ENGLISH FOR WEDDING ORGANIZERS:
PROJECT-BASED LEARNING
A THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum) Degree
in English Language Studies
by
Giovanna Gistha Wicita Student Number: 156332006
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
i
ENGLISH FOR WEDDING ORGANIZERS: PROJECT-BASED LEARNING
A THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum) Degree
in English Language Studies
by
Giovanna Gistha Wicita Student Number: 156332006
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
iv
DEDICATION PAGE
“To choose always the hardest”
– Mother Teresa
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ACKNOWLEDGEMENTS
First and foremost, I would like to deliver my greatest gratefulness to
Jesus Christ, the Almighty God. His blessings are amazing. Especially in dealing
with the last minute of finishing my thesis, He gave me unbelievable opportunities that I thought I could never have in recent months.
My deepest gratitude goes to my advisor, Dr. J. Bismoko, for his encouragement, guidance, and contribution to ideas in guiding me to persistently finish this thesis. My deep gratitude also goes to all of my lectures in the English Language Studies of Sanata Dharma University for giving me priceless literacy and humanity, especially F.X. Mukarto, Ph.D., Dr. B.B. Dwijatmoko, M.A.,
Widya Kiswara, M.Hum., Paulus Sarwoto, S.S., M.A., Ph.D., Josephine Puji Lestari, M.Hum, and all lecturers. I also thank Mbak Marni for always helping
me with the administrative matters.
My deep thanks go to the heads of Amanusa, Tembi Rumah Budaya,
Callalily Wedding Organizer, CV. Sekar Sitinggil, Kusuma Kencana Catering & Wedding Organizer, Kapulaga Wedding Planner, and Denaya Production for giving me the opportunity to conduct my research. Moreover, I
would like to thank Mas Andi, Mas Adnan, Mas Antok, and Mbak Mimin for becoming great partners in my research.
My never-ending gratefulness goes to my beloved family, Bapak, Ibu, Mas Fian, and Mbak Devie for their irreplaceable support, care, and love. I
warmly thank my college friends: Sindhi, Mbak Rina, Mbak Nyoman, Mbak
Ata, Mbak Vita and others for the shared togetherness and countless life values. I
would also like to express my thankfulness to Siwi, Yeskha, Babe, Mbak Sari, Ditha, and Mas Danconk for their help and useful suggestions to this thesis.
Last but not least, I would also like to express my thankfulness to people whose names cannot be mentioned here. May God bless you abundantly.
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TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGE ... ii
DEFENSE APPROVAL PAGE ... iii
DEDICATION PAGE ... iv
STATEMENT OF WORK ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN ... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS ... viii
LIST OF TABLES ... xiv
LIST OF FIGURES ... xvi
LIST OF APPENDICES ... xvii
LIST OF ABBREVIATION ... xviii
ABSTRACT ... xix
ABSTRAK ... xx
CHAPTER I INTRODUCTION ... 1
A. RESEARCH BACKGROUND ... 1
B. PROBLEM IDENTIFICATION ... 4
C. PROBLEM LIMITATION ... 5
D. RESEARCH QUESTION ... 5
E. RESEARCH OBJECTIVE ... 6
F. ACCOUNTABILITY OF MATERIALS ... 6
G. RESEARCH BENEFITS ... 7
CHAPTER II LITERATURE REVIEW ... 9
A. THEORETICAL REVIEW ... 9
1. English for Occupational Purposes (EOP) ... 9
a. Situation in EOP ... 11
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c. Materials in EOP ... 15
2. Second Language Teaching and Learning Theory... 16
3. Wedding Organizer ... 18
a. Wedding Organizer Profile ... 19
b. Wedding Vendors ... 21
4. Communicative Skills in English at the Workplace ... 22
5. Project-Based Learning ... 24
6. Task-Based Learning ... 30
7. Educational Research and Development (R & D) ... 34
8. Instructional Design Model (IDM) ... 36
9. Materials Adaption ... 42
10. Materials Evaluation ... 44
11. Related Studies... 46
B. THEORETICAL FRAMEWORK ... 48
CHAPTER III RESEARCH METHODOLOGY ... 52
A. RESEARCH METHOD ... 52
1. Research and Information Collecting ... 52
2. Planning ... 54
3. Preliminary Form of Product ... 54
4. Preliminary Field Testing ... 55
5. Main Product Revision ... 56
6. Main Field Testing ... 56
7. Operational Product Revision ... 57
B. RESEARCH PROCEDURE ... 57
1. Research and Information Collecting ... 59
2. Planning ... 60
3. Preliminary Form of Product ... 60
4. Preliminary Field Testing ... 61
5. Main Product Revision ... 61
6. Main Field Testing ... 62
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C. DATA ... 63
1. Nature of Data ... 63
2. Sources of Data ... 64
a. The respondents in Research and Information Collecting ... 64
b. The respondents in Planning ... 65
c. The respondents in Preliminary Field Testing ... 66
d. The respondents in Main Field Testing ... 66
D. DATA GATHERING ... 67
1. Data Gathering Technique ... 67
a. Survey ... 67
b. Interview ... 68
c. Observation ... 69
d. Test ... 70
2. Data Gathering Instruments ... 71
a. Questionnaire ... 71
1) Questionnaires in Research and Information Collecting ... 72
2) Questionnaires in Planning ... 72
3) Questionnaire in Preliminary Field Testing ... 73
b. Interview Protocol... 74
1) Interview Protocol in Research and Information Collecting ... 75
2) Interview Protocol in Planning ... 75
3) Interview Protocol in Preliminary Field Testing ... 76
4) Interview Protocol in Main Field Testing ... 76
c. Field Notes ... 77
d. Test Worksheet ... 78
E. DATA ANALYSIS TECHNIQUE ... 79
1. Descriptive Qualitative ... 80
2. Descriptive Statistics ... 81
3. Inferential Statistics ... 84
CHAPTER IV DATA ANALYSIS RESULTS ... 87
A. The Steps of the Development of the Designed Materials ... 87
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a. Instructional Problems ... 88
1) Coding Strategies ... 90
2) Analysis of the Data... 90
a) Theme 1: The requirement of English in the workplace ... 90
b) Theme 2: Integrated English skills with speaking as a major skill ... 92
c) Theme 3: A communicative approach to learn English ... 93
b. Learner Characteristics ... 94
1) Team Members’ Perceptions toward the Use of English: Purpose, Problem, and Expectation ... 95
a) Theme 1: Learning English for communicating with foreign clients ... 95
b) Theme 2: Speaking is the most important skill of all ... 96
c) Theme 3: Problems on micro skill are encountered in using English .. 96
d) Theme 4: Conversation and practice to be included in the designed materials ... 97
2) Team Members’ Perceptions toward the Importance of English Skills... 98
3) Team Members’ Perceptions toward the reasons behind their needs about reading, writing, listening, and speaking skill. ... 99
c. The Guidelines for Materials Design ... 104
2. Planning ... 104
a. Instructional Objectives ... 104
b. Task Analysis ... 105
c. Content Sequencing ... 113
d. Instructional Strategies ... 116
e. Planning and Project Management ... 118
f. Formative Evaluation ... 119
g. Revision ... 119
3. Preliminary Form of Product ... 120
a. Designing the Message ... 120
b. Development of the Instruction ... 121
c. Support Services ... 121
B. The Presentation of the Development Product... 122
1. Students’ Coursebook ... 122
a. Units ... 123
b. Phases in Every Unit ... 126
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3. Students’ Workbook ... 130
