ENGLISH FOR WEDDING ORGANIZERS: PROJECT-BASED LEARNING

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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 YOGYAKARTA 2017



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 YOGYAKARTA 2017

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A THESIS

ENGLISH FOR WEDDING ORGANEERS: PROJECT‐ BASED

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A THESIS

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DEDICATION PAGE

“To choose always the hardest” – Mother Teresa

I dedicate this thesis to Sanata Dharma University, all lecturers, my family, and friends.

iv


STATEMENT OF WORK ORIGINALITY

This is to certify that all ideas, phrases, sentences, unless or otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands of the

full consequences including degree cancellation if

she took somebody else's ideas,

phrases, or sentences without proper references. ７

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LEWIBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAII UNTUK KEPENTINGAN AKADEⅣ ⅡS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma

Nama : Giovanna Gistha Wicita

NIM

:156332006

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:


Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan

kepada Perpustakaan Universitas Sanata Dharma

hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelola dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikan di Lrtemet atau media lain

untuk kepentingan akademis tanpa perlu meminta

ijin dari

saya maupun

memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Padatanggal: 5 February 2017 Yang menyatakan

Giovanna Gistha Wicita Vl

︱



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.

Giovanna Gistha Wicita vii


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 b. Participants as a resource in EOP courses ................................................. 13 viii


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 7. Operational Product Revision ......................................................................... 63 ix


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 1. Research and Information Collecting ............................................................. 87 x


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 2. Teacher’s Book ............................................................................................. 128 xi


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 c) Theme 3: Vocabulary and pronunciation practice should be added more. .............................................................................................. 159

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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 APPENDICES .................................................................................................... 189

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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 4.13. The Overview of the Suggestions in Preliminary Field Testing.................146 xiv


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

xv


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 4.4. Team Members’ Preferences on Speaking Skill ........................................102

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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 Appendix I: Students’ Coursebook, Teacher’s Book, & Students’ Workbook ..314

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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

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ABSTRACT

Wicita, Giovanna Gistha. (2017). English for Wedding Organizers: ProjectBased 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. Keywords: materials, project-based learning, task-based learning, English for wedding organizers xix


ABSTRAK

Wicita, Giovanna Gistha. (2017). English for Wedding Organizers: ProjectBased 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. Kata kunci: materi, project-based learning, task-based learning, Bahasa Inggris untuk pengatur pernikahan xx


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. Based on some interviews with six wedding organizers in Yogyakarta, it was obtained that there are difficulties in using English. Sharing one of the experiences in handling foreign clients, they discussed their incapability in using English in a wedding event. The following is one of the interview parts showing the detailed experience: 1


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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 students’ English competence) and progressive (in making the students help one


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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). In the process of designing the materials, two approaches that have been under the principle of CLT are utilized. They are task-based and project-based learning. These two approaches bring a real world to the classroom. Therefore, in learning English, the learners will directly use the language communicatively based on their workfield. PBL aims to engage the students in the investigation of real-life problems and develop students’ creativity, problem-solving skills, and


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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. Furthermore, the members’ lack of experiences in handling foreign clients become another challenge too. This is due to the numbers of limited foreign clients that use the service of the wedding organizers. However, by learning from another wedding organizers which are already expert in handling clients, the researcher can provide a set of English materials which is also supported by reading any references of wedding organization. Therefore, this research is


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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. 1. What is the conceptual model of English for wedding organizers?


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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 developed products as the results of this research are expected to be in forms of students’ coursebook, students’ workbook, and teacher’s book. Firstly, in students’ coursebook, there might contain several units which are related one another, starting from meeting the clients for the first time up to the execution of


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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 The results of this research will be some advantages for the members of the wedding organizers and the future researcher. Firstly, the existence of the English materials will be an alternative way of learning English for the members of the wedding organizers in Yogyakarta. As the results, the members of the wedding organizers will be able to communicate in English with the foreign clients. The fact that they are able to communicate with foreign clients can make them more credible and enhance their professionalism.


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Secondly, after being a part of research which is involved as English for Specific Purposes (ESP), the results of the research will enrich the research especially on the materials development. The future researchers who want to conduct a research with similar fields will consider this research as a guideline for them to end up with future better researches. Furthermore, it is hoped that the similar researches will be more innovative, particularly on the material contents.


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) Due to the limited time that the learners have in the workfield, the

researcher proposed English for Specific Purposes (ESP), particularly on English for Occupational Purposes (EOP), to be an appropriate approach for the learners. 9


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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. EOP is a part of ESP, which means that there is further specificity of use of English in ESP. Therefore, kind of English in EOP is more specific to its use in the occupational field. To provide clear explanation about English language teaching branches that makes EOP to be under ESP, the following is the figure of the branches proposed by Hutchinson and Walters (1994).


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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 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). Furthermore,


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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 of science and some knowledge of English” (p. 47). When joining an EOP course,


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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 assessed starting from the framework up to the implementation, interviewing


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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 interaction happen when each other provides numerous opportunities and cooperate for solving the problems that the learners encounter.


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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 (DudleyEvans & 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. The authenticity of the materials is also required (Robinson, 1980: p. 35; Robinson, 1991: p. 2; Kennedy & Bolitho, 1984: p. 47; Phillips & Shettlesworth, 1978: p. 48). Authentic materials, tasks, or even activities can engage and motivate the learners. As Friedenberg et al. (2003) argue that “authenticity helps to increase motivation and involvement because the students can recognize the


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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 Designing English materials contains complex consideration, as English

deals with both micro and macro skills (Brown, 2001). Pronunciation, vocabulary, grammar, and so on and so forth are included as micro skills. Whereas, macro skills consist of listening, speaking, reading, and writing skill. To provide English materials that consider these four English skills properly, therefore, the researcher considers the second language teaching and learning theory as the guideline in materials development. Understanding and applying the four strands proposed by Nation (2007) is one way to have an ideal way to allow learners to communicate using English effectively. The four strands are meaning-focused input, meaningfocused output, language-focused learning, and fluency development. Balancing these four strands can make a course more effective for the learners.


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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. By looking at the importance of each strand, it is crucial to balance the strands. The success of one strand should be supported by the success of the other strands. Therefore, when the learners are successful in each strand, as a result, it is


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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. In wedding organization that involves foreign clients, having meeting with foreign clients for the first time requires the use of English as a vehicle of


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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. Couples who want to make a dream wedding and hire a wedding organizer usually have reasons behind. The researcher concludes the reasons into five points: (1) time, (2) budget, (3) organized planning, and (4) a confidence booster. Firstly, since preparing a wedding is a complex thing to do, some couples might sacrifice their time starting from listing the guests coming up to contacting all related vendors. A wedding organizer can help the couples to save the time in preparing every single thing (Lestari: 2005, p. 41; Priandarini: 2007, p. 196;


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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. Related to the service that a wedding organizer provides, it needs several skills to maintain the effectiveness of the work of the wedding organizer. According to Bricker (2011), the top five skills every wedding planner should


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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). Choosing a vendor does not only on the opportunity to choose which one is the best in town, yet a wedding organizer as well as the clients should also be skeptical to see any references of vendors. Therefore, it is a task for wedding organizer to be a place where the clients might consult any difficulty in choosing which one is suitable for their budget. According to Lefeve (2012), to know if a vendor is a reliable and trustworthy, the clients can ask the wedding organizer for


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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 (1980), “the concepts of communicative competence, communicative language


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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 subskills 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 workrelated 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). Furthermore, Leong (2001) and Hafizoah et al. (2010) support some alternatives written activities through the following written product: written messages (letters, faxes, telexes, and emails), writing assessment and progress


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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 In this research, the researcher acquires Project-Based Learning (PBL) as

one alternative model that organizes learning through projects. Furthermore, as previously mentioned in the previous section that project-oriented design model can support the communicative skills at the workplace. Stated in Becket & Miller (2006), PBL is considered as an appropriate approach to content-based second language education (Stoller, 1997), English for specific purposes (Fried-Booth, 2002), project-based computer assisted English as foreign language (EFL)


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education (Fang & Warschauer, 2004), community-based language socialization (Eyring, 2001), and teaching the critical and higher order thinking and problemsolving 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 rewriting and carrying out of questionnaires, and report writing. This would be the


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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)

From the figure above, PBL deals with product and task orientation, authentic assessment, skills-based learning, engaged learning, and systematic teaching and learning method. The explanation of each point includes the alternative planning that can be used. In product and task orientation, the researcher can use planning products, construction products, training products, media products, technology products, presentation products, and written reports. In authentic assessments, the research can use the following assessments such as using rubrics, process oriented, end product, conform to standards, and also both formative and summative evaluation. Furthermore, alternative skills that can be trained through PBL are resources skill, interpersonal skill, information skill, system skill, technology skill, basic skill, listening, reading, speaking, writing


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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). Another evidence that make PBL become a part of communicative learning is on bringing the real world in the process. Skehan (1998) states that “it has been suggested that the tangible end product associated with project work,


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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, problemsolving 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 taskbased 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 semistructured projects. Secondly, based on the data collection techniques and sources of information, projects can be classified into research projects, text projects,


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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. After determining the type of the project, afterwards, the project is being accomplished. The steps in project-based learning that are acquired in the research are steps proposed by Stoller (1997) as quoted in Richards and Renandya (2002). There are ten steps of project-based learning: (1) agree on a theme for the project, (2) determine the final outcome, (3) structure the project, (4) prepare students for the langugae demands of step 5, (5) gather information, (6) prepare students for the language demand 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. Furthermore, the reason why the research adopts projectbased proposed by Stoller (1997) is that the project-based steps are considered as complete steps as there is project evaluation. Including the project evaluation can be a way for the students to reflect their process of accomplishing the project as well.


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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. Task-based learning is a kind of learning through tasks provision. Demanded to be authentic, tasks in the teaching and learning process are hoped to bring a real world to the classroom. In the designed materials, the learning activities are all about accomplishing the given tasks. The tasks that are arranged should be closely related to the language implementation. It means that, through


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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 languageteaching 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 past experiences properly. The purpose of having prior knowledge is to make the students relate what is learned in the classroom with what happened in their background or past experiences. In this case, the background of the students


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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. Secondly, after the students being engaged with the topic of the unit, the students are introduced some inputs in this task cycle phase, as this phase is the main phase in task-based learning framework. The components of this steps are task, planning, and report. In tasks, the students will do some tasks in pair or group. In planning, the students will prepare what they have done to be presented in front of the class. In report, the students perform the results of the task they have been prepared. Furthermore, some inputs to make the students ready with the


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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. Task Cycle Task Planning Report Students do the task, in pairs Students prepare to report to Some groups present their or small groups. Teacher the whole class (orally or in reports to the class, or monitors from a distance. writing) how they did the task, exchange written reports, and what they decided or compare results. discovered. Language Focus Analysis Practice Students examine and discuss specific features Teacher conducts practice of new words, of the text or transcript if the recording. phrases and patterns occurring in the date, either during or after the analysis. Figure 2.4. Task-Based Learning Framework (Willis, 1996: 38)


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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 fieldtested 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 students’ needs and background, as the students are involved in the processes.


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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 Gall (1983) support that “doing R&D project is often a time-consuming and expensive process which expend large sums of money” (p. 786). Thirdly, related to the limitation of time, Borg and Gall (1983) state that “for those who plan to do an R&D project, the required time takes over a year for completing educational product development if the researcher completes all steps of R&D” (p. 794).


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Forthly, conducting a complete steps of R&D will need more respondents, as each step might need both different or same respondents to be included in the research. By considering the limitation above, therefore, the decision of conducting only seven steps was made, based on the legitimacy of the researcher.

8.

Instructional Design Model (IDM) To support Borg and Gall’s (1983) and Gall et al.’s (2007) R & D, the

researcher utilized Morrison et al.’s (2011) Instructional Design Model (IDM). Instructional design is a system consisting of processes to design materials. According to Morrison et al. (2011), “using a systematic design process is termed instructional design (often abbreviate ID)” (p. 6). The following figure provides components of the instructional design model.

Figure 2.5. Components of the Instructional Design Plan (Morrison et al., 2011: 12)


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The following paragraph will discuss the explanation of each step of the instructional design model, covering elements provided both in the inner and outer ovals. In this IDM, the term of elements are used rather than the terms of step, stage, level or any other sequential items as this model does not portray a true linear approach (Morrison et al., 2004: 10). Therefore, the research can start from any element. In the inner oval, the elements are instructional problems, learner characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, designing the message, development of instruction, and evaluation instruments. The first element is instructional problems. The purpose of this element is to determine the problems in the field that produces solution. Morrison et al. (2011) state that “the first step of the process is to identify the need of the client or the performance problem the client wishes to solve” (p. 15). In the research, the implementation of this step will be done through interview with several stakeholders of the wedding organizers. By looking at the results, it then can be seen that the problems which they encounter related to the use of English. Learner characteristics is the second element. This element aims at exploring the learners’ characteristics. As Morrison et al. (2011) state that “you might collect information about the learner’s reading level, general background knowledge, assumptions, or work experience” (p. 15). To know the learners’ characteristics, the researcher can utilized the questionnaire consisting of any questions or statements related to their English proficiency, wants, lack, and need.


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Task analysis, as the third element, can also be called determination of what contents to include in the designing process. This element deals with determining knowledge and procedures that will be given by the learners to meet the objectives (Morrison et al., 2011: p. 15). In other words, by doing this step, the researcher can know what the contents that will be used, as well as the arrangement of the contents itself. The fourth element is instructional objectives. This element focuses on creating the target points for the learners to master in a form of objectives, both in a general and specific way. Morrison et al. (2011) state that: The objectives are as one of our quality checks to make sure that the instruction (including the learning activities) we develop is focused on solving the performance problem (p. 16). When the materials consist of several units, the instructional objectives then are created for also each step. This aims to make the objectives specific and clear for both the learners and the instructor before executing the materials in the classroom. The fifth element is content sequencing. According to Morrison et al. (2011), “the order in which the information is presented plays an important role in helping the learner understand and learn the information” (p. 16). In the designed materials, this element can be applied to the unit arrangement. By considering the results in the tasks analysis, arranging the contents correctly can make the learners easy to follow implementation of the materials. As the sixth element, instructional strategies element demands the researcher’s creativity and consideration related to the arrangement of the contents


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in each unit. Morrison et al. (2011) suggest that “it involve designing creative and sometimes innovative ways of presenting the information that help the learner integrate the new information” (p. 16). Previously, it has been already stated that this research will adapt task-based learning and project-based learning. Therefore, the instructional strategies that the researcher proposed refer to those two kinds of learning framework. Designing the message is the seventh element. In this element, there is the process of selecting the materials in forms of words and pictures, or even graphic texts. Morrison et al. (2011) mention that “the message is the pattern of words and pictures we create to communicate with our learners” (p. 16). In designing the message of the materials, here, the researcher will refer to the material adaption as stated previously. When selecting the materials, the researcher takes many references for the appropriate one to be put in the materials. The purpose of the instruction development, as the eighth element, is to put all the materials together in a good order, based on the sequence of the contents and instructional strategies that are already executed before. According to Morrison et al. (2011), “this involves putting all the parts together to produce instructional materials” (p. 16). It can be said that this step is the final step before entering the evaluation step. Therefore, the product of this step should be in a form of complete materials, including other supporting components such as keywords, listening transcript, and printable handouts. The ninth element is evaluation instruments. To know whether the learners can master the materials that have been already arranged, the learners can be


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given evaluation. Morrison et al. (2011) suggest that “some objectives are easily assessed by any kinds of methods such as multiple-choice test items or portfolio” (p. 17). This step of the instructional design will be conducted when the researcher implements the materials. By looking at the figure, the instructional design model also has two outer ovals. The elements involved are presented in a different way since they are in ongoing processes. Refer to the nine elements in inner oval, the elements in the two outer ovals can be utilized in whenever they are needed. The presentation of the elements will make the figure more flexible to be conducted. The elements in two outer ovals are planning and project management, support services, formative evaluation and revision, implementation, summative evaluation, and confirmative evaluation. The first element is planning and project management. According to Morrison et al. (2011), “these two processes are essential for developing and managing the schedule and budget for a project” (p.17). These two processes are the processes for the implementation of the materials. Determining the syllabus and timeline of the teaching and learning program will be done at this element. The second element is support services. Since this research develops only seven steps of R & D, therefore, it is considered as a small project. Morrison et al. (2011) suggest that “for smaller projects and those with a short time frame, the instructional designed might provide all the services required, from typographer to evaluator to graphic artist” (p. 17). Here, students’ book, as well as teacher’s book and students’ workbook can be considered as support services.


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Formative evaluation and revision are included in the third element. According to Morrison et al. (2011), “this evaluation can start with the problem identification step to ensure that you have correctly identified the problem” (p. 17). This formative evaluation can be used directly after the researcher has done the prototype of the materials. After gathering the evaluation, the revision is needed. The purpose of implementation as the fourth element is to improve the materials through involvement of the participants (Morrison et al., 2011: p. 18). This can be done after the development of the instructions. Moreover, the implementation includes evaluation instruments. The fifth element is summative evaluation. This kind of evaluation is executed in the end of the program. It is aimed at evaluating the effectiveness of the final version of the materials (Morrison et al., 2011, p. 18). In obtaining the evaluation, the researcher can collaborate with the learners to assess the materials after the implementation of the materials is finished. Confirmative evaluation, which is included in the sixt element, is a longterm evaluation. Morrison et al. (2011) state that “the purpose of this evaluation is to determine whether a course or instruction remains appropriate over time” (p. 17). When it comes to the meaning of “over time”, it means that the materials should have been implemented many times. Nonetheless, there is no confirmative evaluation in the research.


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9.

Materials Adaption In designing the materials, material adaption is utilized due to the learners’

specific characteristics. Furthermore, it is aimed at selecting some eligible materials related to wedding organizer. The word “adaption” here means that the researcher takes the materials and make some adjustments if possible to suit learners’ needs. Tomlinson and Masuhara (2004) state that “materials adaption is adjusting and / or changing the existing materials into the suitable one which depends on the need of the learners, students and the situation” (p. 10). The researcher, as the material designer, reserves the right to adapt the materials as long as it supports the process to achieve the learning goal. As supported by Dudley (1998), “a good provider of materials will be able to: select appropriately from what is available, be creative with what is available, modify activities to suit learners’ needs, and supplement by providing extra activities” (p. 260). Furthermore, according to Graves (2000), “materials development means creating, choosing or adapting, and organizing materials and activities so that students can achieve the objectives that will help them reach the goals of the course” (p. 150). By employing the researcher’s creativity, it is expected to collect the materials adapted from various reliable sources. The focuses of the two principles of the materials adaption are on the requirement of effective and durable learning and learners’ attention that should be drawn to linguistic features of the input (Tomlinson and Masuhara: 2004, p. 13). In adapting the materials, the researcher should focus on meaning first and on


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language later on. Maintaining the deep of processing of language is an obligation in seeking for all of the appropriate materials for the learners. There are three main techniques in materials adaption. According to Tomlinson and Masuhara (2004), the techniques are Plus (+), Minus (-), and Zero (0) Category (p. 16). As the name of each category, ‘plus’ means adding the materials, ‘minus’ means deleting some possible parts of the materials, and ‘zero’ means adding or deleting no materials, but only replace the parts of the materials. In Plus (+) Category, there are addition and expansion technique. The addition technique allows the researcher to add different texts and / or activities. In expansion techniques, the researcher may expand the texts and activities by increasing the length, difficulty, and depth of the materials. Deletion, subtraction, and reduction are the techniques included in Minus (-) Category. The researcher may delete some texts, decrease the number of sentences in a text or part of an activity, and reduce the length, difficulty, and depth of the materials. Furthermore, in Zero (0) Category, the techniques are modification, replacement, reorganization, re-sequencing, and conversion. Here, the researcher might modify, replace, reorganize, re-sequence, and converse parts of the materials. Although there are many techniques in adapting the materials, the researcher selects some materials through the implementation of several techniques only depending on the needs of the learners and classroom context.


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10. Materials Evaluation As the products of R&D are to be field-tested & evaluated (Gall et al., 2007: 589), therefore, materials evaluation are required. According to Murphy (1985) as cited by Zohrabi (2011), “materials should be evaluated ‘in the light of current needs’ and objectives” (p. 12). In the research, the process of the materials evaluation done by the evaluators is matched also with the students’ needs and objectives of the materials. Furthermore, Tomlinson (2011), as cited by Asadi et al. (2006), adds that there is no perfect course book due to different situation of the students who have different objectives, needs, wants, proficiency level, and cultural background. The evaluators, moreover, would like to see if the materials are suitable with the students’ background as well as needs, wants, and proficiency level as wedding organizers. Therefore, materials evaluation is necessary to determine the appropriateness of the materials toward particular programs (Brown, 1995: 159). Materials evaluation can be carried out in different stages of evaluation into pre-use, whilst-in use, and post-use (McGrath, 2002). Firstly, according to Tomlinson (2003), “pre-use evaluations can facilitate the textbook selection process by gaining an impression as to the potential educational value of the texbook” (p. 23). Rubdy (2003) adds that this kind of evaluation is aimed at measuring any potential that the teachers and learners can do with the materials (p. 42). In the research, pre-use evaluation is conducted by selected evaluators before the materials are implemented in the classroom.


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Secondly, whilst-in-use evaluation is done when the materials are being used by both the teacher and students. Mukundan (2007) states that “whilst-in-use evaluations can help to examine the suitaility of the textbook while using themor by observing how it is actually being used (p. 24). Later on, the existence of this whilst-in-use evaluation in the research can be seen right after each unit being implemented in the classroom. Lastly, post-use evaluations are done after the whole materials are being implemented. According to McDonough & Shaw (2003), “post-use evaluations are important in establishing how successful learning materials are” (p. 71). In evaluating materials, some cheklists might be used as references. In Cunningsworth’s (1995) model, the checklist consists of 45 questions. The questions cover criteria of aims, design, language content, skills, methodology, and practical considerations. Whereas, Sheldon’s (1988) checklist contains 53 questions. The questions cober 17 major criteria and appraise content factors such as accessibility, content, layout and authenticity (p. 240). Furthermore, the checklist proposed by Tok (2010) consist of 30 questions (p. 512-516). The questions are categorized into layout and design, activities, skills, language type, subjects and content, and whole aspect. Meanwhile, the research utilized materials evaluation checklist proposed by Demir & Ertos (2014). The checklist consists of 54 questions which cover subject and contents, skills, sub-skills, layout and physical make-up, and practical considerations. The reasons why this checklist is utilized are first, this checklist is the most up to date cheklist, which is 2014, and second, the chekclist combines either questions or statements from other 23


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different checklists proposed by experts. Therefore, it is expected that the data that are gathered through this checklist will be the complete and complex ones.

11. Related Studies This research is considered as a rare research of materials design. The researcher found it difficult to find any other similar research whose research target is wedding organizers. Therefore, seven related studies that the researcher use to be the references are only on the researches whose focuses are on specific purposes of English. The first research used as a reference is the researcher’s undergraduate thesis entitled A Set of English Instructional Materials Using Task-Based Learning for News Production Management Study Program in STMM “MMTC” Yogyakarta (Wicita, 2014). The undergraduate thesis that the researcher conducted in English Language Education Study Program Sanata Dharma University utilized the same method and approach in designing the materials, which are R & D, task-based learning, and instructional design model. Since the researcher have already conducted similar research in ESP and program and materials design, this research hopefully can bring a more complex research through the implementation of the materials. The second research is from the research conducted by the researcher’s senior in English Language Studies Sanata Dharma University, who is by Kurniyati (2016). The title of the graduate thesis is A Model of English Materials for Chemistry University Students. Different with previous research which has no


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materials implementation, this research came up with a complex implementation. Furthermore, employing quantitative research, particularly on inferential statistics, motivate the researcher to adopt the same data analysis technique after implementing the materials. In Kurniyati’s (2016) research study, the scores were not normally distributted, meanwhile in the research, the scores were normally distributed. The third research report comes from the implementation of both taskbased and project-based learning of Chinese as foreign language in North Denmark Region, proposed by Du & Kirkebæk (2012). As the results of the research, seeing that there was great potential in the use of language tasks, Du & Kirkebæk (2012) state that: Task and problem/project based learning methodology is good at motivating students by making them participate and interact, and involving them in real-world language activities with a concrete and define outcome; as task-based PBL also prepares students well for the real world they are going to act and navigate (p. 1). Looking at the fact that there is a possibility to combine both task-based and project-based learning in language, therefore, this research attempts to do the same research. Meanwhile, the language used is on English as a foreign language. The fourth research report as the reference is from the research report of Ozan et al. in 2005. The implementation of task-based and project-based learning curriculum in the research was held in Dokuz Eylul University School of Medicine (DEUSM). In other words, the implementation of those two learning approaches has been done in a field outside language field, which is in medical education in Turkey. As the target of the research is on the English language and


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teaching, therefore, it will implicate that the combination of task-based and project-based learning can also support another field. The fifth research report is proposed by Takahashi (2008). In his research, it is stated that “combining standard problem/project-based learning (PBL) methods with elements of taskbased learning (TBL) can be effective at addressing the problem of getting insufficient guidance from tutors” (p. 31) The sixth research reports still focuses on the implementation of taskbased and project-bsaed learning. In Meksophawannagul’s (2015), he found that the engineering students show positive attitudes toward an English courses utilizing those two learning approaches. Moreover, the English for the engineering students utilized ESP. Likewise, the research will combine task-based and projectbased learning to the wedding organizers which utilizes EOP as a part of ESP. It is expected that the results also indicate positive attitudes from the students. The last research report as the reference deals with materials evaluation. In Demir & Ertas’ (2014) research reports, the materials evaluation utilized an eclectic checklist. Meanwhile, the eclectic checklist utilized in this research is only addressed to the evaluators. The existence of interview and field notes are also utilized to support the data results from the eclectic checklist.

B. THEORETICAL FRAMEWORK To design the materials, the researcher combines instructional design model proposed by Morrison et al. (2011) and educational research and development proposed by Borg and Gall (1983). There are only seven steps of R


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& D used in designing the materials, which are research and information collecting, planning, preliminary form of product, preliminary field testing, main product revision, main field testing, and operational product revision. From instructional design model, the researcher includes all of the steps and ongoing processes. The steps are instructional problems, learner characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, designing the message, development of the instruction, and evaluation instruments. Moreover, the ongoing processes used are planning and project management, support services, formative evaluation, revision, implementation, and summative evaluation. The combination of the R & D steps and instructional design model can be explained as follows. Firstly, research and information collecting as the first step of R & D consists of instructional problems and learner characteristics step. Secondly, task analysis, instructional objectives, content sequencing, and instructional strategies are included in planning step. The Morrison et al.’s steps in planning are combined also with planning and project management. Thirdly, preliminary form of product step consists of designing the message and development of the instruction which was then combined with support services. Fourthly, preliminary field testing step is only combined with formative evaluation. Fifthly, main product revision step is as the same as revision in the instructional design model. Sixthly, main field testing step is combined with evaluation materials which involve formative evaluation, implementation, and


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summative evaluation. Lastly, operational product revision step deals only with revision. In short, after the materials are finished, some evaluators will validate the materials. Through the suggestions obtained, the materials are revised. The implementation of the materials will involve the students as the team members of the wedding organizers. Through some data gathering techniques, the results will conclude whether the materials are efficient, effective, and user-friendly. It is included in the acceptability of the materials. The theoretical framework of the research can be seen from the following figure.


Figure 2.6. The Theoretical Framework of The Research

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CHAPTER III RESEARCH METHODOLOGY The purpose of this chapter is to present the methodology of the research. Verifying the empirical truth will be done through the research methodology. This chapter consists of five parts, namely research method, research procedure, data, data gathering, and data analysis technique.

A. RESEARCH METHOD The research questions of this research are (1) What is the conceptual model of English for wedding organizers?, (2) What is the development product of English for wedding organizers?, and (3) How is the acceptability of the development product of English for wedding organizers?. The research questions will be answered through the selected steps of R & D. The steps are (1) research and information collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, and (7) operational product revision. The discussion of each step is presented as follows. 1.

Research and Information Collecting The purpose of this step is to do research and obtain information related to

the target research. This also aims to gather the underlying theories that will be used in conducting the research. According to Borg and Gall (1983), “this step aims to collect research findings and other information pertinent to the planned development and to determine the state of knowledge in the area of concern” (p. 52


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777). Gathering need analysis is also formed in this step. Cunningsworth (1983) explains that the purpose of need analysis is to facilitate the learners in their ability to tackle everyday situations in their workfield or study context. Therefore, the results of need analysis will be as basic foundation to the materials development. Additionally, at the end, the materials will be judged whether they meet students’ needs, lacks, and wants as resulted in need analysis or not. Before conducting the need analysis, some underlying theories were obtained. The eleven theories required were English for Occupational Purposes (EOP), second language teaching and learning theory, wedding organizer, communication skills in English at the workplace, project-based learning, taskbased learning, educational research and development, instructional design model, and materials adaption. In gathering the need analysis of the research, interviews were done and questionnaires were distributed. Firstly, several stakeholders of several wedding organizers in Yogyakarta were interviewed. Furthermore, the questionnaires were distributed to the members of several wedding organizers in Yogyakarta. Secondly, one stakeholder of an outstanding hotel which has already had many experiences in handling foreign clients was also interviewed. The results of this step were then analyzed and concluded. Additionally, the observation was done in order to get the wedding brochures from wedding vendors in Yogyakarta. The observation was done in two events of wedding expo held in Jogja City Mall.


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2.

Planning In this second step of R & D, objectives of the learning process or of the

materials were formulated. According to Gall et al. (2007), “this step consists of instructional analysis which was undertaken to acquaint the specific skills, procedures, and learning tasks involved in reaching the goals of instructions” (p. 589). Furthermore, Borg and Gall (1983) argue that “the role of objective is as the best basis for developing an instructional program” (p. 779). By looking at the results of the needs analysis, the objectives of the materials were then carefully formulated. The materials utilized task-based and content-based syllabus. Hudelson (1993) states that “task-based syllabus organized around different tasks and activities that the learners would carry out” (p. 152). As supported by Graves (2002), “a syllabus which is built around tasks is called a task-based syllabus; that has broad range of activities and many tasks involve a series of smaller tasks” (p. 47). The task-based syllabus, furthermore, utilized project-based learning in terms of the tasks that the students will do in particular meeting or unit. Furthermore, content-based syllabus was also utilized to provide different topics of each units for the learners. In designing the appropriate objectives, as well as the appropriate contents of the materials, consultation was done with supervisor, related wedding organizer and the evaluators of the materials. 3.

Preliminary Form of Product After obtaining the contents and syllabus of the materials, it came to a step

to develop instructional materials, learning activities, and tasks. Borg & Gall


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(1983) state that “the purpose of this step is to build a preliminary form of the educational product that can be field tested” (p. 781). The results or products of this step were students’ coursebook, students’ workbook, and teacher’s book. Firstly, the students’ coursebook consisted of the complete units of the materials. Secondly, the students’ workbook consisted of the required worksheets for the learners to do. Whereas, thirdly, in teacher’s book, there were some documents needed, starting from the overview of the designed materials up to the photocopiable materials. 4.

Preliminary Field Testing After a set of materials was ready, some evaluators put their judgement on

the materials. It was aimed at looking for the appropriateness of the materials. Moreover, Borg and Gall (2006) state that: In the preliminary field test, the feedback from specific teacher is necessary to help the educational product designer in developing and improving the educational product. This step is expected to get many specific criticism and suggestions toward the educational product (p. 783). The evaluators were those who are expertise in dealing with materials development. The invited evaluators were one student and three alumnae of English Language Studies which have already have experiences in developing English materials. In fulfilling this step, the data were obtained through three ways of data gathering technique: interview, survey, and field notes in order to build trustworthiness of the data. The data obtained as the results of interview, survey, and field notes were then analyzed. The analysis of each data gathering technique was compiled. As


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the results of this step, there will be suggestions for the researcher to revise the materials. In order to be more easier in analyzing the mistakes in the materials, the suggestions will be classified into several categories. 5.

Main Product Revision In main product revision, the materials that were previously evaluated

were then revised. According to Borg and Gall (1983), “revised educational product is expected to be more suitable to be used in the classroom” (p. 784). The data analysis from previous step will produce a list of suggestion. By following the suggestions, some revisions were made. In revising the materials, the researcher needs to adjust the materials with the results of the need analysis, as well as the context of the target research. For example, if there is revision to simplify the language used in the materials, the new version of language should be suitable with the students’ English proficiency. This step expects the researcher to not only revise the materials, but also consider several reasons behind the revision. 6.

Main Field Testing This is the step of implementing the revised materials with the real

learners in the classroom. Borg and Gall (1983) state that: The main purpose of the main field test is to determine the success of the new product in meeting its objectives and to collect information that can be used to improve the course in the next revision (p. 784). In this step, the data were analyzed by using some statistical technique through the scores analysis of pre-test and post-test. Conducting interviews with the learners was also done to get the information related to the materials taught to


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them. Meanwhile, from the teacher’s perspective, the data from the teacher’s field notes were also used to support other data. 7.

Operational Product Revision In this step, materials revision is done, like what happen in main product

revision step. According to Borg & Gall (1983), “revision of product is as suggested by main field-test results” (p. 775). After done with main field testing, some suggestions were obtained through the field notes and interview results. The analysis results obtained in main field testing became a guideline to revise the materials. Additionaly, the revision in this step is done based on the suggestions proposed by the students as the users of the materials, meanwhile, in main product revision, the suggestions were from the evaluators. Therefore, the revision on this step will be more on the practicality of the materials in the classroom. After the materials are revised, the processes of R&D steps have been all accomplished in this research.

B. RESEARCH PROCEDURE The procedure of the research combined both Borg and Gall’s (1983) R & D steps and Morrison et al.’s (2011) instructional design model. The complete figure of the framework of the research can be seen at the end of chapter 2 which is on page 40. The following section will deal with the explanation of the combination part per part. The following figure represents the combination of R&D and instructional design model.


Figure 3.1. The Combination of R&D Steps and Instructional Design Model

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1.

Research and Information Collecting The following figure is the extract from the figure provided in chapter 2.

Figure 3.2. Research and Information Collecting Framework

Besides collecting the underlying theories that are required in the research, in the research and information collecting step, IDM steps which should be done are instructional problems and learner characteristics. In gathering the instructional problems, some interviews, survey, and observation were done. Firstly, conducting some interviews were meant to have a general perception of the importance of English needed when handling foreign clients among the wedding organizers. The interviews were then transcribed and coded. Some themes of the interview transcripts became the instructional problems to conduct the research, particularly dealing with materials for wedding organizers. Secondly, in gathering the learner characteristics, the questionnaires were distributed to the team members of several wedding organizers in Yogyakarta. Having the same purpose with the interview, distributing questionnaires to wedding organizers members would produce a general perceptions toward the use of English at the workplace, as well as their will, lack, need, and expectations of the designed materials. Thirdly, the observation was done by attending two events of wedding expo which were held in Jogja City Mall. The result of this observation was gathering wedding brochures from wedding vendors in those 59


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events. Later, the wedding brochures would be used as learning resources and media. 2.

Planning The following figure shows that planning step deals with both the

components and ongoing process of the IDM.

Figure 3.3. Planning Framework

After gathering the underlying theories, instructional problems and learners’ characteristics, the next step was about to plan the materials, starting from defining the task analysis, instructional objectives, content, and instructional strategies. Here, the step also dealt with ongoing processes which were planning and project management to determine the syllabus and timeline for materials implementation. 3.

