SYNECTICS-SIMULATION GLOBALE MODEL IN FRANÇAIS DU TOURISME THROUGH MULTIMEDIA BASED ON LOCAL WISDOM

This study aims to design a learning model of Synectics-Simulation Globale in Français du Tourisme courses to improve students' creativity in making scenarios of a film of the life of local-wisdom tourism. The research employed Research and Development (R & D) approach. The participants of the study were 40 students of Français du Tourisme course. The results showed that the design of Synectics-Simulation Globale learning model in Français du Tourisme course encouraged students’ creativity. Besides, the designed teaching materials for Français du Tourisme courses and the screenplay about tourism created by learners improved students’ creativity by simulating real life world of tourism based on local wisdom.


INTRODUCTION
Universitas Pendidikan Indonesia (UPI) has a strong commitment to reach its vision and missions, which are (1) to provide quality education to develop prospective educators that can compete globally, (2) to develop theories of education and other disciplines to become a cornerstone in the establishment of national education policy (Universitas Pendidikan Indonesia, 2014, p.4). As a teacher education institution (LPTK), UPI has also a responsibility to fulfill the needs of communities for professional, creative, and proactive educators in any fields. In line with these vision and missions, the French language department of FPBS UPI strives to produce quality graduates who can compete both academically and professionally and also to contribute to the enhancement of human resources. In this term, human resources are the students and graduates who have creativity to make innovative works.
Français du Tourisme as one of the subjects FOS (Français sur Objectifs spécifiques) is packaged to equip the students with required knowledge and skills that are necessary for students not only to take part in education but also to contribute to meet the needs of the wider community in the field of tourism. This is consistent with the development of tourism in Indonesia which has shown a rapid growth in recent years. According to statistics of the Ministry of Tourism, the number of foreign tourists coming to Indonesia continues to grow, reaching up 785, 523 tourists in 2015 (Kementerian Pariwisata, 2012), and more than ten thousand of them were tourists from France. For that reason, FOS is present in order to answer the needs of human resources in the field of tourism.
The process of teaching-learning in the Français du Tourisme courses is directed to prepare human resources who have an active and creative role in the world of tourism. As to this, making a film as teaching-learning product using models of Synectics-Simulation Globale with the tourism theme based on local wisdom in the Français du Tourisme courses is an option to develop the ideas and creativity of students. This is in line with the results of research conducted by Liliasari (2003) which concluded that "prospective teachers need to be equipped with a highlevel of thinking skills that needed to improve the quality of Indonesian human resources of the future". The achievement of the quality of graduates pursued through the development of models of Synectics-Simulation Globale. Based on those various phenomena, the models can be applied.
This study was conducted to investigate the teaching-learning process of Français du Tourisme course, to find out appropriate the materials learning using Synectics-Simulation Globale model, and to examine the creativity of students in making learning screenplay with the tourism theme based on local wisdom. This study highlighted learning process and provided modeling and material development through the creation of film scenario base on the themes in the Français du tourisme courses in the French language department of FPBS UPI Similar study has been conducted by Hardini, Karimah, and Jubaedah (2013) entitled Français des Medias courses to improve student creativity in making media campaign. The results show that Synectics model is found to be motivating and improving the creativity of the students in creating promotion media in French. In contrast to the previous study, the current study combines synectics models that focus on individual psychology and the development of creativity with globale simulation models that emphasize on a collective learners activity based on the technique of role playing and the creation of an imaginary world.
