684) Thinking Skills for http://www.acade Students of Vocational mypu- High Schools in blication.com/jltr/ Yogyakarta **) 12. Use of Codeswitching Journal of Language Teaching and http://www.acade Practices in the Research (JLTR) mypu- Teaching of Speaking blication.com/jltr/ at SMA Purworejo

G. Kegiatan Seminar Nasional/Internasional

No. Judul Makalah Level Peran Tempat Tahun

01. Promoting Internasional Presenter STBA-LIA 2009 Learning Strategies Yogyakarta for English Language Learners 02. Promoting Code- Internasional Presenter UMP Purwokerto Mei 2010 switching Practices to Teach Other Subjects through English 03. Teaching and Internasional Presenter Universitas Agustus Learning Process Katholik 2010 in Multicultural Soegijapranata, Contexts: Problems Semarang and Solutions 04. Promoting Multi- Internasional Presenter UMP Purwokerto Mei 2011 cultural Approach in English Language Teaching and Learning

87

05. Promoting Internasional Presenter Wacana November Schematic Christian 2012 Knowledge University Competence to English Teachers of Secondary School Levels

06. An Error Analysis Internasional Presenter UAD Yogyakarta 2012 on Thesis Draft Writing Performed by Students of English Education Study Program of Faculty of Languages and Arts 07. Proceeding on The Internasional Presenter UNY 2013 8th International APNME Conference “Learning from Diversity and Commonality: Ways forward for Moral Education in the Asia-Pacific 08. Empowering International Presenter UST dan JETA 2013 Students’ in Making Sense of English Texts with the Use of Higher Order Thinking Skills 09. How Do English Nasional Presenter UAD 2009 Teachers or Lecturers Give Feedback on Learners’ Writing? 10. Testing is Only a Nasional Presenter UNY dan JETA 2009 Part of Teaching, Isn’t It?

11. Promoting Nasional Presenter UNY dan JETA 2010 Students’ Meaningful Involvement in Reading Lesson

88

12. The Importance of Nasional Presenter UAD dan JETA 2011 Situational Context in Teaching Speaking as One of The Productive Language Skills 13. Developing Lesson Nasional Presenter USD dan JETA 2012 Plans for Secondary School Levels: Problems and Solutions

14. Theoretical Nasional Presenter UMK (Universitas 2012 Considerations for Muria Kudus) Establishing Jawa Tengah Multilingual Mind and the Implications for Teaching English to Young Learners 15. Teaching Young Nasional Presenter UMK (Universitas 2012 Learners with the Muria Kudus) Use of Jawa Tengah Contextualized Language 16. Multilingualisme Nasional Presenter UNY 2013 dan Pemimpin Profetik Transformatif 17. Raising Students’ Nasional Presenter UNY 2013 Awareness to Have Deep Learning Practices of English Language Learning to Implement the 2013 Curriculum

18 Bringing Students’ Internasional Presnter UMP 2013 Culture in the Process of English Language Teaching and Learning

19. Code-switching in Internasional Presenter UNS 2014 English Language TEFLIN Teaching : From Theory to Practice

89

20 Sociocultural International Invited UAD 2014 Knowledge in ELT Seminar on Speaker Cross Culture for Human Equality 21. Blended Culture as Internasional Presenter UNDIKSA 2015 A model of English TEFLIN Language Teaching at Secondary School 22. Promoting Internasional Presenter UNY 2015 Sociocultural Conference Knowledge in Making Sense Texts 23. Code-switching in The 61st Presenter English Solo, 7-9 English Language TEFLIN Department, October Teaching : From International Teacher Training 2014 Theory to Practice Conference and Education Faculty, Sebelas Maret University, 24. Use of Socio- Internasional Presenter Universitas Negeri 12-13 Mei cultural Knowledge Conference Yogyakarta 2015 in the Meaning Making of English Texts

25 Blended Culture The 62nd Presenter Universitas 14-16 as a Model of TEFLIN Septermber English Language International , 2015 Teaching at Conference Secondary School Levels

H. Kegiatan Workshop

No. Nama Kegiatan Level Peran Tempat Tahun

01. Workshop Rintisan Lokal Narasum-ber PPPG 2007 Sekolah Menengah Kejuruan Pertama Bertaraf Inteernasional (SBI) 02 Workshop on Joyful Lokal Narasum-ber Bantul 2008 English Teaching and Learning bagi Guru

90

Bahasa Inggris SMA/MA se-Kabupaten Bantul 03 Pendidikan dan Pelatihan Lokal Narasum-ber Bantul 2008 melalui Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris SMA/MA Kabupaten Bantul 04 Workshop Penyusunan Lokal Peserta LPPM 2013 Proposal Penelitian 05 Workshop on Curriculum Lokal Panitia FBS 2013 and Syllabus Development of English Language Education Study Program

06 Workshop on Gaining Lokal Peserta FBS 2013 Awareness of Teaching and Making Informed Teaching Decision through Observation with Professor Jerry G. Gebhard Ed.D.