Preliminary Form of Product From the following figure, it can be seen that preliminary form of product

step deals with designing the message and developing the instruction which are followed by defining support services.

Figure 3.4. Preliminary Form of Product Framework


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In this step, the activity was selecting the alternative materials that were suitable with the learning contents and objectives that have been formulated before. By using materials adaption, there were some materials that were adapted based on the learning needs and contexts. Furthermore, after defining the appropriate-alternative materials, the materials were arranged effectively by using appropriate design graphic to make the materials effective to be used. 4.

Preliminary Field Testing The following figure of preliminary field testing framework only deals

with an ongoing process of IDM, namely formative evaluation.

Figure 3.5. Preliminary Field Testing Framework

In preliminary field testing step, summative evaluation was done after the materials were already designed completely. The materials were evaluated by selected evaluators. It is done as summative evaluation as the materials are evaluated after the complete ones of the materials are already finished to be designed. 5.

Main Product Revision The following figure represents the main product revision framework

which only deals with revision in IDM.

Figure 3.6. Main Product Revision Framework


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By using the results of the data analysis that were gathered in previous step, some revisions were made to improve the quality of the designed materials. A list of suggestions to improve the materials could be chosen due to the researcher’s consideration and the appropriateness to the learners’ learning context. 6.

Main Field Testing The main field testing framework that is represented by the following

figure shows that main field testing is combined with IDM’s evaluation instruments, formative evaluation, implementation, and summative evaluation.

Figure 3.7. Main Field Testing Framework

This is the process of implementing the materials. During the implementation, two forms of evaluation which were done were formative and summative evaluation. In formative evaluation, the students were interviewed right after they have learned every unit of the designed materials. Meanwhile, the summative evaluation was aimed at determining program outcomes. The summative evaluation was done in a form of interviewing the students after the English course was accomplished. The materials could be assessed as effective, efficient, and user-friendly from the results of this summative evaluation.


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7.

Operational Product Revision In the last step of R & D, operational product revision was combined with

the IDM’s revision. It can be seen from the following extracted figure.

Figure 3.8. Operational Product Revision Framework

The results of the previous step were used as the guidelines to revise the materials. The materials were then revised. After that, the steps of conducting the whole research has been finished.

C. DATA This part shows the description of the data obtained to answer the research questions. There are two points to be discussed, namely nature of data and sources of data. Nature of data describes the kinds of data, whether it is qualitative or quantitative data. Whereas, the sources of data describe the origin of the data obtained. 1.

Nature of Data In this research, the data consisted of both quantitative and qualitative

data. Firstly, the quantitative data were obtained through the questionnaire and scoring results. From the learners’ perceived questionnaire, the nominal data were obtained. Meanwhile, the other quantitative data were gathered through the results of tests, which were pre-test and post-test. From the tests, the quantitative data were in forms of interval scores.


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Secondly, the qualitative data were gathered through interview results and field notes. Some interviews which occured in the research were in the research and information collecting, planning, preliminary field testing, and main field testing. The interview results were then transcribed and analyzed through coding categorization. 2.

Sources of Data The sources of data in the research were from various respondents. Four

steps of R &D acquired different respondents. Therefore, the following section is divided into four parts, namely the respondents in research and information collecting, the respondents in planning, the respondents in preliminary field testing, and the respondents in main field testing. a.

The respondents in Research and Information Collecting The respondents who contributed to this research and information

collecting step were several stakeholders and team members of several wedding organizers. Some wedding organizers which are based in Yogyakarta are Kapulaga Wedding Planner, Tembi Rumah Budaya, Callalily Wedding Organizer, Kusuma Kencana Wedding Organizer, and Denaya Production. These wedding organizers were considered as the wedding organizers who have experiences in handling wedding events. The members of the wedding organizers in Yogyakarta mentioned earlier were acquired to contribute to fill in the questionnaires. Whereas, to obtain the information from the “expert” in wedding organization field, the choice came to Amanusa Resort Bali as the one who has already had more experiences in handling foreign or international clients who


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were willing to hold wedding receptions in that resort. The stakeholder of each wedding organizer was then interviewed in order to see the perception of the importance of English for wedding organizers. The following is the table to record the description of the background of the stakeholders of the wedding organizers. Table 3.1. The Description of the background of the Wedding Organizers’ Stakeholders (Blank)

No.

Group of respondents

1. 2. 3. 4. 5. 6. 7.

Stakeholder A Stakeholder B Stakeholder C Stakeholder D Stakeholder E Stakeholder F Stakeholder G

Gender Female

Male

Educational Background S1 S2 S3

Experience (year) 1 1-10 >10

b. The respondents in Planning In planning, the process of designing the materials was already begun by determining the contents of the materials. One wedding organizer which was chosen was Denaya Production as the major respondents to use the designed materials. In this step, the role of the team members was to adjust the contents of the materials that were being assessed by the other team members of several wedding organizers in the previous step. Adjusting the contents of the materials was done in order that the materials really meet the team members’ needs. Furthermore, Denaya Production is located on Jalan Madumurti No. 42 B RT19/RW04, Bugisan, Yogyakarta. This was claimed as the major respondents of this research since this was the accessible wedding organizer that allowed the researcher to conduct the research as well as implement the designed materials. However, the members indicate a limited number of students. There were only


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four members of the students. Based on Denaya Production’s policy, these four members were considered as members who always work in both small and big wedding events. Furthermore, if there are wedding events need more people to be the committee, the wedding organizer would take other friends who were considered as part-time workers. Having only four members as the students is considered as the limitation of this research. c.

The respondents in Preliminary Field Testing In preliminary field testing, the materials were evaluated. The respondents

who became the evaluators were one student and three alumni of English Language Studies in Sanata Dharma University. These four respondents would contribute in the research through their comments as well as suggestions to the designed materials through interviews, questionnaires, and field notes. The following table would outline the respondents’ background. Table 3.2. The Description of Evaluators Background (Blank)

Group of Evaluators

Gender Female

Male



Evaluator 1 Evaluator 2 Evaluator 3 Evaluator 4

d. The respondents in Main Field Testing In main field testing step, the materials were implemented to the classroom. The learners as the respondents in this step were the members of Denaya Production. The learners would contribute to a complete course, starting from taking the pre-test and post-test up to their contribution in being interviewed as forms of both formative and summative evaluation.


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Additionally, as the practitioner of the materials, the researcher herself is as the teacher. The roles of the researcher in this step were both teaching the materials, as well as facilitating the students with project-based learning, and interviewing the students related to their perception to the implementation of taskbased and project-based learning.

D. DATA GATHERING As each step of R&D needs data, therefore, the data gathering is required. The data will be used to give the interpretation of each step and to show whether the materials are acceptable or not. This section consists of data gathering technique and data gathering instruments. The data gathering technique acquired in this research were survey, interview, field notes, and test. Whereas, the data gathering instruments are questionnaire, interview protocol, and test items. 1.

Data Gathering Technique Since the data in this research were both qualitative and quantitative data,

therefore the technique to gather data in each of them were also different. The data gathering technique for qualitative data was interview and observation, whereas the data gathering technique for quantitative data was survey and test. a.

Survey Conducting survey was aimed at gathering data from large amount of

respondents through questionnaires. What was meant by large amount of respondents here was that the members of several wedding organizers in Yogyakarta. According to Gall et al. (2007), “a survey is a method of data


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collection using questionnaires or interviews to collect data from a sample that has been selected to represent a populaton” (p. 230). Furthermore, considering that each wedding organizer has different amount of members, therefore, the researcher chose to gather the data by using an effective technique which was using survey by utilizing questionnaires. It is expected that the use of the questionnaires already represent the population of wedding organizers. The results of the survey utilizing questionnaire will be numerical as the questionnaire deals with numeric data. Fowler (2013) states that “the purpose of the survey is to produce statistics, that is quantitative or numerical descriptions about some aspects of the study population” (p. 1). As the survey brings quantitative data through questionnaire, therefore, the results of this survey will also be in quantitative data which was then interpreted. b. Interview Conducting interview was chosen to obtain the qualitative data delivered by the stakeholders of the wedding organizers and the materials evaluators who were experts in English language teaching and learning. The purpose of interview was to directly gather the data collaboratively and continuously. According to Seliger and Shohamy (1989), “an interview is concocted to attain information by actually talking to the subject” (p. 166). As supported by deMarrais (2004), “interview is a process in which a researcher and participant engage in conversation focused on a research study” (p. 55). Furthermore, Tarantino (1988) adds the advantage of the interview is that “the interviewer is able to help respondents with linguistics clarification and to record their answers and


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explanations” (p. 35). In doing the interview, the researcher conducted a structured interview. As supported by Mackay & Mountford (1978), “one advantage of a structured interview is that none of them will be left answered and clarify the misunderstanding that may happen” (p. 22). For the procedure of the interview, the researcher first contacted the related stakeholders and respondents to make appointments of where and when the interview would be conducted. On the defined time and place, the researcher interviewed the stakeholders and respondents. The interview was recorded. The recorded interview was then transcribed and analyzed. Whereas, in conducting interview with the selected wedding organizer in which the materials are implemented, the interview was also done in planning and main field testing. The practicality of the interview is that the research asked the members and the members answered the questions one by one. This kind of interview is wellknown as focus group interview. According to Gall et al. (2007), “a group interview involves addressing questions to a group of individuals who have been assembled for specific purpose” (p. 244). Additionally, the answer delivered by one member might support other members’ answers. Therefore, the interview is addressed to the group of the members, not individually. c.

Observation Observation is done in both preliminary field testing and main field

testing. Gall et al. (2007) state that observation is an activity to observe the behavior and the social physical environment of the individuals being studied (p. 263). However, the observation conducted in the research is not as deep as what


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other observers do in other fields. It means that, the observation results support and complement the results of other data gathering technique in this research. In the research, the observation was done by both the evaluators of the materials and the researcher as the practitioner of the materials in the implementation. The evaluators will given enough time to observe the materials, so that they can give developing comments and suggestions for the better version of the materials. Meanwhile, in the materials implementation, the researcher observe students’ behavior and also difficulties toward the using of materials in the classroom. d. Test Implementing test in the research has two purposes. The first one was to obtain the learners’ English proficiency and the second one was to validate whether the learners can successfully achieve the objectives of the materials or not. According to Brown (2004), “a test is a method of measuring a person’s ability, knowledge, or performance in a given domain” (p. 3). Test, in the research, was conducted through pre-test and post-test. It would be used to measure students’ ability before and after joining the English course. Moreover, Gall et. al. (2007) state that: A test is any structured performance situation that can be analyzed to yield numerical scores, form which inferences can be made about how individuals differ in the performance construct measured by test (p. 193). The results of the tests in determining the success of the learning objectives would be used as the guideline for the researcher to revise the materials as well as become reflection after the materials were being implemented. The


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analysis of the test results can determine students’ strength and weakness as the test cover four English skills: listening, speaking, reading, and writing skill.

2.

Data Gathering Instruments After recognizing the data gathering technique afforded in the previous

section, this section provides the data gathering instruments. There are questionnaire as the instrument of the survey, interview protocol as the instrument of the interview, field notes as the instrument of the observation, and test worksheet as the instrument of the test. a.

Questionnaire Distributing

questionnaire

is

aimed

at

gathering

the

learners’

characteristics, experiences, perceptions, and needs toward both the English usage at their workplace and the designed materials. Ary et al. (2002) state that: Questionnaire is designed for self-administration and it is possible to include a large number of subjects as well as subjects in morediverse locations. Respondents also feel free to give their opinions and do not feel reluctant to express points of view (p.421) Distributing the questionnaire was aimed at providing an effective and efficient way to gather the data due to the large amount of the participants. In designing the questionnaire, the researcher has consulted the questionnaire with the researcher’s supervisor to maintain the effectiveness of the statements that were given. Mackay & Mountford (1978) suggest that “if a questionnaire is to be used, the teacher must determine what kind of information about what he requires and design questions to elicit the information” (p. 21). Outlining the questionnaire was done also in order to see the portion of the topics that are being given to the


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questionnaire. Thus, the questionnaire distributed was already highly effective and efficient by not stating useless statements or questions. The questionnaires were distributed in three steps, which are in research and information collecting, planning, and preliminary field testing. 1) Questionnaires in Research and Information Collecting The purpose of distributing questionnaire in research and information collecting step is to obtain the general characteristics, including their needs, lacks, and wants of members of the wedding organizers in Yogyakarta. The questionnaires implemented both close-ended and open-ended questions. Since the questionnaires were about the English usage as well as the expectation of English in the designed materials, therefore, the following table represents the blueprint of the questionnaire. Table 3.3. The Blueprint of the Questionnaire

Part A

Topic Members’ background

B

Members’ perception towards English

C&D

Members’ perception toward the importance of English skills

Task-Based Learning Principle Learning factors, essential exposure, and essential motivation (Willis, 1996: 9, 11, & 14) Use of language (Willis, 1996: 13)

2) Questionnaires in Planning The questionnaires in this step was aimed at obtaining students’ perceptive toward the arrangement of contents of the materials. To arrange the questionnaires, Likert scale was utilized. Likert (1934) states that: In response to the difficulty of measuring a procedure for measuring attidunal scales by using a series of questions with five response


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alternatives: (1) strongly disapprove, (2) disapprove, (3) undecided, (4) approve, and (5) strongly approve. Furthermore, the following table represents the points of agreement used in the questionnaire. Table 3.4. Points of Agreement

Points of Agreement 1 2 3 4 5

Meaning Not at all important Slightly important Moderately important Very important Extremely important

The following table is the table to record the members’ opinion toward the blueprint of the designed materials. The contents in the questionnaire are classified into seven categories as there were seven units provided in the designed materials. The complete table can be seen in the appendix. Table 3.5. The Form of the Blueprint of the Materials (Blank)

Contents

1

2

Scale 3

4

5

3) Questionnaire in Preliminary Field Testing The role of the questionnaire in preliminary field testing was to support the interview results and field notes about the materials. The evaluators were asked to fill in the questionnaires to enrich the data which would be used to revise the materials. The questionnaire was adopted from Demir & Ertas (2014) due to the complexity of the categories being included in the questionnaire. Moreover, the questionnaire consists of 54 questions covering subject and content, skills, subskills, layout and physical make-up, and practical consideration. 54 questions in


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the questionnaire are results of compilation of either questions or statements from other 23 different checklists of materials evaluation. The questionnaires in this step utilized Likert Scale which contain five points of agreement as suggested by Best & Kahn (2006). The following table represents the blank format of the questionnaire. Table 3.6. The Form of the Questionnaire (Blank)

No.

Frequency of Points of Agreement 1 2 3 4 5

Statements

Furthermore, for the following table represents the points of agreement used in the questionnaires. Table 3.7. Points of Agreement

Points of Agreement 1 2 3 4 5

Meaning Strongly disagree Disagree Undecided Agree Strongly agree

b. Interview Protocol In interviewing the respondents, interview protocol was utilized to make the interview effective and efficient. The role of interview protocol is also as a tool to produce a structured interview. Cresswell (2003) states that “the interview protocol includes a heading, opening statements, the key research questions, probes to follow the key questions, etc.” (p. 190). Furthermore, the existence of interview protocol in the interview session has some advantages such as addressing a list of questions structurally and systematically and as becoming a


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guide for the reviewer (Lodico et al., 2010: 78; Patton, 2002: 343; Lichtman, 2013: 203). The existence of interview protocol appears in three steps of the research, which are research and information collecting, planning, preliminary field testing, and main field testing. 1) Interview Protocol in Research and Information Collecting The interview protocol in research and information collecting step is as a tool to interview some stakeholders of the wedding organizers. There were 15 questions provided in the interview protocol. The following table shows the blueprint of the interview protocol. The complete interview protocol can be seen in the appendix. Table 3.8. The Blueprint of the Interview Protocol

Principle Informant’s working background English for Specific Purposes Project-Based Learning

Topic Working time Experience of using English Perception on English proficiency Lacks Needs Wants Expectation

Questions 1 2, 3, 4 5 6 7,8,9,10 11, 12 14, 15

2) Interview Protocol in Planning The purpose of the interview in planning step was that to adjust the contents of the materials. It is done due to each wedding organizer’s uniqueness, as well as experiences in dealing with foreign clients. By looking at the fact that each wedding organizer might encounter different challenge in using English, therefore contents adjustment is done through interview.


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The interview protocol consists of several practical questions for each unit. The questions in the interview protocol will focus more on how the members of Denaya Production respond to the foreign clients’ needs. The way they respond to the foreign clients would be as the guideline to adjust the materials contents. 3) Interview Protocol in Preliminary Field Testing In the interview protocol used in preliminary field testing, there were five questions to be asked to the evaluators. The questions in the interview protocol were adapted from Nagle and Williams (2002). The topics of the questions covered the layout and design, activities, integration of English skills, language type, and overall appropriateness of the designed materials. The complete interview protocol for the evaluators can be seen in the appendix. 4) Interview Protocol in Main Field Testing In main field testing, the interview protocol was used as a tool to interview the students to support both formative and summative evaluation of the designed materials. The questions in the interview protocol were adapted from Kurniyati (2016). Furthermore, the interview protocol was also used to deal with both taskbased and project-based learning. Firstly, the interview protocol in formative evaluation consisted of 14 questions. In task-based learning, ten questions covered ten topics: learning objectives, warming up activities, learning input, comprehension check activities, English skills, examples, activities, instructions, level of language, and layout and design. Moreover, in project-based learnining, four questions cover four topics: instructions, results, obstacles, and teacher’s help.


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Secondly, the interview protocol in summative evaluation contained 5 questions. The questions were adapted from Ontario Adult Literacy Curriculum Framework (OALCF) (2011). The questions about the materials dealth with the content, quality of content, potential effectiveness as a teaching-learning tool, ease of use, and comments and suggestions. Meanwhile, in dealing with the interview protocol for project-based learning, there were seven questions adapted from Edwards, 2002; quoted in Railsback, 2002. The questions covered the project’s successes, the improvement of the project, the learning goals’ successness, the surprised things encountered, the best team effort, the skills used, and final evaluation on the project. c.

Field Notes The use of field notes will be beneficial as they contribute in giving the

researcher detailed information, as well as comments and suggestions about particular units of the materials. Gall et al. (2007) state that “observers should strive to write field notes that are detailed and concrete” (p. 281). The detailed and concrete field notes will support the results of other data, so that the materials being evaluated will be revised based on well-arranged suggestions. Field notes in the research appear in both preliminary field testing and main field testing. In preliminary field testing, the field notes were given by the evaluators. The field notes would help to complete the data of the assessment of the materials in form of detailed comments and suggestions. Based on the field notes, the guidelines to revise the materials were completed. The field notes might be written specifically on the materials. Meanwhile, in main field testing, the field


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notes were written by the researcher herself as the practitioner of the materials. The field notes also function as concrete suggestions related to what happened in the classroom as well as the suggestions to the a better version of the designed materials. d. Test Worksheet There were two kinds of tests in main field testing. They were pre-test and post-test. Since the course includes the integrated skills, in addition, the tests were also skill-integrated. The idea of test items in pre-test and post-test that cover four English skills was adapted from Linguapeace Test in English (2002). In developing the questions, questions in pre-test were different with questions in post-test. The following table contains the blueprint of the pre-test and post-test. Table 3.9. The Blueprint of Pre-Test and Post-Test Skills

Listening

Pre-Test

Post-Test

Part 1: The students write down five vocabulary items they listen to. (5 items) Part 2: The students fill in the blanks related to the sentences they listen to. (10 items) Part 3: The students listen to a short dialogue. The students will answer two questions based on the short dialogue they listen to. (2 items)

Time Allocation

20’

Part 1: The students pronounce five words. (5 items) Speaking

Reading

Writing

Part 2: The students answer three questions about their own experiences in becoming wedding organizer. (3 items) Part 3: The students describe the wedding brochure with their own words. Part 1: The students do an exercise about True/False statements based on the wedding package. (5 items) Part 2: The students answer questions based on a very short passage. (3 items) The students write a short paragraph about particular topic given. Total

30’

30’ 20’ 100’


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The words used in both pre-test and post-test are all about wedding organization. The difference between content in pre-test and post-test is on the vocabulary used and level of language utilized. As in post-test the students have already finished the course, it is expected that the students have gained more vocabulary mastery and enhance their English ability. Therefore, the language level used in post-test will be more proficient than in pre-test. To validate the questions in the tests, questionnaires were distributed to the respondents. Brown (2004) states: By far the most complex criterion of an effective test – and arguably the most important principle – is validity, “the extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment (p. 22). In verifying the validation of the pre-test and post-test, the questions proposed by Khalifa (2003, in Weir, 2005) are adopted. However, the questions provided only represent the existence of face and content validity. Meanwhile, the construct validity can be seen from the blueprint of the pretest and post-test.

E. DATA ANALYSIS TECHNIQUE As both qualitative and quantitate data are gathered in the research, therefore, this research utilized different data analysis technique. In dealing with qualitative data, the data analysis technique was coding categorization. Whereas, the quantitative data would be analyzed through descriptive statistics and inferential statistics, particularly paired samples t-test.


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1.

Descriptive Qualitative This data analysis technique is for the interview results and field notes.

After obtaining the data, the researcher took some steps which ere reducing the data, coding categories, generating themes, and interpreting. As Strauss and Corbin (1998) state that: Basically, in interpreting the data, the researcher conceptualize and reduce data, elaborate categories, and relate it through a series of prepositional statements. Conceptualizing, reducing, elaborating, and relating are referred to as coding (p. 11). Furthermore, the typical ways of analyzing the interview data were also proposed by Marshall and Rossman (2006), “the analytic procedures fall into seven phases: organizing the data, immersion in the data, generating categories and themes, coding the data, offering interpretations, and writing the report for presenting the study” (p. 156). To conclude the ways of interpreting the data, Lichtman (2013) proposes three Cs: coding, categorizing, and concepts (p. 251) which can be seen in the following figure.

Figure 3.9. The Three Cs: Coding, Categorizing, and Concepts (Lichtman, 2013: 251)

In the research, as the qualitative data are gathered through interview and observation, therefore the results of the interview and field notes would be analyzed. The interview and field notes were transcribed. In the interview results,


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the role of the blueprint of the interview will make the researcher easier to codes the interview transcripts. Based on the categories of the interview protocol, the researcher collect any utterances or expressions that represent particular themes. Highlighting particular utterances or expressions in the interview transcripts in different colors would also become a way to categorize which utterances or expressions to be included in which categories. After the categories were all being obtained, the researcher came to an interpretation of the results of the interview. 2.

Descriptive Statistics The descriptive statistics was used to analyze the data gathered by using

Likert scale and close-ended questionnaire. In analyzing the Likert scale data, the researcher utilized the central tendency. Brown and Rodgers (2002) state that “central tendency, the trend of a set of numbers that clusters around a particular value, is a convenient way of summarizing data nominal categories such as Likert scale” (p. 74). Therefore, the means of central tendency of every statement were counted. The following is the appearance of the form of the questionnaire after added the column of the central tendency. Table 3.10. The Form of the Likert Scale Results (Blank)

No.

Statements

Frequency of Points of Agreement 1 2 3 4 5

Notes: N = Number of the respondents Mn = Mean

Here is the formulation to get mean of the data:

Central Tendency N Mn


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X = n x (points of agreement) Notes: X = the total of the scores n = number of the respondents who answer certain statement Σ𝑥 Mn = N Notes: Σ𝑥 = The total of all of the scores The countable technique proposed above provides the formulation for a conventional way, which is by using manual count. Furthermore, in responsible to the close-ended questionnaire, the percentage is utilized to describe the data and summarize the data. Furthermore, the use of Likert Scale analysis was utilized in both in planning and preliminary field testing. In planning, there were seven groups of statements in the questionnaires, as the representations of the contents in seven units. Moreover, each group of statements has their own total mean score criteria. The following table represents the list of the total mean score criteria. Table 3.11. List of Total Mean Score Criteria of Questionnaires in Planning Unit

1

2

3

4

Range 5.00 – 9.00 9.01 – 13.00 13.01 – 17.00 17.01 – 21.00 21.01 – 25.00 3.00 – 5.40 5.41 – 7.80 7.81 – 10.20 10.21 – 12.60 12.61 – 15.00 3.00 – 5.40 5.41 – 7.80 7.81 – 10.20 10.21 – 12.60 12.61 – 15.00 4.00 – 7.20 7.21 – 10.40 10.41 – 13.60

Meaning Not at all important Slightly important Moderately important Very important Extremely important Not at all important Slightly important Moderately important Very important Extremely important Not at all important Slightly important Moderately important Very important Extremely important Not at all important Slightly important Moderately important


83 13.61 – 16.80 16.81 – 20.00 3.00 – 5.40 5.41 – 7.80 7.81 – 10.20 10.21 – 12.60 12.61 – 15.00 5.00 – 9.00 9.01 – 13.00 13.01 – 17.00 17.01 – 21.00 21.01 – 25.00 3.00 – 5.40 5.41 – 7.80 7.81 – 10.20 10.21 – 12.60 12.61 – 15.00

5

6

7

Very important Extremely important Not at all important Slightly important Moderately important Very important Extremely important Not at all important Slightly important Moderately important Very important Extremely important Not at all important Slightly important Moderately important Very important Extremely important

Meanwhile, in preliminary field testing, the questionnaires contain five topics. As previously, each topic has its own total mean score criteria as each topic contained different number of questions. The following table represents a list of the total mean score criteria of the questionnaires. Table 3.12. List of Total Mean Score Criteria of Questionnaires in Preliminary Field Testing Topic

Subject & Content

Skills

Sub-skills

Layout & Physical Make-Up

Practical Considerations

Range 10.00 – 18.00 18.01 – 26.00 26.01- 34.00 34.01 – 42.00 42.01 – 50.00 12.00 – 21.60 21.61 – 31.20 31.21 – 40.80 40.81 – 50.40 50.41 – 60.00 13.00 – 23.40 23.41 – 33.80 33.81 – 44.20 44.21 – 54.60 54.61 – 65.00 7.00 – 12.60 12.61 – 18.20 18.21 – 23.80 23.81 – 29.40 29.41 – 35.00 12.00 – 21.60 21.61 – 31.20 31.21 – 40.80

Meaning Strongly disagree Disagree Undecided Agree Strongly agree Strongly disagree Disagree Undecided Agree Strongly agree Strongly disagree Disagree Undecided Agree Strongly agree Strongly disagree Disagree Undecided Agree Strongly agree Strongly disagree Disagree Undecided


84 40.81 – 50.40 50.41 – 60.00

3.

Agree Strongly agree

Inferential Statistics Inferential statistics was utilized to analyze the data gathered from the tests

results, which were from pre-test and post-test. The pre-test and post-test were included as T-Test. According to Bluman (2012), “t-test is a statistical test for the mean of a population and is used when the population is normally or approximately normal distributed and the population of standard deviation is unknown”. Furthermore, the inferential statistics that is appropriate for pre-test and post-test analysis is paired samples t-test. Privitera (2015) states that paired samples t-test is a statistical procedure used to test hypotheses concerning two related samples selected from population. The tests that the students would have are the tests before and after the students joined the English course. Moreover, there are two hypothesis in this paired samples t-test, namely H0 and H1. H0 is when there is no significant difference between the scores in pre-test and post-test. Meanwhile, conversely, H1 is when there is significant difference between the scores in pre-test and post-test. Furthermore, test of normality is one of the requirements to utilize paired samples t-test. It was aimed to check the normal distribution of the scores. A way to check the normality is by using Kolmogorov-Smirnov test. The hypothesis of this test was that if the 𝜌 value is higher than 0.05 (value in the column of sig.), the scores are normally distributed. After checking the normality, the researcher can continue to compute the scores by using the next SPSS computation


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technique. The results of the normality test will be represented in the following table. Table 3.13. The Apperance of the Table of Normality Test (Blank) Tests of Normality Kolmogorov-Smirnova Statistic

df

Sig.

Shapiro-Wilk Statistic

df

Sig.

Pre-test Post-test *. This is a lower bound of the true significance. a. Lilliefors Significance Correction

After paired samples test was analyzed, the results were interpreted. The interpretation of the results started from looking at the value in the column of confidence value and sig. (2-tailed). The confidence value chosen should be 95%. If the value in sig. (2-tailed) is less than 0.05, it means that H0 is rejected. In other words, it means that there is significant difference between the scores in pre-test and post-test. The following is the appearance of the blank table of paired sample test table. Table 3.14. The Apperance of the Table of Paired Sample Test (Blank)

Paired Samples Test Paired Differences

t

df

Sig. (2tailed)

Mea

Std.

Std.

95% Confidence

n

Deviati

Error

Interval

on

Mean

Difference Lower

of

the

Upper


86 Pai Pre-test

–

r 1 Post-test

To sum up the explanation above, the following figure represents the systematic structure of the data gathering technique, data gathering instrument, and data analysis technique of the research.

Figure 3.10. Data Gathering Technique, Instruments, and Data Analysis Technique of the Research

.


CHAPTER IV DATA ANALYSIS RESULTS

This chapter contains three parts. The first part discusses the steps of the development of the designed materials as to answer the first research questions. The second part contains the answer of the second research question which is about the presentation of the development product. The third part discusses the acceptability of the development product as the result of the third research question.

A. The Steps of the Development of the Designed Materials This section consists of three parts taken from Borg and Gall’s (1983) Educational Research and Development. As the first part, there is research and information collecting. The second part is about planning the materials. The third part discusses preliminary form of product. 1. Research and Information Collecting In research and information collecting, there were three data gathering techniques to gather data, which were observation, interview, and survey. Firstly, the observation was done in wedding expo that were held by particular organization at Jogja City Mall on August 13 and November 13, 2016. The results of attending these two events of wedding expo were a lot of wedding brochures which were given freely by wedding vendors or organizers in the wedding expo.

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Moreover, the wedding brochures would be used as guidelines to design the materials, as well as used as learning source and media. Secondly, the stakeholders from six different wedding organizers were interviewed due to their knowledge in both organizing and leading a team, as well as the importance of English in dealing with foreign clients. Thirdly, questionnaires were distributed to five wedding organizers. As the result, there were only 21 questionnaires filled by the members of the wedding organizers. This test was conducted in one team of wedding organizer, as the major subject of this research. For displaying further results of these three data gathering technique, this section is divided into three parts. They are instructional problems, learner characteristics, and the guidelines for materials design. a. Instructional Problems In determining the problems in this research, the seven stakeholders from seven different wedding organizers or hotels/resorts were interviewed. These seven stakeholders consisted of six stakeholders from six wedding organizers based in Yogyakarta and one professional stakeholder from an outstanding resort based in Bali. Firstly, the purpose of interviewing six stakeholders of the wedding organizers was to generalize the knowledge of wedding organization in Yogyakarta, as well as the importance of English in wedding organization, particularly when communicating with foreign clients. Moreover, those six stakeholders were from Tembi Rumah Budaya (interviewed on July 21, 2016), CV Sekar Sitinggil (interviewed on August 9, 2015), Callalily Wedding Organizer (interviewed on August 10, 2016), Kusuma


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Kencana Catering & Wedding Organizer (interviewed on August 11, 2016), Kapulaga Weddling Planner (interviewed on August 13, 2016), and Denaya Production (interviewed on November 10, 2016). Secondly, one of the stakeholders of the wedding organizers was taken from an outsanding hotel in Bali, which was Amanusa, which has worked professionally in organizing wedding of each foreign client coming there. Taking this one differently was aimed at knowing the needs of English from the point of view of the professional one. The stakeholder of Amanusa was interviewed on August 19, 2016. The following table contains the description of six stakeholders of wedding organization that had been interviewed. Table 4.1. The Description of the Background of the Wedding Organizers’ Stakeholders

Group of respondents

Gender Female

Stakeholder of Tembi Rumah Budaya (A) Stakeholder of CV Sekar Sitingiil (B) Stakeholder of Callalily Wedding Organizer (C) Stakeholder of Kusuma Kencana Catering & Wedding Organizer (D) Stakeholder of Kapulaga Wedding Planner (E) Stakeholder of Amanusa (F) Stakeholder of Denaya Production (G)

Male

√



√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

From the table above, it can be seen that all of the stakeholders have experienced in organizing the wedding event. In a range from one to ten years, they have dealt with wedding organization. Therefore, the results of the


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interviewed would be significant as the resource of defining the problems, as well as other elements to be discussed in this research. 1) Coding Strategies After interviewing the stakeholders, the interview results were transcribed. Based on data analysis technique provided in the previous chapter, therefore, coding categorization would be done. The following table shows the coding categorization with the coding signs used in the data analysis. Table 4.2. Coding Categorization No. 1. 2. 3.

Coding Categories English in the workplace English skills Learning method

Coding Sign Text (highlighted in purple) Text (highlighted in green) Text (highlighted in yellow)

In coding the interview trancripts, the use of coding signs was needed to make coding more effective. Whenever there are expected results in the interview transcripts, the coding sign was given based on different related colors and categories. 2) Analysis of the Data After analyzing seven interview transcripts using coding sign, three themes were generated. The themes are (1) the requirement of English in the workplace, (2) integrated English skills with speaking as a major skill, and (3) a communicative approach to learn English. a) Theme 1: The requirement of English in the workplace English is required related to the way the team members communicate with foreign clients in organizing wedding. The required English skill also covers its importance starting from the first meeting with the foreign clients, the


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preparation of the wedding, up to the reception day. All of stakeholders agreed to say that English is significantly important in their workplace. As one of the stakeholders said: First I dealt with foreign clients, it was through emails. They asked me about the wedding package that was offered. We communicated in English directly. As in few days they would come to inspect this location, I am the one who is always in charge to welcome them. (On translation; F Ie 18; page 238). After getting deal with the clients, preparing the wedding comes as the next step. The importance of using English in communicating meanings can be seen from the preparation of the wedding. As this stakeholder told her experience: When we discuss the decoration, they usually have special request. If the related vendor misunderstand with clients’ requests, we will definitely be the bridge of communication. (On translation; C Ie 5; page 232). The use of English will be required more in the D-Day since foreign clients’ family and also guests will get together. The following is another talk with another stakeholder about the use of English in the D-Day. Every member of our team should master English. As an example, when the D-Day comes, every member should be ready for any kinds of questions delivered to them at anytime. “When do we start? What is next? Where do we sit?” Something like that. (On translation; E Ie 34; page 233). Although it is possible to ask the related foreign clients to ask only the stakeholders who usually already master the language, they are unable to handle such on-the-spot questions. For those who have less English proficiency will directly ask for help to other team members whose English is proficient. However, to make the communication effective, mastering English is extremely important, especially for showing their best in the field.


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b) Theme 2: Integrated English skills with speaking as a major skill Dealing with English in the workplace like wedding organization is also dealing with all four language skills. The stakeholders agreed to integrate the language skills. In organizing wedding, the most important language skill is speaking skill. Furthemore, the others are also important to use in particular purposes. As the following stakeholder said about the division of English language skills: For my own job, speaking is the first demand as I will speak to the clients in the beginning. The second demand is writing as after that I become a co-respondent and should know many related vocabs and terms in wedding. Next is reading as I should also read their emails too. And the last is listening. (On translation; F Ie 25 – Ie 29; page 238-239). Another experience was also said by another stakeholder. Speaking skill was mentioned first and the others follow. The following is part of the interview transcript. The first is speaking. Next is listening. And then reading. Writing is also important as we should reply their emails or messages. For example, we ask them why they have not come yet to the meeting. So the order is speaking, listening, writing, and reading. (On translation; B Ir 17 – Ie 23; page 215-216). Different from the first example, the example above talk about the rest of the skills differently. The next example of the agreement of speaking skill as the most important skill can also be seen from the following interview transcript part. As this stakeholder said that: In wedding organizer? The most important skill is speaking. For communication. Then, listening. I thought reading and writing are less important, but they are important particularly to make rundown, contract, etc. (On translation; C Ie 15; page 223).