Synectics model is a teaching model oriented to individual self-development which focuses heavily on individual psychology and creativity development (Hardini, 2014). This model was first designed in the industrial sector by Gordon for the purposes of meeting the demands of individual activities in their groups to solve problems and to improve products (Joyce & Weil, 1992, p.236). After the success in the industrial sector, the model is implemented in the school sector with similar objectives: to increase the student's creativity to the expected level where it can help them to solve problems creatively.
According to Gordon, Synectics model views creativity in four principles. First, creativity is daily activity. Creativity is a part of life for every individual that occurs daily and continually happens until the timeworn. With the help of Synectics model, it is expected to improve the problem-solving through creativity expression, empathy and realization of how important of social relationship in problem-solving. Secondly, creativity is not mysterious, hence it can be learned. According to Gordon (Joyce and Weil, 1992), once individuals learn the basic of creative process, they can study and improve their sense of creativity independently, or as a member of group or society. This can be boosted by analyzing and picturing the training procedure that can be implemented in school or others situation. Thirdly, creativity is created in every field. Creativity is everywhere. Even though it is against with a common belief that creativity is only related to art, it is found that creativity can be found in art, language, science and even technology. Lastly, the discovery process of individual creativity is supported by the discovery of group creativity. Individuals and groups have an ability to discover and develop creativity with the same result on certain range of skills. This can be improved by the experience of the individuals that is supported by the group's finding.
The Synectics model can be implemented by conducting six steps. The first step is describing the current situations. In this step, teachers ask the learners to describe their current situations that can be a problem during that time. The second step is Direct Analogy Process. Learners are asked to create the direct analogy to solve as many problems as possible, in which later the ideas will be selected and developed. The third step is Personal Analogy in which learners are asked to build the selected analogy from the second step. The fourth step is Conflict Stability where learners are trying to understand the problems from step one to three, and several conflicts that have been stabilized and selecting one of the conflict. The fifth step is Direct Analogy in in which learners state and choose the direct analogy based on the conflict from step 4. The sixth step is testing the efficiency rate in completing a task. Teachers ask the learners to start from the beginning and re-do the whole process by using synectics process.
______ Instructional effect ---------Following effect Simulation Globale is a technique of foreign language learning that centralizes on collective activities such as role-playing. When a teacher encourages his students for role-playing, he actually creates a simulation. In this technique, learners create a world that is close to their reality which enables learners to interact and simulate their language functions. According to Capriles (2004), this technique encourages the establishment of imaginative pedagogic environment into a class where learners play their roles as the explorers with false identities in a game.
The purpose of this technique is to improve learners' language production in written or in spoken or both in a project. A variety of language production will help the learners in the process of language acquisition.
According to Yaiche in Apollon (n.d.), it required to have at least 40 hours to apply this technique. However, this requirement takes much time and becomes inappropriate to some learning programs. Thus, the duration can be decreased accordingly to the needs and the learning program as long as the learning program follows the steps in the model. Below are the steps to be followed when applying the simulation globale technique: 1.
Establishing the fictional place and environment that will be simulated 2.
Identifying the fiction roles for learners 3.
Developing and creating the interacting 4.
Adding the elements of event and conflict