C. The Acceptability of the Development Product ... 131
1. Preliminary Field Testing ... 132
a. Analysis of the Data ... 133
1) Interview Analysis ... 133
a) Theme 1: The materials have appropriate layout and design. ... 133
b) Theme 2: The activities are various and good. ... 135
c) Theme 3: The English skills are well-integrated. ... 136
d) Theme 4: The language level is already appropriate, but need to be adjusted. ... 138
e) Theme 5: The materials are already appropriate to be implemented, but need to be revised. ... 139
2) Questionnaires Analysis ... 141
3) Field Notes Analysis ... 143
a) Theme 1: There should be revision to the activites ... 144
b) Theme 2: There should be revision to the grammar ... 144
c) Theme 3: There should be revision to the instructions ... 145
d) Theme 4: There should be revision to the contents ... 145
e) Theme 5: There should be revision to the diction ... 146
b. Overview of the Suggestions in Preliminary Field Testing ... 146
2. Main Product Revision ... 147
3. Main Field Testing ... 150
a. Implementation ... 150
b. Materials Evaluation ... 155
1) Teacher’s Field Notes Analysis ... 155
a) Theme 1: There should be revision to the contents ... 155
b) Theme 2: There should be revision to the exercises ... 156
c) Theme 3: There should be revision to the grammar ... 156
d) Theme 4: The students need to learn in a longer time ... 157
2) Interview Analysis as Formative Evaluation ... 157
a) Theme 1: There should be revision to the pictures. ... 158
b) Theme 2: There should be revision to the contents. ... 158
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d) Theme 4: Related to project-based, there should be more explanation
on particular step. ... 160
3) Interview Analysis as Summative Evaluation ... 160
a) Theme 1: The contents of the materials are already appropriate. .. 161
b) Theme 2: The quality of the contents of the materials is appropriate.162 c) Theme 3: The materials are effective, efficient, and user-friendly. ... 162
d) Theme 4: The program duration should be longer. ... 162
a) Theme 1: The presentation project itself was the students’ success. .. 163
b) Theme 2: The presentation project can deal with improvisation. .. 164
c) Theme 3: The steps to accomplish the project were well-reached. .... 164
d) Theme 4: The presentation project trained the students’ independent learning ... 165
e) Theme 5: The presentation project showed the students’ best effort on the preparation ... 165
f) Theme 6: The presentation project trained the students’ speaking ability ... 166
g) Theme 7: The presentation project build the students’ willingness to keep learning ... 166
c. Overview of the Suggestion in Main Field Testing ... 167
d. Measurement Data ... 167
4. Operational Product Revision ... 170
CHAPTER V CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS ... 173
A. CONCLUSIONS ... 173
B. IMPLICATIONS ... 175
C. RECOMMENDATIONS ... 176
1. Recommendations for material users ... 176
2. Recommendations for future researchers ... 177
BIBLIOGRAPHY ... 179
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LIST OF TABLES
Table Page
3.1. The Description of the Background of the Wedding Organizers’ Stakeholders (Blank) .... 65
3.2. The Description of Evaluators’ Background (Blank) ... 66
3.3. The Blueprint of the Questionnaire ... 72
3.4. Points of Agreement ... 73
3.5. The Form of the Blueprint of the Materials (Blank)... 73
3.6. The Form of the Questionnaire (Blank)... 74
3.7. Points of Agreement ... 74
3.8. The Blueprint of the Interview Protocol ... 75
3.9. The Blueprint of Pre-Test and Post-Test ... 78
3.10. The Form of the Likert Scale Results (Blank) ... 81
3.11. List of Total Mean Score Criteria of Questionnaires in Planning ... 82
3.12. List of Total Mean Score Criteria of Questionnaires in Preliminary Field Testing ... 83
3.13. The Appearance of the Table of Normality Test (Blank) ... 85
3.14. The Appearance of the Table of Paired Sample Test (Blank) ... 85
4.1. The Description of the Background of the Wedding Organizers’ Stakeholders ... 89
4.2. Coding Categorization ... 90
4.3. The Descriptive Statistics Analysis of Likert Scale toward the Importance of English Skills ... 98
4.4. The Conceptual Model of the English for Wedding Organizers ... 107
4.5. List of Components and Units of the Materials ... 108
4.6. The Results of Total Mean Score of Unit Contents ... 109
4.7. Brief Results of Interview with Denaya Production ... 111
4.8. New List of the Components and Units of the Materials ... 112
4.9. The Organization of the Units ... 113
4.10. General Purposes and Learning Indicators of the Materials ... 113
4.11. Course Outline of the English Program for Wedding Organizers ... 118
4.12. The Description of the Evaluators’ Background ... 132
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4.14. The Overview of the Suggestions in Main Field Testing ... 167
4.15. Raw Data on Students’ Scores in Pre-Test and Post-Test ... 168
4.16. Test of Normality ... 168
4.17. Paired Samples Statistics ... 169
4.18. Paired Samples Test ... 169
4.19. Oral Assessment Criteria Grid of A2 CEFR... 170
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LIST OF FIGURES
Figure Page
2.1. The Brances of English Language Teaching ... 11
2.2. The ESP ‘Family Tree’ ... 12
2.3. Project-Based Learning at a Glance ... 26
2.4. Task-Based Learning Framework... 33
2.5. Components of the Instructional Design Plan ... 36
2.6. The Concept of the Development Product... 51
3.1. The Combination of R&D Steps and Instructional Design Model ... 58
3.2. Research and Information Collecting Framework ... 59
3.3. Planning Framework ... 60
3.4. Preliminary Form of Product Framework... 60
3.5. Preliminary Field Testing Framework ... 61
3.6. Main Product Revision Framework ... 61
3.7. Main Field Testing Framework ... 62
3.8. Operational Product Revision Framework ... 63
3.9. The Three Cs: Coding, Categorzing, and Concepts ... 80
3.10. Data Gathering Technique, Instruments, and Data Analysis Technique of the Research ... 86
4.1. Team Members’ Preferences on Reading Skill ... 99
4.2. Team Members’ Preferences on Writing Skill ... 100
4.3. Team Members’ Preferences on Listening Skill ... 101
xvii
LIST OF APPENDICES
Appendix Page
Appendix A: Research Letters ... 190
Appendix B: Instruments in Research and Information Collecting ... 198
Appendix C: Instruments in Planning ... 245
Appendix D: Instruments in Preliminary Field Testing ... 264
Appendix E: Instruments in Main Field Testing ... 281
Appendix F: Tests in Main Field Testing ... 302
Appendix G: Blueprints of the Materials ... 310
Appendix H: Photo Documentation ... 312
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LIST OF ABBREVIATION
Abbreviation Meaning
AEC ASEAN Economic Community
CLT Communicative Language Teaching EFL Englis as Foreign Language EOP English for Occupational Purposes
ESP English for Specific Purposes IDM Instructional Design Model
MEA Masyarakat Ekonomi ASEAN
PBL Project-Based Learning
R&D Research and Development
TBL Task-Based Learning
WO Wedding Organizer
xix
ABSTRACT
Wicita, Giovanna Gistha. (2017). English for Wedding Organizers: Project-Based Learning. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.