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Looking at the three parts of the interview transcripts from the stakeholders above and also supported by the other stakeholders, it can be concluded that most stakeholders agreed that speaking holds an essential need in delivering communication in their workplace, particularly in the integration of the English skills. c) Theme 3: A communicative approach to learn English A communicative approach becomes an expected way of learning English. This was proposed by most stakeholders in their interview sessions. By looking at the nature of becoming wedding organizer, it is clearly seen that skill of communication is really required. Each of team member should be communicative enough in building relationship with the clients and cooperative enough when guests come and ask them particular on-the-spot questions. This following part of interview transcript represents the topic. The main idea is on daily conversation first. Looking for a way to make them confident in speaking and to fade out their anxiety is also important. They are hoped to be able to speaking with the clients independently. (On translation; A Ie 23; page 210). Not only the way to communicate with foreign clients, the skill to persuade is also required. However, the goal of persuasion can be achieved if the members also already mastered the speaking skill. As the stakeholder said: So, you can think about role play between team members and foreign clients as an alternative activity in the classroom. And try as if they promote their services. Also, make it in such ways for persuading clients to use their services and uniqueness. (On translation; A Ie 33; page 212).


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Another practical way of teaching and learning is also proposed by another stakeholder. The need of practicality is considered due to team members’ tight schedule also. The following is the part of the interview transcript. I mean, the teaching style or method should cover more on practices. Say for example, role play. (On translation; F Ie 32; page 239). Three parts of interview transcript above already represent the need of a communicative way for the learner to learn English. Practices are more demanded than theories or any other monotonous learning form. Thus, team members can learn English through a communicative way. As the conclusion of the three themes of coding analysis above, here are the implications obtained: 1) The materials would be really needed and required in the workplace, particularly on wedding organization. 2) The materials would integrate all four English skills. Moreover, speaking skill would take more portion or role than other skills. 3) The materials would apply communicative teaching and learning approach. b. Learner Characteristics The purpose of distributing some questionnaires to the team members of six different wedding organizers was that to generally obtain team members’ characteristics. The results of this was also to draw a possibility to apply the designed materials for not only one team member of wedding organizer, but also for other team members. Therefore, generalizing idea and perceptions of the team members would bring a good basic knowledge for the designed materials. The questionnaires were distributed on the same day with the interview schedule. In


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the questionnaires, there are two topics. The first topic was about team members’ perception toward the use of English, covering purpose, problem, and expectation. This topic was delivered in open-ended questions. The second topic was about team members’ perceptions toward the importance of English skills, which was packaged in a version of Likert scale. The data of the questionnaire can be seen in the appendix. 1) Team Members’ Perceptions toward the Use of English: Purpose, Problem, and Expectation Since the questions of this topic were served in open-ended questions, the data analysis of the results will cover coding categorization. As there were four questions, therefore, there were also four themes as the representations of the questions. Those four themes were (1) learning English for communicating with foreign clients, (2) speaking is the most important skill of all, (3) problems encountered in using English, and (4) conversation and practice to be included in the designed materials. The data can be seen in Appendix B on page 202-204. a) Theme 1: Learning English for communicating with foreign clients Most of team members of six different wedding organizers agreed that they need English to communicate with foreign clients. Some examples of their answers that indicated the need of communication can be seen from the following. [1] “To be able to speak fluently with our foreign clients.” [2] “To smoothly build the communication.” [3] “To help them (read: foreign clients) to get the information they are looking for.” [4] “To maintain the communication between the foreign clients and the wedding organizer.” [5] “To make an easier communciation and avoid misunderstanding.”


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In filling in the open-ended questionnaire, the team members’ answers indicate the use of English to communicate with foreign clients. The sample of answers above have contained the word ‘communication’ several times. Meanwhile, the other samples also show that they use English to communicate with foreign clients, especially by using the speaking ability. b) Theme 2: Speaking is the most important skill of all Bringing the same major answers with the answers of the stakeholders in the previous interview analysis, the team members agreed that the most important skill is speaking. The examples of answers to support the conclusion above can be seen below. [1] “Speaking. Because it is definitely for speaking with foreign clients.” [2] “Speaking. Because we have to directly communicate with people.” [3] “Speaking, because using English to communicate makes us easier to explain everything related to clients’ needs.” [4] “Speaking. Because when I have a meeting with client who does not know Indonesian language, I can tell him/her using English fluently.” [5] “Speaking. Because we choose to meet the clients directly.” The sample answers above indicate that speaking as the most important skill to be used in their workfield. In other words, speaking skill is also expected to be the skill that is trained more in the materials rather than other skills. In the materials, the speaking skill will be integrated with other skills. Consequently, the portion of the speaking skill will be more than other English skills. c) Theme 3: Problems on micro skill are encountered in using English One question in the questionnaire was about team members’ problems that were encountered in using English. Most of team members’ answers indicate the


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micro skill problems. The examples of them can be seen from the following examples of answers. [1] “Easy to forget particular vocabulary items and confuse in arranging words.” [2] “Sometimes I don’t know what they are talking about due to unclear pronunciation.” [3] “Vocabulary, idiom, meaning.” [4] “Pronunciation.” [5] “Grammar and vocabulary.” By looking at the results of sample answers of the questionnaire above, the word ‘vocabulary’, ‘pronunciation’, and ‘grammar’ occur. These words are classified into micro skills of English language. As the implication to the materials development, these micro skills would be included in the teaching and learning process. d) Theme 4: Conversation and practice to be included in the designed materials As the suggestion to the designed materials, most of team members agreed that such practical way of teaching and learning process became an alternative way implemented in the classroom. The following examples of answers showed the conclusion above. [1] “It should be practical, not really serious, and really interesting.” [2] “Focus more on conversations. We need more direct interaction. Yet, listening and reading would be good also to be inserted to help us.” [3] “The materials that will really help us. Directly on speaking, please.” [4] “An effective method and tips to speak easily. And also interesting materials that make us easier to remember.” [5] “Real practice.”


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The answers from the open-ended questionnaire above indicate that the students expected materials that contain practical activities. The practical activities are in form of real practice and conversation. Therefore, as the implication, the materials would consist of conversation and practice. These activities would also train the students’ speaking ability as well. To conclude those four themes extracted from the open-ended questionnaires above, some implications can be used as the guideline to design the materials. The implications are as follows: 1) The materials would use a communicative approach. 2) The focus of the materials would be more on speaking ability, yet still integrating English four skills. 3) The micro skills of English skills would be considered in the materials. 2) Team Members’ Perceptions toward the Importance of English Skills This topic was a part of the questionnaire whose type was mini Likert scale. By so, team members could decide which one becomes the most important skill, whether it is reading, writing, listening, or speaking skill. The following table shows the results of the descriptive statistics analysis. Table 4.3. The Descriptive Statistics Analysis of Likert Scale toward the Importance of English Skills


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From the table above, the most important skill was speaking skill with the total mean score is 4.62. The second position was taken by listening skill, which is 4.57. Then, reading skill got 4.14. The last one is writing skill, which is 3.86. It can be said that from this kind of question, speaking skill is still considered as the most important one than the others. As the implication, the materials will consider this statistical results as a guideline to arrange the portion of the activities of English four skills. 3) Team Members’ Perceptions toward the reasons behind their needs about reading, writing, listening, and speaking skill. Some questions in the questionnaire were about to obtain team members’ perceptions toward the reasons in using four English skills. The questions were divided into four into reading, writing, listening, and speaking skill. Furthermore, the following section will discuss about the results of each English skill. Firstly, the following figure will be about the results of expected activities in reading skill.

Team Members' Preferences on Reading Skill 14 12

Reading wedding rundown

12

Participant

10

Reading wedding articles

8 8 6

Reading wedding terms

6 4

3 2

Reading wedding contract

2 0

Others

Figure 4.1. Team Members’ Preferences on Reading Skill


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From the figure above, the reading activities that are related to organize wedding can be classified into reading wedding rundown, wedding articles, wedding terms, wedding contract, and others. The meaning of others here was written by the team members to show that all choices are correct. Furthermore, reading wedding contract was considered as the most prefered choice as becoming a reading activity (12), which was followed by reading wedding terms (8), reading wedding rundown (6), others / all choices are correct (3), and reading wedding articles (2). Secondly, the second question was about some alternative writing activities. The activities covered writing wedding rundown, wedding contract, wedding concepts, wedding vendors’ description, and others. Moreover, the word others here represented that all choices were chosen.

Team Members' Preferences on Writing Skill 12

Writing wedding rundown

10

Participant

10 8

8

7

Writing wedding contract

7

6 4 2

Writing wedding concepts 3

Writing wedding vendors' description Others

0

Figure 4.2. Team Members’ Preferences on Writing Skill

By looking at the figure above, the highest position was taken by an activity to write wedding contract (10). After that, the next positions followed are


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writing wedding vendors’ descriptions (8), writing wedding rundown (7), writing wedding concepts (7), and others (3). Thirdly, the topic was about team members’ preferences in choosing listening activity. Some options provided were listening to clients’ demands and requests, audio learning sources, and others. Team Members' Preferences on Listening Skill 18

17

16

Listening to clients' demands and requests

14 Participant

12 10

Listening to audio learning sources

8 6 4 2

4 3

Others

0

Figure 4.3. Team Members’ Preferences on Listening Skill

The figure above shows that most of team members agreed to have a listening activity related to recognizing clients’ demands and requests (17). Then, listening to audio learning sources was 4 and the rest of the votes were for others (3). Looking for team members’ preferences in speaking skill became the last topic in this section of the questionnaire. The activities offered were answering clients’ questions, delivering a presentation about wedding concept, persuading clients, asking and giving opinion, descriving wedding vendors, and others.


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Team Members' Preferences on Speaking Skill 12

Answering clients' questions 10

10

9

9

Delivering a presentation about wedding concept

Participant

8

Persuading clients 6

5

Asking and giving opinion

4 4

3

Describing wedding vendors

2

Others

0

Figure 4.4. Team Members’ Preferences on Speaking Skill

By looking at the figure above, delivering a presentation about wedding concept got the highest position with 10 votes. The following activities based on the order of the votes were answerinf clients’ questions (9), asking and giving opinion (9), persuading clients (5), describing wedding vendors (4), and others (3). As the implication of this data analysis technique, the materials would consider the highest points of each English skill to be the focus. However, considering other activities would be done also if possible, related to the classroom situation, activities, and times. The discussion above is mostly about the characteristics of the members of seven wedding organizers being researched. Meanwhile, related to the characteristics of the members of Denaya Production as the major subject of this research, the perceptive data from the interview results indicated that their English level were still in basic.


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So, we are in team. When we deal with foreign clients, there is a member who is in charge to communicate with the foreign clients due to his better English competence. Adit, his name is Adit, does not work here anymore. Therefore our team member find difficulty in communicating with foreign clients as our English competence is still basic or low. We then ask for help from our friend, who is not included as our team member, whose English is good. He then helps us communicate with the foreign clients (On translation; G Ie 14; page 243) From the interview part above, it can be seen that the team members of Denaya Production felt that their English proficiency was still basic. Referring to Common European Framework of Reference (CEFR), the category of basic is classified into the following: Global Basic User (A1): Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help (p. 5). Later, their perception on their English competence was supported by the results of the pre-test. Furthermore, to be included in the research and English program, there were only four team members to be students. These four members were claimed as the main team members, as they are the ones who are always in charge in every wedding event. When the wedding event they conduct is considered as bigger than usual which needs more people as the team, they will hire other people. Yet, basically, the main team of Denaya Production only consists of four members. Therefore, the fact that there were only four students was considered as one of the limitation of this research.


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c. The Guidelines for Materials Design To conclude this step of research and information collecting, data that were already obtained were through interview and survey. To get the need analysis to design the materials, this section combined the results of interview and survey. Therefore, the guidelines to design the materials can be seen as follows: 1) The materials would be really needed and required in the workplace, particularly on wedding organization. 2) The materials would integrate all four English skills. Moreover, speaking skill would take more portion or role than other skills. 3) The materials would apply communicative teaching and learning approach. 4) The micro skills of English skills would be considered as basic input in the materials.

2. Planning In this second step of R&D, planning already went into the process of designing the materials. The processes needed in planning would deal with task analysis, instructional objectives, content sequencing, instructional strategies, planning and project management, and formative evaluation. a. Instructional Objectives This part discusses three kinds of instructional objectives, namely (1) general goal, (2) specific goals, and (3) goals per unit. Firstly, the general goal of the designed materials is as follows. Students are able to communicate in English concerning wedding organization.


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Secondly, to be more specific, the general goal above was divided into four specific goals, based on four English skills. Therefore, the specific goals of the designed materials are that students are able to: 1) Speak about things about wedding organization (delivering presentation, asking and giving opinion, and persuading clients). 2) Write some texts needed in wedding organization (writing wedding contract, wedding brochure, and brainstorming of ideas). 3) Read passages related to wedding organization (particularly to comprehend wedding articles, wedding contract, and menu). 4) Listen to audio related to wedding organization (monologue, dialogue, presentation, and discussion). Thirdly, the four specific goals would cover learning indicators of every unit. Furthermore, the availability of the goals per unit would be discussed in the next process. b. Task Analysis This process dealt with gathering contents of the materials. Through library study done previously, some appropriate knowledge were obtained to be put in the materials. Furthermore, dealing with the stakeholders of the wedding organizers through some sections of interview has enlightened the researcher also to arrange such contents of the materials. Trying to relate the goals of the materials, the learning process was arranged based on the implementation of task-based learning framework.


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Furthemore, the contents of the materials were obtained from the library research, as well as the results of the interviews that were conducted in research and information collecting. The arrangement of goal, process, and contents was used as the conceptual model of the English materials for wedding organizers. Firstly, the general goal of the materials is that the students are able to communicate in English concerning wedding organization. The general goal was then specifically related to English four skills: listening, speaking, reading, and writing skill. Secondly, as the results of the implementation of task-based learning, there are five phases to be put in each unit. They are Let’s Begin!, Let’s Prepare!, Let’s Do It!, Let’s Learn!, and Let’s Reflect!. Thirdly, in conten, the materials would consist of seven units. The units are about wedding organizer/planner, wedding structure, wedding vendors, persuading clients, handling clients, wedding contract, and wedding execution. The units dealt with a complete process in wedding organization. It was starting from meeting with clients for the first time up to wedding execution. The following table represents the conceptual model of the English materials for wedding organizers.


Table 4.4. The Conceptual Model of the English for Wedding Organizers Goal General goal: Students are able to communicate in English concerning wedding organization. Specific goals: Students are able to: 1. Listen to things related to wedding organization (monologue, dialogue, presentation, and discussion). 2. Speak about things about wedding organization (delivering presentation, asking & giving opinion, and persuading clients). 3. Read passages related to wedding organization (particularly to comprehend wedding articles, wedding contract, and menu). 4. Write some texts needed in wedding organization (writing wedding contract, wedding brochure, and brainstorming of ideas).

Process The process in each chapter follows Willlis’s Task-Based Learning Framework: 1. Let’s Begin! In this phase, the students are invited to start learning the topic by identifying the pictures as well sa recalling their prior knowledge related to the topic. This phase mostly asks for individual’s contribution which later becomes classroom discussion. 2. Let’s Prepare! In this phase, the students will be given input of related topics. The input can be videos, reading passages, listening passages, or songs. The students will discuss the given input afterwards through some related questions which are discussed with their partenr (or work in pair). 3. Let’s Do It! This phase contains the biggest project or task of the unit since the tasks given will be done in group. Mostly it will be about group’s performance which has longer preparation than preparation in other tasks. 4. Let’s Learn! The students will receive another input in this phase which more focus on grammar point that is used to complete the target of the topic in each unit. Related tasks are provided also after they learn the grammar point as the language focus. 5. Let’s Reflect! This is the phase in which the students will share their reflection through the teaching-learning process that has been through and relate them with their lives.

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Content Unit 1: Wedding Organizer/Planner The history of the wedding planner Top wedding planner skills Argumentative Text Type Asking and Giving Opinion Simple Perfect Tense or Simple Past Tense Unit 2: Wedding Structure The structure of the wedding Pre-ceremony Whilst ceremony Post-ceremony Descriptive Text Unit 3: Wedding Vendors Vendors needed in wedding ceremony Contacting wedding vendors How to work with the wedding caterer Simple Present Tense Unit 4: Persuading Clients Wedding brochure Getting a big deal Persuasive Text Agreement and Disagreement Unit 5: Handling Clients Plan a wedding reception menu with your clients Simple Future Tense Unit 6: Wedding Contract Wedding planner contract guide Creating a wedding contract Creating a wedding budget Business Letters Subject-Verb Agreement Unit 7: Wedding Execution Rundown of the wedding reception Giving directions in the reception Temporal Conjunctions


Furthermore, the contents as well as unit division of the materials were arranged from the components that were gathered in the interview transcripts or results. The components deal with wedding organization in general, as well as the English contents that can be suited with the wedding organization. Meanwhile, the units of the materials already contained the fixed contents extracted from the components in a more concrete way. It can be seen from the following table. Table 4.5. Lists of the Components and Units of the Materials Components 1. General wedding structure 2. Wedding ceremony 3. Describing texts (describing vendors, concepts, events or wedding tools) 4. Giving and asking opinion 5. Giving directions 6. Negotiation meaning 7. Persuading clients 8. Explaining/delivering presentation of the wedding concept 9. Dealing with cost in wedding contract 10. Dealing with rundown of the wedding order of events 11. Giving directions 12. Grammar 13. 5W1H 14. Vocabulary 15. Pronunciation 16. Speaking skill (both as the manager and the member of the WO. 17. Listening skill 18. Reading skill 19. Writing skill

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Units Unit 1: Wedding Planner Experiences in planning wedding Top wedding planner skills Argumentative text type Asking and giving opinion Simple perfect tense or simple past tense Unit 2: Wedding Structure Structure of the wedding Pre-ceremony Whilst ceremony Post-ceremony Descriptive text Unit 3: Wedding Vendors Vendors needed in wedding ceremony Contacting wedding vendors How to work with the wedding caterer Simple present tense Unit 4: Persuading Clients Wedding brochure Getting a big deal Persuasive text Agreement and disagreement expressions Unit 5: Handling Clients Plan a wedding reception menu with your clients Simple future tense Unit 6: Wedding Contract Wedding planner contract guide Creating a wedding contract Creating a wedding budget Business letters Subject-verb agreement Unit 7: Wedding Execution Rundown of the wedding reception


109 Components

Units Giving directions in the reception Temporal conjunctions

The components provided in the table were obtained from the results of the interview with the interviewee. In the process of defining the components, choosing possible related components that had a possibility to be put in the materials was carefully considered. Those components above were then classified into seven units of the materials. In every unit, there was more or less one language focus supporting the contents of the unit. To obtain the perceptive data on the contents of the materials above, the questionnaires were distributted to members of seven wedding organizers whose stakeholders were being interviewed. The questionnaires dealt with every item provided in the table above. The purpose of distributting the questionnaires was to obtain the data from team members of seven wedding organizers related to the importance of every item of the content. There were only 21 team members contributed in filling in the questionnaires. After analyzing the raw data of the questionnaires, the data were analyzed. The following table contains the results of the total mean score of each unit. Table 4.6. The Results of Total Mean Score of Unit Contents

Unit

Total Mean Score

1

18.99

2

11.91

Range 5.00 – 9.00 9.01 – 13.00 13.01 – 17.00 17.01 – 21.00 21.01 – 25.00 3.00 – 5.40 5.41 – 7.80 7.81 – 10.20 10.21 – 12.60

Meaning Not at all important Slightly important Moderately important Very important Extremely important Not at all important Slightly important Moderately important Very important


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3

11.57

4

16.66

5

12.66

6

21.23

7

12.47

12.61 – 15.00

Extremely important

3.00 – 5.40 5.41 – 7.80 7.81 – 10.20 10.21 – 12.60 12.61 – 15.00 4.00 – 7.20 7.21 – 10.40 10.41 – 13.60 13.61 – 16.80 16.81 – 20.00 3.00 – 5.40 5.41 – 7.80 7.81 – 10.20 10.21 – 12.60 12.61 – 15.00 5.00 – 9.00 9.01 – 13.00 13.01 – 17.00 17.01 – 21.00 21.01 – 25.00 3.00 – 5.40 5.41 – 7.80 7.81 – 10.20 10.21 – 12.60 12.61 – 15.00

Not at all important Slightly important Moderately important Very important Extremely important Not at all important Slightly important Moderately important Very important Extremely important Not at all important Slightly important Moderately important Very important Extremely important Not at all important Slightly important Moderately important Very important Extremely important Not at all important Slightly important Moderately important Very important Extremely important

From the table above, it can be seen that the contents in unit 1, 2, 3, 4, and 7 were considered very important. Meanwhile, the contents in unit 5 and 6 were considered extremely important. Therefore, it can be concluded that the team members accepted the contents of the units, as well as the order of the units contents, starting from unit 1 up to unit 7. However, in the process of designing the materials, Denaya Production was involved to adjust the components and units contents of the materials. By using the designed components and units of the materials above, focus group interview was conducted. After doing focus group interview with the team members of Denaya Production, the results showed that the list of components


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and units contents above should be adjusted. The following table shows the results of focus group interview in brief as the implications of what to learn in each unit: Table 4.7. Brief results of Interview with Denaya Production Unit 1

2

1. 2. 1. 2. 1.

3

2. 1.

4

2. 1.

5

2. 1.

6

7

2. 3. 1. 2.

Implications WO will introduce themselves to the client. WO will let the clients know about their experience in handling wedding. The wedding concept that will be used is traditional Javanese wedding concept to show cultural values of Javanese. The unit will contain first, second, third which are included in explanation text of wedding structure. The clients will ask WO about their opinions toward wedding vendors and WO will answer and show their opinions. The clients and WO will be included in asking and giving opinions about wedding vendors. WO prefer to choose present the wedding brochure rather than making wedding brochure. In explaining wedding brochure, the WO will explain about wedding package, including facility, discount, etc. WO will explain the clients about what food they will get in what wedding package. Also, the clients will be informed about the number of the portions of certain food in certain wedding package. WO will not be taught on how to make or write wedding contract, but it will be more on explaining the wedding contract. Specific parts of the wedding contract would be considered to be explained to the clients. Reading dates is required. WO will be asked about which event after which event. WO will explain the upcoming event by telling them the time of it.

In applying the results of focus group interview with Denaya Production, the units components were adjusted and updated. By looking at the table above, there were only some points which taken as suggestions to revise the units components. Also, the process of adjusting the units components referred to the results of focus group interview with Denaya Production and previous units components. This was aimed to produce a revision that still dealt with the previous units components which were as the results of the interviews and questionnaires conducted with the other wedding organizers. Therefore, some points above already became relevant suggestions which were already compared


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to the previous units components. Furthermore, the new version of the units components might either omit or add some other parts that were considered important to support the teaching and learning process. Importantly, the units components might be relevant to the team members’ English proficiency and time duration of learning English. Table 4.8. New List of the Components and Units of the Materials Units Unit 1: Self/Company Introduction Greeting clients Self/wedding organizer (company) introduction Simple present tense: basic subject-verb agreement Unit 2: Wedding Structure Javanese wedding structure Explanation text Linking words Unit 3: Wedding Vendors Various kinds of wedding vendors Expressions of asking and giving opinion Formal expressions of giving opinion Unit 4: Wedding Brochure Wedding brochure Large numbers Unit 5: Wedding Menu Indonesian traditional food Wedding menu packages Simple future tense Unit 6: Wedding Contract Wedding contract Dates Unit 7: Wedding Rundown Wedding rundown Times

Furthermore, after classifying the contents into units, re-naming the topic of the unit was done in order to attract students’ first impression related to the topics so that the students’ might be curious and interested in what would be learned in each unit. The names of the units mostly utilized some utterances seen from students’ point of view as wedding organizers when they communicate with


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their clients, as well as representing the contents of unit. The following table explains the fixed names of the units. Table 4.9. The organization of the units Unit 1 2 3 4 5 6 7

Topic of the Unit Self/Company Introduction Wedding Structure Wedding Vendors Wedding Brochure Wedding Menu Wedding Contract Wedding Rundown

Name of the Unit You Need a Professional Like Us. Do You Know Your Wedding Structure? Venue, Photographer, Caterer. What Else? That’s a Very Kind Offer from Us. Which Indonesian Menu Will You Prefer? Here is Our Wedding Contract. Finally, Your Big Day is Coming!

c. Content Sequencing After generating general and and specific goals of the designed materials, creating general purposes and learning indicators of each unit was done. The following table shows the sequence of the contents in forms of general purposes and learning indicators. Table 4.10. General Purposes and Learning Indicators of the Materials General Purposes Unit 1: You Need a Professional Like Us. 1. The students greet clients formally. 2. The students introduce self/wedding organizer to clients properly. 3. The students make use of simple present tense: basic subject-verb agreement correctly. 4. The students reflect the lesson learned.

Learning Goals/Indicators In the end of the lesson, the students are able to: 1. Identify the gesture of the people in the picture. 2. Mention the activity when meeting new clients. 3. Mention the utterances when meeting new clients. 4. Read and comprehend the utterances of formal greetings. 5. Read and comprehend the utterances of introducing self and wedding organizer. 6. Use the utterances to introduce self and wedding organizer. 7. Match the vocabulary items and their meanings. 8. Fill in the blank spaces with the vocabulary items being listened to. 9. Answer the questions related to the listening passage. 10. Practice the dialogue. 11. Write profile of self and wedding organizer. 12. Do dialogue to try out the written self and wedding organizer profile. 13. Read and comprehend subject-verb agreement input. 14. Do exercise on subject-verb agreement.


114 15. Answer the questions about the lesson learned. Unit 2: Do You Know Your Wedding Structure? 1. The students identify the structure In the end of the lesson, the students are able to: of Javanese wedding. 1. Match the pictures of Javanese wedding ceremonies 2. The students make use of with their correct descriptions. explanation text to explain the 2. Answer the questions related to the order of Javanese wedding structure. Javanese wedding ceremonies. 3. The students create an explanation 3. Discuss the vocabulary items before listening to a text about Javanese wedding passage. structure. 4. Listen to a passage and fill in the blank spaces. 4. The students make use of linking 5. Answer the True and False questions related to the words correctly. listening passage. 5. The students reflect the lesson 6. Read and comprehend explanation text. learned. 7. Underline the generic structure of the explanation text found in the listening passage. 8. Arrange random paragraphs into a good order of Panggih ceremony. 9. Arrange random pictures of Javanese wedding structure. 10. Explain the Javanese wedding structure orally in pairs. 11. Read and learn about linking words used in explaining Javanese wedding structure. 12. Practice to use linking words in explaining Javanese wedding structure. 13. Answer the questions about the lesson learned. Unit 3: Venue, Photographer, Caterer. What Else? 1. The students identify various kinds In the end of the lesson, the students are able to: of vendors needed in wedding 1. Match random pictures of wedding vendors with ceremony. their names. 2. The students demonstrate 2. Answer the questions about their experiences in expressions of asking and giving explaining the wedding vendors to clients. opinion. 3. Read and learn about expressions of asking and 3. The students make use of giving opinions. expressions of asking and giving 4. Match the expressions of asking opinions with the opinion correctly. expressions of giving opinions through listening 4. The students make use of formal section. expressions of giving opinion 5. Listen to the passage and fill in the blank correctly. expressions of asking and giving opinions. 5. The students reflect the lesson 6. Practice the dialogue containing expressions of learned. asking and giving opinions. 7. Do a role play between a client and a wedding organizer about any wedding vendors using expressions of asking and giving opinions. 8. Read and learn about formal expressions of giving opinions. 9. Do an exercise on formal expressions of giving opinions. 10. Answer the questions about the lesson learned. Unit 4: That’s a Very Kind Offer from Us.


115 1. The students brochure. 2. The students brochure. 3. The students correctly. 4. The students learned.

identify a wedding

In the end of the lesson, the students are able to: 1. Comprehend a wedding brochure carefully. explain a wedding 2. Give one sentence representing a content of a given wedding brochure. tell large numbers 3. Read and learn about how to explain a wedding brochure. reflect the lesson 4. Listen and fill in the blanks of a passage about wedding brochure explanation. 5. Write a script of explaining a wedding brochure. 6. Explain a wedding brochure. 7. Read and learn about large numbers in English. 8. Do an exercise on large numbers in English. 9. Answer the questions about the lesson learned. Unit 5: Which Indonesian Menu Will You Prefer? 1. The students classify Indonesian In the end of the lesson, the students are able to: traditional wedding menu. 1. Read and learn about Indonesian traditional foods’ 2. The students explain Indonesian descriptions. traditional wedding menu. 2. Tell Indonesian traditional foods’ descriptions. 3. The students listen to clients’ ideas 3. Guess Indonesian traditional foods. and demands. 4. Read and learn about menu packages. 4. The students discuss menu 5. Do an exercises on menu packages. packages with clients. 6. Listen and fill in the blanks about menu packages. 5. The students make use of simple 7. Make a dialogue between a client and a wedding future tense correctly. organizer based on pictures and utterances provided. 6. The students reflect the lesson 8. Perform the dialogue. learned. 9. Read and learn simple future tense focusing on will. 10. Do an exercise on simple future tense. 11. Answer the questions about the lesson learned. Unit 6: Here is Our Wedding Contract. 1. The students identify a wedding In the end of the lesson, the students are able to: contract. 1. Match parts of wedding contract with their 2. The students explain a wedding descriptions. contract. 2. Read and learn about a template of a wedding 3. The students read dates correctly. contract. 4. The students reflect the lesson 3. Read and learn how to explain a wedding contract to learned. clients. 4. Explain a wedding contract using situational contracts. 5. Read and learn dates. 6. Do an exercise on dates. 7. Answer the questions about the lesson learned. Unit 7: Finally, Your Big Day is Coming. 1. The students identify a wedding In the end of the lesson, the students are able to: rundown. 1. Answer the questions about a wedding brochure. 2. The students explain a wedding 2. Read and learn about an international wedding day rundown. rundown. 3. The students read time correctly. 3. Practice to explain random parts of wedding 4. The students reflect the lesson rundown. learned. 4. Make a dialogue between a client and a wedding organizer discussing about the rundown of a wedding. 5. Read and learn about times. 6. Do two exercises on times. 7. Answer the questions about the lesson learned.


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d. Instructional Strategies In creating the instructional strategies of the designed materials, task-based and project-based learning were utilized. Firstly, in task-based learning implementation of the materials, there were five phases in each chapter, namely Let’s Begin!, Let’s Prepare!, Let’s Do It!, Let’s Learn!, and Let’s Reflect!. In Let’s Begin! phase, the students are invited to start learning the topic by identifying the pictures as well as recalling their prior knowledge related to the topic. This phase mostly asks for individual’s contribution which later becomes a classroom discussion. This phase is the representation of pre-task in Willis’ (1996) TBL framework. Some activities as the representation of task in this section can be in forms of answering questions, matching pictures with their names, rearranging jumbled pictures, and so on and so forth. In Let’s Prepare! phase, the students will be given input of related topics. The input can be recordings, pictures, reading passages, texts, etc. As the representation of task in task cycle in Willis’s (1996) TBL framework, this phase provided opportunities for the students to comprehend the input. This phase was also the representation of Nation’s (2007) meaning-focused input and fluency development. Furthermore, the students will discuss the given input afterwards through some related tasks which are discussed with their partner (or work in pair). Let’s Do It! phase contains the biggest project or task of the unit since the tasks given will be done in group (if possible). Mostly it will be about group’s performance which has longer preparation than preparation in other tasks. This


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phase represents pre-task of Willis’s (1996) TBL framework as the students might plan and report the project of the unit. Furthermore, Nation’s (2007) meaningfocused output was also applied here as the students utilized their spoken production in their performances. Moreover, this phase will train more on students’ speaking ability as they will perform in front of the class in forms of dialogues, role plays, or presentation. The students will receive another input in Let’s Learn! phase which more focus on grammar points that are used to complete the target of the topic in each unit. Putting this part after the students complete the major tasks of the units represent task-based learning. This phase was the representation of Willis’s (1996) TBL framework on language focus and Nation’s (2007) language-focused learning. Related tasks are provided also after they learn the grammar points. Let’s Reflect! is the phase in which the students will share their reflection in the teaching-learning process that has been through and relate them with their lives. They will reflect what they have got and found in the process through answering some questions. Secondly, in implementing project-based learning, the materials adopted PBL model proposed by Stoller (1997), as quoted in Richards and Renandya (2002). The steps are (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.


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e. Planning and Project Management As the purpose of this planning and project management section was about producing the syllabus, therefore, the syllabus covering task-based and projectbased learning was made. The following table showed the course outline of the course which is included in a practical syllabus provided in the Teacher’s Book. Table 4.11. Course Outline of the English Program for Wedding Organizers Meeting

#1

Topics Introduction Pre-Test

Sub-topics 1. Course description 2. Introduction to task-based and project-based learning 3. Pre-test.

#2 Unit 1: You Need a Professional Like Us #3

Unit 2: Let Us Explain Your Wedding Structure

#4 Unit 3: Venue, Photographer, Caterer. What Else? Outside Classroom #5 Unit 4: That’s a Very Kind Offer from Us! Outside Classroom #6

Unit 5: Which Indonesian Menu Will You Prefer?

#7 Unit 6: Here is Our Wedidng Contract #8 #9

Unit 7: Finally, Your Big Day is Coming 1. Post-test Post-Test Project Presentation 2. Project presentation

Project Progress -

Step 1: Agree on a theme for the project Step 2: Determine the final outcome Step 3: Structure the project Step 4: Prepare students for the language demands of step 5 Step 5: Gather information Step 6: Prepare students for the language demands of step 7 Step 7: Compile and analyze information Checking blueprints of students’ projects Step 8: Prepare students for the language demands of step 9 Final checking on students’ preparation Step 9: Present final product Step 10: Evaluate the project


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In the course outline above, it can be seen that the English program would be implemented within nine meetings. The agreement of having meeting in nine meetings only has been done due to Denaya Production’s tight schedule. This is also included as another limitation of this research. The unit of the materials would be taught in every week. Whereas, two other meetings would be for course introduction, pre-test, post-test and project presentation. The steps distribution in project-based learning were arranged depending on the learning condition. One meeting might consist of one step, whereas particular meetings might involve two steps. Some additional steps projected from the original steps were also made due to several vacant meetings. f. Formative Evaluation In evaluating the planning and project management, team members read and learned the course outline above, as well as the complete practical syllabus. The team members agreed with the course outline. Together with the designer of the materials, the team members discussed the dates of every meeting. Due to team members’ bussiness, it was agreed that the teaching-learning process would be done more or less three to four times a week, which was starting from Sunday to Thursday. However, some meetings in particular dates should be cancelled due to team members’ sudden meetings with the clients. Therefore, some meetings were done in the other dates that have been agreed. g. Revision In the process of revising the course outline which deals with meetings of teaching and learning process, some dates were added to the course outline. The


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dates of those nine meetings were 5 December 2016, 6 December 2016, 8 December 2016, 13 December 2016, 14 December 2016, 15 December 2016, 18 December 2016, 19 December 2016, and 3 January 2017.