07 Training on Information Lokal Pemateri UNY 2013 and Communication Technology

08 Training on Information Lokal Pemateri UNY 2014 and Communication Technology

09 Workshop Implementasi Lokal Narasumber FBS 2014 Kurikulum 2013 bagi Guru Bahasa Inggris SMP dan SMA di DIY

10 Training on Information Lokal 2015 and CommunicatioTechnolog y 11 Training on Information Lokal Pemateri UNY 2016 and Communication Technology

I. Pengabdian Kepada Masyarakat

91

No. Judul PPM Peran Tempat Tahun

01. Penelitian Tindakan Kelas Nara Sumber SDN Baciro, 2013 sebagai Peningkatan Yogyakarta Profesionalisme Guru Sekolah Dasar 02. Memahami Teks-Teks Bahasa Nara Sumber UNY 2013 Inggris dalam tes TOEFL dengan Menggunakan Reading Skills

03. Mengerjakan Soal Structure and Nara Sumber Sekolah Tinggi 2013 Written Expression dalam Tes BATAN TOEFL Berdasarkan Kisi-Kisi Yogyakarta

04. Workshop Implementasi Nara Sumber FBS 13 Oktober Kurikulum 2013 untuk Guru- Yogyakarta 2014 Guru Bahasa Inggris SMP, SMA, dan SMK di Daerah Istimewa Yogyakarta 05. Pelatihan Kerangka Kualifikasi Nara Sumber Kalimantan 14 April 2015 Nasional Indonesia bagi Timur Perguruan Tinggi Swasta (PTS) Anggota APTISI Wilayah XI-B Kaltim Timur 06. Pelatihan TOEFL-Preparation Nara Sumber P2B LPPMP 17 Februari bagi Penerima Beasiswa LPDP UNY S.D. 08 (Lembaga Pengelola Dana Agustus 2015 Pendidikan)

07. Pelatihan TOEIC-Preparation Nara Sumber SMKN 4 18 Maret 2015 bagi Siswa SMKN 4 Yogyakarta Yogyakarta

08. Pelatihan IELTS-Preparation Nara Sumber P2B LPPMP 02 Februari Bagi Penerima Beasiswa lPDP UNY S.D. 30 April (Lembaga Pengelola Dana 2015 Pendidikan)

09. Adaptasi Bahan Ajar Bahasa Nara Sumber Ruang Sidang Mei 2016 Inggris Berbasis Kurikulum 2013 FBS GK 1 Bagi Guru-Guru Bahasa Inggris Tingkat SD, SMP, SMA, dan SMK

J. Tugas Tambahan yang pernah dipegang/masih dipegang

No. Tugas Tambahan Lembaga Tahun 1. Wakil Rektor Bidang UNY 2017-2021 Akademik

92

2. Staf Ahli WR I Rektorat 2013-2017 3. Koordinator PPG PBI PBI FBS 2013-sekarang 4. Sekretaris P3B P3B 2006-2011 5. Pembimbing Skripsi FBS 2000-sekarang Mahasiswa S1 6 Pembimbing Thesis Pascasarjana 2014- sekarang Mahasiswa S2 7 Pembimbing Disertasi Pascasarjana 2015- sekarang Mahasiswa S3 8 Instruktur PLPG UNY 2009-sekarang 9 Narasumber PPG PBI FBS 2013-sekarang 10 BPPF PPM LPPM 2013-2014 Koordinator PPL-KKN Prodi UPPL 2001-2002 PBI

K. Keanggotaan dalam Asosiasi di Dalam maupun Luar Negeri

No. Nama Asosiasi Peran Tahun 01. Asia TEFL Anggota 2015-sekarang 02. TEFLIN Anggota 2009- sekarang 03 ICSEI Anggota 2014 - sekarang 04. JETA (Jogjakarta English Advisor 2013-sekarang Teachers’ Association) 05 Masyarakat Linguitik Anggota 2009 - sekarang

Yogyakarta, 28 Februari 2020

Prof. Dr. Margana, M.Hum., M.A. NIP. 19680407 199412 1 001

93

CURRICULUM VITAE

I. PERSONAL DETAILS

1.1 Name A s h a d i 1.2 e-mail [email protected] 1.3 Supervised students Bachelor = 7 Master = 5 Doctorate = 3 1.4 Courses 1. Resource-based materials development 2. English language learning development project 3. Second Language Acquisition 4. Writing for academic assignments 5. Reading for academic purposes