In this global era, wedding arrangement had already made most wedding organizers in Yogyakarta advance their professionality, particularly in using English for communicating with foreign clients. The major problem encountered when communicating with foreign clients is on the English language mastery. The very limited time was also considered as one challenge for them to learn English. Furthermore, this research attempted to design an English program, as well as a set of English materials, that would be appropriate to their limitations and needs. Thus, this research is aimed at answering the following three research questions: (a) What is the conceptual model of English for wedding organizers?, (b) What is the developed product of English for wedding organizers?, and (c) How is the acceptability of the development product of English for wedding organizers?
To design the materials, the researcher adopted Borg & Gall’s (1983) & Gall et al.’s (2007) Research and Development (R&D) method which was combined with Morrison et al.’s (2011) Instructional Design Model (IDM). R&D steps used in the research were (1) research and information collecting, (2) planning, (3) preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, and (7) operational product revision. This research also utilized Communicative Language Teaching (CLT), particularly Project-Based Learning (PBL) and Task-Based Learning (TBL).
As the results, this research produced three products: (1) students’ coursebook, (2) teacher’s book, and (3) students’ workbook. The materials consist of seven units. Furthermore, the task-based learning framework was implemented in each unit into five phases. In engaging project-based learning, the materials utilized the following steps: (1) agree on a theme for the project, (2) determine the final outcome, (3) structure the project, (4) prepare students for the language demands of step 5, (5) gather information, (6) prepare students for the language demands of step 7, (7) compile and analyze information, (8) prepare students for the language demands of step 9, (9) present final product, and (10) evaluate the project.
To validate the materials, the researcher utilized interview, questionnaires, and field notes. The results indicated that the materials were appropriate to be implemented, but they needed to be revised. Furthermore, in verifying the acceptability of the materials, the implementation was done by utilizing interview and field notes to obtain the data. The data showed that the designed materials were efficient, effective, and user friendly. Moreover, particular revisions were made based on the suggestions from the interview and field notes results.
xx ABSTRAK
Wicita, Giovanna Gistha. (2017). English for Wedding Organizers: Project-Based Learning. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.
Di era global ini, perencanaan pernikahan menjadi salah satu pemacu profesionalitas bagi para pengatur pernikahan, khususnya pada penggunaan Bahasa Inggris dengan para klien asing. Permasalahan utama ketika berkomunikasi dengan para klien asing terletak pada penguasaan Bahasa Inggris. Keterbatasan waktu pun menjadi kendala bagi mereka untuk belajar Bahasa Inggris. Oleh karena itu, penelitian ini bertujuan untuk mendesain sebuah program Bahasa Inggris, sekaligus materinya, yang sesuai dengan keterbatasan dan kebutuhan mereka. Adapun tiga pertanyaan penilitian yang dijawab adalah: (a) seperti apakah model konseptual dari Bahasa Inggris untuk pengatur pernikahan, (b) seperti apakah model yang telah dikembangkan tersebut?, dan (c) bagaimana keberterimaan dari model yang telah dikembangkan tersebut?
Penelitian ini mengadaptasi Research and Development (R&D) milik Borg & Gall (1983) dan Gall et al. (2007) yang dikombinasikan dengan Instructional Design Model(IDM) milik Morrison et al. (2011). Langkah R&D yang dilakukan adalah (1) penelitian dan pengumpulan informasi, (2) perencanaan, (3) pengembangan bentuk awal produk, (4) pengujian awal di lapangan, (5) revisi produk, (6) pengujian di lapangan, dan (7) revisi operasional produk. Tujuh langkah ini kemudian dikombinasikan dengan elemen instructional design model. Penelitian ini juga menggunakan Communicative Language Teaching (CLT), yaitu Project-Based Learning (PBL) dan Task-Based Learning (TBL).
Hasil dari penelitian ini berupa buku pembelajaran murid, buku pegangan guru, dan buku kerja murid. Terdapat tujuh unit pembelajaran dan lima fase pada setiap unit sebagai pengimplementasian TBL. Dalam mengaplikasikan PBL, penelitian ini mengadopsi beberapa langkah: (1) menyetujui tema proyek, (2) menentukan hasil akhir, (3) menyusun proyek, (4) menyiapkan murid untuk kebutuhan bahasa di langkah 5, (5) mengumpulkan informasi, (6) menyiapkan murid untuk kebutuhan bahasa di lankah 7, (7) mengumpulkan dan menganalisa informasi, (8) menyiapkan murid untuk kebutuhan bahasa di langkah 9, (9) mempresentasikan proyek, dan (10) mengevaluasi proyek.
Data untuk mengesahkan materi diambil dari wawancara, membagikan kuesioner, dan mengumpulkan catatan. Hasilnya menunjukkan bahwa materi siap untuk diimplementasikan setelah melalui proses revisi. Selanjutnya, implementasi materi dilakukan untuk menguji keberterimaan materi. Hasil dari interview dan catatan yang telah dikumpulkan menunjukkan bahwa materi sudah efisien, efektif, dan mudah untuk digunakan. Namun, beberapa revisi perlu dilakukan.
1
CHAPTER I INTRODUCTION
This research is aimed at developing an English materials for wedding organizers. Before going deeper into the research’s results, therefore, this chapter deals with the introductory parts of the research. This chapter is divided into six sections, namely research background, problem identification, problem limitation, research question, research objective, and research benefits.