3. Preliminary Form of Product As the third step of Borg and Gall’s (1983) research and development. The purpose of this step is to develop the syllabus that cover learning indactors into materials that can be implemented. As a result of combination of R&D with IDM, therefore, this step discusses designing the message, development of the instruction, and support services. a. Designing the Message This step was more on developing the learning indicators into the materials. As previously discussed, the materials both adopted and adapted from both book and the Internet. Due to the constraint on finding relevant wedding materials as resources of learning English, therefore, the materials in particular units were adapted from the Internet. Furthermore, in adapting the materials, the level of language used were simplified in order to make the materials suitable with the team members’ English proficiency. Adding some glossaries was also considered as a helping activity for the team members to comprehend the input. In one unit, the glossary was represented in forms of pictures due to lack of simpler description of the vocabulary items. Another form of adapting materials was also on simplifying the load of the contents of the original materials.


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b. Development of the Instruction In putting all the materials together in a good order, therefore, a wellarranged instructions are needed. Creating instructions of the materials followed the order of task-based learning that was presented in forms of unit phases. By referring to the learning indicators of every units, the instructions were made. The instructions utilized simple and condense words in order to make the students easily understand what should they do. Having the similar instructions in each phase of the units made the materials easy to follow. For example, in Let’s Begin! phase, the students are introduced with the topic of the unit through matching pictures, arranging sentences, answering questions related to the pictures, and so on and so forth. Another example comes from the implementation of Let’s Do It!. Most the instructions in this phase demanded the students to perform through their spoken production. c. Support Services To support the teaching and learning process, several support services were needed. The support services are modules (in forms of The Students’ Coursebook, The Students’ Workbook, and The Teacher’s Book), laptop, projector, speaker, and pictorial cards. Furthermore, to make those modules interesting to be read, a relevant graphic design was utilized. As the support services would be used in the materials implementation, therefore, the facilities were prepared by both the teacher and the students. Unfortunately, in delivering presentation project, there is no projector as the


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projector owned by Denaya Production was borrowed. Consequently, the students utilized the teacher’s laptop. While one was delivering the presentation, another students in the same group holded the laptop.

B. The Presentation of the Development Product This part shows the results of the development of the conceptual model. The conceptual model, which was in a form of a syllabus, was developed. The development products of the research consist of three books: (1) students’ coursebook, (2) teacher’s book, and (3) students’ workbook. 1. Students’ Coursebook This section explains about the units and the implementation of task-based learning framework to be parts of every unit which is in forms of unit phases. Since the designed materials did have limitation, therefore, the pictures to illustrate the content of the units were taken from the Internet. Additionally, another limitation was about the focus of the wedding concept. The wedding concepts that were included in the materials were international and Javanese wedding concept. Meanwhile, the coursebook dealt with both international and Javanese wedding concept, which were not equally implemented. By looking at the pictures used in the unit covers, some pictures represent international wedding concept and some others represent Javanese wedding concept. The purpose of providing these two wedding concepts was to make the students have enough input about those wedding concepts. Moreover, it also happened when defining the content of the units. Some unit contents dealth with international wedding


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concept, while some others dealth with Javanese wedding concept. Therefore, it can be concluded that, generally, the focus of the designed materials was not about either international or Javanese wedding concept only. The focus was about both of them. The following discussions would be about the discussion of units and phases of each unit. a. Units In order to make the students have a complete experience using English in dealing with foreign clients, therefore, in designing the units, the contents deal with starting from they meet the clients for the first time up to the D-Day of the wedding. Seven units of the designed materials were entitled (1) You Need a Professional Like Us, (2) Do You Know Your Wedding Structure?, (3) Venue, Photographer, Caterer. What Else?, (4) That’s a Very Kind Offer from Us!, (5) Which Indonesian Menu Will You Prefer?, (6) Here is Our Wedding Contract, and (7) Finally, Your Big Day is Coming. The first unit deals with self/company introduction. Some input on how to greet clients and introduce the wedding organizer to clients were inserted. In designing the content of the input, the content was based on the interview results with Denaya Production. It means that, when they dealt with the clients for the first time, the team members introduced the profile of the wedding organizer and also the brief portfolio of the wedding events that have been conducted. As the language focus, subject-verb agreement was considered appropriate to complete the students’ performance of the introduction, as the introduction deals also with simple present tense.


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The second unit of the designed materials deals with wedding structure. Here, as the limitation of the designed materials, the wedding structure that was provided was about Javanese wedding structure. Inability to provide both wedding concepts (international and Javanese) was aimed at avoiding the students learn much input and vocabulary items in only one unit. Therefore, choosing one kind of wedding structure was done. Another reason of choosing Javanese wedding structure was because the wedding events done in Yogyakarta which deal with foreign clients were mostly dealing with Javanese wedding. Furthermore, to introduce cultural value of Javanese wedding, the wedding structure in this unit was explained in such a way. As wedding structure deals with a chronological order, therefore, as the language focus, the unit contains the use of linking words. The third unit of the designed materials deals with wedding vendors. In this unit, introducing wedding vendors was packaged in both general and international theme. Generally, the name of the wedding vendors can be used both in international and Javanese wedding concept. Meanwhile, by looking at the pictures of the wedding vendors, the pictures represent the international wedding concept. Furthermore, the input was about expressions of asking and giving opinions. This was based on the interview results which said that when the team members talk about wedding vendors with clients, the clients would mostly ask about the team members about particular wedding vendors. As language focus, the team members, as the ones who were mostly asked opinion, were introduced about how to give opinions formally.


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In the designed materials, the forth unit deals with wedding brochure. The making of wedding brochure was aimed to be used generally. The wedding brochure was handmade which was adapted from and based on the observation results. In this unit, the students were expected to explain the wedding brochure to the clients. As the price of the wedding package was mostly in a large amount of money, therefore, the students were taught to learn how to read aloud large number in English correctly. The fifth unit of the designed materials deal with wedding menu. Here, the menu used was Indonesian traditional food. Therefore, it means that the wedding menu in this unit support Javanese wedding concept. Choosing Indonesian traditional food was also based on the interview results. Some stakeholder of the wedding organizers claimed that they found difficulty in explaining Indonesian traditional food in English, as they have unique local names. To help the team members explain the food, some simple explanation of the ingredients used to make the food were provided, as well as the picture of the food. As the language focus, this unit provided simple future tense on the use of will. It was because when dealing with wedding menu, the clients and team members discuss something that will happen in the future. In the designed materials, the sixth unit is about wedding contract. The wedding contract that was provided dealth with the general one. It means that the unit contains the usual and formal wedding contract. As wedding contract is considered as a part of business letter, therefore, this unit provided the students with more strained teaching and learning activities and contents. The students


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were also expected to get more input than what they got in other units. As the wedding contract deals with dates, therefore, the input of reading and writing dates correctly was given in language focus. The last unit of the designed materials deals with the wedding day. Based on the interview results, in wedding day, some sudden questions might occur, particularly about wedding rundown. Therefore, this unit deals with wedding rundown. The wedding rundown that was used is a part of international wedding concept. As explaining wedding rundown is also about mentioning the time correctly, therefore, in language focus, the unit contains how to read and write time correctly. b. Phases in Every Unit To represent task-based learning, some phases are designed and provided in every unit. Those phases are Let’s Begin!, Let’s Prepare!, Let’s Do It!, Let’s Learn!, and Let’s Reflect! The discussion of the following unit phase will be about the activities provided in the coursebook. In Let’s Begin! phase, the activities are summarized into: answering questions related to a picture, matching and arranging pictures of Javanese wedidng structure with their descriptions, matching pictures of wedding vendors with their names, saying one sentence/information in the wedding brochure, comprehending and guessing Indonesian traditional food, and matching sample sentences of wedding contract with their parts. To do the tasks in this phase, the students might either answer directly or write down the answers in their workbook.


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The activities in Let’s Prepare! phase are more on giving students learning input in forms of information and listening section. The activities are listening to recordings, learn about expressions of introducing self/company, learn about explanation text, learn about expressions of asking and giving opinions, learn about explaining a wedding brochure, comprehending menu packages, learn a sample of wedding contract, learn about explaining a wedding contract, comprehending and example of a wedding rundown, and learn how to explain a wedding event in certain time. As the follow up activities of the inputs in this phase, some tasks are provided. The tasks demand the students to do true and false questions, answer questions, read aloud some sentences, and perform spoken production. As Let’s Do It! phase is a phase that contains the most challenging activities of the unit, therefore, in designing the activities, the demands are more on asking the students to perform their speaking skill. The activities cover creating and performing self/new profile of wedding organizer, arranging and explaining wedding structure, performing a dialogue about discussing wedding vendors, explaining a wedding brochure, performing a dialogue about discussing wedding menu package, explaining a wedding contract, and performing a dialogue in talking about wedding rundown. Before the students do the tasks above, the materials have provided the scaffolding activities to do. Let’s Learn! phase has a purpose to help the students learn about any grammatical points or other related input that are related to mistakes they do in doing the previous tasks. The activities are learning about simple present tense


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(basic subject-verb agreement), learning about linking words, learning about formal expressions of giving opinions, learning about large number in English, learning about simple future tense (will), learning about dates, and learning about times. After reading and comprehending the input, the students do some related exercises. The students can reflect their teaching-learning process through Let’s Reflect! phase. Some questions are provided related the challenges they find in learning the materials of every unit. Sharing the answers directly is a way also to train their speaking ability, especially more on talking about self-reflection. Therefore, this phase produces less formal activities as the students only share what they have got and felt about the unit. 2. Teacher’s Book In order to help the teachers implement the materials, teacher’s book was carefully prepared. The purpose of designing teacher’s book is to complement the use of students’ coursebook. Furthermore, the teacher’s book is divided into seven parts: (a) How to Use this Book, (b) The Overview of the Designed Materials, (c) Practical Syllabus, Syllabus, and Lesson Plans, (d) Answer Key to Exercises, (e) Transcripts of the Recordings, (f) Photocopiable Task Materials, and (g) Speaking Scoring Rubric Assessment. In How to Use this Book, there is information about an overview of the Teacher’s Book. The purpose of this part is to give the teacher basic understanding about the contents of the Teacher’s Book. Several parts that are provided in the book are also briefly explained in this part.


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The focus of The Overview of the Designed Materials part is more on a general overview of the designed materials. Providing brief explanation of English for Occupational Purposes (EOP) as a part of Communicative Language Teaching (CLT) was placed in the beginning of the overview. Furthermore, as the implementation of Task Based Learning (TBL), this part also explains the division of sections in every unit. Moreover, as Project-Based Learning (PBL) was also utilized in the designed materials, steps of PBL that were adapted were also provided in this part. Practical Syllabus, Syllabus, and Lesson Plans part consists of practical syllabus, syllabus, and lesson plans. Firstly, practical syllabus is made due to its use in the classroom. The practical syllabus will be distributed to the students so they will understand short description of the course, learning goals, course outline, and classroom rules. Secondly, in the syllabus, the detailed information about goals, indicators, activities, materials, and media/sources are provided. Thirdly, lessons plans provide more detailed information to be applied in each unit/meeting. Answer Key to Exercises part provides the answer key of the exercises or tasks given in students’ book. The teacher might refer to this part to check the students’ answer. However, answer key of the exercises which are in forms of open-ended questions are not provided since students’ might have their own elaborated answers. The next part is Transcript of the Recordings. As the designed materials utilized recordings as the facilities of the listening sections, therefore, the


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teacher’s book provides some transcripts of the recordings. There were no any adaption of the recordings used in the designed materials. Photocopiable Task Materials part consists of photocopiable task materials that are available for several units only, particularly in Let’s Do It! section. To distribute those photocopiable task materials, the teacher needs to print and cut them. Printing them in full colour would maximize the face validity of them so that the students can also maximize the use of them. Speaking Scoring Rubric Assessment part provides speaking scoring rubric assessment for the teacher. By utilizing CEFR model, therefore, the future teachers who will implement the materials can understand how to assess students’ speaking performance. The CEFR scoring rubric provides also the criteria in brief descriptions. 3. Students’ Workbook To provide another facility for the students, the students’ workbook was designed. The use of it is to provide a media for the students to answer the tasks provided in the students’ coursebook. However, the use of this book is flexible as the teacher might lead the students to answer the tasks orally to train their speaking skill. Students’ workbook is divided into three parts, namely Your Tasks, Your Projects, and Evaluation Forms. Your Tasks part is available as a media of the implementation of taskbased learning. In this part, there are blank spaces for the students to write down their answers. Preparing the blank spaces as answer sheets follows the availability of each phase of the unit. Therefore, not every phase in every unit has answers to


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be written down in this part. A unit phase that always provides a blank space is Let’s Do It!. This is aimed at making the students prepare the words to be spoken before they perform. The implementation of project-based learning in the materials is supported by the existence of Your Projects part. Discussing about projects, this part consists of the explanation as brief theory of project-based learning and the practical guidelines of the steps of accomplishing the projects. Firstly, the students read and comprehend what project-based learning is, kinds of project they will deal with, and steps of doing the project. Secondly, those steps are explained in details covering what the students will do and prepare. The next part is Evaluation Forms. Providing the evaluation forms in this book is aimed at showing the students the rubric of assessment of their performances. By reading the scoring rubric, the students are expected to have self-awareness of what they should prepare to achieve the ideal attainment. Additionally, this part also provides project evaluation form. This is to make the students reflect the process in accomplishing the project.

C. The Acceptability of the Development Product To validate whether the materials are acceptable or not to be implemented, the materials were assessed and implemented within two R&D steps of preliminary field testing and main field testing. The following discussions also explain R&D steps of revising the materials which are main product revision and operational product revision. Therefore, the order of the discussion are


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preliminary field testing, main product revision, main field testing, and operational product revision. 1. Preliminary Field Testing In the preliminary field testing, the assigned evaluators validate the materials as a form of summative evaluation. The evaluation took three ways of evaluation which were in forms of interview, questionnaires, and field notes in order to get more valid data. As stated in the previous chapter, selecting evaluators was based on their experiences in dealing with material development. The following table shows the descripton of the evaluators. Table 4.12. The Description of the Evaluators’ Background

Evaluators Evaluator 1 Evaluator 2 Evaluator 3 Evaluator 4

Gender Female √ √ √

Male

√

Educational Background S1 S2 S3 √ √ √ √

Experience (year) 1 1-5 >10 √ √ √ √

The dates of interviewing the evaluators were 1 December 2016 (evaluator 1 & 2), 2 December 2016 (evaluator 3), and 5 December 2016 (evaluator 4). Before conducting interview sections, a day before, the evaluators received the designed materials to make them have longer time to evaluate the designed materials. Filling in the questionnaires and giving their field notes were also done in the same day with the interview sections. The data obtained from those three ways was represented in the following sections of analysis of the data and overview of the suggestions in preliminary field testing.


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a. Analysis of the Data After obtaining the data from the evaluators, the data was then analyzed qualitatively. Moreover, the questionnaire was analyzed descriptively as there were only four evaluators contributed. The analysis of the data in the preliminary field testing is divided into three parts: (1) interview analysis, (2) questionnaire analysis, and (3) field notes analysis. 1) Interview Analysis In giving questions to the evaluators, there are five topics covering layout and design, activities, English skills, language level, and overall appropriateness of the designed materials. After transcribing and analyzing the interview results using coding techniques, five themes were generated. Those five themes were (1) the materials have excellent layout and design, (2) the activities are challenging, (3) the English skills are well-integrated, (4) the language level is already appropriate, but need to be adjusted, and (5) the materials are already appropriate to be implemented, but need to be revised. a) Theme 1: The materials have appropriate layout and design. In evaluating the layout and design of the design materials, all of the evaluators agreed that the designed materials showed appropriate layout and design. The following part is included in the interview transcript of the first evaluator. Oh, excellent. There’s nothing to comment on. (I Ie 2; page 266)


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Furthermore, the second evaluator gave more detail evaluation related to the layout and design of the designed materials which is represented in the following interview part. The layout so far so good. I think, my last comment on the layout, e, I think I didn’t give much critics and also suggestions because it has been already good. And I think, in terms of face validity and also when I looked at the design, I think, it’s already appropriate and I can, related to the font of the text, it’s okay, and it’s consistent. And also, it’s not too big and also not to small, and it’s appropriate. And also, related to the pictures, the pictures are already good. I mean, the resolutions of the pictures are already good. So I can see clearly the pictures and also what happens in the picture. But, related to the pictures, I think you should, e, give information about the source of the pictures. Because I think, you do not take the pictures by yourself. I mean, you take the pictures from..you browse it from the Internet, you download it from the Internet, and then you attach it in your material design. And then I think, to avoid plagiarims, you should add the references of the source of the pictures. (J Ie 2; page 267) In giving positive evaluation toward the design and layout, the second evaluator suggested to add the resource of the pictures used in the materials. Furthermore, another positive evaluation of the design and layout was delivered also by the third evaluator. OK. First of all, the layout, I think the layout is very good and interesting enough. And then, the layout also readable for the students and also for the teachers and also for the others, maybe. And then the materials inside the design is very good. It has connection with wedding organizer and then it can improve students’ knowledge even the students who do not know English at all, they can understand the materials well. (K Ie 2; page 269) The last claim to judge the appropriateness of the design and layout was also delivered by the forth evaluator. It can be seen from the following interview part.


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The materials are considered appropriately design in terms of their layouts. It is colorful and it makes the readers interested to enjoy the contents. (L Ie 2; page 270) By looking at the discussion above, it can be concluded that the designed materials have had been already good in terms of design and layout. Furthremore, several parts need to be revised to support the face validity. One way was adding the resource of the pictures used. b) Theme 2: The activities are various and good. The learning activities which are provided in the designed materials were claimed to have alread been various and good. The first evaluator, in the interview section, said that the activities were quite various but need some other scaffolding activities. Quite various. But I still find one or two activities that need to be scaffolded more. I have written it in the field notes. So far, the activities..what is it..suit students’needs and goals. (I Ie 4 – Ie 5; page 266) Furthermore, the second evaluator claimed that the learning activities were already good. The learning activities seemed already to have certain standards. It can be seen from the following interview part. The activities are already good. Because I think from the last design that you showed to me, the last design was very difficult. But now, I can see that, yeah, I think the level of the materials between one unit to another unit is already good. It seems that you have certain standards (coughing) sorry, you have certain standard related to your every unit in the materials design and you use that kind of standard to design other units. And that’s good. (J Ie 4; page 267) The same positive evaluation related to learning activities was delivered by the third evaluator. She comended also the existence of grammar points which can be seen from the following interview part.


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The activities provided in the materials are also good because they contain four skills: listening, speaking, reading, and writing skill. And it contains so many tasks and also exercises that can improve the students English skills, and then you also provide some grammars which are really important for the students because the grammars are very basic and I guess most of your students will be who maybe some people who are not interested in English but they have to know English more, so you can maybe you can add some information or some grammars which are easier for them. (K Ie 3; page 269) The demand to simplify several learning activities was delivered by the forth evaluator. However, the rest of the learning activities are claimed to be properly designed. The following is the interview part of the discussion above. The activities load are more feasible and properly designed compared to the first version. However, I still find some parts of the materials which need to be simplified and shortened. The other concern is on the arrangement of the grammar explanation or language focus explanation which seem to be overlapping the main activities. (L Ie 3; page 270) To sum up the discussion above, the designed materials have already had various and good activities. However, some activities should be revised in terms of considering the time of implementation as well as the scaffolding activities. c) Theme 3: The English skills are well-integrated. Since the designed materials utilized English for Occupational Purposes (EOP), which means integrating four English skills is really required, therefore, there is the integration between listening, speaking, reading, and writing skill. In evaluating the integration of those English skills, all evaluators agreed that the designed materials have integrated those four English skills. The first evaluator said it in the following interview part. The four skills were well-represented. Yet, I didn’t find, what is it, a lot of speaking activities. No no no. Probably there are some


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speaking productions that were not well-represented in the materials. Such as, after what is it, diagram, after serious of dialogues, there is no follow up activity. (I Ie 6; page 266) Furthermore, the following interview part indicated that although some units might not have good integration of English four skills, the integration can be improved when the designed materials are implemented in the classroom. However, the second evaluator concluded that overal units have integrated English four skills. Yeah, yeah, indeed. Absolutely. Because I can see, I think, not all units have the four skills, but later on, in the class, maybe like through conversation and discussion with the students, you can also build their confidence to speak, for example and also to listen to your explanation, yeah. Although maybe there is no listening in certain units, maybe, ya. But in the class, the listening can be from the teacher. (J Ie 6; page 267) The third evaluator showed her agreement on the good integration of English skills by giving details on the skills implemented in units. It can be seen from the following interview part. I think, the integration of listening, speaking, reading, and writing are quite balanced because the meeting and this meeting will focus on reading, the next reading will focus on listening, and etc. And then, in some parts, I found that first of all, you provide the listening passage, after that the students have to write something to make the summary so that’s good for the students. And then in reading part, yeah, thats’s good also. (K Ie 4; page 269) Moreover, the forth evaluator stated that the skills are well implemented without giving any other suggestions. It can be seen from the following interview part. I have no complaint on it. Things are just awesome. The four strands are well implemented. (L Ie 4; page 270)


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As the conclusion of the discussion above, the English skills are already well integrated. Additionally, there should be paid more attention on the speaking activities as one of the evaluators noticed that there should be more speaking activities in particular units. d) Theme 4: The language level is already appropriate, but need to be adjusted. As the level of the students is A1 (CEFR), the language in the designed materials should meet their language level. All of the evaluators agreed that the language is already appropriate, although in some parts, the language need to be adjusted. The following interview part shows the first evaluator’s assessment toward the language level. Language type is now more simplified and more adjusted, welladjusted to students ability. And what is it, probably my suggestions are in the vocabulary building parts section, probably some definitions of words are much more confusing than the word itself. (I Ie 9; page 266) Regarding to the use of vocabulary items that were used to explain some difficult words, the evaluator prefered to use Indonesian terms. Besides, the second evaluator agreed that the language is already appropriate with the students’ level. It can be seen from the following interview part. But what I see in your new design, I can see that, yeah, you have already made the language appropriate for the students and also the students can understand and then also related to the... I think, I gave you a comment on reading, reading or listening? The text.. (J Ie 7; page 268) Furthermore, the third evaluator seemed to have the same opinion with the first evaluator. It was about dealing with the vocabulary items that were used to


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explain some other vocabulary items. From the following interview part, it can be seen that the evaluator suggested the students to check them in the dictionary. OK. I think the grammar like appropriate for them, but in some texts, maybe the vocabulary will be hard for them. Because in your design, you use some new vocabularies or new vocabularies that are rarely used by them. But that’s okay, because they can check from the dictionary, right? (K Ie 6; page 269) Moreover, the forth evaluator also showed his agreement that the language used in the designed materials already met the students’ competence. Regarding to some vocabulary items that were seen as challenging for them, the evaluator suggested that the researcher should explain more in classroom. It can be seen from the following interview part. Most of the diction presented will fit with the learners’ competence. They could negotiate the meaning of a difficult concept in class. (L Ie 5; page 270) Regardless of getting some suggestions to simplify some vocabulary items, it can be concluded that the language of the designed materials is, overall, already appropriate. Therefore, the students would later find it relatively easy to comprehend the contents of the materials through the suitable language level utilized in the designed materials. e) Theme 5: The materials are already appropriate to be implemented, but need to be revised. Overall, all of the evaluators agreed that the designed materials are already appropriate to be implemented. However, some parts need to be revised based on the suggestions they gave in the field notes later on. The following interview


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parts contain the agreement of the first evaluator that the designed materials are already appropriate. Oh, very very very appropriate. Level five. (I Ie 10; page 266) Furthermore, the second evaluator also agreed that the designed materials hold the appropriateness to be implemented. She mentioned the percentage of the appropriateness. The rest of the percentage left was for the recordings. It can be seen from the following interview part. Yeah. It is already... It is ready to be implemented to the students. It is ready to be implemented like 80%. 20% is for the listening and the recording. (J Ie 10 – Ie 11; page 268) The third evaluator showed her agreement toward the appropriateness of the designed materials. She, also, acclaimed the detailed components in the designed materials, such as the design, layout, materials, etc. It can be seen from the following interview part. I think your materials are already ready to implemented to your students because the design, the layout, materials, and everything inside your design is very well prepared. (K Ie 7; page 269) Lastly, the forth evaluator said that the designed materials have already been ready to be implemented. He suggested to pay attention to the comments provided in his field notes. The following interview part shows his opinion. It’s ready to use and launch. Please consider some comments as my field notes. I have to appreciate the way you create such a good layout. (L Ie 6; page 270) By looking at the discussion above, it can be concluded that the designed materials are already appropriate to be implemented in the classroom. Considering the comments and suggestions delivered by the evaluators, the


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designed materials would be revised, so that the students would use the better version of the designed materials. 2) Questionnaires Analysis As a part of the preliminary field testing, the questionnaires were distributed to four evaluators. There are 54 questions covering five topics: (1) subject & content, (2) skills, (3) sub-skills, (4) layout & physical make-up, and (5) practical considerations. The raw data of the questionnaires can be seen in Appendix C. The first topic is subject and content. In dealing with subject and content of the designed materials, there are 10 questions provided in the questionnaires. Here are the criteria of the total mean score of this topic: 10.00 – 18.00 18.01 – 26.00 26.01 – 34.00 34.01 – 42.00 42.01 – 50.00

Strongly disagree Disagree Undecided Agree Strongly agree

The total mean score of this topic was 42.50. It means that all of the evaluators strongly agreed that the designed materials have already had appropriate subject and content. Although the results of the questionnaires showed that the subject and content were already appropriate, it needed to be adjusted with the results of the interview and field notes. English skills are as the second topic of the questionnaires. The skills cover listening, speaking, reading, and writing skill. A total of the questions dealing with skills is 12. The followings are the criteria of the total mean score of the topic:


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12.00 – 21.60 21.61 – 31.20 31.21 – 40.80 40.81 – 50.40 50.41 – 60.00


48.50 was the total mean score of this topic. The result represented the criterion of agree. It means that all of the evaluators agreed that the designed materials have integrated English skills covering listening, speaking, reading, and writing. The integration of those English four skills was balanced by the roles of exercises as well as media that support the implementation of the skills. Moreover, the results of this questionnaires would be adjusted by the results of the interview and field notes. The third topic of the questionnaires deals with sub-skills. The sub-skills provided in the questionnaires cover vocabulary, grammar, and pronunciation. There are 13 questions provided in the questionnaires. Here are the criteria of the total mean score: 13.00 – 23.40 23.41 – 33.80 33.81 – 44.20 44.21 – 54.60 54.61 – 65.00


The total mean score of this topic was 49.00. The result is indicated to be in the criterion of agree. It means that, overall, the designed materials have already been appropriate in integrating the learning of vocabulary, grammar, and pronunciation in the designed materials.


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As the forth topic of the questionnaires, layout and physical make-up deals with face validity of the designed materials. There are 7 questions provided. The followings are the criteria of the total mean score. 7.00 – 12.60 12.61 – 18.20 18.21 – 23.80 23.81 – 29.40 29.41 – 35.00


The total mean score of this topic was 31.25. The result indicates the criterion of strongly agree. All of the evaluators agreed that the designed materials contain appropriate layout and physical make-up. The last topic of the questionnaires is about practical considerations. It deals with the practicality when the designed materials are implemented in the classroom. Furthermore, there are 12 questions about practical considerations. The followings are the criteria of the total mean score: 12.00 – 21.60 21.61 – 31.20 31.21 – 40.80 40.81 – 50.40 50.41 – 60.00


49.00 was the total mean score of this topic. All of the evaluators agreed that the designed materials already contain appropriate practical considerations. One of the considerations is that the students will be able to use the designed materials outside the classroom to support their independent learning. 3) Field Notes Analysis Field notes from the evaluators are the third data that were used to verify the acceptability of the designed materials. After compiling all of the field notes,


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the data were analyzed qualitatively and generated into five themes, which can be seen in Appendix B on page 278-280. Those five themes are there should be revision to the (1) activities, (2) instructions, (3) contents, (4) contents, and (5) diction. In the following discussion, the raw data that were included in the explanation only represent the notes from each evaluator. Furthermore, the raw data of the field notes can be seen in Appendix C. a) Theme 1: There should be revision to the activites The first theme is related to the learning activities provided in the designed materials. Some evaluators suggested that some activities need to be adjusted. Adjusting the activities can be by adding any other additional activities, omitting the existing activities, or adjusting the appropriateness of the activities to the students’ English competence. Some suggestions can be seen from the following notes: [Evaluator 1] “Let’s Prepare in Unit 7: Give full dialogue about how to explain rundown for particular schedule so that the students can refer to the dialogue.” [Evaluator 4] “Unit 5: Later, in practice, you must make sure which would become the focus: describing foods or describing future plans. Two big agendas. Describing food would consist of letting them know about adjective order (description, size, age, color, materials, origin).” b) Theme 2: There should be revision to the grammar Grammar is the second theme that is mostly considered by the evaluators. Some evaluators noticed that the grammatical mistakes do not only appear in particular units, but also mostly in units of the designed materials. However, the grammarical mistakes were still considered as minor mistakes. The notes from the evaluators can be seen below.


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[Evaluator 1] “Let’s Prepare in Unit 7: “will be dressed” → why passive? Aren’t your students confused?” [Evaluator 2] “All units: Mind the grammar. There are few mistakes.” [Evaluator 3] “Unit 7: Grammar mistakes.” [Evaluator 4] “Let’s Reflect in Unit 3: Check the consistency of the use of tenses. Check again the grammar.” c) Theme 3: There should be revision to the instructions The third theme is the instructions. The instructions bring an important role as they contain imperative sentences for the students to do the tasks. In order to have better version of the instructions, most evaluators suggested to revise some instructions in terms of the language used. The following answers represent their suggestions. [Evaluator 2] “All units: Be consistent in creating the instructions. For example, instructions in listening section.” [Evaluator 3] “Let’s Do It in Unit 2: Change “Arrange the following random paragraphs into a good order” into “Arrange the following random sentences into a good paragraph” [Evaluator 4] “Let’s Do It in Unit 2: Should it be explain or arrange?” d) Theme 4: There should be revision to the contents As the forth theme, the contents of the designed materials were seen as parts that need to be revised. All of the evaluators paid their attention to the contents particularly about the contents of both the input or the exercises. Their suggestions can be seen from the following answers. [Evaluator 1] “Let’s Prepare in Unit 2: “There are eleven ceremonies...” → not comprehension question.” [Evaluator 2] “All units: Put source of pictures you use in the materials.” [Evaluator 3] “Let’s Learn in Unit 6: Edit the information of dates.” [Evaluator 4] “Let’s Learn in Unit 5: The use of will is not the same with be going to, somehow. Check again the difference.”


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e) Theme 5: There should be revision to the diction The last theme that was generated from the field notes is about the diction. All of the evaluators recognized some incorrect diction from the designed materials. Those incorrect diction were appeared in both the input and the instruction. All evaluators’ suggestions can be seen from the following notes. [Evaluator 1] “Let’s Begin in Unit 4: “by confirmation the latest” → “for early reservation before 21 Feb” [Evaluator 2] “All units: Change “Read the following sentences correctly” into “Read aloud the following sentences correctly” because they are demanded to read the statements using voice to check their pronunciation.” [Evaluator 3] “Let’s Prepare in Unit 1: Create equal part of speech between “Let’s great formally!” and “Introducing self/company”.” [Evaluator 4] “Let’s Do It in Unit 2: Should it be explain or arrange?” b. Overview of the Suggestions in Preliminary Field Testing From the discussion of the interview, questionnaires, and field notes above, it can be concluded that the materials need to be improved. Therefore, in order to be well-guided in improving the materials, the suggestions were outlined into 8 aspects. Those aspects are learning indicators, contents, activities, diction, instructions, language level, syllabus/lesson plans, and material implementation. The overview of each aspect can be seen from the following table. Table 4.13. The Overview of the Suggestions in Preliminary Field Testing No.

Aspects

1.

Learning indicators

2. 3. 4.

Contents Activities Diction

5.

Instructions

6.

Language level

7.

Syllabus/lesson plans

Suggestions The use of word “understand” in the learning indicators need to be changed. Some contents need to be edited. Some activities need to be scaffolded more. Some words should find their best diction. Some instructions need to be revised and simplified. Furthermore, they also need to be consistent. Some vocabulary items in the recordings or learning input need to be simplified. In the lesson plans, there should be clear instructions for the


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8.

Material implementation

teachers related to particular activities. In the implementation, some concepts should be clarified, for example, some difficult vocabulary words whose explanation

2. Main Product Revision As the fifth step of Borg & Gall’s (2006) R&D, main product revision step deals with doing any required revision based on the suggestions obtained in preliminary field testing. In main product revision, each unit was revised based on the suggestions given by the evaluators. Before going deeper into every units, the suggestion that was related to the overall unit was about changing the word “understand” in the learning indicators. Therefore, by following Bloom’s taxonomy, this word was changed into three words of identify, demonstrated, and classify, depending on the context of the objecive or learning incators. Furthermore, the following parts discuss about the detailed revisions that were done in each unit. In Unit 1, the picture provided in Let’s Begin! was added its source. In Let’s Prepare!, the names of the input have already had the same part of speech. The names of the input are Greeting Client Formally and Introducing Self/Company. Furthermore, the instruction of the listening section in Let’s Prepare! was simplified into listen to the recording and fill in the blank spaces below. In Let’s Reflect, the word difficult was changed into the word challenging. In Unit 2, as suggested in Let’s Begin!, the position of the source of the description was placed below the source of the pictures in order to make the students easier in reading the descriptions of the ceremonies. Furthermore, in the glossary, some words of bride and groom were added. In Let’s Prepare!, the first


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statement of the exercise “There are eleven ceremonies...” was changed into “Pemaes is the leader of the...”. Furthermore, as there is the word leaves, later in the classroom, the teacher will explain the different between leaves and leaf. In Let’s Do It!, the instruction of the exercise was changed. It was from “Arrange the following random paragraphs into a good order” into “Arrange the following random sentences into a good paragraph.” In Unit 3, the words night occassion were changed into evening occassion in Let’s Prepare!. As the main activity of the unit, the activity in Let’s Do It! would contain additional activity which is explaining the clues of each picture, so that the students would have the same perception on the picture they choose. In Let’s Learn!, all of the questions in the exercises were revised to be more communicative. The new questions dealt with the real questions related to real vendors. In Let’s Reflect!, the tenses of the questions were made equal. In Unit 4, particularly in Let’s Begin!, inappropriate diction were detected. The inappropriate diction in the wedding brochure was “by confirmation the latest” was then revised into “for early researvation before”. The instruction in Let’s Begin! was also simplified. Furthermore, in Let’s Prepare!, the less appropriate diction which was detected was “register yourself”. It was then make into a more formal one and became “make a reservation”. In Unit 5, the word foods that was used was changed into food as it is an uncountable noun. Furthermore, the letters of the vocabulary items in Let’s Begin! were written in small letters. As there was a passive voice detected in Let’s Begin!, the sentence using this passive voice was changed into an active one


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to make the students avoid the complex use of passive voice. Related to the instruction, in Let’s Prepare!, the instruction of the listening section was adjusted to other listening instructions in other units. Therefore, the instruction of the listening section is “Listen to the recording and fill in the blank spaces.” Moreover, in Let’s Learn!, the explanation of simple future tense was simplified. There was no more be going to as there was only the explanation of will in the grammar focus of this unit. In Unit 6, the parallelism of words in Let’s Begin! was considered. Therefore, “Fees & payment schedule” provided in the option of the exercise was changed into “Fee & payment schedule”. Meanwhile, the diction of “pay two times” in Let’s Prepare! was changed into “make two payments”. Related to the content of the unit, input of dates was seen as incomplete data. Therefore, in revising the content, the information of dates was completed, particularly in dealing with the difference between British and American. In Unit 7, to provide students with sufficient examples of delivering spoken language, therefore, in Let’s Prepare! some dialogues were provided. Before dealing with the dialogues, the students would be asked to complete the sentences as the formulas of what they would talk about related to the wedding rundown. In giving the examples, there was a sentence which was indicated as passive voice. To solve this, the passive sentence was changed into the active one. Related to the content that need to be revised, in Let’s Learn!, the information of times was edited. Similar to previous unit’s content revision, the


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clear explanation about the difference use of times in British and American was provided.