II. EDUCATION BACKGROUND

2.1 Program Bachelor Master Doctorate 2.2 Institution Sanata Dharma Sanata Dharma University of University University Melbourne 2.3 Department English Education English Language of Department Studies Education 2.4 Commencement 1993 2005 2011 2.5 Graduation 1998 2007 2014 2.6 Thesis/Dissertation The role of Teacher voices in Developing quality character professional teachers in development in development Indonesian public John Steinbeck’s schools Tortilla Flat 2.7 Supervisor IndrianiArief, M.A. Dr. J. Bismoko Dr. Suzanne Rice Dr. David Gurr

III. TEACHING

Semeste Department/Facu Year Course/Subject Level r lty

94

2014/1 English Instructional Tech BACHELOR Even PBI/FBS 5 Writing III BACHELOR Even PBI/FBS Second Language Acquisition MASTER Even PBI/PPS-UNY Penulisan Proposal Thesis MASTER Even PBI/PPS UNY

2015/1 Resource-based materials development MASTER Odd PBI/PPS-UNY 6 PenulisanKaryaIlmiah MASTER Odd PBI/PPS-UNY Writing for Academic Assignments BACHELOR Even PBI/FBS Reading for Academic Purposes BACHELOR Even PBI/FBS

2016/1 Second Language Acquisition MASTER Odd PBI/PPS-UNY 7 PenulisanKaryaIlmiah MASTER Odd PBI/PPS-UNY Manajemen Pendidikan Bahasa DOCTORA Odd IPB/PPS UNY TE ProyekpengembanganpembelajaranbahasaI MASTER Even PBI/PPS-UNY nggris Proposal Thesis DOCTORA Even IPB/PPS-UNY TE Proposal Thesis MASTER Even PBI/PPS-UNY Writing for Academic Assignments BACHELOR Even PBI/FBS Reading for Academic Purposes BACHELOR Even PBI/FBS

2017/1 Second Language Acquisition MASTER Odd PBI/PPS-UNY 8 PenulisanKaryaIlmiah MASTER Odd PBI/PPS-UNY BimbinganUsulanDisertasi DOCTORA Odd IPB/PPSUNY TE ProyekpengembanganpembelajaranbahasaI MASTER Even PBI/PPS-UNY nggris Writing for Academic Assignments BACHELOR Even PBI/FBS Reading for Academic Purposes BACHELOR Even PBI/FBS Interpreting BACHELOR Even PBI/FBS

2018/1 Second Language Acquisition MASTER Odd PBI/PPS-UNY 9 PenulisanKaryaIlmiah MASTER Odd PBI/PPS-UNY StudiMandiri DOCTORA Odd IPB/PPS UNY TE BimbinganUsulanDisertasi DOCTORA Odd IPB/PPSUNY TE ProyekpengembanganpembelajaranbahasaI MASTER Even PBI/PPS-UNY nggris Writing for Academic Assignments BACHELOR Even PBI/FBS Reading for Academic Purposes BACHELOR Even PBI/FBS 2018/1 Second Language Acquisition MASTER Odd PBI/PPS-UNY 9

95

PenulisanKaryaIlmiah MASTER Odd PBI/PPS-UNY StudiMandiri DOCTORA Odd IPB/PPS UNY TE BimbinganUsulanDisertasi DOCTORA Odd IPB/PPSUNY TE ProyekpengembanganpembelajaranbahasaI MASTER Even PBI/PPS-UNY nggris Writing for Academic Assignments BACHELOR Even PBI/FBS Reading for Academic Purposes BACHELOR Even PBI/FBS

RESEARCH

Funding No Year Tittle Source Strategies to overcome Anxiety in Microteaching 1 2011 in the Department of English Language Education, DIPA-FBS UNY FBS UNY 2 2014 Indonesian EFL teachers in the swing of curricula Independent Learner Perspectives on Written Corrective 3 2016 DIPA-FBS UNY Feedback 4 2016 Plagiarism pattern mapping in student writing Graduate school grant Development of Media-Aided English Vocabulary 5 2017 Graduate school grant by Systematic Repetition Developing a Course-book for Writing for 6 2017 Academic Assignments in the English Education DIPA FBS UNY Study Program: A Design Research Development of Curriculum-based English language teaching materials oriented to Higher 7 2017 DIKTI Order Thinking Skills for VHS students in Yogyakarta Development of Professional Teacher Detection 8 2018 Test Instrument with the Expectancy-Value DIKTI (Multi Years) Theory (Year 1) Development of Professional Teacher Detection 9 2019 Test Instrument with the Expectancy-Value DIKTI (Multi Years) Theory (Year 2)