A. RESEARCH BACKGROUND
To organize a wedding preparation well, some grooms and brides to be prefer to use the service of wedding organizers rather than organize it by themselves (Artea, 2015: 25). Several wedding organizers in Yogyakarta have had been professional in organizing the wedding events. In handling clients, the wedding organizers had welcomed both local and foreign clients. However, some of them still consider English language as one of the problems in communicating with foreign clients. Therefore, to be involved in an English course for the sake of having proper language is considered as an effective way.
When one of the family members of the foreign client asked me to explain the meaning of Panggih, I was about to “die” as I couldn’t communicate in English, let alone explaining what Panggih is. What I did at that time was making notes about the meaning of it in Javanese version and then asked an officer of the hotel (the wedding venue) to help me interpret the meaning. (On translation; G Ie 4; Page 233).
One experience above is a manifestation of an inequity among different people, particularly between the wedding organizers and the foreign clients. Thus, this research is aimed to bridge the differences between these two parties for the sake of building neutral understanding. Moreover, this research emphasizes the global impacts in forms of promotion of tolerance or inter-culturel understanding to diversities. Although there are such a few experiences, however, they have represented something important, as this research concerns that a whole thing is related to parts and parts are related to a whole thing.
There are two reasons to design the English materials. Firstly, there is no a set of English materials provided before, as well as language course which deals with English for wedding organizers. Secondly, the implementation of the materials can enhance the team members’ English proficiency, particularly those who find the difficulty in communicating with foreign clients using English and whose English proficiency are still low. Thus, they can communicate well in communicating with the foreign clients and make their business more effective afterwards.
Moreover, as the concern of post-modernism in education, this research was also aimed at supporting a balance between modernist (in enhancing
another in the process of learning). In the end of the research, the students will enhance both their English competence and humanistic values, so that there will be emphatic understanding, as Usher and Edwards (2003) suggest that:
As educational practitioners if we seek to meet the needs of individual learners, a position which is at the heart of much liberal humanist and progressive educational discourse, we are operating within a power-knowledge formation which discursively constructs the person in this particular way (p. 96)
Designing the materials for wedding organizers is related to English for Specific Purposes (ESP), particularly on English for Occupational Purposes (EOP). English for Occupational Purposes (EOP) is a kind of English whose students use their respective professions they are engaged with (Dominguez & Rokowski, 2002; Dudley-Evans & St. John, 1998; Anthony, 1997). Therefore, the materials are designed based on what happen at their workplace, which is about wedding organization.
As an approach to this research, Communicative Language Teaching (CLT) is utilized. Larsen-Freeman (2000) states that:
CLT aims broadly to apply the theoretical perspective of the communicative approach by making communicative competence the goal of language teaching and by acknowledging the interdependence of language and communication (p. 121).
lifelong learning (Barron, 1998; Blumenfeld et al., 1991; Breault & Breault, 2005). Moreover, Skehan (1996) notes that “tasks are activities which have meaning as their primary focus and generally bear some resemblance to real-life
language use” (p. 20). For the statements above, it is expected that the
collaboration of these two approaches can bring a communicative learning and teaching to the team members of the wedding organizers.
B. PROBLEM IDENTIFICATION
Designing a set of English materials for wedding organizers is considered as a new innovation in English for Occupational Purposes (EOP). The challenges of conducting this research should be carefully deliberated as there is no specific English materials occur before. Furthermore, the designed materials have probability to be used by wedding organizers. Due to the wedding organizers’ limitation of time, therefore, it becomes a challenge to design the appropriate materials, particularly on the content of the materials as well as the schedule and course duration of the teaching and learning process.
demanded to design the materials which are effective, efficient, and user-friendly, due to the constraints that the wedding organizers have above.
C. PROBLEM LIMITATION
This research contains four limitations. Firstly, as each wedding organizer has its own rule in deciding the number of the team members, therefore, there might be a possibility of having limited number of the team members of the wedding organizers. Consequently, the materials might be also used for the wedding organizers whose number of the team members is limited. Secondly, the materials are designed for all of the members in a wedding organizer, starting from the stakeholder up to the members. Therefore, if the materials are used for the members only or stakeholder only, the materials need some adjustments.
Thirdly, the focus of the materials is on the language used, not the content about how to organize wedding. Therefore, the contents about wedding organization and skills in organizing wedding are not taught in the materials. Wedding contents are used as the materials to use English. Fourthly, the contents of the materials are general. It means that there will be no specification on particular wedding concept, for example international or traditional (Javanese) wedding concept. Therefore, if the users will use the materials for particular wedding concept, the materials need to be adjusted.
D. RESEARCH QUESTION
This research has three research questions to be answered. Those three research questions are as follows.
2. What is the developed product of English for wedding organizers?
3. How is the acceptability of the development product of English for wedding organizers?
E. RESEARCH OBJECTIVE
There are three research objectives as the representation of three research questions of the research. Firstly, the objetive of the research is to arrange the conceptual model of the materials. Before designing the materials, the literature review as a form of the logical truth is attained to have powerful foundation to design the materials. Some concepts needed in designing the materials are explained in one section. Considering the results of the interview is also used.
Secondly, the conceptual model will be developed into some products. The products utilize PBL and TBL framework. The materials included are also adapted from various resources. Thirdly, to validate the designed materials, the materials are implemented. It is done as a part in preliminary field testing and main field testing. After done with the implementation, therefore, the materials can be proven its acceptability through the analysis of the data obtained.
F. ACCOUNTABILITY OF MATERIALS
the wedding. Moreover, as the implementation of task-based learning, there might be several phases in each unit which would cover its own purpose of learning. Some steps of project-based learning are also included in the products. Secondly, students’ workbook would deal with any blank answer forms. Those forms would function as students’ worksheets.
Thirdly, to complement the use of students’ coursebook and workbook, teacher’s book would be made also. The teacher’s book would cover several supporting things to conduct the implementation of teaching-learning process, such as syllabus, lesson plans, answer key, photocopiable materials, listening transcripts, and so on and so forth. In implementing the materials, there would be several meetings consisting of both trying out the units and holding pre-test and post-test. Meanwhile, there would be one project to be performed as the implementation of project-based learning.
G. RESEARCH BENEFITS
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CHAPTER II LITERATURE REVIEW
This chapter is aimed at discovering the logical truth of the designed materials for wedding organizers. Concept relations in this chapter are to represent the universal truth. They will be used to argue for answering the research questions. There are two parts in this chapter, namely theoretical review and theoretical framework. The first part focuses on some related theories used in this research. The second part focuses on a synthesis of related theories and research procedure.