3. Main Field Testing Main field testing is the fifth step of Borg & Gal’s (1983) R&D to conduct an implementation of the designed materials. This step was done after the materials were revised. The discussion of this section was divided into four parts, namely implementation, materials evaluation, measurement data, and overview of the suggestions. The data gathered in this step were discussed in materials evaluation, as the representation of opinion data from the researcher and students, and measurement data. a. Implementation Due to Denaya Production’s limited of time, the implementation of the materials was done in only nine meetings. Two meetings were for pre-test-posttest, and project presentations, meanwhile, seven meetings were for teaching and learning processes of the units. As the respondents, there were only four students in the classroom as main team members of the Denaya Production. Furthermore the following discussions cover both task-based and project-based learning implementation. The first meeting was conducted on December 5, 2016. In this meeting, the students have not yet learned about the unit. To measure students’ English competence, pre-test was conducted. The pre-test measured students’ English four skills as the designed materials would train their English four skills too.


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Afterwards, to make students comprehend the approach of the designed materials, giving a brief introduction about task-based and project-based learning was done. The introduction was done within the course description. In the second meeting, the students started to learn the first unit of the designed materials. It was conducted on December 6, 2016. In this meeting, they were set to a situation when they met their clients for the first time. As the warming up, the students gave their opinions related to the picture in Let’s Begin!. Then, they learned about how to greet client formally and introduce self/company (wedding organizer). Before continuing to the listening section, the students did an exercise on vocabulary building. After that, the students answered comprehensive questions toward the recording and practiced the dialogue in the recording. As the main activity of the unit, the students created one new profile and practiced it as if they introduced themselves to the client. It was then followed by a section to learn basic subject-verb agreement. They did an exercise afterwards. To reflect the learning process, they answered questions provided in Let’s Reflect! Furthermore, to make them start to prepare their project presentation, the first and second step of the project-based learning were done. In this chance, the students agreed on a theme for their project and determined the final outcome, which was presentation on wedding concept. After the students are engaged in pairs, they discuss what the wedding concept they will use as their topic of the presentation. There are three topics: international wedding concept, traditional wedding concept, and mixed-culture wedding concept.


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The third meeting was conducted on December 8, 2016. The students learned about Unit 2 of the designed materials. The unit dealt with Javanese wedding structure. The reason of choosing Javanese wedding structure has been explained before. As the warming up, the students matched random pictures with their appropriate description. After that, they answered two questions. In Let’s Prepare!, they listened to a recording, filled in the blank spaces, and did an exercises on true-false statements. They, then, learned about the explanation text and underlined parts of the explanation text from the recording they have listened to. In Let’s Do It!, they received random pictures to be arranged and explained. Then they explained the picturs into a good explanation text. In Let’s Learn!, they learned about linking words and did an exercise. In Let’s Reflect!, they reflected what they have got in the unit through answering some questions. By the end of the lesson, as the project progress, they structured the project they would prepare. Structuring the project can be from step 1 up to step 10. They put their plan in each step in the provided table in The Students’ Workbook. Unit 3 of the designed materials was implemented in the third meeting. It was conducted on December 13, 2016. As they would learn about wedding vendors, therefore, as the warming up, they matched random pictures of vendors with the appropriate names and answered some related questions. In Let’s Prepare!, the learned about expressions of asking and giving opinions. As a listening section, they listened to some recordings and filled in the blank spaces. In Let’s Do It!, they made a dialogue about asking and giving opinions. In Let’s Learn!, they learned about formal expressions of giving opinions and did an


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exercise. In Let’s Reflect!, they answered some questions. As project progress, they were prepared for gathering information related to wedding concept. Here, the students were given a list of websites which can be references for obtaining the information of wedding concept. Furthermore, in order to have skill in obtainig the information effectively, the students were introduced how to skim and scan passages. In the fifth unit, the students learned about unit 4 of the designed materials. It was conducted on December 14, 2016. In Let’s Begin!, they presented information in one sentence or two that they got from the given wedding brochure. After that, they learned about explaining a wedding brochure to the client. In the listening section, they listened to a recording and filled in the blank spaces. In Let’s Do It!, they were given wedding brochures to be explained. As wedding brochure deals with large numbers, therefore in Let’s Learn!, they learned about large numbers in English and did an exercise. In Let’s Reflect!, they answered some questions. As project progress, the students were prepared for the next language demands of the next step of the project. They were introduced how to compile and analyze information properly. The sixth meeting was conducted on December 15, 2016. This meeting was the implementation of unit 5. In Let’s Begin!, the students comprehended descriptions of Indonesian food. Then they told their friends about any random description and the others guessed the name of the food. In Let’s Prepare!, they learned about menu packages and did an exercise. Related to the menu packages, they listened to a recording and filled in the blank spaces. In Let’s Do It!, they


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made a dialogue dealing with menu packages. After that they learned about will. They, then, reflected the unit lesson through answering some questions. As project progress, the teacher checked the blueprints of students’ project. In the seventh meeting, the students learned about unit 6. It was conducted on December 18, 2016. As a warming up activity, the students matched the descriptions of wedding contract with their part names. Then, the students read a sample of wedding contract. As the students would explain the wedding contract to the clients, therefore, they learned about how to explain a wedding contract. As main activity, they were about to explain wedding contract based on the given wedding contract. After that, the students learned about dates and did an exercise. The students reflected the unit through answering some questions. As project progress, the students were informed and taught how to deliver a presentation properly. Unit 7 was implemented in the eighth meeting. It was conducted on December 19, 2016. To warm up the students, a picture of wedding rundown was used. They answered some questions related to the wedding rundown. Then the students read a sample of international wedding rundown and completed some sentences that were used as formulas to explain the wedding rundown. As the main task of the unit, they were asked to make a dialogue related to the wedding rundown. Reading times was then done afterwards. The students also did some exercises related to times. To reflect the unit’s learning process, the students answered some questions. Meanwhile, to check the students’ preparation on


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project presentation, the teacher checked their readiness by asking them to read the script of the presentation and correcting their pronunciation. The last meeting was conducted on January 3, 2017. Two big agendas on this meeting were post-test and students’ project presentation. In giving the posttest, the test questions were like pre-test’s questions which cover English four skills. Furthermore, in project presentation, the students in group presented their topic on wedding concept using powerpoint in front of the classroom. b. Materials Evaluation In evaluating the materials, in this main field testing step, the data obtained were from the teacher’s field notes and interview as forms of both formative and summative evaluation. The purpose of evaluating the materials in such ways was to get the evaluation from the perspectives of both the teacher, as the practitioner of the materials, and the students, as the users of the materials. 1) Teacher’s Field Notes Analysis In generating the themes from the field notes of the units implementation, the focus was more on the revisions that would be useful in revising the materials. The themes were generated into (1) there should be revision to the contents, (2) there should be revision to the exercises, (3) there should be revision to the grammar, and (4) the students need to learn in a longer time. a) Theme 1: There should be revision to the contents In main field testing, the teacher recognized some contents that need to be revised. The revision of the contents here was classified into minor mistakes. Firstly, in unit 5, the pictures of the food provided were not randomly arranged.


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Therefore, the pictures need to be arranged randomly so that the students can make use of them when they play with guessing food description with their partner. Secondly, in unit 6, the name of the groom and bride should use Ms. & Mrs. in order to show the consistent formality of the wedding contract. Thirdly, still in the same unit, the sample of contract B to be used in Let’s Do It! should be revised as the content brought quite similar content with the content in contract A. The teacher field notes discussed above can be seen as follows. [Unit 5] “Arrange the pictures randomly.” [Unit 6] “Change/add Ms. & Mrs. to the name of the groom and bride.” [Unit 6] “Adjust contract B’s content.” b) Theme 2: There should be revision to the exercises When implementing the materials, some exercises that were designed previously might not be successful in the classroom. It happened to the designed materials being implemented. Some exercises should be revised. Firstly, in unit 3, the questions in Let’s Begin! should be revised as the questions brought confusion. Secondly, changing question should also be done in an exercise in unit 5. Thirdly, adding more exercises in Let’s Learn! of unit 7 should be done as the provided exercise did not seemed to be enough for the students. The following part of the field notes show the fields notes related to revision of the exercises. [Unit 3] “Change the questions in Let’s Begin!. It’s a bit confusing.” [Unit 5] “Change one question in Let’s Do It!” [Unit 7] “Add more exercises on time in Let’s Learn!” c) Theme 3: There should be revision to the grammar The grammar mistakes that still appeared after the designed materials being revised were categorized into minor grammatical mistakes. It can be seen


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from the use of ‘s’ in subject-verb agreement. It was also because of typographical error. Furthermore, the grammatical mistakes also occured in questions provided in Let’s Reflect! in every unit. The tenses used were actually inconsistent. This kind of mistake was not recognized by the evaluators. The following parts are the teacher’s field notes related to the grammar mistakes. [Unit 4] “Edit grammar.” [All Units] “Be consistent in dealing with correct grammar for questions in Let’s Reflect! in all units.” d) Theme 4: The students need to learn in a longer time Based on the teacher’s observation in the classroom, the students enjoyed learning the units of the materials. However, one unit seemed to make them difficult to comprehend the content. It was unit 3, a unit in which they learn about expressions of asking and giving opinions. Some unfamiliar expressions made them quite difficult to apply the expressions in the sentences, as what was written in the following field notes. [Unit 3] “They ask if this unit can be divided into 2 meetings due to the level of difficulty of the contents within.” [Unit 4] “In dealing with wedding contract, the students seem like demanding one more meeting, perhaps?” 2) Interview Analysis as Formative Evaluation The purpose of conducting in-depth interview was to implement the formative evaluation. It was also aimed to get students’ evaluation right after they learned every unit. The discussion protocol covers two major categories: taskbased and project-based learning. In dealing with task-based learning, the questions were classified into learning objectives, warming up activities, learning input, comprehension check activities, English skills, examples, activities,


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instructions, level of language, and layout and design. Meanwhile, the questions related to project-based learning cover the instructions, results, obstacles, and teacher’s help. After transcribing the focus group discussion, the data analaysis was done using coding categorization. Some themes were generated into four themes and already covered both task-based and project-based learning. Those four themes are (1) there should be revision to the pictures, (2) there should be revision to the contents, (3) pronunciation practice should be added more, and (4) related to project-based, there should be more explanation on particular steps. a) Theme 1: There should be revision to the pictures. Some pictures in the designed materials were still not appropriate, therefore, the pictures needed to be changed. The use of inappropriate pictures came from unit 2. In unit 2, there were provided some pictures that represented wedding structure. Two of the pictures were considered inappropriate due to the indescribable pose of the couple and also unclear situation. The following interview part contains the students’ suggestion related to the pictures in unit 2. [Unit 2] “For the visual, in our opinion, what is it, sorry, maybe there are unclear pictures. Like what is done in Ijab. The picture is clear. They shake their hands. However, in panggih, the picture has not yet represented the panggih itself. Maybe you can look foor another appropriate picture. And also for the picture of wedding party” (On translation; M Ie 58 – Ie 61; page 289) b) Theme 2: There should be revision to the contents. The designed materials contained some contents that need to be revised. Firstly, unit 3 dealt with expressions of asking and giving opinion. The students felt that several expressions provided were difficult to apply when they both did


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an exercise or created a dialogue. The difficulty of several expressions was because of the infrequent and unfamiliar use of them. It can be seen from the following interview part. [Unit 3] “The dialogue is getting longer and we should think about the answer for our improvisation. Something like that. This maybe needs two meetings to make us understand.” (On translation; M Ie 102 – Ie 103; page 291) Secondly, the content that needs to be revised was the input that should be given in unit 4. Unit 4 dealt with wedding brochure, in which in the warming up activity, the students were asked to make a sentence represented in the wedding brochure. They realized that they found difficulty in saying a sentence that represented the wedding brochure. Therefore, they suggested the teacher to provide an example of sentence. The suggestion can be seen from the following interview part. [Unit 4] “You asked us to make a sentence from the content of the wedding brochure, right? What we did was taking a sentence from previous unit. Maybe, you can give us an example on how to say it. but later on, we cannot use the example. So we can make use of it.” (On translation; M Ie 117; page 292)

c) Theme 3: Vocabulary and pronunciation practice should be added more. Vocabulary and pronunciation, which are included in micro skills, should be added more. The designed materials probably dealt more on macro skills that made the learning process in the classroom provided less focus on learning micro skills. This kind of concern was felt by the students which made them show their difficulty when they dealt with vocabulary items as well as the pronunciation practice. Their sharing can be seen from the following interview part.


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[Unit 2] “For these kinds of meanings, we are still.. This one. Perhaps it should be more than this. I mean, the vocabulary. Also how to pronounce the words. That’s all, mbak” (On translation; M Ie 50; page 288) d) Theme 4: Related to project-based, there should be more explanation on particular step. The explanation of one step of project-based learning need to be elaborated more. The students shared their experience when they dealt with step 3, which was structuring the project. The purpose of this step was to invite them to make a timeline on what processes they they will have related to the preparation of the project. In the workbook, there has been already a table of timeline for them to write down their progress. However, they still found it difficult to comprehend what should they write and do in the step. The teacher’s explanation, therefore, should clarify their misunderstanding. The students’ confusion can be seen from the following interview part. [Unit 2] “We are confused related to this step. I mean, what is it. What is the order? We are still not sure.” (On translation; M Ie 79; page 290) 3) Interview Analysis as Summative Evaluation After the units were all implemented, focus group discussion was done to evaluate the overall materials. The following discussion is divided into two parts: task-based learning and project-based learning. In dealing with task-based learning evaluation, by adapting Ontario Adult Literacy Curriculum Framework (OALCF) (2011) of interview protocol, the topics of the questions were classified into five topics, namely content, quality of content, potential effectiveness as a


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teaching-learning tool, ease of use, and comments. Meanwhile, in dealing with project-based evaluation, by adapting a list of questions proposed by Edwards (2002) (quoted in Railsback, 2002: 21), the questions of the interview protocol cover project’s success, students’ improvement, students’ reflection on relating the project with the learning goals, project’s challenges, students’ best effort, implementation of skills in accomplishing the project, and students’ final evaluation on their project. Firstly, in dealing with task-based learning, after transcribing the focus group discussion, five themes were generated. Those themes were (1) the contents of the materials are already appropriate, (2) the quality of the contents of the materials is appropriate, (3) the materials are effective, efficient, and userfriendly, and (4) the program duration should be longer. a) Theme 1: The contents of the materials are already appropriate. The first theme is related to the contents of the materials. All of the students agreed that the designed materials have already contained appropriate contents. The contents have represented their needs in dealing with clients. Communicatively, they have learned from the designed materials on how to use the language properly when dealing with wedding organization. The following interview part shows students’ agreement on the appropriateness of the designed materials. Generally, the materials are already appropriate. Through this course, we have received the learning process up to the procedure how to communicate with clients. Done. (On translation; N Ie 1; page 298)


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b) Theme 2: The quality of the contents of the materials is appropriate. As the second theme, the students agreed that the quality of the contents of the designed materials has been appropriate already. The contents given in the materials represented what they have done so far in dealing with clients. It has matched with the needs of Denaya Production. The students’ opinion related to the quality of the contents can be seen from the following interview part. The quality of the contents are already appropriate. They are relevant and practicable in our workfield. Already appropriate. (On translation; N Ir 6 – Ie 6; page 298) c) Theme 3: The materials are effective, efficient, and user-friendly. The third theme deals with the effectiveness, efficiency, and user friendliness of the designed materials. The students agreed that the materials have been effective and efficient in teaching them how to communicate with clients in English. Furthermore, they also agreed that they might opened it as their guidelines when later on they find difficulty in dealing with clients. The following interview part tells how the students showed their opinions related to this theme. We have already learned a lot from the materials. From the first meeting up to today, we have already had a guide book to learn by ourselves later on. If one day we get foreign clients, we will have used this as our guideline to communicate with them although it needs us to re-open the materials again to remind us. The materials are already effective, efficient, and user-friendly (On translation; N Ie 8, Ie 12, & Ie 15; page 298) d) Theme 4: The program duration should be longer. In giving suggestions to the designed materials, the students agreed that they might need to learn English longer. It means that the course needed to be extended. Extending the course can deal with learning the same topics with longer


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time or learning some additional new topics. They expected that the course would be as what the students in school get the English lessons that follow longer and particular-patent schedule. The following interview part represents their suggestion. The materials are already good. Our comment will be on the course duration. That’s all. If only this course were longer, this course would have been terkurikulum or well-scheduled (so that we can learn better). (On translation; N Ie 18; page 299) Secondly, in dealing with project-based learning, the results of the interview as a summative evaluation indicated students’ positive attitude. Their positive attitude was elaborated through seven generated themes. The themes are (1) the presentation project itself was the students’ success, (2) the presentation project can deal with content improvisation, (3) the steps to accomplish the project were well-reached, (4) the presentation project trained the students’ independent learning, (5) the presentation project showed the students’ best effort on the preparation, (6) the presentation project trained the students’ speaking ability, and (7) the presentation project build the students’ willingness to keep learning. a) Theme 1: The presentation project itself was the students’ success. The students claimed that having that kind of presentation was their success. Previously they have not presented a wedding concept or any other things related to wedding organization in English. Therefore, in becoming the success in the learning process, they think that they can make use of the presentation in their workfield, particularly, they will use what they get to be implemented in front of the real foreign clients. It can be seen from the following interview part.


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The success that we got was, the idea was, the presentation method itself. It made us get inspired to use English in our workfield to our real foreign clients. (On translation; O Ie 3; page 300) b) Theme 2: The presentation project can deal with improvisation. When they were asked about any improvement they can do to the project, they answered that they can make an improvisation on the content of what was being presented. The content of the presentation can be elaborated more, particularly when they present the wedding concept. The elaboration can be done promptly. As an example, when dealing with Javanese wedding party, there are some parts from international wedding concept that have been recently added to be parts of Javanese wedding party. The following interview part discusses the improvisation the students might have in their presentation. Actually, from the presentation, we can improve the explanation of the wedding party. In recent Javanese wedding party, there are some ceremony in international wedding concept that have been already instered, such as throwing wedding bouquette and cutting wedding cake (On translation; O Ie 4; page 300) c) Theme 3: The steps to accomplish the project were well-reached. The students have passed several steps to prepare the project of presentation well. They said that those steps can make them prepare the presentation project good enough. Moreover, before they worked by themselves, the teacher has helped them in comprehending every single step. The following interview part represents students’ opinion related to the steps accomplished in presentation project. So far, we think that those steps are already enough. The suggestion is for us only to learn them deeper. I mean, to learn every demand of every step deeper. But overall, we have understood the steps well. (On translation; O Ie 5; page 300)


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d) Theme 4: The presentation project trained the students’ independent learning Students’ independent learning has been a part of their progress in accomplishing the presentation project. As they acknowledged that they have mispronounced some words. Yet, as they were given this project presentation, they could learn that some words have been mispronounced all this time. By keep consulting with dictionary, they realized their mistakes and corrected them by themselves. The students’ story on that can be seen from the following interview part. What suprised us is the way we read and pronounce some words that we thought we read and pronounced them correctly. Meaning that when there are incorrect pronunciation, we then realized the mistakes by ourselves and then directly look for the correct pronunciation from the dictionary at home. (On translation; O Ie 6; page 300) e) Theme 5: The presentation project showed the students’ best effort on the preparation Related to the best effort, the students agreed that reading the script, as well as pronouncing every single words correctly, became their best effort. They tried hard not to look at notes. All the best they can do was to present the wedding concept as real as possible. It can be seen from the following interview part. We think that our best effort is on the effort to pronounce the words in the preparation. Although in our presentation, we looked at our notes at some parts, but at least, we can do that. Deeper improvisation totally without text is really needed, of course. (On translation; O Ie 7; page 300)


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f) Theme 6: The presentation project trained the students’ speaking ability From the project presentation, the students said that in the end, their speaking ability was trained more than any other English skills. Delivering wedding concept in a presentation need a good speaking ability. It was not about the way the students pronounced words correctly, but also the way they deliver a good body language to the audience, so that they can deliver the messages well. It can be seen from the following interview part. Speaking. It is the main skill. It is indeed the key for us to communicate to clients, particularly dealing with wedding concept. (On translation; O Ie 9; page 301) g) Theme 7: The presentation project build the students’ willingness to keep learning When the students were asked about overall evaluation related to presentation project, they said that the results were still not good and maximum. The meaning of “not good and maximum” here was that the students should have done better than that if they keept learning on that in particular longer time. The students also said that they were willing to learn how to present better, so that in a real workfield, they can make use of it optimally. It can be seen from the following interview part. In our opinion, they way we performed was still not good. It is because learning a language needs time and any other aspects. We need to keep learning, we need to keep reading in order to be able to perform in such kind of presentation like this better. We want our presentation also to have such kind of improvisation. (On translation; O Ie 11; page 301)


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c. Overview of the Suggestion in Main Field Testing Through the teacher’s field notes and interview with the students, as the results of both formative and summative evaluation, some suggestions were obtained and outlined. The following table represents the overview of the suggestions in main field testing. Table 4.14. The Overview of the Suggestions in Main Field Testing No.

Aspects

1.

Pictures

2.

Contents

3.

Instructions

4.

Material implementation

Suggestions Some pictures need to be either changed or rearranged, for example, a picture that became the cover of Unit 2, pictures of Javanese wedding structure and pictures of Indonesian food. Some contents need to be added (in dealing with wedding brochure) and simplified (in dealing with contents of expressions of asking and giving opinion and probably contents of the wedding contract) In dealing with project-based instructions, particularly on step 3, the explanation should be clearer. The students expected that the materials would be better implemented in a longer time, as one unit of the materials seemed difficult to be comprehended in only one meeting. Furthermore, dealing with vocabulary items and pronunciation practice needs to be paid more attention.

d. Measurement Data To measure students’ English ability, therefore, some tests were conducted. The tests were pre-test and post-test. Furthermore, as the final goal of the project-based learning was that the students present the wedding concept, therefore, the presentation performance was also assessed. The dates of conducting pre-test, post-test, and project presentation were December 5, 2016 and January 3, 2017. Firstly, pre-test and post-test contain similar types of questions. The test also cover English four skills. After they did the test, the results of their performance were analyzed using SPSS computation. The inferential statistics that


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was used was T-Test, particularly Paired Samples T-Test whose purpose was to test hypotheses concerning two related samples selected from population. Here, pre-test and post-test were the tests before and after the students joined the program course. The raw data on the results of pre-test and post-test can be seen from the following table. Table 4.15. Raw Data on Students’ Scores in Pre-Test and Post-Test

Student 1 2 3 4

Pre-Test 58.3 62.5 58.3 56.3

Post-Test 72.9 75.0 70.9 72.9

Since test of normality is one of the requirements of T-Test, therefore, first of all, the scores were checked through the test of normality. It is aimed at knowing whether the data distribution is normal or not. If the sig. value is greater than 0.05, the data distribution is normal. By looking at the following table, the sig. value is greater than 0.05. It means that the scores have normal distribution. Therefore, the scores met the demands of the requirement of T-Test. Table 4.16. Tests of Normality Tests of Normality Kolmogorov-Smirnova Statistic

df

Shapiro-Wilk Sig.

Statistic

df

Sig.

Pretest

,333

4

.

,889

4

,377

Posttest

,250

4

.

,945

4

,683

a.

Lilliefors Significance Correction

As the scores are normally distributed, as the second stage, the scores were analyzed in paired samples t-test. After computing the scores, the following table


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obtained the result. Before going to the final table of computation, this table was carefully seen to check whether the data are already correct and valid. It can be done by checking the mean and standard deviation for each group and the number of people in each group.

Table 4.17. Paired Samples Statistics Paired Samples Statistics Mean Pair 1

N

Std. Deviation

Std. Error Mean

Pretest

58,85

4

2,610

1,305

Posttest

72,90

4

1,715

,857

In the following table of paired samples test, the final decision or interpretation was determined. From the table, the confidence value chosen is 95%. The value in Sig. (2 tailed) is 0.001. It means that the hypothesis (H0) is rejected since the P-value is < 0.05. In other words, it can be concluded that the hypothesis alternative (H1) is accepted. It means there is significant difference on the scores between pre-test and post-test. Table 4.18. Paired Samples Test


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Secondly, in dealing with the final project included in project-based learning, the focus of the English skill being assessed was speaking skill. Moreover, the students presented the wedding concepts in pairs. By referring to CEFR, students’ performances were assessed using oral assessment criteria grid. After looking at their performances, as the average, it can be concluded that their spoken production has already hold A2 CEFR level, in which: Table 4.19. Oral Assessment Criteria Grid of A2 CEFR Range

Accuracy

Fluency

Use basic sentence patterns with memorized phrases, groups of a few words and formulae in order to communicate limited information in simple everyday situations.

Use some simple structures correctly, but still systematically makes basic mistakes.

Can make him/herself understand in very short utterances, eventhough pauses, false starts and reformulation are very evident.

Interaction -

Coherence Can link groups of words with simple connections like “and”, “but, and “because”.

4. Operational Product Revision In this operational product revision step, the suggestions that were obtained in main field testing were used as guidelines to revise the designed materials. The aspects of the suggestions covered pictures, contents, instructions, and material implementation. Therefore, the following discussion discuss the detailed revisions in each aspect. Firstly, some inappropriate pictures were changed to the appropriate ones. The picture that became a cover in Unit 2 was a picture that represented international wedding concept. In the new picture used, the picture already


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represented one of Javanese wedding structure, called siraman. Furthermore, within Unit 2, the pictures which represented panggih and wedding party were not really clear. Therefore, the new pictures used already represented more appropriate pose so that the students would directly recognize that the pictures are pictures in panggih and wedding party. Related to the inappropriate arrangement of pictures, pictures of food in Unit 5 were then rearranged randomly since the students were asked to choose the correct picture of food based on their partner’s food description. Secondly, the suggestion dealt with contents of the input. In Unit 4, the students asked for an example to be provided in the warming up activity. Therefore, an example of sentence that represented the provided wedding brochure was provided, so that the students could make use of it as their guideline. Furthermore, in Unit 3, the students learned about expressions of asking and giving opinions. Some expressions were provided there, however, the students felt difficult in applying several expressions which were considered as unfamiliar. Therefore, the unfamiliar expressions of asking and giving opinions were omitted. Meanwhile, related to the contents in wedding contract in unit 6, some descriptions were simplified. Thirdly, in dealing with instructions in step 3 of project-based learning, in the implementation, the future practitioner or teacher should be maximum in explaining the demand in step 3. Forthly, related to the demand on having a longer materials implementation, this suggestion was placed to the suggestions for the future researcher or practictioner in chapter 5. This would also relate to the


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arrangement of the syllabus as well as lesson plans in the future material implementation.


CHAPTER V CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS

This chapter consists of three parts, namely research results, implications, and recommendation. The first part discusses the summary of the research. Furthermore, in the second part, there will be a disucssion about implications. The last part will deal with recommendations for the material users and future researchers.

A. CONCLUSIONS This research was conducted to answer three research questions: (1) What is the conceptual model of English materials for wedding organizers?, (2) What is the development product of English for wedding organizers?, and (3) How is the acceptability of the development product of English for wedding organizers?. In answering the first research question, the researcher adapted the combination of R&D cycle and Instructional Design Model (IDM) as the framework. The combination covers: (1) research and information collecting with instructional problems and learner characteristics, (2) planning with task analysis, instructional objectives, content sequencing, instructional strategies, planning, and project management, (3) preliminary form of product with designing the message, development of the instruction, and support services, (4) preliminary field testing with summative evaluation, (5) main product revision with revision, (6) main field testing with evaluation instruments, formative evaluation, implementation, and 173


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summative evaluation, and (7) operational product revision with revision. Moreover, the conceptual model was validated through the questionnaires and interview. The results show that the conceptual need to be revised. To answer the second research, there were three sets of module produced, namely students’ course book, teacher’s book, and students’ worksheet, as the results. Firstly, the students’ course book consisted of seven units. Those seven units were (1) You Need a Professional Like Us, (2) Do You Know Your Wedding Structure?, (3) Venue, Photographer, Caterer. What Else?, (4) That’s a Very Kind Offer from Us!, (5) Which Indonesian Menu Will You Prefer?, (6) Here is Our Wedding Contract, and (7) Finally, Your Big Day is Coming. Furthermore, every unit contained five phases reflecting task-based learning framework. Firstly, Let’s Begin! phase is aimed at recallying students’ prior knowledge about particular topic being learned. Secondly, Let’s Prepare! phase is a phase to give input to the students. Thirdly, Let’s Do It! phase consists the big project of the unit to be accomplished in group. Forthly, Let’s Learn! phase has purpose to learn language focus of the unit. Lastly, Let’s Reflect! phase will give the students a time to reflect what have been learned. In dealing with project-based learning framework, the processes implemented in the teaching and learning process derived from Stoller (1997), as quoted in Richards and Renandya (2002) were (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,


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(8) prepare students for the language demands of step 9, (9) present final product, and (10) evaluate the project. To validate the development product as the designed materials, the evaluators were involved. Through the results of interview, questionnaires, and field notes, it was concluded that the designed materials were appropriate to be implemented to the students. However, some revisions need to be done, covering learning indicators, contents, activities, diction, instructions, language level, syllabus/lesson plans, and material implementation. The suggestions were accepted as the guideline to revise the materials. In answering the third question, to know whether the materials were acceptable or not, the implementation of the materials was conducted. After implementing the materials, test, interview and field notes were utilized to obtain the results. As the results, it was concluded that the materials were efficient, effective, and user-friendly. However, there were revisions on pictures, contents, instructions, and material implementation. Furthermore, the result of the test indicated the value of sig. (2-tailed) which was 0.001. This represented that H0 is rejected. It means that there is significant difference between scores in pre-test and post-test.

B. IMPLICATIONS After analyzing the results of this research, two implications are classified into both scientific and practical implications. Firstly, related to scientific implication, it can be said that EOP materials can include materials for any job.


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The results of this research have contributed to the variety and innovation of materials development in EOP. Particularly, the wedding organizers have already had a way to encounter their problems in dealing with foreign clients. In other words, the designed materials can be used to help them enhance their professionalism and expand their world through English. Secondly, the materials as the results of this research have implicated to the practitioner of the English language. The English teachers or practitioners might expand their teaching experience in teaching the wedding organizers by using the designed materials. It can also open more opportunities for the English teachers or practitioners to design similar materials that still deal with wedding organization. Probably, the next materials would be designed for the grooms and brides to be whose wedding organizers are from foreign countries.

C. RECOMMENDATIONS As

this

research

brought

a

very

complex

process,

therefore

recommendations are given. The recommendations are delivered to the material users and future researchers, particularly those who will conduct similar research in ESP. The recommendations can be seen as follows. 1. Recommendations for material users There are three recomendations for material users. Firstly, the materials need to be adjusted when it will be implemented to other wedding organizers. The material users in this part cover both the teacher and the team members of wedding organizer, as the students. Although wedding organizers deal with same


177

general matters in organizing wedding, however, each wedding organizer might face different particular challenges related to using English in communicating with the clients. Therefore, before using the materials, the teacher should match the contents of the materials with the needs of the wedding organizer that will be taught. Secondly, as the follow-up of the adjusted materials, the contents of particular units might use other contents. For example, in dealing with wedding menu, the designed materials used Indonesian traditional menu. The teacher might consider Western food or any food originated from any place to be used in optimizing students’ vocabulary mastery about foods in wedding menu. Another example is changing the wedding structure as the designed materials used Javanese wedding structure. Using other wedding structures should be considered as well. Thirdly, the implementation of the designed materials should be implemented in more meetings. Each topic might be implemented in two meetings to make the students have enough time to comprehend the input and prepare the units project. Furthermore, the time to have the teaching and learning process should probably be made into twice a week. This is aimed at giving the students ideal time to learn English, so that the students will not feel monotonous. 2. Recommendations for future researchers There are two recommendations for future researchers. Firstly, as this research limit its implementation only in the seventh steps of R&D, the future researchers are expected to implement the rest of the steps. In other words, for


178

those who will conduct similar research, it is better to conduct a research implementing all complete steps to obtain more valid data. The future researchers should also consider the time needed in accomplishing the research since conducting this research definitely require well-planned management. Secondly, the focus of the materials might be divided into several focuses, such as Javanese/traditional wedding, international wedding, or mixed-wedding. The future researchers, therefore, should conduct deeper research and development. If the whole materials contain one wedding type, the units within should be adjustable. Yet, depending on the needs of the wedding organizer that will be taught should be considered most. Furthermore, there should also be clear cultural consideration when discussing Javanese traditional wedding, as in Javanese wedding, there is a quite difference between traditional wedding culture of Yogyakarta and Solo.


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APPENDICES

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Appendix A Research Letters

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A.1. Research Letter from Amanusa

191


A.2. Research Letter from Tembi Rumah Budaya

192


A.3. Research Letter from Callalily Wedding Organizer

193


A.4. Research Letter from Sekar Sitinggil

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A.5. Research Letter from Kusuma Kencana Wedding Organizer

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A.6. Research Letter from Kapulaga Wedding Planner

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A.7. Research Letter from Denaya Production

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Appendix B Instruments in Research and Information Collecting

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199


200


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The Results of Open-Ended Questionnaires in Research and Information Collecting Questions For what purpose you learn Speaking, reading, listening, What are specific problems English related to your job writing: which one of these you encounter when you use Participant serving foreign clients? English skills that you need English to communicate? most? Why?

1

2

3

4 5

Biar bisa berbicara dengan lancar dengan orang asing yang jadi klien bisnis kami. Untuk memperlancar komunikasi.

Membantu mereka mendapatkan informasi atau hal yang mereka cari. -AbstainAlat komunikasi universal

What do you expect from an English course that is about to prepare you to communicate with your foreign clients? You can talk about any method and materials. Yang praktis, tidak terlalu serius, dan pastinya menyenangkan. Lebih fokus ke conversation. Karena kami lebih banyak berinteraksi langsung. Namun menulis dan membaca tetap dimasukkan untuk membantu.

Berbicara. Karena memang untuk keperluan berbicara dengan orang asing. Berbicara dan mendengarkan. Dalam pekerjaan ini, saya bertemu dengan beberapa tamu asing yang kebanyakan tidak bisa Bahasa Inggris, bahkan menerangkan dalam Bahasa Inggris. Mendengar = membantu saya untuk tau/komunikasi dua arah karena tamu asing kadang pelafalan Bahasa Inggris tidak terlalu jelas seperti kita sama-sama berbicara Bahasa Inggris dengan orang Indonesia. Semuanya. Mereka saling terhubung satu sama lain.