METHOD
This study used the Research and Development approach ( M o l e o n g , 2 0 1 0 ) aiming to answer the research questions that have been formulated. This approach includes three stages consisting of preliminary study, model development, and model validation. This current study was a preliminary study of a three-year research scheme.
There were several activities conducted in this preliminary study. The first, literature related to learning model of Synectics-Simulation Globale and students'creativity in making scenario of film on the tourism theme based on local wisdom were studied and analyzed. The second, the learning in Français du tourisme courses in the Department of French Language Education in FPBS UPI was designed. The third, a model of Synectics-Simulation Globale on learning to enhance student creativity in making the scenario of the film was designed. The last, instructional materials Français du tourisme to enhance student creativity were developed.
The study was conducted in the Department of French Language Education FPBS Universitas Pendidikan Indonesia. The participants were 40 students in six-month Français du Tourisme courses. Some documents such as the lessons plans and several related books were analyzed to support the study..

RESULTS AND DISCUSSION
The results showed that learning model of tourism in French language by applying the Synectic-Simulation Globale encourages learners' creativity.

The learning implementation of Français du Tourisme courses
The implementation of learning in Français du Tourisme courses was based on the concept of learning adapted from Synectics Model and the concept of adapted Competency-based Assessment. It was based on current situation and condition that occur in learning process. The results of this preliminary study showed that the model and assessment require students' high creativity to produce a high quality scenario both in tourism content and language skills.
In the step of model implementation, the learning process were divided into two steps: 1. Establishing the fictional place and environment that was simulated. In this step, learners decided a "theme-place" from the simulation project to be played. The fictional place was the theme related to learning process, such as a village or an island. This step encouraged learners to decide the theme-place and to describe the place with their respective elements. The places on the model included: (1) Travel Agent (l' agence de voyage) Célibatour, (2) France University Garden (le Jardin de l'université), (3) Airport (l'aéroport), (4) Hotel (l'hôtel), (5) Art Centre (le théâtre), The waiter served them. The guests asked the waiter if the food served is a typical Balinese or Indonesian food).

The Building of Synetic-Simulation Globale model in
Français du Tourisme course.
In designing the learning model of Français du Tourisme courses, ten steps according to the theory of Kemp in Hardini (2009, p.5) were adapted. The steps were as follows: 1. Needs assessment of the course material was obtained from syllabus review. From this review, general learning objectives were formulated, where the students were expected to communicate in French language professionally whether it is spoken or written in terms of tourism, especially in the hospitality and restoration by using the local wisdom. Local wisdom is a local culture that is practiced in certain communities, such as local values, procedures, customs, and practices. To achieve this purpose, some materials were established in accordance to the subject, and the focus was heavily on speaking skill. 2. The subject matter and type of tasks were selected and assigned by researchers to be further formulated into indicators of achievement in learning objectives.

The subject matter in the study included
(1) premiers contacts; (2) (15) Gérer un groupe ; (16) savoir présenter la note. 6. Specific objectives were developed based on those materials. 7. From the treatment process, the learning design was formulated into learning scenario that described the whole of learning process. 8. A number of tools were used to support the learning process, including cameras, video projectors, laptops, and others. 9. Process evaluation and the results of the learning were obtained from the recording and simulation processes. 10. To measure the mastery of the material, a test instrument was developed. The test focused on speaking skill similar to DELF A2 level, such as students were asked to present one tourism object in Bali.
Students were expected to develop the idea from the above scenarios. The results of idea development, a story of tourism with 22 scenarios were successfully created as an

CONCLUSION
In conclusion, the study of The Synectics-Simulation Globale model in Français du Tourisme courses had fulfilled the characteristics and stages accordingly. The design was the combination of Synectics model focusing on motivating individuals to increase their creativity in developing local wisdom tourism and Simulation Global model which demanded students to develop their imagination in deciding simulated fictional place, determining fictional identities, developing interactions, and adding conflict elements. In addition to this, the Synectics-Simulation Globale model on Français du Tourisme courses was conducted in accordance with the theories used. The results were the lesson plans of Français du Tourisme for one semester. Lastly, the developed teaching materials in Français du Tourisme courses was adapted to the demands of the depth of material that enhance the creativity of the students in making the scenario that matches the theme of tourism world. The development of the teaching materials produced 16 speeches, including (1) Se présenter et parler de son métiers ; (2) Engager une conversation téléphonique; (3) renseinger à l'aéroport; (4)acceuillir les passagers; (5) Informer les voyageurs; (6) Animer un village de vacances; (7) Savoir modifier une réservation; (8) Savoir accueillir un client à l'hôtel; (9) Savoir accueillir un client au restaurant; (10) Savoir accueillir un client au standard; (11) Savoir décrire un repas; (12) Savoir prendre une commande au restaurant; (13) S'informer pour bien guider; (14) Savoir presenter un monument; (15) Gérer un groupe ; (16) Savoir presenter la note ACKNOWLEDGMENTS On this occasion the researchers had like to express our acknowledgments to all those who have helped the realization of this article. Our gratitude also goes to especially DIKTI through UPI who has funded our research.