A. THEORETICAL REVIEW
In this section, the researcher discusses eleven related theories for guiding the researcher to design the materials. The presented theories in this section are: (1) English for Occupational Purposes (EOP), (2) Second Language Teaching and Learning Theory, (3) Wedding Organizer, (4) Communicative Skills in English at the Workplace, (5) Project-Based Learning, (6) Task-Based Learning, (7) Educational Research and Development (R & D), (8) Instructional Design Model (IDM), (9) Materials Adaption, (10) materials evaluation, and (11) related studies as the references for the researcher to design the materials.
1. English for Occupational Purposes (EOP)
Furthermore, electing EOP to be part of the designed materials is based on the
target research’s working background which is wedding organizer. Hutchinson
and Waters (1987) state:
ESP are divided into two major types, they are English for Academic Purposes (EAP) and English for work or training (EOP/EVP/VESL: English for Occupational Purposes/English for Vocational Purposes/Vocational English as a Second Language) (p. 22).
Furthermore, ESP brings a real world to the learners in the classroom as ESP materials support learning through any interactive activities based on the
learners’ background knowledge (Hutchinson & Waters, 1987: p. 107; Robinson,
1991: p. 2; Mackay & Mountford, 1978: p. 4). As Dudley-Evans and St. John
(1998) state that “ESP is defined to meet specific needs of the learners” (p. 4). In
this research, the learners’ background which brings specific needs is about
wedding organization itself. Since the learners are members of wedding organizers, occupational field has been really closed to their lives. They have been through many experiences of organizing wedding previously. Furthermore, considering the use of English in wedding organization, the English that will be utilized in the designed materials will be about both expressions and utterances that the wedding organizers usually deliver or show when they communicate with both local and foreign clients.
Figure 2.1. The Branches of English Language Teaching (Hutchinson and Waters, 1994)
From the figure above, it can be seen that English for Wedding Organizers is under English for Occupational Purposes (EOP). Therefore, in designing the materials, the English materials will be relatively closed to the condition that the learners deal with. The specific purposes and needs brought by EOP produces specific considerations that are different from English for Academic Purposes (EAP) that is always met in common school. The considerations are divided into: (a) situation in EOP, (b) participant as a resource in an EOP courses, and (c) materials in EOP.
a. Situation in EOP
Robinson (1991) defines the following figure to specify the division of ESP. In this section, the researcher only discusses the sub division of EOP.
Figure 2.2. The ESP ‘Family Tree’
(Robinson, 1991: 3)
Based on the figure above, the existence of three branches of EOP which are pre-experience, simultaneous/in-service, and post-experience is related to the period of working. Learners might learn English before starting to work as the pre-experience, in the middle of their work as in-service, and after starting to work as the post-experience, as supported by Kennedy & Bolitho (1984). Furthermore,
according to Rodriguez (2006), “learners need a good foundation before
attempting to accomplish demanding job tasks in a foreign language” (p. 28).
Widdowson (1977) also assumes that “the students already have some knowledge
the learners already have prior knowledge as well as experience to use English at the workplace. Since the EOP courses are recommended to hold during the working time, the researcher should be careful for any possible stress that the learners bring to the courses. The learners might carry heavy workloads to the course. Therefore, one of the tasks for the researcher is to design the materials that are interesting to them and inquire their enthusiasm, as well as not bring either more load or stress to them.
b. Participants as a resource in EOP courses
In EOP courses, the role of participants, who are the learners, becomes a resource, starting from need analysis up to the implementation. Designing need analysis in this kind of course should have clear definable needs, especially to meet their job-specific goals (Dudley-Evans & St. John, 1998; Freidenbeg et al., 2003; Hutchinson & Waters, 1987). When the learners learn English in which they contribute in the process of designing the materials, especially on the needs analysis, it means that they bring crucial contribution to the course. According to Rodriguez (2006), “involving learners in course and task design becomes a crucial
aspect for the success of an EOP course” (p. 29).
Involving the stakeholder of the workplace to the needs analysis can bring a beneficial contribution to the designed materials. However, Weir & Roberts
(1994) suggest that “different stakeholders should participate in program or course
assessment because a program assessor cannot provide a comprehensive account
of a program on his own”. Considering that there are many steps which need to be
some stakeholders from different institutions yet still have the same concern to wedding organization becomes good input to the materials development.
The key of success in an EOP course delivered by the learners’ contribution is mentioned as the learner-centered learning. Friedenberg et al. (2003) argue that “in EOP, the learners contribute to the curriculum by bringing communication challenges they have encountered in the workplace to class for
discussion” (p. xi). For the teacher in the course, it becomes a beneficial progress
to know that the learners come to the course by bringing any difficulties they found in the workplace. It will raise their curiosity as well as their enthusiasm to find out any ways to solve their problems in using English.
As there is an interaction between the learners and the teacher discussing the possible solutions of language problems in English, the learning process
becomes more efficient. Brown (2001) states that “this learner-centered
environment is achieved through collaborative work, continuous consultation with students, and opportunities for students to contribute their input and creativity”. Success of the EOP courses can be achieved when there is cooperation between the participants, which are between the learners and the teacher. As Belcher (2004) supports that ESP classes should encourage communities to have more
opportunities for both instructors and students to learn” (p. 352). Two ways of
c. Materials in EOP
Materials in EOP definitely should be related to the learners’ background as dealing with their professions. Previously, the learners are mentioned to be as the resource in EOP. Here, the learners can collaborate with the researcher, as well as the other experts, to define the content of the materials and also the
classroom activities. In Garcia’s (2002) study, “the workplace is, in fact, the main
source for instructors to find materials to analyze and adapt for classroom tasks”
(p. 170). Another study proposed by Uvin (1996) found that “materials were a success factor because they stemmed from the workplace or were generated by
learners” (p. 53). Generating materials by the learners can be done through the
process of needs analysis and when the materials are implemented, in the forms of evaluation. In the need analysis, the learners are also be able to analyze the framework of the materials for supporting a learner-centered approach (Dudley-Evans & St. John, 1998). In the research, the role of the selected wedding organizer is to give useful suggestions to the materials development. More specifically, the members of the wedding organizer contribute to the analysis of the materials framework through need analysis interview and materials adjustment.
direct application of tasks to their jobs”. Furthermore, to create such authentic
materials, elaborating four English skills is considered as an effective way. Dudley-Evans & St. John (1998) state that:
The teaching process of any kind of language for occupational purposes should take as a starting point of the analysis of four traditional skills (reading, writing, listening, and speaking) within an appropriate context, in particular, at the workplace (p. 54).