Suka lupa kata-kata tertentu dan bingung merangkai kata.

Pronounsiasi.

Metode yang menyenangkan dengan materi bertahap.

-AbstainMendengarkan. Karena biasanya kita akan lebih sering berkomunikasi secara lisan saat

-AbstainBerbicara, karena kadang saya bisa memahami apa yang disampaikan tapi kadang susah

-Abstain Lebih menggunakan metode listening and conversation.

202

Kadang saya tidak mengerti perkataan mereka karena pelafalan yang kurang jelas.


6 7

-AbstainMenjaga komunikasi antar client dari luar negeri dengan WO yang dimaksud.

8

Berkomunikasi dengan kolega dan klien.

9

Tujuan saya menggunakan Bahasa Inggris adalah untuk memudahkan dalam berkomunikasi dengan klien.

10

Agar mudah berkomunikasi dan tidak terjadi salah paham.

11 12 13

Untuk mempraktekkan speaking saya. Berkomunikasi dengan baik. Untuk menjelaskan kepada klien agar klien mengerti apa yang kami tawarkan.

14

Agar dapat berkomunikasi

dilapangan dan dibutuhkan kejelian dalam mendengarkan lafal bahasa mereka. -AbstainSemua aspek diatas dibutuhkan dalam pekerjaan ini. Karena untuk berkomunikasi dengan client, aspek diatas saling berkaitan. Berbicara  karena kita harus/banyak berkomunikasi langsung dengan orang.

untuk merangkai kata-kata dalam Bahasa Inggris untuk membalasnya. -AbstainDasar Bahasa Inggris yang dari Amerika atau Inggris sendiri.

Berbicara, karena dengan menggunakan Bahasa Inggris untuk berkomunikasi dapat memudahkan dalam menjelaskan segala sesuatu yang berhubungan dengan kepentingan klien. Berbiacara, mau tidak mau harus berkomunikasi langsung dengan client. Mendengarkan karena kita akan berpikir untuk menjawabnya. Berbicara. Berbicara. Karena agar pada saat saya bertemy klien yang tidak mengerti Bahasa Indonesia, saya bisa menjelaskan dengan Bahasa Inggris dengan lancar. Mendengarkan, berbicara, &

Permasalahannya adalah karena saya kurang begitu menguasai Bahasa Inggris dengan baik.

203

Vocab, idiom, meaning.

-AbstainSangat membantu, langsung speaking aja ya.

Metode yang efektif dan tips untuk berbicara dengan mudah. Materi yang menarik supaya terus diingat. Saya mengharapkan agar dari kursus Bahasa Inggris yang saya ikuti dapat menjadikan saya lebih mahir dalam berbicara dengan klien.

Pelafalan.

Dapat berbicara dengan lebih lancar dalam Bahasa Inggris.

Kurangnya vocabulary.

Praktek nyata.

Comversation. Grammar dan vocabulary.

Berkomunikasi dengan baik. Praktek langsung dengan native speaker.

Gramer.

Dapat berbahasa


dengan baik.

15

16 17 18

19 20 21

Belum pernah dapat client luar negeri. Biar dapat berkomunikasi. Tujuannya agar tercapai semua yang dicita-citakan. Ya, supaya klien dari luar negeri dapat mengerti. Agar klien kami dapat memahami dan mengerti apa WO kami dan mempermudah saat berdiskusi tentang pernikahan yang akan dilakukan. -AbstainSupados saget jagongan kalian bule. -Abstain-

menulis. Komunikasi dengan klien dengan banyak berbicara & mendengarkan, menulis catatan & kontrak klien. Mendengarkan, membaca.

Semua penting. Menulis. Dikraenakan saya suka menulis. Berbicara. Karena kami memilih untuk bertemu klien secara langsung.

Inggris/berkomunikasi dengan baik. Conversation & gramer.

Kurang memahami past ten.

Mengerti dan dapat mengucap Bahasa Inggris.

Saya kurang lancar Bahasa Inggeris. Grammar.

Saya bingung.

Logat dan perbedaa persepsi antara klien dan WO.

Yang saya harapkan ya pandai berbahasa Inggris. Saya tidak paham maksut anda.

-AbstainMaos.

-AbstainToto boso.

-AbstainSpiking.

-Abstain-

-Abstain-

-Abstain-

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Interview Protocol Opening In this special occasion, I would like to ask some questions related to the use of English in your wedding organizer. This interview is a part of my research, particularly in need analysis. List of Questions Principle

Topic

No.

Working time

1.

Informant’s working Experience of background using English

2.

3. 4.

Perception on English proficiency

5.

Lacks

6.

7.

English for Specific Purposes

8.

Needs

9.

Questions How long have you become a part of a wedding organizer? Could you please tell me how many foreign clients who you ever worked with approximately? Since when did you handle foreign clients? Could you tell me about any problems you encounter when dealing with foreign clients? Since English ability is needed in negotiating meaning, has it ever been an English course? If yes, why? If not, why? Could you tell me the characteristics of your members, especially about their English proficiency? In average, do they have beginner, intermediate, or advance level? Have you ever known of any experience that your members have when they are engaged in a conversation with foreign clients? What they did at that time? Did they make a conversation or just leave and ask for help? In your opinion, is English important for wedding organizer related to foreign clients? Why? Do you agree that wedding organizer should master all of English skills, such as they should be able to speak, listen, read, and write? Why? Does every member of wedding organizer need to master English language even though not all members should deal with foreign clients? Main committee might use English for presenting the theme of the wedding or mostly about taking a deal. Others committee might use English in the DDay. For example, there may be some foreigners asking for direction to go somewhere (toilet, etc) 205


Principle

Topic

No.

10. 11. Wants 12.

ProjectBased Learning

14. Expectation 15.

Questions or everything related to the wedding ceremony (the meaning of custom wedding tools, what will happen afterwards, etc). What do you think the best way to learn English? Is it two times per week, once a week, or depending on their availability? What basic materials should be given for members of your wedding organizers? Here are some points that I would like to consider as parts of the English materials for wedding organizers. What is your opinion? (Discussing the blueprint of the materials) (Firstly, the interviewer tells what the projectbased principle looks like) Do you agree that project-based is utilized to help them master English? Do you think they can run the project-based learning well? What kind of project that you think can be a good project for them in the learning process?

Closing This is the end of the interview session. Thank you for your help.

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Transcript of the Interview with Tembi Rumah Budaya Thursday, 21 July 2016

A Ir 1 Ie 1 Ir 2 Ie 2 Ir 3 Ie 3 Ir 4 Ie 4 Ir 5 Ie 5

Ir 6 Ie 6

Ir 7 Ie 7

Ir 8

Ie 8 Ir 9

Peneliti Responden

Yak. Selamat pagi, Pak Dono. Yak, pagi. Yang pertama, sudah berapa lama bapak menjadi bagian atau bekerja di Tembi yang mengurusi bagian wedding? 2008. Dari 2008. Agustus 2008. 7 atau 8? Sudah 8 tahun ini. Oh iya, 2016. Bisa diceritakan pengalaman bapak mmm menangani apa.. klien dari luar negeri, dan bagaimana cara bapak meng-handle-nya. Ya rata-rata.. Ini sebatas wedding kan ya? Iya, sebatas wedding. Konteksnya wedding ya? Iya, bapak. Ya. Mmm. Kebetulan salah satu tempat favorit di Jogja ini ya Tembi ini yang apa wedding antar negara gitu kan. Tapi biasanya orang luar dapet orang Indonesia. Gitu, biasanya seperti itu. Rata-rata mereka kebutuhannya itu atau keinginannya itu adalah ada 2 tujuan. Tujuan yang pertama itu, kalau bisa e yang casual ya casual. Tapi ada ininya, e tradisionalnya. Karena saya pengen tau e adata Jawa itu seperti apa. Jadi per apa namanya pada prakteknya, mereka pakai e pakaian Jawa tapi adatnya casual, artinya mereka tidak ada panggih, tidak ada cucuk lampah, dan segala macem. Yang sakral-sakral itu dilewati biasanya. Atau pun tidak dilewati tapi tidak sesakral orang kita lah gitu, mereka kan cuma ingin tahu. Apasih kalau si apa namanya kaki dipakein telor segala macem itu apasih namanya. Seperti itu. Jadi mereka rata-rata kita menerjemahkan keinginan mereka yang rata-rata mereka inginnya seperti itu. Kebanyakan seperti itu. Kalau yang memegang atau bertemu langsung dengan klien luar negeri itu bapak sendiri atau bawahan bapak? Jadi memang di.. Kalau saya kan basically di semua ya. Semua event ya, semua event. Memang semua di.. Ya awalnya berangkatnya kan.. Saya kebetulan kan bukan asli sini. Lalu kemudian saya kesini dan melihat ini apa namanya e pendopo ini kok cuma disewa-sewakan. Kayak di kelurahan atau apa gitu cuma disewakan. Lalu saya olah sedemikian rupa jadilah satu paket, begitu. Satu paket karena dikembangkan. Jadi sekarang paketnya banyak. Nggak tahu, sudah dapet belum ya buku wedding? Belum. Oh ada? Jadi disitu ada. Dan disitu juga sudah cukup menjelaskan apa yang kita tawarkan. Gitu. E dari situlah akhirnya kita, jadi mulai saya handle sendiri semuanya, sampai saya punya staff juga. Nah dari situ saya pecah 1 ke spesialis wedding, satu spesialis meeting atau outbond atau apa. Waktu itu ketemu si Vici itu ya. Sekarang yang urusan wedding sudah tak serahkan ke dia. Dia itu ketiga ya. Ketiga. Ganti-ganti sih. Ada yang sudah e setelah married terus ngga kesini lagi. Ada yang anak baru satu tahun sudah engga. Memang kita selalu butuh yang fresh. Yang nanganin itu sekarang si Vici itu. Tetep keputusan ada di saya. Artinya, mau kurangnya apa, mau ditambahin apa, tetep harus konsultasi ke saya. Seperti itu. Jadi yang megang ada divisi tersendiri. Yang pegang ya mengurusi itu. Baik, terimakasih. Berarti kan kalau misalkan. Berarti kebanyakan e apa namanya pak. Indo, ya? Bule nikah sama Indo. Kalau semuanya bule, gitu? Pernah? Sekali. Jadi kalau misalkan, mmm. Yang bule nikah sama yang Indo, paling yang lebih apa namanya e banyak omong yang lokal ya pak, ya?

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Tidak selalu sih. Paling 20% nya itu justru si cowoknya yang ngebet. Yang meladeni Mbak Vici? Biasanya saya ikutan. Karena disitu melibatkan apa, ada Bahasa Inggris disitu. Jadi saya jangan sampai kalah lah lawan mereka. Berarti yang mengambil alih ngomong Bahasa Inggris itu bapak dengan Mbak Vici bapak aja? E.. Saya pada dasarnya mendampingi. Mendampingi dalam artian jangan sampai ada salah hati atau salah persepsi nantinya itu. Apa. Umpama, gitu, dari sananya mau melempar bunga, kok jadi melepas balon? Jadi seperti itulah. Jangan sampai nanti mispersepsi. Itu sih. Oh begitu. Nah. Berikutnya, lebih ke. Tadi kan background pekerjaan bapak. Sekarang lebih ke yang spesifik ke Bahasa Inggrisnya. Jadi kan otomatis kalau ada pernikahan disini, semua elemen dari kayak cateringnya, atau dari apanya yang dari Tembi, itu ikut ya pak. Nah, bapak bisa menceritakan seperti apa karakteristik atau English proficiency mereka? Kan soalnya bule kan bisa aja tanya ke siapa aja gitu pak, seperti apa. Apakah masih beginner, intermediate, atau sudah advance, seperti itu? Untuk siapanya? Untuk sininya atau? Segala. Yang mengurusi wedding. Ibaratnya kaya panitia sininya yang tentang wedding. Oh gitu. Jadi seperti yang saya bilang tadi, kalau memang dia e cowok yang dominan, artinya orang asing yang dominan, biasanya saya yang masuk disitu supaya tidak yang tadi salah arti ya. Basically disini kalau mau jujur, itu Inggrisnya jelek. Jelek itu dalam artian tidak begitu bagus. Saya banyak..banyak interpret untuk menerjemahkan apa kemauan mereka seperti itu. E.. selebihnya, selebihnya itu nanti tergantung apa yang saya yang omong. Jadi saya menghindari mereka berinteraksi langsung ke karyawan atau di lapangan. Pokoknya di lapangan itu, apapun masalahnya, saya selalu in charge seperti itu. Mau sampai jam 11 malem, tak tungguin mereka. Karena saya tidak mau itu tadi. Kebetulan saya juga dulu pernah kerja di kapal pesiar, beberapa tahun lalu. Jadi saya pikir, e kendalanya adalah disini seperti problem klasik orang Indonesia. Saya ngerti sih Bahasa Inggris, tapi saya susah ngomongnya. Itu kan klasik banget. Siapapun bisa ngomong kaya gitu. Anak SMA pun bilang kaya gitu. Nah itu, saya tidak mau ngomong itu, yang penting bisa ngerti dan bisa ngomong. Kalau bisa ngerti tok ya percuma. Satu arah, gitu kan. Saya selalu jadi penengah, lah. Seperti itu. Kalau misalkan in case, bapak buruk-buruknya sakit, atau tidak sedang di lapangan atau tugas keluar, berarti ada yang menggantikan gitu, pak? Ya, paling si Vici itu ya. Memang, secara persentase selalu banyak, memang ada beberapa yang cowoknya dominan. Memang beberapa. Itupun yang sedang ada disitu orang yang Bahasa Indonesianya sudah bagus. Cuma mereka memang biasa kan kalau orang Inggris itu “Gw harus sama boss nih, gw ngga mau yang bawah-bawah.” Artinya, e kalau level saya kalau mau ngomong ya sama bosnya. Ada yang merasa seperti itu, beberapa tapi. Yang lainnya itu pasti melalui si cewek. Apapun kemauan dilakukan sama cewek itu. Kita orang ketiga, lah. Seperti itu. Bulenya ke calon isterinya, baru ke kita. Rata-rata kaya gitu. 90% lah kaya gitu. Baik, pak. Ada ngga cerita atau pengalaman e atau bulenya ngajak ngomong karyawan bapak, terus mereka tidak bisa, ada tidak kisah-kisah seperti itu? Banyak, ya. Dalam artian itu bukan... Jadi gini. Di lapangan, waktu hari H, itu kan keluarga dateng. Itu bisa orangnya bisa 2 lusin itu. 2 lusin bule, ya. Itu yang Indonesia-asing. Yang asing-asing tu 200 semuanya tidak ada Indonesianya blas. Wong saya tuh disini kayak di Australi. Sendirian. Itu satu-satunya yang bule sama bule manten disini. Jadi yang lain itu, justru

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komunikasi itu keluarganya biasanya. Kan banyak tuh, keluarga sudah, kaya kitalah. Kita kalau ada saudara kawinan terus jadi panitia kan mereka didandanin. Didandanin dengan.. Kalau mereka pakai kaos aja mereka keringetan kok. Apalagi kalau mereka pakai segala macem itu. Pakai beskap segala macem ya tetep aja beskap dibuka. Ya, ginilah suhu disana itu ya minus lah ya. Disini panas gini mereka harus pakai sorjan dan lainlain. Mereka ya ngeluh. Kita karyawan disini sebagai pelampiasan. Ya bukan pelampiasan sih, mereka curhat lah. “Sampai kapan gw disiksa begini ni?” Kita sangat memaklumi karena janganlah mereka, kita aja setengah mati pakai kaya begituan. Terlebih mantennya. Mantennya kalau kita sarankan sih semua manten cowok tu yang basahan gitu, jadi tidak terlalu tersiksa. Jadi panitia itu, keluarga ya. Ya seperti yang saya bilang tadi itu, mereka ya ngerti tapi tidak bisa menjawabnya, atau takut. Secara komunikasi sih satu arah memang. But anyway, selama ini mereka tidak ada komplain tentang bahasa. Yak, yak. Makasih, pak. Jadi, menurut bapak, kemampuan Bahasa Inggris berarti penting ya pak, ya? Penting. Karena tujuannya juga dari negosiasi arti, apa maksud, meaning negotiation, sampai pada Hari H. Seperti itu kan. Sampai juga biasanya kan kalo ada apa namanya kalau pas Hari H nanya, kamar mandinya dimana, atau dimana. Terutama menu, ya. Kalau cuma yang kita liat sehari-hari kan istilahnya di SD pun, bathroom, wall, wood, ceiling, bla bla bla tu dah tau lah ya. Ribetnya kan kalau sudah ketemu oseng-oseng, kacang panjang. Bahasa Inggrise opo gitu kan. Gado-gado in English itu apa kan mereka kusut tuh. Itu lebih terhitung ada lah. Jenang monte, coba apa, lebih mumet lagi kan. Itu. Jadi yang spesifik kaya gitu justru kadang-kadang. Jangankan mereka. Saya sendiri aja nggatau. Kembang gandul. Kalau kita kan segala macem dimasak, kan. Mereka trasi aja jarang ada yang tau Bahasa Inggrisnya. Opo yo, bingung. Lodeh ki opo. Saya memang orang hotel dari Jakarta. Dulu saya dari kapal pesiar dulu, kebetulan saya juga lulus dari akademi pariwisata, saya nyambung-nyambung aja, sampai detik ini saya nyambung-nyambung aja. Begitu. Justru kesulitan saya disini. Kalau makanan asing kan sudah ada ininya semua, memang asalnya semua dari sana. Sandwich, burger, soup, dan lain-lain, kan memang asalnya dari sana. Nyari ke Indonesianya bingung. Kalau disini kebalik. Gimana menginggriskan makanan Indonesia. Mumet-mumet lo jenang monte itu apa. Gitu. Nah. Jadi karena Bahasa Inggris itu tadi penting, kan ada 4 skills, speaking, listening, reading, writing. Dari keempat ini yang paling penting apa? Speaking. Speaking aja? Ohya, pak, kalau kaya wedding contract itu dalam Bahasa Indonesia atau dalam Bahasa Inggris, ya? Itu dalam Bahasa Indonesia. Kecuali dia menginginkan, akan kita translate. Jadi resminya, peraturan resminya itu Bahasa Indonesia. Gitu. Kalau di hotel kan, harus pakai Bahasa Inggris. Cuma kalau disini standarnya tidak ditetapkan kesitu, sekali lagi untuk supaya, maaf-maaf nih, karena disini menggunakan tenaga lokal kan. Artinya memberdayakan masyarakat. Saya juga tidak bisa memaksakan mereka untuk bisa Bahasa Inggris. Kalau kita ngga bijak-bijak, susah, begitu. Karena mereka kan memang seperti itu, orangnya. Seperti karakter orang Jawa aslinya, jangankan berbahasa Inggris sama orang, berbahasa Indonesia saja kalau ngga disuruh “cairin dong suasana”, mereka akan tetep kaku. Ya, terimakasih, pak. Nah, menurut bapak, kalau petinggi-petinggi kaya bapak dan Mbak Vici itu kan itu pasti 80% atau 90% wajib Bahasa Inggris, ya. Gimana kalau yang bawah-bawah, seperti, apa ya, kalau

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bagian catering atau yang berkeliaran di lapangan itu juga perlu Bahasa Inggris? Perlu. Jadi, e, saya membekali sudah sih dan akan terus, karena mereka gampang lupa, gampang apa ya, susah bener ya. Jadi yang kita bekali tidak conversation dalam bentuk apapun, e, saya akan membuat pola itu kalau wisatawan kesini, apa sih yang mereka mau tau. Kan mereka akan.. Tidak akan nyeritain anaknya, atau nyeritain bisnisnya, kan gitu. Mereka akan nanya Borobudur – sini tu seberapa jauh, makanan disini apa aja, jadi memang skopnya saya batasin, saya perkuat disitu. Nunjukin arah, kaya itu kan yang penting kan. Kaya menu tadi. Menu sendiri. Jangankan mereka, saya aja bingung. Untuk yang menginggriskan menu Bahasa Indonesia itu. Oblok-oblok tu apa kalau diinggriskan? Ngga ada. Saya harus bikin merangkai kata yang..definisi sendiri supaya logika mereka nyambung. “Oh gini to”. Dan itu kan tidak gampang. Itu ya yang kita tekankan ke mereka itu makanan, service, sama bahasa sehari-hari dalam artian arah, tempat tujuan wisata. Saya tidak me..apa, melatih mereka atau membiasakan mereka untuk hal-hal yang pribadi itu jelas pengetahuan dasar hotel dan restoran. Kaya gitu. Jadi mungkin caranya kaya membiarkan mereka ngomong ngobrol sama bule seperti itu? Sedikit-sedikit? Ya, jadi, e, kan persoalan klasik disini, mau di kota manapun, gitu, mungkin di kelas dia aktif, tapi kalau sudah di dunia nyata dia diam seribu bahasa, karena memang itu saya alami, gitu, dulu-dulu, sebelum saya ke kapal pesiar. Akan no communication blas begitu ngadep. Wong liat, lho kok bule gede-gede. Kan terus mati kata, terus yes yes tok. Nah itu yang juga tak kasih kiat-kiatnya. Artinya seperti ginilah intinya. Apapun orangnya, siapapun orangnya, kita ngomong bule, ya. Siapapun orang itu, seberapa salah kita, dia tidak akan pernah komplain dan dia tidak berhak komplain. Karena itu bukan bahasa kita. Kecuali kalau kita berbahasa Indonesia salah. Dia sangat berhak komplain. Saya selalu menekankan seperti itu. Artinya jangan takut-takut. Mau ngomong apa kek. Jauh-jauh lah grammar. Maksudnya, jangan dipikir lah grammar. Ngga usahlah kaya gitu. Bisa ngomong dan tau. Selesai sudah. Itu yang penting. Karena memang saya menyimpulkan, gitu. Mau kursus apapun di Indonesia ini, selama tidak terjun ke negaranya, ngga bakal berani. Jadi orang-orang disini pemalu terus ke Amerika beberapa tahun kesini berani, itu ya kursus terbaik ya itu. Terjun di masyarakatnya, baru berani di Bahasa Inggris. Ternyata, mereka ngga peduli, structure, grammar, bla bla bla. Mereka ngomong seenaknya aja, tuh. Malahan kadang-kadang salah. Gitu kan. Saya selalu menekankan begitu. Nah, ini kan sebenarnya saya kesini kan kaya menggali need analysisnya. Jadi nanti akan ada satu WO, masih belum saya tentukan siapa, e, yang di kota, nah jadi menurut bapak, cara terbaik untuk belajar Bahasa Inggris itu, 2x per minggu, atau 1x seminggu. Kalau WO-WO yang lainnya kan bukan kaya office disini ya pak ya. Office-based. Mereka kan kaya apa namanya mungkin yang dikantor Cuma 4 orang 5 orang, paling yang lainnya mahasiswa. Nah seperti itu. Kira-kira 2x atau 1x seminggu? Kalau menurut saya sih 2x seminggu, karena kalau 1x seminggu, itu.. Jadi gini, kalau in between ya. Kalau 3x 4x seminggu itu orang bosen dan sebel, kalau 1x itu orang bosen, bukan bosen, orang lupa, paling tepat memang 2. 2x itu sedang, ya. Sedang itu maksudnya orang masih mengingat yang dibahas kemarin. Kalau 1x seminggu. (wawancara sejenak terhenti karena Pak Dono ada tamu) Ok. Tadi saya tangkap, sebenarnya pertanyaan saya berikutnya, material basic apa yang diajarkan ke mereka? Maksudnya yang masih dibawah kemampuannya dalam mengorganisasi wedding ya, kaya arah, direction, menu, service, dan tujuannya apa. Ada lagi, pak? Ya intinya adalah itu daily conversation, ya. Daily conversation itu lalu

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gimana ya cara menghapuskan takut mereka, itu lho. Itu yang sampai sekarang yang agak-agak susah. Karena itu ya mental ya, menyangkut kePD-an. (wawancara sejenak terhenti lagi karena Pak Dono menerima telepon) Sebenarnya saya sudah bikin semacam rank-rank an buku materi Bahasa Inggris yang akan saya buat, nah, jadi karna tadi bapak bilangnya speakingnya yang paling penting, kalau rank-rankan yang saya bikin ini semacam mixed-skills pak. Karena Bahasa Inggris kan ada dua, yang untuk academic purposes dan ada yang untuk specific purposes. Kalau yang wedding ini kan termasuk yang specific purposes. Khususnya occupational. Nah, menurut expert itu, kalau misalkan Bahasa Inggris itu, kemampuan Bahasa Inggris untuk specific purposes itu lebih ke integrated ability, jadi tidak hanya 1 tapi mungkin yang dikedepankan 1 skill saja. Begitu. Nah, jadi e, saya hanya mengkonsultasikan ini isinya, pak, jadi kira-kira menurut bapak gimana. Jadi, ada 7 unit. Unit yang pertama tu mereka nanti akan diajarkan kaya, sejarah wedding planner atau wedding organizer gitu terus kaya top wedding planner skills, sama kaya apa namanya, grammar focusnya itu lebih ke argumentative text type sama asking and giving opinion sama tenses gitu. Kalau unit yang pertama, menurut bapak perlu atau tidak? Jadi sebenarnya itu saya kaya cari topik, buat mereka, bahan mereka ngomong, ya menulis, membaca, seperti itu, pak. Jadi biasanya kalau unit pertama itu kan dari yang mudah dulu, jadi kalau ini untuk wedding organizer, saya pikir ya untuk pembukanya, lah. Saya pikir juga, sejarahnya. Jadi buat bahan-bahan aja sih, pak. Gitu pak, gimana. E, yang bawah itu apa tadi nomer tiganya? Yang masih disitu? Sejarah, sama top wedding planner skills, sama sisanya itu pokoknya grammar focus kaya argumentative text type, asking and giving opinion, sama simple.. Karena ini berhubungan dengan history, berarti kan something in the past, berarti simple past tense, seperti itu. Sudah detail sih. Terus, baik, unit yang kedua fokus ke wedding structure, nanti mereka kaya seperti mengenal struktur wedding struktur pernikahan tapi dalam Bahasa Inggris. Jadi itu juga proses pengenalan kaya vocabularynya, kan spesifik. Seperti itu. Jadi kalau misalnya nanti kalau misalnya ada klien yang nanya, panggih itu apa, jadi mereka bisa menjelaskan. Terus, langsung saja ya pak, ya? Iya. Lalu, unit yang ketiga, vendor. Wedding vendors. Jadi nanti juga mereka kaya dikasih bacaan list kaya cateringnya apa, menunya dimana, apalagi, kaya holy matrimonynya di gereja apa, seperti itu. Menunya juga. Terus yang unit keempat, kaya udah mulai berhubungan sama klien, persuading clients. Jadi ini memang berarti kan fokusnya ke persuasif ya pak ya. Jadi memang. Nah disini kaya menggunakan wedding brochure. Jadi kaya em apa namanya mereka kaya dibikinkan wedding brochure sendiri, dari berbagai vendor itu. Terus nanti grammar focusnya persuasive text type dan agreement and disagreement. Seperti itu. Jadi nanti mungkin e mereka kaya ada.. Kan kita juga mustahil menghadirkan bulenya langsung juga kan soalnya kan WO-WO yang dikota itu kebanyakan juga sekali dua kali, kecuali di Hyatt atau hotel-hotel seperti ini ya pak ya. Jadi memang kaya mungkin semacam role play jadi kaya ada temannya seolah-olah menjadi klien, seperti itu. Terus unit yang kelima, tadi kan sebelumnya persuading clients, kalau yang kelima handling clients. Itu seperti ya, kaya merencanakan resepsi pernikahan, contoh, ambil satu, kaya merancang menu, nah mungkin kaya istilahistilah makanan juga diperlukan disini. Terus unit yang keenam judulnya wedding contract. Jadi disini kaya em mereka membuat wedding contract tapi kan bapak kemarin eh tadi bilangnya dalam Bahasa Indonesia ya, tapi

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mungkin saya akan kaya memasukkannya. Tapi menurut bapak, wedding contract disini sama yang mereka, sama saja basically ya pak ya? Yang penting elemen-elemennya ada ya, tujuannya, budgettingnya... Ya yang jelas, kalau mereka sudah bintang 4, 5, dan seterusnya, itu wajib. Pakai WO atau ndak itu dalam kontraknya harus Inggris. Kalau 3 kesini, tidak diharuskan. Tapi kalau kontennya kurang lebih sama, ya? Kontennya sama, iya. Tentang apa, fasilitas, apa yang didapat, apa yang dibayar. Terus unit yang terakhir, itu wedding execution jadi lebih kaya lebih kalau misalkan kemampuan mereka menjelaskan arah, itu juga disini. Terus, mau tanya, pak. Kalau sebelum ada resepsi itu, ada rundown, kan? Nah itu juga berarti bilingual ya, Indonesia Inggris? Iya. Berarti kurang lebih seperti itu yang akan saya buat. Nah, selain disini saya besok juga, nah jadi kan gini, kaya ada beberapa WO yang dalam proses ini akan saya wawancarai. Besok saya mau ke Amanusa Bali, kalau mereka kan otomatis semuanya internasional gitu. Nah saya juga mau mewawancarai dissana, gitu. Terus, nah fokus saya, kalau bapak masih inget judul tesis saya kan English for Wedding Organizer: Project-Based. Jadi project-based itu semacam kaya satu metode, kaya proyek gitu lah pak ya. Jadi disini, saya em, salah satu proyeknya nanti mereka akan disuruh membuat seperti presentasi apa ya, tema, seperti itu. Menurut bapak gimana? Yang akan dipakai itu nanti siapa? E kalau. Iya, WO. Buat apa tadi? Jadi di dalam proses pembelajaran itu nanti mereka diberikan proyek seperti 2 minggu atau 3 minggu dari menentukan tema, mengumpulkan data-data, dan pada akhirnya nanti hanya presentasi. Gitu. Iya, nggapapa, bagus. Terakhir, pak. Bapak apa memikirkan proyek lain apa yang sesuai, begitu? E, kalau tadi yang saya usulkan kan presentasi, nah kira-kira apa, pak? Proyek apa gitu yang sesuai dengan pekerjaan mereka? Sudah sih ya, sudah semua. Sudah cukup lingkupnya. Role play dengan bule. Apa yang kurang tadi ya? Tentang ini kali ya, apa tentang. Jadi gini, apa. Yang seperti tadi saya bilang itu, kenapa sih si orang asing ini pengen disini, karena pun yang dulu asing dengan asing, itu dulu dia memakai sedikit atribut Jawa, karena dia ngasih tau “ini lho, gw kawin disini lho, gw kawin di tempat ini lho”. Jadi memang e, sepertinya, karena itu sellable ya, itu itu bisa dijual, gitu. Jadi gimana mereka mengemas supaya si WO ini bisa lebih, siapapun yang di WO itu bisa lebih menjual dengan memanfaatkan keunikan kita. “Ini lho, kita tu ada acara sambit-sambitan, yang pakai suruh, gitu gitu”. Dari situ aja kita bisa ngemas cerita yang mungkin banyak ininya ya, tapi kalau itu tidak menyalahi pakem yang kita ngomongin ini, itu banyak gunanya. Yang saya alami tu itu. Jadi kan kita punya video sebelumnya. Jadi mereka kaya “Gw mau nih pake ini nih”. “Upacara ini kayanya seru juga nih”. Terus ada tarian-tarian juga. “Wah kok ini ada tarian kaya gini ya, baru liat nih”. Disitu kaya ada apanya ya, diterjemahkan sendiri. Saya juga bingung. Lebih bisa menjual budaya kita ke orang asing itu, jadi mereka mungkin entah temennya kesini, entah apa... “Asyik lho, kawin sama orang Indonesia. Rame lho”. Atau apalah. Paling ini yang mau saya tambahin. Karena itu memang jelas dari mulut ke mulut lebih efektif. Karena si bule itu... Ada beberapa yang kaya gitu soalnya. Pernah saya, dalam 1 bulan ini ada 3, Amerika, Australia, Rusia. Itu berurutan, minggunya. “Wah, amazing banget nih.” Dan mereka adalah, setiap bule itu rata-rata di outdoor. Jadi jarang banget yang indoor, mereka outdoor.

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Yang dibelakang sana? Yang disini, sama yang dibelakang. Pokoknya sama. Karena mereka memadukan itu tadi. “Saya pengen kasual, tapi saya juga pengen Jawa”. Ya sudah, pak. Itu saja pertanyaan yang ingin saya tanyakan, terima kasih.

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Transcript of the Interview with CV Sekar Sitinggil Tuesday, 9 August 2016

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Peneliti Responden

Selamat pagi, Mbak Woro, eh, siang. Sudah berapa lama Mbak Woro menjadi seorang wedding organizer? Kita dari 2011. 2011. Ok. Langsung mbak sendiri yang mengepalai? Saya hanya membantu, bukan saya. Pemiliknya bukan saya. Pemiliknya Bapak Danu, posisinya beliau di Bali. Tapi disini yang menggerakkan semuanya itu saya. Pernah ngga mbak dapet klien bule gitu terus gimana cara mbak menghandlenya? Kalau bule kita masih talent untuk fotografer. Belum untuk tema interasional kita belum. Kalau bule memang kami belum. Yang tema internasional kita belum. Tapi kan memang ada tuh mbak bule yang memilih untuk kaya penasaran sama adat Jawa, terus... Iya, memang pernah masuk penawaran. Dia minta untuk itu. Cuman, lost. Maksudnya diambil untuk WO lain, gitu. Tapi kalo untuk handle, kami belum. Nah, dulu kan pasti ada negosiasi gitu. Nah negosiasinya sama mbak sendiri atau mbak kaya punya teman yang berbahasa atau mbak punya sendiri teman yang menghandle? Atau, katakanlah, bulenya itu kan menikah sama orang lokal, seperti itu. Oh, yang ngomong pasti orang lokalnya, pasangannya. Yang perempuannya biasanya. Kalau yang Jawa lakinya kan ngga mungkin. Eh, yang jawa lakinya yang perempuan dari sana kan ngga mungkin disini. Ya tapi an kebanyakannya yang masuk kan perempuannya yang Jawa terus dapet orang bule, kan, terus ada seperti itu. Cuma untuk kebiasaannya, yang bule itu maunya Jawa, dia tetep ada mau disisipkan internasional. Nah itu sebenernya kalau ada dua, kita kan ada dua pakemnya, oke kalau mau Jawa ya seharusnya di Jawa-Jawa kan sekalian. Jangan ada tiba-tiba diinternasionalkan. Nah itu biasanya ada kayak dua sesi acara, jadi misalkan untuk, oke di Jawa di akadnya. Dan kita ada acara panggih, baru untuk internasionalnya adalah di resepsinya. Tapi kadang-kadang klien, “Ah, pinginnya ngga gitu, Mbak”. Kalau ngga sepemahaman, kami mending ngga usah. Kan pakemnya Jawa itu ada sendiri, gitu. Kalo dia yang perias itu juga ngga bisa apa namanya itu, ngikutin adat internasional dan adat jawa. Oh, berubah? Katakanlah make up nya gitu? Iya, make up nya juga. Ya lucu lah mbak, nanti kalo misalkan di acara internasional. Kan biasanya ada acara internasional, ya. Bahkan ada yang minta “Mbak, aku minta dari awal di Jawa-in Jawa-in sekalian. Nah itu, ada. Cuman ya kami kalo bule ya belum pernah dapet klien. Ohya, terimakasih, mbak. Kalau misalkan saya mau tanya apa ada masalah saat negosiasi sama bule itu berarti mbak sudah pernah mengalami, belum? Kalau negosiasi sih pernah. Ya itu, dia tanya “Mbak, paketannya kaya apa ya?” Dia mau nanya wedding organizernya aja ataupun all paket. Nah, kan ada tu WO yang ada jual jasa, ataupun paket pernikahan. Kalau WO nya sendiri, kamu kasih apa, kalau paketnya, kamu kasih apa. Kaya gitu. Kadang-kadang, untuk paket yang dia minta kan pasti dia nego. “Soalnya ini, mbak, aku mau pakai vendor ini.” Nah itu kan pengaruh. Kaya gitu. Kalau nego-negonya ya kaya gitu. Mau vendornya, ataupun, “Ini ngga usah aja, mbak, kayanya ngga terlalu dibutuhkan”.