IV. COMMUNITY DEVELOPMENT

Funding No Year Activities Source

96

Innovative English teaching workshops for 1 2010 kindergarten and early childhood teachers in DIPA-FBS Sleman Regency The partial immersion programasanEnglish 2 2011 language learning modelin sub-urban bilingual DIPA-FBS junior school English learning materials evaluation and 3 2016 adaptation for teachers in Yogyakarta in DIPA FBS collaboration with JETA HOTS (Higher Order Thinking Skills) Integration Workshop in Text and Task Adaptation for 4 2016 DIPA FBS Increasing Pedagogical Competence of Junior School English Teachers Workshop on Action Research Report Article 5 2017 PPS UNY Writing for English Teachers in Yogyakarta Workshop on Action Research Report Article 6 2018 DIPA FBS Writing for English Teachers in Klaten Regency Workshop on Academic Article Writing for 7 2019 PPS UNY English Lecturers in Yogyakarta

V. PUBLICATION

Volume/ No Year Title Forum No Creating a standardized test for the Journal of 1 2008 vocational high school final examination: Vol. 2 no 1 English and an alternative Education, UII Selected School teachers’ voices in professional IIEF-RELO 2 2010 Papers in development US Embassy ELT Indonesian Journal of Teacher appraisal in professional 3 2011 Vol 1 no 1 English Language development and Learning UNJ Beyond Words, Indonesian EFL teachers in the swing of 4 2015 Vol 3 no 1 Univ Widya curricula High stakes testing and teacher access to Journal of professional opportunities: lessons from 31(6), 727- Education Policy, 5 2016 Indonesia. 741 Taylor and Francis Written Corrective Feedback in A Proceedings of the Proficiency Writing Skill Development 15th Asia TEFL Programin ELT in Asia in the Digital 249-254 and 64th TEFLIN 6 2018 Era: Global Citizenship and Identity International ISBN: 978-0815379003 Conference, July 13-15, 2017,

97

Yogyakarta, Indonesia Integrating values in EFL teaching: the Proceedings of the voice of student teachers in Character 2nd International Education for 21st Century Global Conference on Citizen Teacher Education and Professional 7 2018 Development (INCOTEPD 2017), October 21-22, 2017, Yogyakarta, Indonesia JurnalKependidik Problem-based Speaking Materials to an: Vol 2 no 2 8 2018 Enhance Students’ Critical Thinking PenelitianInovasi 285-301 Skills (With Rahmawati, N.) Pembelajaran 2018 Celt: A Journal of Direct EFL Instruction for Gifted Culture, English Vol 18 no 2, 9 2018 Students: A Case Study. (with Language 327-341 HidayatiUtami) Teaching & Literature JELTL (Journal of Motivating EFL Learners English Language Comprehensively: Applying Dörnyei’s Teaching and Vol. 4(1) 10 2019 Taxonomy of Classroom Motivational Linguistics) 117-128 Strategies (with ErnitaRaharja) e-ISSN: 2502- 6062, p-ISSN: 2503-1848 Proceedings of the 1st International Conference on In English English Linguistics, Linguistics, Investigating self-correction strategies for Literature, Literature, and oral grammatical errors and their in and Language 11 2019 language acquisition among EFL Language Teaching learners. Teaching in a (ICE3LT Changing 2018),September Era(p. 220). 27-28, 2018, Yogyakarta, :Indonesia Routledge.

VI. SEMINAR/CONFERENCES

No Tahun JudulKegiatan Penyelenggara Panitia/Peserta/

98

Pembicara 1 2008 Asia TEFL Conference TEFLIN & Asia TEFL Pembicara 2 2009 56th TEFLIN conference TEFLIN Pembicara 3 2011 Asia TEFL Conference KOTEFL, Seoul Pembicara Indonesia Forum Asia Center, University of 4 2011 Pembicara Melbourne 5 2014 27th ICSEI Congress Yogyakarta Pembicara 6 2015 50th RELC Conference Singapore Pembicara 7 2016 14thAsiaTEFL Conference Vladivostock, Pembicara 8 2017 15thAsiaTEFL Conference Yogyakarta Pembicara Faculty Day FKIP UniversitasKlabat, 9 2018 Pembicara Menado 10 2018 16thAsiaTEFL Conference Macau Pembicara 11 2018 1st ICELLLT Yogyakarta Chair 12 2019 INCOTEPD 2019 Yogyakarta Chair

VII. PROFESSIONAL& TECHNICAL TRAINING

No Year Types Organizer Duration University of 1 2011 End Note for referencing 2 days Melbourne University of 2 2012 Research in Higher Degree 1 days Melbourne Zotero application for reference 3 2015 FBS-UNY 1 days management 4 2016 Workshop for journal editors Elsevier & UAD 1 days 5 2019 Workshop CalonAsesor BNSP LSP UNY 6 days 6 2020 Workshop on Doctorate Supervision Univ of Otago 2 days

VIII. BOOKS

No Year Title Pages Publisher Business English for students of 1 2002 98 PT. MUDAYA economics Universitas 2 2018 Modul English for business and office 345 Terbuka

99

100

Top View