Within the instruments in need analysis, four English skills are considered as a part of the materials development. Moreover, the tests as parts of the materials also cover four English skills. Since the analysis in the need analysis already cover four English skills, therefore, the materials contain the integration of those English skills, adjusted to the analysis results.
2. Second Language Teaching and Learning Theory
Firstly, meaning-focused input deals with two receptive skills, which are listening and reading. The way the teacher apply this strand is by letting the learners understand and gain knowledge from what they get through listening and reading section. Extensive reading, shared reading, listening to stories, watching media, and being a listener in a conversation become some alternatives activities in this strand. Secondly, meaning-focused output is basically dealing with productive skills through speaking and writing. Having got enough knowledge and input in the first strand should have made the learners be able to produce something. Some alternative activities can be talking in conversations, classroom English use, making requests, writing a note to someone, keeping a diary, telling a story, and telling someone how to do something.
Thirdly, in language-focused learning, the learners pay attention to the language features, such as pronunciation, spelling, vocabulary, grammar and discourse. One feature that shows the learners successfully pass this strand is that the learners focus on systematic aspects of the language. This will make them fluent through both receptive and productive skills. Fourthly, in fluency development, the learners are demanded to be more fluent applying English through more challenging activities. The alternative activities are speed reading, skimming and scanning, repeated reading, repeated retelling, games, and listening to easy stories.
possible to have their English proficiency well-gained. As this is the basic of an ideal language course, therefore, integrating four English skills becomes a suitable decision, moreover when it is supported by the language focus implementation and fluency development.
3. Wedding Organizer
The target of this research is the wedding organizers due to their need of English, particularly when dealing with foreign clients. As Masyarakat Ekonomi ASEAN (MEA) or ASEAN Economic Community (AEC) has lasted since 2015, wedding organizers as a part of other workers has probability to have foreigners as their clients. That is why English mastery is needed to build an equal understanding with the foreign clients. According to Pramudyo (2014), having other languages mastery, especially English, is needed to be a breakthrough toward MEA (p. 97). Whereas, the need of English mastery for employment field
is stated by British Council (2013) that “for developing and emerging economies,
there is enormous demand and need for English in public education systems to
boost staibility, employability, and prosperity” (p. 3). In other words, English
expedites advancement and international development. Furthermore, wedding organizers are parts of human resources and labor whose quality needs to be improved as they will compete with other parties (Pramudyo, 2014: 92). One way to be concerned about the quality improvement is on English language mastery.
communication since both foreign clients and wedding organizers are engaged in a discussion about wedding plan until wedding execution. Furthermore, starting from conducting the need analysis up to the implementation of the materials, the researcher asked for help from some wedding organizers. As the researcher’s basic knowledge to design the materials, the followings sections can bring an enlightenment for choosing any appropriate and related materials to the wedding organizer itself. The sections are divided into: (a) wedding organizer profile and (b) wedding vendors.
a. Wedding Organizer Profile
Like common event organizer, wedding organizer is one kind of organizer who manage a wedding event starting from defining the concept up to the implementation. According to Fithrati (2014), “wedding organizer is an organizing service for planning and preparing a wedding, both from the conceptualization up to the final execution of the reception” (p. 75). The role of wedding organizer here is to help the couple to make the wedding come true. It will help the couples to manage everything in the wedding organization.
Stewart: 2013, p. 19). Secondly, pressing the budget is one advantage of hiring a wedding organizer. When couples come to the wedding organizer with any amount of budget, a wedding organizer will plan everything with that amount of
budget as they also manage the couples’ expectations within that budget
(Haywood: 2006, p. 21; Stewart: 2013, p. 19).
Thirdly, when a wedding organizer can press the budget, it is caused by the experiences in handling vendors. Furthermore, having experiences in handling vendors and other couples makes a wedding organizer a good planner by
following a clear timeline. According to Stewart (2013), “wedding planners have
actual timeline that they follow in order to have all details be ready on time or even way ahead of time, leaving all the last-minute changes behind“ (p. 19). Fourthly, when couples are in a rush in the middle of the preparation, a wedding organizer comes as a confidence booster. Stewart (2013) states that:
Couples will be more perfect at ease and more confident that their wedding will be perfect because they know that they have laid the details of their wedding upon the hands of a professional. Indeed, there could be no better person who really knows the ins and outs of wedding planning more than what the wedding organizer can do (p. 19).
Presenting a calmness in the middle of rush by a wedding organizer can make the clients more trustful to the wedding organizer they hired. Furthermore, having a confidence booster can also be a way to strengthen the chemistry between the clients and the wedding organizers themselves.
have are (1) outstanding communication, (2) appreciation for details, (3) ingenuity, (4) peace that passes all understanding, and (5) always expect the best and plan for the worst (p. 26). For the sake of communicating with clients, communication should be outstanding. Since the purpose of the wedding organizer is to get dealt with the clients and also plan the wedding preparation together, the wedding organizer should communicate very well. As planning a wedding requires lots of detail things, the wedding organizer should also be ready for handling every single thing. Remaining calm is also needed to avoid any possible chaotic conditions. The last thing is related to the awareness and readiness of the wedding organizer. If plan A does not work, a wedding organizer definitely has plan B to Z to do.
b. Wedding Vendors
The success of wedding day might depend on the supports from all related wedding vendors. As Lefevre (2010) states that:
Professional and reliable vendors are available in all areas and for all budgets. Researching their qualifications and making sure you and the vendor have a good rapport in terms of personality and style are important steps in ensuring wedding day success (p. 13).
recommendation (p. 26). When the clients are in doubt in looking for vendors, a wedding organizer can come to give the enlightenment.
As previously said, choosing vendors also deals with a good rapport. When the clients can feel the hospitality, the vendors already give the first impression that could lead the clients to a big deal. Lorette (2013) argues that
“two factors in choosing the right vendor are first, the vendor can provide you
with what you need and second, choosing a vendor is rapport” (p. 135).
Furthermore, Wilkolaski and Phillips (2006) state that “when dealing with a vendor, keep in mind that the vendor is the expert in their field. If you work with the best vendors, your business will be a success” (p. 51).
Since choosing the right vendors can lead to a success of wedding day and the wedding planner, therefore, vendors are considered as important parts in planning wedding. Hagen (2007) has listed some wedding vendors to be considered (p. 9). Those vendors are wedding consultant, ceremony site, officiant, reception site, caterer, liquor services, wedding gown, tuxedo rental, photographer, videographer, stationer, music: ceremony, music: reception, florist, bakery, decorations, ice sculpture, party favors, balloonist, transportation, rental & supplies, gift suppliers, etc.