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Oh berarti, kemarin itu bulenya ngga ikut kesini ya mbak, cuma pengantinnya yang lokal? Ya ada. Dia mendampingi. Oh, tapi mungkin ngomongnya sama mbaknya aja ya? Iya. Kaya gitu. Aku ngga.. Toh juga dia bisa Bahasa Indonesia kok. Bulenya kalau dah dapet orang Indonesia ya mungkin ya Bahasa Inggrisnya jadi terbata-bata, kan. Masih masukin Bahasa Indonesia. Makasih, mbak. Terus, kalau misalkan nih, kita misalkan, kalau memang untuk membuka untuk apa, klien-klien bule, itu, berarti mau ngga mau, kalau misalkan dua-duanya atau katakanlah si bule cowoknya itu mau ikut ngomong, terus berarti mbak cara menimpalinya itu berarti lewat si mbaknya itu? Oh, engga. Aku bisa ngobrol dalam Bahasa Inggris. Dan misalkan maksudnya dari kita, kita kan juga ngga di WO aja. Kita kan ada tour and travel nya. Jadi ya itu, aku ya harus menjawab pakai Bahasa Inggris, sebisaku yang aku jawab. Nek sampe aku stuck, kok ngga gathuk ni, nah baru yang perempuan “Mbak, mau ki aku karepe ngene”. Jadi memang dia yang menjelaskan. Ok. Mau tanya, ini kan berarti mbak ngga sendiri kan. Mbak ada tim. Ada berapa orang ya, mbak? Kalau yang stay disini satu, saya. Berarti yang lainnya freelance, ya? He’eh. Itu berapa orang? Kalo pas event ya bisa sampai 10, mbak. Kira-kira nih, misalkan. Ini icak-icaknya ada perhelatan apa yang sama bule ini. Kira-kira English proficiency mereka kira-kira seberapa mbak yang 10 orang ini anggotanya? Kira-kira. Mungkin itu nanti 2 orang, mbak. Aku dan pimpinanku. Karena Mas Dam itu, dia sudah expert. Dia sekarang aja tinggalnya di Bali dan kita ada stable di Bali dan itu isinya bule semua. Dia sudah expert untuk Bahasa Inggris. Sudah itu. Mungkin saya dan beliau. Yang katakanlah... 3 orang, mungkin. Ada 1 orang lagi orang itu bisa Bahasa Inggris. Dari 10 itu mungkin 3 orang. Ok. Berarti menurut mbak, penting ya Bahasa Inggris itu? Iyalah. Walaupun bukan Wedding Organizer buat orang biasa aja itu penting banget. Semua usaha apapun itu kalau kita bisa menguasai bahasa lain selain Bahasa Indonesia itu penting. Orang, menguasai Bahasa Jawa pun sakjane yo penting. Kayak gitu. Ngga hanya Bahasa Indonesia aja ataupun Bahasa Inggris aja. Kan di Bahasa Inggris ada 4 skill, mbak. Speaking, listening, reading, and writing. Kalo di WO sendiri, yang paling penting mana urutannya? Kan 4 ini penting semua, ya. Urutan yang dari paling penting: speaking kah? Iya. Speaking. Terus yang kedua? Reading. Reading apa, mbak? Kalo untuk itu... Apa tadi itu? Speaking, reading, writing, listening. Oh, listening iya. Urutannya yang paling ini.. Speaking.. Oh... Yang kedua yang penting.. Listening, terus reading nya terakhir itu kalau kita harus mbales. Iya, reading nya itu terakhir. Berarti yang ketiga... Lah iyaaaa. Writing. Mbales teks. Kalau dia belum datang kesini kan berarti kita harus

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komunikasi lewat handphone maupun email. Nah, itu yang ketiga. Berarti saya ulangi. Speaking, listening, writing sama reading. Yup. Ok. Kalo menurut mbak, setiap anggota, kan ada 10 ya anggotanya tu, harus menguasai kah, atau itu tidak terlalu penting. Artinya yang penting ya cuma 3 ini aja nggapapa asalkan... Iya, tidak.. Kalo saya maksakan dia harus bisa, itu kan kalau di hari H, ya. Itu kan kita bekerja dengan menggunakan HT. Mesti yang dicari.. Kalau untuk event itu yang dicari adalah dedengkotnya dulu. Maksudnya orang yang mengerti. Nah itu jadi, kita yang menjabarkan ke temen-temen yang lain. Nek menurutku nggak. Kalo kita expert nya di internasional, harus bisa. Tapi kan kita expert nya di wedding traditional. Nah kaya gitu. Jadi aku rasa 3 ini udah cukup ini. Kalo mereka merasa ngga bisa, ada yang bertanya nih, ehm, panggil aja tim, salah satu dari kita. Maksudnya 3 orang itu panggil aja nanti mereka akan yang jawab. Keluarganya si bule juga maksud kok. Mungkin nanti dia bilang... Kita hanya pelajarin aja bahasa-bahasa yang kamu akan menolak dengan bahasa yang baik. Udah itu aja. Nanti kamu stuck ngga bisa, kamu tolak dengan bahasa ini, terus panggil o. Gitu, diserahkan. Kalo.. Jadi ini nanti kan akan ada salah satu WO yang akan apa ya dilibatkan dalam kursus Bahasa Inggris. Menurut mbak, yang baik tu 2x seminggu atau sekali seminggu ya? Kan memang jadwalnya ketat kan WO itu.. Menurut mbak? 2x atau 1x asal tidak weekend mungkin kita, kami, antara WO itu amanaman aja asalkan tidak weekend. Karena kami bekerja itu di weekend kebanyakan besar itu dari Jumat sampai Minggu itu kebanyakan orderannya. Jadi kalaupun mau 2 ataupun 1x, asalkan itu weekdays Senin sampai Kamis, mungkin fine fine aja deh untuk para WO. Kaya gitu sih. Terus, ini saya ada rank-rank an kaya materi gitu.. Waduh, saya kira rank-rank an apa, gitu (tertawa). Bukaan (tertawa). Nah... Biasanya tu saya nge-rank tu nge-rank biaya e.. Terus ini nge-rank apa ini? (Tertawa) Ini ngga komersil. (Tertawa). Ini cuma mainan, mbak, loh, mainan. Jadi, kira-kira, kan nanti saya akan bikin 6 unit. Nah, akan saya jelaskan satu-satu ya. Jadi kan, kaya ada opening nya gitu. Jadi pokoknya itu setiap unit ini tu beda temanya. Yang pertama tu, wedding organizer. Itu kaya misalkan, sejarahnya, tapi sebenarnya ini juga cuma sebagai media sih kaya media kalau misalkan nanti kan ada teks bacaan, cuma buat media aja walaupun memang menjadi wedding organizer kan harus tau menjadi ini kan, tapi saya pikir tau kalau misalkan, mungkin akan menguntungkan, katakanlah memahami skill yang dibutuhkan. Terus sebenarnya ini juga ngga terlalu ini sih mbak, soalnya kan juga udah pengalaman kan mbak, wedding organizer ini. Menurut mbak? Unit 1 dulu deh mbak. Nih 1, 2, 3 tuh maksudnya sampai 5 tu maksudnya dari angka yang lebih baik diatas atau? Engga. Oh iya, he’eh. Ini tu aku disuruh ngisi ini, kan? Ngga juga. Oh, engga. Ini cuma secara lisan aja. Sejarah wedding organizer nya perusahaan atau sejarah wedding organizer nya... Umum sih. Yang penting kan ini tujuan saya ini hanya ingin Cuma menampilakan bahasanya aja sih, kan pasti di daerah bacaan-bacaan sini juga akan muncul vocabulary-vocabulary khusus tentang WO yang

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berbahasa Inggris, gitu. He’eh. Memahami sejarah WO dalam Bahasa Inggris, menggunakan ... (reading the outline of the materials). Ada yang mau ditanyakan gimana maksudnya? (Tertawa) Menurut mbak, gimana? Fine fine aja atau sebenarnya, nggak usah nih, mbak, nggak perlu. Sebentar, yang fine-fine aja atau ngga perlu itu apanya? Topiknya.. Oh, topik ininya. Aku surh baca ini toh? Mbak suruh aku baca ini? Yang mbak pertanyakan itu ininya? Dan aku suruh ngisi ini? Ngga diisi kalau itu.. Ok. Kalau ini 1, iya. Skill yang dibutuhkan, iya. Lah ini semuanya iya harusnya. Oh gitu? Lha iya. Harus dijawab semua nek ini. Soalnya kalo, ada kaya masuk kalo ndak tau sejarah wedding organizer ataupun pakem-pakemnya yang akan di vendor itu, yawis, kita salah. Kan, 1. Untuk skill, kan kalau kita ngga ada skill disitu, ngapain kamu harus jadi wedding organizer, gitu. Untuk menggunakan argumentative.. Jelaslah itu. Mereka pengennya gini, tapi ternyata pakemnya ngga gini kan kita harus membenarkan. Walaupun mereka “Mbak, aku maunya kayak gini”. Kalo kamu maunya maumu atau kita ikutin e pakemnya? Kalo ikutin maumu berarti kita tidak usah pakai pakem. Nah kan itu. Kan kita harus beragumen. Kita harus memberikan pendapat, jelas. Menggunakan simple past tense untuk menceritakan pengalaman masa lalu. Pengalaman, untuk menceritakan pengalaman itu kan pengalaman kita sudah pernah ne ne ne ne ne, nah itu, itu jelas iya. Merefleksikan pelajaran yang didapat, nah ini aku yang aku ngga tau. Ngga, ini default setiap unit akan ada. Oh, gitu. Terus mbak. Ini unit yang kedua, lebih ke wedding structure. Ini sebenarnya lebih ke nggak, atau sebenarnya ini bingung akan saya masukkan atau engga. (Tertawa) Piye to mbak. Ini kan kemarin bikinnya pokoknya secara tek tek tek pokoknya, pokoknya dengan saya yang belom pernah menikah, belom pernah berurusan sama WO, pokoknya intinya ini dengan, saya cuma baca buku... OK. Kalau memahami struktur resepsi jelas. Struktur ini sebenarnya bukan struktur, tapi alur resepsi, iya. Ini bukan struktur. Terus, yang kedua, memahami konten ini dalam arti. Kok konten sih? Apa ya? Kalau misalkan vendor, bukan. Konten resepsi? Opo yo? Konten resepsi itu mungkin juga akan saya hilangkan juga. Kalau struktur itu bukan struktur, tapi alur resepsi. Karena alurnya resepsi itu ada. Kita untuk handle e resepsi itu untuk acara.. E, handle tamu VIP itu juga alurnya. Itu kan kaya gitu. Untuk resepsi kan caranya udah simple. Karena urutannya abis ijab, ya ini. Gitu. Nah kaya gitu, itu kan alurnya. Tapi kalo konten ini ngga. Menggunakan teks deskripsi.... Lah ini. Mendeskripsikan itu alurnya dari resepsinya ini. Kalo konten ini, kalo kamu bilang vendor mungkin, okelah. Karena memahami vendor resepsi karena vendornya kan ada banyak sekali. Banyak, mbak. Nah, berikutnya, yang vendor itu ada di unit 3.. Bla bla bla berbagai macam vendor. Iya, oke, iya. Kita harus pahami karena berbagai macam vendor itu kita harus pahami caranya. Komunikasi, jelas. Contohnya saya berkomunikasi dengan catering itu kan juga vendor. Menggunakan simple present tense untuk berkomunikasi.. Yo iyo lah. (Tertawa) Lanjut, mbak, unit 4. Ini tentang, nah ini kan intinya kan bisa

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bernegosiasi, bisa deal di akhir, kan. Nah ini membujuk atau ya persuade clients. Kalau memahami, tidak usah. Tapi kalau membuat, iya. Oh, ya ya ya. Memahami.. Kita... Kalau memahami itu berarti kita harus menjelaskan kan, ini brosur kan brosur. Paling hanya membaca contoh sih. Iya, kalau itu kan mempresentasikan kan, iya. Sik, tak ambilkan lah brosurku (tertawa). Eh, bajuku basah e mbak, klebus, panas. Sampe tak copot. Nah jadi kan, pasti pada nanya brosurnya seperti apa, nah ini. Oh harga sekian dapet nya apa aja mbak? Ni ni ni ni ni. Berarti kan aku harusnya menjelaskan. Kalau aku membuat brosur kan aku jelas, orang kan tau pasti minta brosurku mana. Kaya gitu itu. Terus yang kedua, ini bahasaku tak campur, ya? Nggapapa, mbak. (Tertawa) Nah itu, dari paket-paket harga ini kan pasti dijelaskan, oh in ni ni ni. Gitu. Oke. Kalau ini, iya. Menggunakan ekspresi setuju dan tidak setuju. Jadi kalau misalkan kliennya, kok ini mbak? Kok cuma segini? Ini juga bisa ya? Ah, iya. Bisa. Itu memang bisa. Mbak aku paket ini, ngga nambah ini to? Seringnya malahan ya mbak? Banyak mbak nek itu (tertawa). Terus berikutnya unit 5, handling clients. Ini kalo misalkan kaya udah semacam, oke, kita kaya mengantarkan mulai planningnya, katakanlah, kita ambil salah satunya itu menu resepsi. Dan juga di Bahasa Inggris menu susah juga kan mbak, nama makanan. Katakanlah, pecel apa Bahasa Inggrisnya kan? Hahahaha arep ngomong pecel we ngomonge salad. Iya begitu. Oke, kalo mendengarkan ide jelas iya, kepinginnya klien seperti apa. Semua itu pasti kami tampung, idenya. Aku pengen ide nikahku seperti ini, yang paling sering dibahas adalah dekorasi. Mbak, aku dekorasinya pengen seperti ini. Misalnya dibuat wonderland lah, atau apalah. Mbak, aku mau dibuat Jawa, se-Jawa-Jawanya aku pengennya. Pengen gebyog sepanjang ini dengan bunga ini, oke. Untuk acaranya kita ngikut, kan untuk acaranya memang ada pakemnya kan, Jawa ya acaranya ngunungunu thok. Tuh, kalo menu resepsi jelas. Catering nih, brosur catering nih. Coba tak ambilin brosur lagi. Wealaaaah, mbaknya. (Datang) Dari menu catering kan pasti pada kreatif, jadi tinggal dipilih menu catering yang harga berapa? Ini contohnya cateringnya dari Cupuwatu. Harganya ini, dengan menunya ini. Tinggal pilih menunya, kan ini diseleksi kan karena pilihan kan, bukan dapet dua kan, tapi kan dipilih. Untuk menu seperti itu. Terus apalagi? Udah berarti kan yang unit 5. Terus yang unit 6 tu kaya kita tu katakanlah udah gini terus kontrak. Nah, untuk wedding contract, kan kaya memahami contoh wedding contract. Nah mau tanya kalo misalkan bule itu tetep aja Indonesia ya mbak, ngga Inggris juga? Ya kita kalau memang diwajibkan untuk, iya, kita harus, ya itu, nanti kan, ya karena kalau satunya Bahasa Indonesia pasti kita akan buat Bahasa Indonesia, karena nanti kita komunikasinya kan banyak yang ke perempuannya, kan. Yang duwe gawe kan perempuannya. Kalo laki-laki kan ya cuma ngikutin aja, gitu kan. Kalo nikahan itu biasanya acaranya perempuannya. Beda lagi kalo yang punya keinginan tu pihak lakilakinya. Tapi, walaupun pihak laki-laki punya keinginan kan tergantung

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keluarga yang perempuan. Iyalah, apapun itu, dia kan nunut acara itu. Tapi belum pasti, bisa disupport semuanya sama laki-laki. Kami pun ada klien, ini support semua dari laki-laki, mbak. Tapi bikinnya di acara perempuan, jadi karena laki-laki ngga ada acra, jadi dibikinnya blek ya disitu, dengan biaya yang dari laki-laki. Dari situ berarti nanti bikin wedding contract. Business letter iya, nanti MoU. Ya. Itu namanya MoU. Terus, memahami struktur. Yah, gitu. Eh ada 7 unit ternyata. Wedding execution. Ini lebih kaya, anggotanya misalkan kalo bisa apa ya kalo ditanyain harus bisa spontan sih, itu intinya. Iya kalau misalkan rundown pasti kita buat. Kalau mau tak ambilkan bukunya ya ayo nanti saya ambilkan rundown. Kalau rundown, jelas. Arah tempat juga. Sik tak ambilin. Mbaknya enerjik ya (tertawa). Sepatumu mbok copot emange iki Mushola mbak? Lah ini kan karpet, mbak. Lah mbak juga ngga pake sepatu. Lah aku kan dari sana, hahaha. Oh iya. Yo kaya gini, kita harus ada susunan panitianya. Ini kan, kita ada rundownnya, untuk arah jalannya kan kita harus buat layooutnya. Nah, seperti itulah. Memang kita harus tau kerjaannya wedding organizer kan itu. Gituuu. Dah selesai tentang ini. Sebenarnya ni, apa namanya, ini tu sebenarnya kan harusnya ada kursus, katakanlah kursus Bahasa Inggris lah. Kursus khusus resepsionis, kursus untuk ini, gitu lah. Tapi ini yang saya buat, ini juga keterbatasan penelitian ini sih, memang saya buat untuk semua tim gitu lho mbak. Jadi nggak, katakanlah untuk petingginya aja, juga ada makanya itu.. All crew. Iya, all crew. Makanya ini, apa namanya, ada kontrak juga, padahal kan kalo anggota biasa kan ngga ada. Itu cum, saya bikin kaya gitu aja, sih. Terus.. Ha kowe ki S2 to mbak? Pascasarjana to? Owh.. Halah, mbak, sama aja. Aku ngga liat e, aku liatnya langsung ini. Terus, nah disini kan judulnya saya kan English for Wedding Organizers: Project-Based. Kenapa project-based? Karena nanti akan ada projectproject besar, jadi nanti memang. Apa? Project besarnya seperti apa? Ya ngga juga, ngga kaya wedding expo beneran juga engga, ya cuma sebatas penggunaan bahasa Cuma presentasi pernikahan tema, gitu aja. Jadi kalau nanti di grup gitu, mereka cari sendiri apa infonya, katakanlah istilah-istilahnya, foto-foto dari internet, dah Cuma gitu aja kok mbak. Yang penting targetnya bisa. Terus, menurut mbak, setuju ngga, kalau misalkan saya kaya gitu? Kaya gitu gimana? (Tertawa) Ya itu, intinya presentasi gitu. Jadi menimbang apa kesibukan WO, jadi proyeknya Cuma satu, Cuma sebatas kaya presentasi biasa. Kamu mau presentasi apa? Mempresentasikan tema atau brosur, seperti itu. Tema pernikahan tapi lengkap dengan strukturnya, rundwonnya, vendornya.. Berarti kamu akan mengundang WO WO? Ngga gitu juga, jadi ini icak-icakan, mbak. (Tertawa) Pura-puranya.

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Jadi kamu akan mengadakan presentasi? Ngga aku, tapi muridnya. Anggota WO nya. Anggota WO? Maksudnya siapa? Hih, mbaknyaaaa. Ini tu aku yang kurang mendetail atau kamu yang jelasin kurang ya? (Tertawa). Kayanya aku deh. Kan ini nanti materinya saya ajarkan, nah nanti, di kelas itu materinya.. Oh, OK. Nah, kamu beda. Lah tiba-tiba kamu ngomongin soal WO, nah terus ngomongin, nanti ini ada presentasinya mbak. Lah presentasi karo sopo? Gitu kan. Makanya itu aku tanya, memangnya kamu mau ngundang orang WO? Soalnya kamu bilang presentasi. Wedan, orang WO mau dipanggilin, selow po ora iki? Aku aja, ikut perkumpulannya, kita kan mau ada wedding expo, yang mengadakan Ikappesty, yang mengadakan.. Dimana mbak? Di JCM, bulan Oktober. Ini sebenarnya banyak kok, wedding expo ini ada di Hartono Mall, tapi yang ngadain bukan kami. Itu di JCM itu yang mengadakan.. Nah terus, untuk ngumpulin mereka aja, susahnya minta ampun, karena mereka expert di bidang itu, yang weekend itu pasti kita dan sekalinya ketemu itu dari jam 8 pasti mesti sampe jam 3 sore, sekali ketemu, karena tidak bisa aktif ketemu ya kan. Makanya kamu tadi bilang mau presentasi tadi aku tanya, opo selow? Ora, mbak, ora. Kalau kamu mau mpresentasikan itu untuk anak-anakmu, ya itu. Ya yang dari basicnya dia harus punya, apa itu katalognya dia, terus juga brosurnya, mesti dia juga punya backup untuk all vendornya, kan vendornya tidak hanya satu. Vendor itu nanti dari dekorasi, dari venue, terus dari catering, terus dari banyak lah, entertain, itu kan juga dipikirkan. Terus untuk pengarahan itu, kita ya bener, ide setelah itu, oke. Setelah penandatanganan MoU, ataupun tadi, kalimatmu apa, tapi kalau kami biasanya MoU, itu pengennya seperti apa. WO itu kan adalah penengah dan yang njalanin. Tapi kan inti dari pemikiran itu kan sebenarnya dari yang punya hajat. Aku pengen ngene-ngene ngene-ngene, termasuk konsep warna aja itu kita juga harus ngikutin dan kita harus komunikatif sama semua vendor. Karepe mantene koyo ngene, kowe iso opo ora? Kowe ra iso aku nggolek liyane. Kan gitu. Jadi setelah itu, masukin susunan rundown, itu pun kami, yang kami buat belum pasti di accept langsung pihak keluarga. Kalau mantennya, aku gelem koyo ngene mbak. Tapi keluarga belum pasti mau. Jadi kita nggak menjembatani antara manten dan kami. Cuma dari keluarga pusat. Antara keluarga perempuan dan keluarga laki-laki aja berbeda. Oh jadi, nanti tugasnya kaya mbak jadi kayak kerumahnya mantennya, terus presentasi. Iya. Jadi kalau jadi WO setelah mendekati H-2 minggu, itu ada presentasi acara. Jadi kita, homevisit ada, presentasi pun juga ada. Home visit itu ada ketemu keluarga inti aja nih, jadi kita itu kaya ada menyodorkan kertas gitu, susunan panitia yang harus diisi pihak manten. Terus setelah OK kumpul, H-2 minggu itu semua all crew panitianya dan all vendor itu harus dateng dan kita akan mempresentasikan. Jadi apapun yang ada disini, kita akan bahas dan dijabarkan tugas dari panitia yang bertugas. Kan panitianya banyak to, misalkan dia membawa pisang sanggan, ataupun kembar mayang, nah itu kan harus. H-1 kita GR acara, kalau dia acara Jawa dan ada adat panggih, kita GR. Jadi tugasnya memang WO, itu kalao misalkan itu eventnya Cuma satu aja, kita preparenya aja jempalik’an. Apalagi kalau ee, eventnya satu minggu ada satu minggu. Nah itu bisa dibikin dua minggu. Itu karena kita harus detail. Sukses acara itu tergantung WO nya juga kalau dia pakai WO. Kalau mantennya tidak senyum di akhir acara, itu berarti WO nya gagal. Itu.

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Atau tidak cinta (tertawa). (Tertawa) Berarti dalam menggunakan bahasa nih mbak, kan proyek yang saya tawarkan ini kan presentasi, ya itu kan kasusnya kaya presentasi ke kliennya atau presentasi ke keluarga besarnya, berarti mbak setuju ya? Iya, presentasi pun, mungkin kalau kliennya kita Bahasa Inggris kita akan memasukkan Bahasa Inggris. Tapi karena kebetulan, kami itu kalo ngga Bahasa Indonesia ataupun Bahasa Jawa, saya pun harus presentasi dengan pake Bahasa Jawa. Alus? Yo sealus-alusnya saya, tapi kan ngga boleh ibarate nyuwun sewu kalau ada kata yang itu, nah.. Tapi kita harus, kalau ada keluarga besarnya menggunakan Bahasa Jawa tapi kami menggunakan Bahasa Indonesia kan lucu. Ya sama dengan Inggris. Orangnya semuanya itu pakai Bahasa Inggris, saya pakai Bahasa Indonesia po yo mereka mengerti? Kan gitu kan? Kadang orang-orang kan, orangnya iki kok songong men to kok pake Bahasa Indonesia, mbok pake bahasa yang.. (Tertawa) Jadi kita harus tau situasi dan kondisi. Baik. Udah, selesai, mbak, terimakasih.

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Transcript of the Interview with Callalily Wedding Organizer Wednesday, 10 August 2016

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Peneliti Responden

Pagi, Mbak Dita. Selamat pagi. Pertanyaan pertama, sudah berapa lama mbak menjadi bagian dari sebuah wedding organizer? Mmm.. Dari 2012. Jadi sekitar 4 tahun ya. Oh, ya. Terus, bisa diceritakan pengalaman mbak saat apa, dealing with foreign clients, bisa waktu apa namanya negosiasi kontrak ataupun pada waktu saay di lapangan. Mmm. Kalau untuk sama klien dari luar, itu, gimana ya, semuanya harus dibikin Bahasa Inggris kan. Jadi banyak beberapa kali kan mereka maunya weddingnya secara internasional, gitu, tapi ada juga yang pakenya adat Jawa, jadi itu sih yang agak sulit menjelaskan, ini kenapa gini, ini kenapa gini.Terus, e, adat-adat, kaya gitu. Terus apa ya, oh untuk mm masalah yang lain, engga sih. Cuma mungkin kebanyakan, pada pengennya itu nyari apa ya, e, jadi kan kalau untuk vendor-vendor, itu mereka susah juga untuk menjelaskan. Mereka siapa mbak? Jadi kaya, kaya vendornya. Oh, iya ya. Misalnya dekorasinya pengennya yang kaya gini. Terus vendornya mungkin agak missunderstand, gitu kan, jadi kita harus jadi penengahnya. Ini, kalau misalkan dalam menggunakan bahasa tu, yang bertanggung jawab mbak sendiri atau memang ada beberapa tim yang able to speak English, gitu? Mmm... Kebanyakan sih, aku. Tapi ada juga salah satu temen yang juga kebetulan temen aku S1 juga jadi lulusan Sastra Inggris juga, jadi kita berdua sih yang masalah menjelaskan, terus membahasa Inggriskan. Biasanya kan kita ada jadwal, gitu kan, terus rundown acara itu tu kita yang bikin ke dalam Bahasa Inggris. Oh, gitu. Jadi bukan katakanlah pemimpinnya gitu ya? Bukan. Jadi itulah mengapa mbak sama temennya mbak dihadirkan? Iya. Gitu. Oke, mbak. Nah, kalau melihat pengalaman, apa, English proficiency dari temen-temen mbak sendiri, kira-kira mereka tu sebenarnya bisa atau takut atau misalnya beginner, intermediate, atau gimana? Termasuk yang pimpinannya. (Tertawa) Termasuk yang pimpinan, ya? Iya. Antara beginner dan intermediate, mungkin? Oh, gitu. Jadi kalau misalkan mereka kaya berinteraksi langsung sama clientnya, jadi sedikit-sedikit, gitu? Iya, ho o. Gitu. Jadi, kaya kalau pas misalnya ada event yang dengan orang luar gitu, pasti kan kita ada yang menghandle mempelai putri, ada yang menghandle mempelai putra. Nah, kebetulan selama ini yang e bule itu dari pihak putranya gitu kan. Nah nanti pasti yang disuruh menghandle pihak putra ya aku sama temenku itu. Biar lebih lancar komunikasinya. Oke, oke. Nah kalau misalkan ada, mmm, temennya mbak atau pimpinannya mbak berinteraksi tapi ngga bisa berarti mereka panggil mbak, gitu? Iya. Atau mbak harus stand by? Kira-kira katakanlah kan keluarganya bule

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juga banyak kan, kira-kira yang menghampiri keluarga bule itu siapa? Engga. Kan kita pakai HT tuh, jadi eee, kalau misalnya aku lagi ngapain dengan yang lain gitu, e nanya aja sih. Eh, ini ada yang nanyain kaya gini ni maksudnya gimana? Kamu kesini dong, jelasin. Oh gitu, oke mbak. Jadi dengan kata lain, kalau kasusnya foreign clients di wedding organizer itu penting ya penggunaan Bahasa Inggris? Penting. Penting. Soalnya gimana ya? Gimana-gimana kan mereka udah jauh juga dateng kesini, apalagi keluarganya. Terus mereka ngga terbiasa dengan budaya sini. Gitu. Jadi kalau misalnya kita sebagai yang apa ya running the acara, kalau kita ngga bisa menjelaskan atau menjadi bantuan buat mereka kan eee they won’t be satisfied. Oke mbak. Terus, dari keempat skills Bahasa Inggris itu, mana yang menurut mbak paling penting? Atau urutan yang paling penting ke terngga paling penting. Kalau di WO ya? Yang jelas speaking sih, communication. Listening. Ehm, kalau untuk reading writing ya ngga terlalu penting juga sih. Cuma mungkin pentingnya untuk bikin rundown acara, kontrak.. Oh kontraknya dalam bentuk Bahasa Inggris, mbak? He eh, biasanya dibikin dua bahasa, gitu. Oh gitu, yah yah. Lalu, e, menurut mbak, perlu ngga setiap anggota itu menguasai Bahasa Inggris? Kan ada juga tu WO yang lebih, dah kamu, yang bawah, maksudnya anggota, itu ngga usah ngurusin yang atas, katakanlah kalau misalkan dari masalah negosiasi atau kalau di lapangan itu kan juga kalau di pihak Tembi itu, sebisa mungkin atasannya yang ngomong sama keluarga clientnya yang bule ini. Menurut mbak penting? Sebenernya kalau ditempatku juga gitu sih. Kalau yang untuk ngurusin negosiasi, terus kontrak segala macem, memang pimpinan, ya kan. Emang, gitu. Cuma, kan kalau misalkan di hari H atau misalnya itu acara beberapa hari, itu kan e otomatis yang di lapangan yang lebih banyak juga berinteraksi dengan keluarga dan mempelainya itu sendiri. Jadi, ya, tetep penting, sih. At least punya apa ya, kemampuan yang cukup, gitu lho, untuk bisa communicate with them. Oke, mbak. Nah, rencana kan, e, materinya akan saya implementasikan dan kebanyakan anggota WO itu kan freelance, dan hanya mungkin ketemu pada saat hari H atau sebelum hari H. Yang paling ideal untuk belajar Bahasa Inggris itu sekali seminggu atau dua kali seminggu ya mbak, ya? Ehm, kalau menurutku sih, gimana ya. Karena emang semuanya punya kesibukan masing-masing, ya, jadi, mungkin sekali seminggu ya. Emang pada punya pekerjaan lain, ya? Kebanyakan. Kalau ditempatku kebanyakan justru masih mahasiswa. Kalau ngga mahasiswa ya baru-baru lulus terus punya kerjaan yang lain. Soalnya kalo WO kan cuma weekend, ya. Jadi, kalau di hari weekdays, mereka punya kesibukan masing-masing. Oke, mbak. Ini saya intinya. Wah, semutnya banyak. Mungkin mbak agak kesana. Oh ini jalan semutnya (tertawa). Terus, pokoknya intinya itu apa materi ini, kan ada kan misalkan kalau buat hotel itu, khusus kan, resepsionis sendiri, sekertaris sendiri, chef sendiri. Kalau ini, ya memang keterbatasan penelitian ini, materinya itu dibuat satu tim. Jadi, anggepannya itu, satu tim yang bertemu, satu tim itu yang bernegosiasi, satu tim yang dilapangan, gitu. Jadi buat materinya nanti, ada beberapa materi yang sebenarnya itu ngga dilakukan semua tim, tapi Cuma beberapa aja, gitu. Nah, saya ingin minta pendapat Mbak Dita, saya udah bikin reng-rengan satu sampai unit 7. Kalau di unit pertama itu tentang wedding organizer atau wedding planner. Jadi seperti apa, ngga tau ini, aku bingung ini mbak mengawali ke wedding organizer, jadi aku mikir ini cara masuknya itu dengan mengetahui profil wedding organizer sendiri, dengan cara apa ya, mengulik-ngulik lagi sejarahnya, terus memahami

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skill yang dibutuhkan, terus kan juga langsung menggunakan teks argumentatif, terus karena ini jadi sejarah, maksudnya karena ini menceritakan masa lampau, jadi pakai simple past tense. Ini untuk language focusnya. Menurut mbak gimana? Penting ngga, gitu? Jadi ini juga akan diberikan ke setiap anggota, dan setiap anggota nanti akan mencentang. 1 untuk yang paling tidak penting, 5 sangat penting. Ehm. Ini unit satu dulu ya mbak. Iya. Kalau menurutku, diantara ini, yang emang paling penting ini sih, yang skill nya yang dibutuhkan. Terus, argumentative text perlu. Asking and giving opinion perlu banget. E, ya. Simple past, ya sih, iya. Oke mbak. Jadi ini dah diterima lah ya. Terus unit yang kedua, lah ini, struktur of wedding reception. Kemarin aku dah wawancara WO yang lain, mungkin maksudnya struktur disini alur kali ya mbak. Dari ijab, persiapan-persiapan apa, itu perlukah? Terus, nah ini, kemarin bingung. Karena ini aku bikinnya dengan Cuma sebatas baca buku tok, kan aku juga ngga punya pengalaman tentang WO kan mbak, ya aku Cuma bikinnya seadanya. Terus aku ngga tau kok bisa dapet the content of wedding reception tuh apa. Aku juga bingung (tertawa). Ini sih, kalau menurutku structurenya itu kan berarti, semacam rundownnya, ya. Jadi misalkan e isinya tu apa aja, ya kan? Kalau content, berarti yang dilakukan atau arti dari prosesi itu apa. Ah iya, betul sekali. Iya ya, bisa ya. Jadi kalau kaya gitu sih, dua-duanya perlu. Sama nanti language focusnya descriptive text. Ya, gitu. Terus unit yang ketiga, wedding vendors. Jadi itu nanti vendors yang dibutuhkan, sama bagaimana kita kayak semacam mbak tadi yang ada vendor yang tidak menjelaskan, jadi kita jadi penengah, gitu. Dan itu berarti kita pakai present tense, gitu. Berarti diterima ya mbak? Iya. Ini unit tiga, sekarang unit empat. Kita dah masuk ke persuading clients. Jadi kaya misalkan kan pasti ada brosurnya sendiri-sendiri kan setiap WO, jadi kaya memahami dulu wedding brosurnya kaya apa, terus presentasikan wedding brosurnya ke kliennya, terus nanti ya terjadi komunikasi, intinya deal gitu lah, terus abis itu language focusnya persuasive text type, sama agreement and disagreement, gitu. Ya. Masuk ya, mbak? Ya. Yang kelima handling clients. Ini kalau misalkan dia deal. Disini, terus kaya memperhatikan idenya clients kan pasti clients katakanlah pengen tema dekor yang ini, atau yang itu, terus disini aku memilih salah satu vendor, yaitu catering. Jadi nanti difokuskan ke pemilihan menu, kan pasti menunya berbeda-beda kan, karena kalau nanti ada yang pakai tradisi Jawa, atau pengen makanan tradisional, katakanlah pecel itu apa ya Bahasa Inggrisnya, gitu. Terus pakai future tense kan kaya besok itu kaya apa. Diterima ya mbak? Yes. Unit enam. Wedidng contract. Diterima abis itu kita ke wedding contract. Nah ini tu kaya memahami dulu contoh kontrak yang dalam Bahasa Inggris, abis itu mencoba membuat, terus mengarrange budgetnya kaya apa, jadi ini kan termasuk business letters dan subject-verb agreement. Ini, Cuma optional deh mbak. Oh, ya. Diterima? Yes.

