Exploring Students' Perceptions of the ToRIC (Toraja Indigenous Culture) Model in English for Tourism Learning
Abstract
The integration of indigenous culture into English for Tourism (EFT) learning has gained increasing attention as an approach to promoting meaningful language learning while preserving local cultural heritage. However, limited research has explored students' perceptions of culturally responsive instructional models specifically designed for tourism-oriented English learning. This study aimed to explore students' perceptions of the ToRIC (Toraja Indigenous Culture) Model in English for Tourism learning. Employing a qualitative descriptive design, the study involved 25 undergraduate students from the English Education Study Program at Universitas Kristen Indonesia Toraja who had experienced learning through the ToRIC Model. Data were collected through classroom observations, semi-structured interviews, and open-ended questionnaires and were analyzed using the interactive model of Miles, Huberman, and Saldana, including data condensation, data display, and conclusion drawing. The findings revealed four major themes. First, students perceived that the ToRIC Model enhanced their English communication skills through authentic tourism-related learning activities such as role plays, tour guide simulations, and cultural presentations. Second, the model increased students' awareness and appreciation of Toraja indigenous culture by connecting language learning with local cultural heritage. Third, students reported higher classroom engagement and learning motivation because the instructional materials reflected their cultural experiences and future professional needs. Finally, although students expressed overwhelmingly positive perceptions, they also identified challenges in translating indigenous cultural concepts into English and in using appropriate tourism-related vocabulary. The study concludes that the ToRIC Model provides a culturally responsive learning approach that simultaneously promotes English communication competence, cultural identity, and authentic tourism learning. The findings contribute to the development of culturally responsive English for Specific Purposes (ESP) pedagogy by demonstrating the value of integrating indigenous cultural heritage into English for Tourism education.
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