4. Communicative Skills in English at the Workplace
A kind of English required for those who work is definitely communicative English that deal with ESP perspective. According to Robinson
teaching, discourse analysis, and others, have all been associated with ESP” (p. 1). The skills in communicative English teaching might cover the important of productive skills as the learners will use it at workplace. Several studies found that workers are demanded to be more proficient in productive skills (speaking and writing) rather than receptive skills (listening and reading) (Juhdi et al., 2006; Hafizoah et al., 2010). Furthermore, Chew (2005) adds that “employers in the business sectors have also reported specific oral and written communication sub-skills that graduates should possess. Crosling & Ward (2002) argue that “oral communicative skills are also the most vital skills for job success and promotion.
The importance of productive skills at the workplace proposed by several studies above will influence the selection of the learning activities. Adapted from
Sarudin et al.’s study (2013), there are several possible activities that support the
communicative learning. Some studies have found that the following oral-based activities bring success to the communicative learning: teleconferencing (Adler & Elmhorst, 2002; Hafizoah et a., 2010); telephoning (Leong, 2001); informal work-related discussions (Kaur & Lee, 2006; Ng et al., 2009; Hafizoah et al., 2010); chairing and speaking in meetings (Kaur & Clarke, 2009; Leong, 2001); oral presentations and public speaking (Kaur & Clarke, 2009); interviewing (Maes et al., 1997); seminars and exhibitions (Leong, 2001); and networking for contacts for advice and information (Kaur & Lee, 2006).
reports, quotations, informal and instructional memos, sales and product and marketing proposals. Increasingly, some studies note the following activities that are involved in both oral and written communication: oral as well as written translations, note-taking skills, handling customer complaints, conflict resolution
skills, negotiation skills, persuading skills and promoting one’s own strengths and
abilities (Maes et al., 1997; Chew, 2005).
The optimal usage of classroom activities should be supported also by appropriate methods of instruction. Some studies mention several methods to support the communicative skills such as: process and project-oriented design models (Long & Crookes, 1992); hands-on practices, internship programs, real
document samples, case studies from companies’ daily operations; and
collaborative writing (Hafizoah et al., 2010). Furthermore, some studies also consider the advantage of teamwork (Jacobs, 1994; Ng et al., 2009; Hafizoah et al., 2010; Nayan, 2010) and work experience in real-world (Zhu, 2008).
5. Project-Based Learning
education (Fang & Warschauer, 2004), community-based language socialization (Eyring, 2001), and teaching the critical and higher order thinking and problem-solving skills (Beckett, 2005). Furthermore, PBL also brings successful incorporation into classrooms with general, vocational, academic, and specific language aims (Allen, 2004; Gu, 2004; Lee, 2002; Levine, 2004; Moulton & Holmes, 2000; Wicks, 2000). As the kind of English in this research is English for specific purposes, therefore, appointing PBL to be the learning approach is seen as appropriate.
PBL is a learning approach that deals with accomplishment of projects, starting from planning up to performing the projects. According to Doyle (1986),
“PBL is a teaching and learning model that uses projects to engage students and
focus their learning” (p. 404). Furthermore, Weinsten (1999) as quoted in Beckett
& Miller (2006) state that “project-based learning is an approach in which learners
investigate a question, solve a problem, plan an event, or develop a product” (p.
161). Projects are big tasks that are complex which demand the students through decision-making, problem-solving, and investigative activities. A group of learners, who learn and is responsible to the same job in this research, requires a project-based learning. Since a project-based learning can support communicative language teaching and most ESP types of ESP class, furthermore, this kind of
learning also can enhance students’ English proficiency through the processes
within, particularly on the scaffolding activities to finish the project. As Kennedy
and Bolitho (1984) state that “an EOP project could involve interviewing, the
case, for instance, in a market research project”. Beneficial projects to support
their professions can be set out using communicative English.
Adopted from Project-Based Learning Handbook published by Ministry of Education Malaysia, the following figure represents some components in PBL.
Figure 2.3. Project-Based Learning at a Glance (Ministry of Education Malaysia, 2006: p. 5)
skills, thinking skill, and personal qualities. As a form of an engaged learning, the learners in PBL can contribute to the learning process through searching, active exploration, problem solving, creating, and sharing. Moreover, systematic teaching and learning methods in PBL is as follows: question, plan, schedule, monitor, assess, and evaluate.
Different from previous teaching and learning methods in PBL, Patton (2012) comes with an alternative method. Looking back at the definition of PBL,
according to Patton (2012), “PBL refers to students designing, planning, and
carrying out an extended project that produces a publicly-exhibited output such as
a product, publication and presentation” (p. 13). Furthermore, Patton (2012)
suggests that the execution of PBL has a method such as get an idea, design the project, tune the project, do the project, and exhibit the project (p. 33). This kind of method is considered simpler than the previous one. However, these two methods have the same basic, which is on the planning, doing, and implementing.
PBL is included one kind of communicative learning since one purpose of implementing PBL is on one advantage at providing a student-centered learning to the classroom. PBL was introduced into the field of second language education as a way to reflect the principles of student-centered learning (Hedge, 1993: p. 86; Hedge, 2000: p. 365; Fried-Booth, 2002: p. 45). Furthermore, PBL has been closely related to the learner autonomy (Fried-Booth, 2005; van Lier, 2005).
often shared with a real audience, leads students to take their formal accuracy
more seriously” (p. 274). Furthermore, PBL aims to engage students in the
investigation of real-life problems and develop students’ creativity, problem -solving skills, and lifelong learning (Barron, 1998; Blumenfeld et al., 1991; Breault & Breault, 2005). Alan and Stoller (2005) also propose that a real-world project is designed for intermediate and high intermediate EFL students. Real world that is brought in PBL can be supported by authentic tasks given by task-based learning (TBL).
In implementing PBL in the research, the project in the teaching and learning process can differ from three types of classifications, which are based on roles of instructor and learners in deciding the project-related activities (Henry, 1994, as quoted in Stoller, 1997: 5), data collection techniques and sources of information (Stoller, 1997: 5), and way of informatin is reported (Stoller, 1997: 6). Firstly, the project might be differed from the roles of the instructor and learning toward the project arrangement. There are three types of projects: structured, unstructured, and semi-structured projects. The projects are called structured when the teacher dominate the decision making particularly on the topic, materials, methodology, and presentation. Conversely, unstructured projects are projects that are defined largely by the learner only. Whereas, projects that are defined and organized by both the teacher and the learners are called semi-structured projects.
correspondence projects, survey projects, and encounter projects. Thirdly, the projects may differ in the way information is reported, which are classified into production projects, performance projects, and organizational projects. In production projects, the projects are in forms of written production, such as written reports, letters, hand books, brochures, and so on and so forth. In performance projects, the projects can be in forms of oral presentations, stage debates, theatrical performance, etc. Whereas, the organizational projects deal with planning a club or community which leads into useful discussion of particular topics.
6. Task-Based Learning
To support the implementation of Project-Based Learning (PBL), Task-Based Learning (TBL) is utilized as a teaching-learning approach for the students to enhance their English ability in a classroom context. Stoller (2006) suggests that:
PBL conjures up other images as well. It has been equated, by some, with in-class group work, out-of-class activities, cooperative learning, task-based instruction, a vehicle for fully integrated language and content learning, and a mechanism for cross-curricular work (p. 21).
Based on the reference above, there is a possibility to combine PBL with TBL. The contribution of TBL will make PBL more effective to be done. For example, before committing to the project, the learners can do some appropriate tasks as the scaffolding. In other words, first of all, the students will learn through TBL and then PBL afterwards, as PBL completes the implementation of TBL in a classroom. According to Stoller (1997), as quoted in Beckett & Miller (2006), “in some setings, project-based learning is a natural extension, or an enhancement, of
what is already taking place in class” (p. 22). The implementation of PBL steps, in
the materials, will be adjusted later on based on the units being learned in the classroom.
the tasks, the students use the language communicatively and actively. According to Hudelson (1993), “a task is an activity or goal that is carried out using
language” (p. 161). Furthermore, Willis (1996) states that “the emphasis of task is
on understanding and conveying meanings in order to complete the task carefully;
while learners are doing tasks, they are using language in a meaningful way” (p.
24). Supported by Ellis (2008), in task, the meaning is primary in a language-teaching activity (p. 981). Shortly, the tasks that are given to the students should contain meaningful purposes so that the students can accomplish the tasks communicatively for the sake of optimizing the use of English in the classroom.
As the use of tasks in the classroom holds dominant role in the learning activities, therefore, this kind of situation is called task-based learning. According to Richards & Rodger (2001), “task-based learning is an educational approach which uses tasks as the prominent unit of planning instructions in language
teaching” (p. 64). In the perspective of teaching, Ellis (2008) defines task-based
teaching as an approach to teach the classroom using syllabus containing communicative tasks which gives priority to the meaningful communication rather than linguistic accuracy (p. 981). Furthermore, it is obliged to have students with prior knowledge of the use of English used in the classroom. In other words, the
English utilized in the classroom should fit the students’ learning background or
should be about wedding organization. This is equivalent with what Nunan (2004) states:
The main characteristic of task-based learning focuses in the experiential learning where the learners’ past experiences become the starting point in learning, while their personal experience when doing the tasks becomes the central point of learning (p. 87).
In arranging the tasks in each unit, the researcher refers to Willis’s (1996)
framework of task-based learning which consists of three phases: pre-task, task cycle and language focus (p. 42). Firstly, in this pre-task phase, the students are introduced to the topic of the each unit of the materials. The warming up activities are included here to make the students enter the learning process. The warming up activities are aimed to make the students recall and activate their prior knowledge. It can be through pictures or activities that the students should do, as long as it contains real situation or experience. More specifically, the activities can be in forms of answering questions related to the picture provided, matching pictures, brainstorming ideas, and so on and so forth. Moreover, in this phase, the students are introduced to the starting point of the topic through the introduction of the learning indicators of the unit too.
performance are given, so that the students have enough input to deliver the output comprehensibly.
Thirdly, language focus phase becomes the last phase of task-based learning. The purpose of this step is that the students learn deeper about the language they used in their performances. The language focus deal with the probable weakness that the students will have in using the languge to deliver their performances, therefore, the language focus is put after the performance of the students in every unit. Moreover, there are two components in this phase, namely analysis and practice. In the analysis, the specific feature of the language being used in the performance is analyzed. The analysis is in form of learning the language focus deeper. In practice, the students do some exercises related to the application of the language focus that has been learned previously. By still referring to the topic of the units, the exercises contain new sentences or utterances. The components of task-based learning framework that have been discussed above can be seen from the following figure.
Pre-Task
Introduction to topic and task
Teacher explores the topic with the class, highlights useful words and phrases, helps students to understand task instructions and prepare. Students may hear a recording of others doing a similar task. writing) how they did the task, what they decided or discovered.
Report
Some groups present their reports to the class, or exchange written reports, and compare results.
Language Focus Analysis
Students examine and discuss specific features of the text or transcript if the recording.
Practice
Teacher conducts practice of new words, phrases and patterns occurring in the date, either during or after the analysis.
7. Educational Research and Development (R & D)
To design the materials, the researcher utilized educational Research and Development (R & D) proposed by Borg and Gall (1983), as cited in Gall et al. (2007). Borg and Gall (1983) stated that “R&D is a process used to develop and
validate educational products” (p. 772). Moreover, Borg and Gall (1983) explain
“the aim of R&D was to take and develop the research knowledge and incorporate
it into an educational product that combines educational research and educational
practice rather than discover new knowledge” (p. 771). Whereas, R&D is a
researcch whose findings are to plan new products or procedures which are field-tested and evaluated (Gall et al., 2007: 589). The results of conducting this research and development would be a set of teaching and learning materials, as well as the syllabus and lesson plans. The acceptability of the materials would be considered as the results too, as the main point of research and development is whether the product that is designed is acceptable or not for the target research.
Utilizing R&D will fit the principal of ESP, particularly EOP that was used in this research. EOP dealt with real situation of the students in using the language in the classroom, as they also use the language communicatively. Meanwhile, in R&D, the needs of the students are carefully determined and analyzed as the first requirement of designing the materials. Furthermore, after the materials are being designed, the students will be involved in the implementation of the materials. Thus, the development of the materials will definitely fit
Borg and Gall (1983) mentioned ten major steps:
They are research and information collecting, planning, developing preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision and dissemination and implementation (p. 776).
However, due to particular limitation and other constraints, the research only took seven steps. Those steps are research and information collecting, planning, developing preliminary form of product, preliminary field testing, main product revision, main field testing, and operational product revision. Terms of these seven steps are adopted in the research. As there were some constraints of financial, time, and respondents, therefore, conducting only a small scale of project is allowed. Thus, the small-scale project of this research will only deal with those seven steps. The following discussion contain the supports from the expert related to conducting smaller scale of the R&D project.
Firstly, related to the limitation of steps implementation, the support is delivered by Gall et al (2007), who state that “if you plan to do R&D project for a thesis or dissertation, you should keep this caution in mind that it is best to undertake a small-scale project that involves a limited amount of original
instructional design” (p. 592). Secondly, related to the financial matters, Borg and