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Yang terakhir, wedding execution. Jadi, rundown kaya rundown itu, on the spot. Kalau tadi yang mbak bilang struktur itu kan struktur secara keseluruhan ya? Kalau ini rundown secara on the spot, Bahasa Inggrisnya seperti apa, terus kaya misalkan, ini aku Cuma ambil satu contoh aja sih, kalau misalkan apa sih mbak pertanyaan yang ngga jauh-jauh di hari pernikahan yang ditanyakan oleh keluarga bulenya? Paling yo, WC dimana? Kemana apa atau mana apa, gitu. Kira-kira apalagi ya mbak? Pertanyaan on the spot. Biasanya itu, on the spot pertanyaan.. Ini sih, kaya, jalan acara sih kebanyakan. Jadi kaya ini mau e di gereja gitu kan, ini nanti masuknya gimana terus duduknya dimana, gitu. Padahal juga WO nya kan pasti juga udah presentasi kan mbak di depan keluargnya. Tapi tetep aja ada yang tanya-tanya kaya gitu, ya? He em. Oke, dah segitu. Oh, judulku itu English for wedding organizers: projectbased. Jadi yang maksudnya project based ini ya ngga, harusnya kan ada real exhibition gitu kan, tapi kan ngga mungkin juga, nah aku hanya mengambil dari segi Bahasa Inggrisnya aja, intinya mereka kaya akan presentasi dari temanya apa, vendor apa yang dibutuhkan, jadi itu untuk project-basednya mereka. Dan mereka mau ngga mau kan juga harus mengumpulkan informasi vendor apa, apa kira-kira temanya, apa yang harus diucapkan, gitu. Menurut mbak setuju ngga? Ya. Itu, ya. Atau ada project lain yang memungkinkan? (Tertawa) Ngga sih, kayanya untuk presentation yang kaya ke clientnya gitu kan? Oke. Oke mbak, itu aja, selesai. Terimakasih.

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Transcript of the Interview with Kusuma Kencana Catering & Wedding Organizer Thursday, 11 August 2016

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Peneliti Responden

Selamat siang. Berapa lama mas menjadi seorang e wedding organizer? Sekitar udah 6 tahun. Dari 2010? 2009. Oh kalau dah dari 2009 ya berarti dah tujuh tahun. Terus, adakah pengalaman menerima klien bule seperti itu? Atau satunya bule, satunya lokal, atau bener-bener bule? Satunya bule, satunya lokal, ada. Tapi dari Perancis dulu. E, yang cewek pasti yang lokal ya mas? Ya. Ceweknya lokal, cowoknya bule, tapi Perancis. Nah, bisa ceritakan yang menghandle yang atau yang bernegosiasi sama bulenya itu mas sendiri atau ntar ada orang lain? Atau biasanya kan memang translator tulennya kan ya mbaknya, ya. Tapi kan mungkin si pihak bulenya kan pasti akan ikut campur, itu bisa diceritakan mas, cara bernegosiasinya? Penggunaan bahasanya? Negosiasinya sebetulnya biasa aja sih. Penggunaan bahasanya juga, karena dia bule Perancis, ya, jadi Bahasa Inggrisnya juga ngga terlalu, ya kaya orang Inggris-Amerika, jadi sebenernya dalam menyampaikan sesuatunya tidak ada yang terlalu sulit disampaikan. Memang sih, orang saya ada di bagian tim ini juga orang-orang Sastra Inggris, jadi untuk apa namanya, untuk menyampaikan sesuatu tidak ada permasalahan, gitu. Masalah bahasa lho. Iya. Jadi, ya nyantai aja. Oke. Nah, kalau sedang bernegosiasi itu, oh saya ganti pertanyaannya. Biasanya kalau misalkan dalam bernegosiasi gitu, permasalahan apa yang biasanya dihadapi? Atau misalkan kurang dari penjelasannya, atau kurang paham, gimana ya, kan pasti kan ada hambatan-hambatannya, gitu? Pertama kalau di negosiasi di klien itu, kita sampaikan e, apa itu WO. Jadi WO itu kan punya koridor. Tidak sampai ke hal yang sifatnya personal banget bisa kita layani kan. Jadi, biasanya kita menyampaikan apa aja tugas-tugas kita dalam pernikahan itu, dalam acara itu apa, gitu. Jadi kapan kita harus dateng, kapan kita harus persiapan, persiapannya apa aja. Terus apa yang didapatkan klien? Dari servis kita itu apa aja? Spefisikasinya apa? Fungsi kontrolnya gimana segala macem, jadi fungsi titik-titiknya seperti itu. Menyamakan persepsi aja, antara klien dengan WO. Sehingga pada pelaksanaannya itu tidak ada miskomunikasi, jadi awal negosiasi adalah, jenengan dapat ini, dan saya tau haknya apa, gitu. Jadi begitu nanti kita sudah jalan, sudah tau masing-masing. Oh saya punya hak ini, dan mereka biasanya sudah mengerti hal ini. Ya. Karena, oh mau tanya, disini anggotanya, anggota timnya ada berapa orang, mas? Kalau yang inti ada sepuluh. Sepuluh. Oh ada yang ngga inti? Kalau eventnya besar atau lebih besar, ya itu akan nambah, jelas, menambah dari jumlah tim kita ya. Tapi intinya Cuma sepuluh. Nah dari anggota tim ini, kira-kira mas bisa melihat ngga, siapa saja yang fasih atau secara keseluruhan mereka apa ya English proficiencynya beginner, intermediate, atau advance, gitu? Karena rata-rata kita orang kuliahan, disini, saya pikir untuk Bahasa Inggrisnya saya pikir mereka udah intermediate. Apalagi sekarang kan ada standarisasi untuk TOEFL, ya? Ya itu ya. Sebetulnya mereka sudah. Oh gitu.

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Ya, jadi karena ada standarisasi itu, jadi semuanya rata-rata sudah bisa Bahasa Inggris, tapi tidak speaking, apa e, tidak bahasa yang percakapan, tapi untuk menangkap dan bicara seperti biasa, itu bisa, gitu. Jadi ngga ada masalah. Nah saya kan tujuannya untuk bikin materi, kalau di WO sendiri, kan ada empat skills di Bahasa Inggris, speaking, listening, reading, sama writing, mas. Nah kalau di WO itu yang paling dibutuhkan, atau urutan yang paling penting sama tidak penting apa kira-kira dari keempat itu? Ini speaking, listening, reading, and writing. Yang paling pertama yang paling penting listening ya. Listening itu kan mendengarkan apa yang diinginkan. Kedua, mas? Speaking, jelas. Speaking. Ketiga antara writing sama reading lebih penting mana? Mana kira-kira? (tertawa) Pasti writing dulu deh. Karena kita kan kaya menyampaikan sesuatu, ya. Kalau menurut mas sendiri, kalau dari anggota WO, harus ngga sih setiap anggota menguasai? Kan kalo misalkan, walaupun satunya bule satunya lokal, kan kalau menikah kan si bule ini bawa keluarga, dan otomatis di lapangan itu kan bisa tanya apa aja dan bisa tanya ke siapa aja, kalau misalkan, ya. Menurut mas, penting ngga? Ngga hanya stakeholdernya, maksudnya ngga hanya petinggi-petinggi WO nya saja? Kalau menurut saya sih sebenarnya penting, ya. Penting, tapi, e, itu sifatnya mendukung nanti mbak, mendukung. Untuk bisa? Ya. Tapi sifatnya akan mendukung di lapangan saja. Jadi ngga utama? Jadi ngga terlalu utama sih. Karena, e, di tim kita kan ada, ada, ada yang namanya satu orang, eh dua orang PIC, itu yang berhubungan sama keluargnya mereka. Kasian mereka kalau menghubungi semua orang yang di tim kita kan mereka bingung, nanti kan. Gitu. Engga, misalkan, yang paling terdekat ni, misalkan yang pake seragam apa, member, kan juga ngga tau mungkin posisinya yang ini bawah atau atas, atau bahkan yang bisa Bahasa Inggris. Katakanlah gitu lho mas, in case. Begini mbak. Yang namanya wedding planner dan wedding organizer itu, tidak hanya di lapangan kan, pasti pertama kali yang paling penting kan persiapan di awal, nah kalau persiapan itu tadi nanti kita ada PICnya. Dua orang ini. Ini yang berhubungan dengan keluarga. Dan orang-orang itu akan tau, oh itu dulu, itu dulu, oh ini mas ini, ini mbak ini. Dan biasanya sampai ke lapangan, mereka akan tanya dua orang ini, gitu. Dan sebenernya untuk penggunaan Bahasa Inggris, karena setiap kampus itu sudah ada standarisasi TOEFL, rata-rata pada bisa, mbak, jadi itu mendukung sekali. Walaupun nanti mungkin kalau ada orang yang bertanya misalnya seperti apa, seperti apa. Tamu kan kadang-kadang juga bule. Tidak pada saat manten yang bule, tapi pada saat orang Jawa, mantennya orang Jawa, tamunya mungkin bule. Itu juga gitu, itu sangat membantu sekali, ke tamu tersebut. Yah. Terus. Ini balik lagi ke penelitian saya, kalau sudah jadi kan pasti nanti diimplementasikan, dan mengingat kalau WO itu kan ada freelancer, terus pada sibuk, apalagi di weekend, nah waktu yang tepat buat belajar atau katakanlah kursus itu seminggu sekali atau seminggu dua kali? Kursus apa ini? Engga, katakanlah untuk belajar Bahasa Inggris gitu lho, bagi mereka yang masih apa ya, kalau ini kan mereka sudah banyak bermunculan, bagi mereka yang belajar. Kalau saya, kalau kursus itu lebih ke kebiasaan, mbak. Kalau mungkin satu, kalau lebih banyak ya lebih, tergantung kesibukannya, to. Terus ini, mas bisa baca, saya dah bikin kaya reng-rengan materinya, ada

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tiga lembar itu kan per unit, ini saya jelaskan aja ya mas unit satu, e per unit itu secara umum seperti apa. Jadi nanti mas beri penilaian, atau kritik, ini penting, atau ngga terlalu penting, ngga dibutuhin, seperti itu. Terus, balik ke apa, kita mulai yang pertama, itu tentang wedding organizers/planners. Nah sebenernya kan masuk ke sebuah materi kan harus ada kaya gerbangnya, nah saya pikir, gerbang yang tepat untuk memulai kaya belajar Bahasa Inggris untuk para WO yang masih dibawah proficiencynya itu, dengan cara mengetahui sendiri sejarahnya itu apa, terus skill-skill yang dibutuhkan. Terus nanti fokus bahasanya lebih ke penggunaan simple past tense, karena kita tadi bacaannya kan sejarah, jadi kan pakai past tense, argumentative text type, karena nanti mereka akan ditanyain skill-skill yang dibutuhkan, gitu. Sebenarnya juga gampang, sih, mereka kan sudah bertahun-tahun di WO, seperti itu. Ini Cuma kaya mengulang gitu biar mereka bisa speak up pengalaman, gitu. Kalo menurut mas, unit pertama itu seperti apa? Butuh? Minum dulu, mbak, minum dulu. (Tertawa) Pertama, ya, yang nomer satu itu maksudnya? Sejarah? Ya kaya pembukaannya aja kaya mau masuk gitu. Sejarah ini juga kaya mengupas aja apa itu WO tapi pakai Bahasa Inggris biar bisa pengenalan istilah-istilah WO nya, seperti itu. Mungkin bukan ke pengenalan sejarah ya, tapi profil. Kalau sejarah, ribet urusannya mbak (tertawa). WO juga pertama kali diciptakan pasti nggatau, ya. Siapa itu yang nyiptain (tertawa). Ya berarti kaya profil ya mas, apa itu kegunaannya. Ya. Tujuannya, dan siapa. Jadi mungkin bahasanya agak diganti aja mbak. Sejarah, sejarah pasti saya yakin orang pada ngarang semua itu pasti. (Tertawa). Ya intinya, pada saat orang mengundang orang lain dengan banyak tamu, pasti itu sudah ada wedding organizernya. Timbulnya pasti diawalnya disitu. Tapi itu entah pertama kali siapa yang mengklaim siapa, ngga bisa, mbak. Kaya gitu. Jadi itu saya pikir, untuk sejarah, lebih baik kata-katanya diganti aja. Tapi kalau untuk yang skills, oke ya mas? Oh, harus. Kalau skill yang dibutuhkan itu harus, penting sekali itu. Sangat penting untuk skill itu. Karena itu kita orang-orang yang harus bisa menguasai lapangan semua. Jadi kalau ngga ada skillnya ya ngga bisa mbak. Apalagi kalau mau recruit orang ya? Iya. Harus. Oke kita sekarang mulai ke unit kedua, mas. Itu lebih ke wedding struktur. Jadi disitu kan ada struktur resepsi pernikahan, itu kaya lebih ke alur, jadi kan biar memahami juga, sama konten-konten itu lebih ke apa aja yang dibutuhkan, gitu, mas, seperti itu. Lalu ini fokus bahasanya kan deskripsi. Kalau menurut mas gimana? Maksudnya struktur? Struktur itu konsep? Ya konsep bisa, terus kaya kalau dimana-mana kan juga dari akad, kaya lebih ke alur, urutan. Ya penting semua itu mbak. Penting ya. Terus langsung saja kita masuk ke unit ketiga. Itu ke vendors, mas. Vendors kan banyak banget, nah itu kan saya language focusnya pakai simple present tense. Intinya, ingin menjelaskan kaya catering itu apa, fungsinya apa. Lebih ke itu. Iya, sih. Penting juga ini. Terus juga mulai masuk, karena ini memang.. Oh iya. Sebelumnya karena ini, biasanya kalau materi itu katakanlah orang hotel. Orang resepsionis

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sendiri aja beda sama orang yang, apa ya, yang di dapur, katakanlah. Nah ini, limitasi e materi ini, saya generalisasikan semuanya. Jadi walaupun yang dibawah-bawah termasuk yang freelancer itu ngga ikut bernegosiasi, tapi ini saya inikan, begitu. Terus unit yang keempat, mas, ini udah masuk ke persuading clients. Jadi ini e lebih ke apa ya, kaya menjual, kaya proses bernegosiasinya, nah disini kan pasti akan ada satu alat yang digunakan. Nah ini saya pakai wedding brochure, begitu. Terus juga. Maksudnya apa nih? Jadi kan misalkan.. Maksudnya penting atau tidak, pertanyaannya? Iya. Ya penting (tertawa). Ya penting, mbak. Ya sapatau kan, ini kan reng-rengan ini saya bikin Cuma apa adanya, saya juga belum pernah ke WO-WO, pokoknya ini modal saya Cuma buku, dan ini Cuma apa adanya, makanya ini saya minta penilaian. (Tertawa) Ya kalau ditanya ini penting ngga mas, ya penting. (Tertawa). Penting, penting, penting, ini penting juga ini. Terus ini juga kaya berarti kan kalau pakai wedding kan otomatis kita mempresentasikan kan apa aja. Terus kita lanjut ke unit lima. Kan pasti kan mereka ada pertanyaan jadi judulnya handling clients. Terus kaya mendengarkan ide mereka kaya apa, jadi katakanlah, saya nggamau dekornya, katakanlah harganya segini kok Cuma dapet ini, gitu katakanlah. Dan ini juga jadi kaya lebih berargumen gitu. Ini penting, ini penting, ini penting (tertawa). (Tertawa) Ya sudah, gitu aja. Terus abis, unit lima, unti enam itu lebih ke wedding contract. Kan itu kan. Eh, mau tanya mas, yang bule kemarin itu berarti kontraknya pakai Bahasa Indonesia aja, ya? Ya, karena yang hire kita kan ceweknya, Indonesia. Terus, yang terakhir itu, unit terakhir itu lebih ke eksekusi di lapangan. Jadi kaya rundown acaranya, katakanlah, in case, salah satu keluarga ada yang random tanya orang, kamar mandinya dimana, atau habis ini acaranya apa. Wah penting kabeh kui mbak, penting kabeh. (tertawa) Oke, mas, terimakasih. Terus, terakhir. Lah ini kan judul penelitian saya kan English for wedding organizers: project-based. Project-based itu lebih kaya, nanti dikasih banyak task, projectnya itu nanti juga presentasi aja, kaya presentasi tema, termasuk vendorvendornya, sama termasuk rundown-rundownnya, budgetnya, gitu. Nanti, murid-murid saya akan saya kasih tugas, nanti mereka akan presentasi, gitu. Menurut mas gimana? Kan projectnya juga Cuma itu doang. Jenengan itu berarti dosen? Ya belum mbok’an. (Tertawa) Lah jadi siapa? Lah saya kan lebih ke pendidikan Bahasa Inggris, mas, jadi lebih ke itu. Ya nanti, calon murid. Oh, calon murid. Kalau jadi dosen mosok saya ngajar WO? Kan pasti muridnya umum, yak. Ohya, bener-bener. Jadi project-based itu nanti lebih ke nanti mereka dikasih tugas besarnya, itu nanti mereka presentasi aja, jadi seolah-olah mereka presentasi di depan bulenya itu, atau didepan pihak keluarga, karena pasti kan ada omong-omongan di depan pihak keluarga kan, ya kaya intinya apa yang akan terjadi, apa aja, gitu. Menurut mas gimana? Proyeknya Cuma itu doang sih, dalam menggunakan bahasa, lho. Itu dipresentasikan di kelas? Di kelas aja, jadi ini icak-icaknya, pura-puranya. Oh (tertawa). Ya monggo, itu sih bisa diadakan sih, bisa aja. Kalau untuk

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simulasi, bisa aja. Iya, untuk simulasi. Simulasi itu penting juga. Kayanya sudah, mas. Oh, sudah? Terimakasih. Iya (tertawa).

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Transcript of the Interview with Kapulaga Wedding Planner Saturday, 13 August 2016

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Peneliti Responden

Halo, Mbak Meisya. Halo. Bisa diberitahukan, berapa lama menjadi bagian dari wedding organizer? Tahun. Tahun Kapulaga berdiri itu 2009. Mbak sudah dari 2009 berarti? Kebetulan aku sama Stanis emang join. Yang membentuk ini? Yah. Yang membentuk ini. Berarti sampai sekarang? Sampai sekarang. Bisa diceritakan bagaimana e sudah berapa foreign clients? Walaupun itu satunya indo, satunya engga, atau gimana. Kalau untuk Kapulaga sendiri sih, apa namanya dari 2009 sampai sekarang ini ya kira-kira sekitar 15. Terus, kaitannya dengan foreign client itu, sudah berapa banyak kira-kira yang menggunakan Kapulaga? Ya 15 pasang. Dari tahun 2009 sampai sekarang. Terus ada masalah apa mbak dalam negosiasi? Ya paling, kendala dalam bahasa, ya. Kendala dalam bahasa, pastinya. Karena memang ada beberapa tidak bisa diterjemahkan dalam Bahasa Inggris. Ada beberapa kalimat, dan kita biasanya memang e memakai dengan slide, seperti itu. Jadi memudahkan dia untuk mencerna. Kita ndak usah ngomong, dia lihat gambar udah, oh yaudah, maksudnya seperti ini. Kalau untuk saat bernegosiasi sendiri, mbak yang menghandle atau orang lain? Kita langsung, sih. Kan kebetulan tidak ada yang e foreign semua ya. Kan pasti ada salah satu yang dari Jogja atau dari Jakarta. Berarti Indonesia aja terus mbaknya yang lokal yang... Yang menerjemahkan. Terus kemudian, kalau melihat, kan sudah ada berapa anggota, mbak, Kapulaga? Member ininya? Tim? Iya, tim. Tim Kapulaga sendiri? Iya. E kalau untuk yang apa namanya, untuk leader-leadernya sih ada dua belas orang. Leadernya dua belas orang, lainnya freelance. Jadi kalau leader itu pastinya kita pas ada job pasti kita pake, ngga mungkin engga. Tapi kalo yang freelance, ya tergantung kuotanya, kita butuh ngga? Leadernya mungkin kaya orang lamanya gitu ya? Leadernya ya iya. Terus yang menetap disini setiap hari? Kita ada berenam. Enam itu termasuk dua belas ini? Atau termasuk orang lapangan? Ngga termasuk orang lapangan. Oh, banyak ya orangnya. Iya. Terus, kalau selama ini, kan dah pernah ada resepsi kan, yang sama bulenya itu, kalau ada keluargnya yang nanya, kan otomatis katakanlah mungkin ngga tanya keduabelas orang ini, atau yang utama-utama aja, mungkin bisa tanya ke freelance nya itu, dan dari reaksi mereka saat

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ditanya, kemampuan Bahasa Inggris mereka gimana, mbak? Cukup lumayan, sih. Karena beberapa ada yang dari e Sastra Inggris Sadhar. He e. Ada beberapa yang memang, ya memang bisa. Terus ada kan ada beberapa WO yang kalau misalkan ditanya otomatis langsung di apa, dipindahkan ke yang atasnya, katakanlah orang atas WO nya biar yang menjelaskan langsung, biar ngga ada yang miss gitu lho. Kalau kita sih gini. Jadi dari duabelas itu, leader-leader, itu pasti tau materi. Jadi tidak harus langsung ke kami kecuali memang pengambilan keputusan. Misalkan, mbak, ini pesen apa misalkan 100, ternyata yang dateng 125. Yg 25 gimana nih? Nah itu nanti berkaitan dengan uang. Kalau pengambilan keputusan mengenai adat, terus jamnya, itu leader kita memang sudah kita bekali, bekali bahan. Jadinya tanpa ada kita pun mereka sudah bisa menentukan. Ohya nanti, misalnya ditanya nih dari keluarga. Habis ini ngapain aja ya? Panggih itu apa? Mereka akan menjelaskan. Iya. Berarti ngga memang, biasanya kan ada, besok disuruh kalo nanya ke orang ini aja. Ngga ya? Ngga. Jadi kesemua 12 tim kita memang sudah... Rata-rata intermediate gitu ya? Iyah. Memang sudah bisa. Kan kita ada kursusnya. Kita ada pembekalannya. Kursus apanya mbak? Ya jadi kita.. Kursus materi konsepnya apa kursus bahasanya? Ya jadi kita ada misalkan sebelum event, kita ngumpul semua. Oh, iya. Briefing lah. Briefing plus karo kaya kuliah. Nanti kita tanyain. Habis ini apa? Oh gitu, biar juga serempak jawabannya. Iya, biar dia tau juga, jadi nanti pada saat kita double, mereka kan ngga bisa jalan sendiri. Apa yang perlu disiapkan pada saat siraman? Seperti itu. Jadi kebanyakan mereka kalau langsung ditanya keluarga bulenya langsung jawab? Langsung jawab. Karena kadang bulenya sendiri yang menunjuk. Saya maunya sama ini, ya. Iya, betul. Karena aku dah kenal, nih. Atau karena memang memilih ketuanya pemimpinnya? Engga, sih, engga juga. Biasanya gini. Biasanya kalo ada klien foreign kaya gitu, e, mereka kan minta ada meeting, nih. Meeting kecil. Nah, misal kalo ada meeting kecil, aku ajak dua orang sampe tiga orang. Timku, khusus untuk menghandle mereka. Jadi kalau ada pertanyaan apapun, ya ke mereka. Memang kita pertemukan. Nah yang lainnya itu nanti membantu tim. Tiga orang tadi. Baik. Berkaitan dengan English. Berarti, Bahasa Inggris penting untuk WO? Sangat penting. Sangat penting. Karena, tahun, ah, kebetulan tahun ini kita bekerja sama dengan salah satu guest house di Jogja, itu letaknya di Prawirotaman, e, dia itu malah membuat sebuah ini ya, apa namanya, e, wedding travel ya mereka bilang. Jadi, e, travellingnya tu ngga hanya tempat-tempat wisata, tetapi memperkenalkan sebuah budaya dengan menyaksikan salah satu event wedding di Jogja, kemarin sudah dicoba. Ya, sedikit Jawa. Saya bilang dengan guidenya. Mas, kamu belajar tentang budaya Jawa, karena saya sudah tidak sempat untuk menjelaskan. Monggo. Jenengan yang menjelaskan. Oh gitu ya mbak? Iya. Jadi kalo misalkan ada sesuatu yang jenengan tidak mengerti, monggo terjemahkan sendiri. Rusia, bok. (Tertawa). Ki bahasane opo kan ngga ngerti, kan? Gitu. Gitu jadi mereka membuat.. Besok ini kan kita ada solo. Boleh ngga

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mbak nanti saya datang? Boleh, nggapapa. Untuk masalah makanan, ngga masalah saya bilang. Monggo, nanti misalnya akan saya informasikan menunya aja, dicharge per orang hanya mengganti untuk dimakanan saja. Jadi mereka bilang, mbak, ini per pack nya kena berapa? Kita ngga mau. Malahan kita mau memperkenalkan budaya kita juga ke luar. Tapi ya memang berkaitan dengan konsumsi aja. Jadi per pack nya apa, mbak? Ya monggo, nanti tinggal dihitung menune opo. Oh gitu ya mbak ya? Iya, terus mereka minta jadwal gitu, kita kebetulan kemarin itu masih uji coba, jadi masih satu rombongan itu sekitar empat orang, dari Russia itu. Nah besok, akhir tahun, baru dimulai lagi kapasitas yang agak besar. Saya bilang, e, maksimal itu, 10 orang. Kalau lebih dari 10, kita agak kesulitan. Karena mereka pasti akan banyak pertanyaan. Ni, terus kemarin di Grha Sabha pun juga sama, ada yang dateng satu rombongan dari UGM, boleh ngga saya menyaksikan disini? Boleh aja, nggapapa. Oh gitu. Kan, di Bahasa Inggris ada empat skills: speaking, reading, writing, sama listening. Urutan skill yang terpenting? Speaking, ya. Berarti dari speaking. Kedua? Listening, ya. Ketiga? Antara reading dan writing lebih penting yang? Reading, ya. Reading, ok. Writing. Nah, jadi, kan setiap penelitian itu ada keterbatasan. Nah keterbatasan penelitian saya itu nanti materinya itu bukan untuk spesifik. Jadi kalau misalkan English for hotels itu kan biasanya English untuk resepsionis beda sama English for chefs atau English for apa, sekretaris atau gimana. Nah, ini, keterbatasan penelitian ini, ini tu untuk semuanya. Jadi kaya, ya walaupun kaya freelancernya ngga ikut bernegosiasi, pokoknya nanti intinya disetarakan. Buat semua, dianggap sama, gitu. Itu keterbatasannya. Nah, menurut mbak, berarti, intinya walaupun freelance itu, maksudnya sedikit apa namanya berinteraksi dengan bule, berarti tetep penting? Tetep penting. Jadi ngga hanya atasannya aja? Jadi semua kalo kita sih ibaratnya kaya dari ini ya, itu semua harus menguasai sih. Kaya kemarin kita sempet ada event di Grha Sabha kebetulan dari polri, kan kita kemarin masuk Tribun, Jogja TV. Ya karena kan, kita pun tidak tahu kalau beliau itu memang pejabat ya, awalnya. Nah itu ibarate, kru krocoku aja, dia itu harus tahu, kamu itu nanti posisi dimana? Didepan. Kamu harus tau siapa aja. Kaya contohnya misalkan, lah ini. Daftar tamu VIP. Ada ngga ya? Saking banyaknya, oh, ngga kecantumin. Jadi kemarin itu memang apa namanya untuk nah ini kaya misalkan nih. Rekan-rekan POLRI angkatan 87. Timku harus tau siapa yang membawa si POLRI angkatan 87 ini. Itu Cuma dari “mari, silahkan”, itu harus tau. Sampai yang di stage, di pelaminan. Gitu. Jadi pada saat nanti kita ditanya, kan kita nggatau ya kapan kita ditanya, siapa aja yang ditanya kan ngga ngerti, terus kan ada yang iseng. Jam berapa nanti kita mulai? Nah, terus, habis ini ngapain aja? Terus kita duduk dimana? Nah, seperti itu memang harus, kita nanti memang plotting-plotting untuk area, ya. Kaya ini. Yah, baik. Terus rencananya kan ini juga akan diimplementasikan. Menurut mbak, menimbang kalau WO itu sibuk, jadi kalau misalkan belajar, ini untuk WO yang ibaratnya baru merintis karir. Misalkan, ingin belajar, dan memang ingin membuka segala macam bentuk klien, jadi waktu belajar yang tepat itu seminggu dua kali atau seminggu sekali? Belajar untuk apa ini? Bahasa Inggrisnya. Oh, penggunaan Bahasa Inggrisnya? Ya paling seminggu dua kali. Seminggu dua kali?

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Itu pun kalau.. Tergantung juga? Oke, terus ini sekarang kita masuk ke unit materi, mbak. Jadi ini saya dah buat reng-rengannya. Unit satu sampai unit tujuh. Nah, saya bingung. Biasanya kalau ada materi gitu, ini lebih ke pintu gerbangnya masuk ke WO sendiri. Jadi saya kaya mencantumkan kaya istilah cerita bacaaan tentang sejarah. Sebenarnya ini bukan sejarah, tapi lebih ke profil. Termasuk penggunaannya apa, fungsinya apa, gitu. Sebenarnya ini juga buat sarana aja Cuma ingin memperkenalkan kaya term-term Bahasa Inggris. Jadi bukan, walaupun mereka sudah dapat ilmu ini, kaya skill-skillnya juga, jadi pokoknya ini intinya kaya untuk sarana, untuk memperkenalkan dalam istilah-istilah dalam wedding organizer, seperti itu. Terus itu nanti juga fokus bahasanya argumentative. Kan pasti mereka ditanya, kan, apa, mengapa mereka. Kaya asking giving opinion, pendapat. Kenapa, ya. Karena mungkin mereka juga akan ditanyakan pengalaman mereka saat berorganisasi atau saat mengorganize WO, entah itu dari pemimpinnya atau apa namanya, freelancernya, kaya pake simple past tense. Menurut mbak gimana, unit satu sendiri? Ada sebenarnya yang ngga penting atau ini penting banget? Penting semua. Ini penting semua, pastinya. Jadi nggapapa ya ditaruh di unit pertama? Nggapapa. Oke, baik. Terus yang unit kedua ini lebih ke wedding structure. Ini mungkin lebih ke alurnya sebuah pernikahan kali ya mbak. Dari yang ijab, sampai pesta-pesta gitu. Terus nanti juga ada kaya memahami konten, mungkin apa aja yang dibutuhkan, seperti itu. Terus nanti pake descriptive text. Penting ya mbak ya? Penting banget. Terus yang ketiga, wedding vendors. Nah karena vendors itu banyak sekali ya, otomatis ya, intinya kaya semacam short description aja. Terus tentang, nah, kaya mana berkomunikasi dengan vendor. Ini mungkin kaya Cuma satu dua vendor aja, katakanlah Cuma berhubungan sama cateringnya atau gimana, seperti itu. Pakai simple present karena memang sudah ke penggunaan bahasanya, maksudnya kita juga ngga ngomongin masa lalu, tapi masa sekarang. Ya, penting penting. Terus unit yang keempat sudah masuk ke persuading clients. Nah disini kaya apa namanya, kita hubungannya dengan klien. Kaya, mempromosikan brosur, sama bisa menjelaskan brosur, sama juga, ya seperti itu. Nah, language focusnya lebih menggunakan persuasive, karena ini lebih akan membujuk, biar tertarik gitu, sama agreement and disagreement, kalau-kalau misalkan, apa, kliennya kok ini Cuma ini mbak, ngga ada ini po. Katakanlah pake ini seperti itu. Iya. Terus unit yang kelima, lebih ke handling clients, kalau misalkan klien itu ada yang.. Oh, misalnya sudah deal, terus kita punya ide apa didengarkan, terus terjemahkan, terus salah satu yang mau saya masukkan itu menu, karena kan pasti kalau menu sendiri akan sensitif, apalagi kaya menu Bahasa Indonesia – Bahasa Inggrisnya apa, seperti itu. Terus menggunakan.. Kita juga pernah kesulitan juga menerjemahkan makan di apa namanya kan, kebetulan, dulu kan pernah di apa namanya, wedding prambanan itu, tamunya rata-rata itu dari Korea, dan Bahasa Inggrisnya sana kan juga setengah-setengah, jadi pada saat ini kan juga yang, dibaca saja (tertawa). Oh sudah ada deskripsinya? Sudah ada. Jadi misalkan ini apa? Ini apa ya? (Tertawa). Susah kita terjemahkan. Karena biasanya kalau dari foreign, nanti area VIP kita sediakan. Nah itu memang dan hasilnya adalah, yang dari tim are VIP pun juga ya pastinya dia berpapasan dengan terjemahan itu semua kan. Gitu.

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Oke, terimakasih mbak. Jadi itu yang saya maksud dengan handling clients. Jadi kaya lebih ke menjelaskan intinya sama rencananya. Terus unit yang keenam, wedding contract. Kan berarti sudah mengerti konsepnya, masuk ke kontrak. Nah ini saya e apa pura-puranya wedding contractnya menggunakan Bahasa Inggris, seperti itu, kaya apa contohnya terus bentuknya. Sama bagaimana cara membuatnya kan ini masuk ke business letter, gitu. Iya, iya. Terus yang unit terakhir itu lebih ke lapangannya, wedding execution gitu, kaya lebih kaya briefing rundown acaranya apa, kaya menanyakan arah kan, sapa tau ada yang nanya, ini sebelah mana? Kamar mandi dimana? Terus habis acara ini acara apa? Seperti itu. Udah. Kira-kira ada yang perlu ditambahkan lagi, mbak? Ngga sih, udah sih ini rata-rata. Jadi, ini tuh kaya saya bikin serentak apa ya, saya samakan dari awal sampai akhir. Gitu. Iya iya. Sek. Udah sih ini, udah mencakup kok. Oke. Terus kan, judul penelitian saya kan English for wedding organizers: project-based, nah, project yang saya maksudkan ini bukan project yang besar-besar yang membutuhkan real clients tapi kaya lebih project dalam penggunaan bahasa. Disini saya memikirkan Cuma presentasi aja, presentasi kaya ibaratnya pihak WO itu presentasi ke semua keluarga bulenya itu, berarti kan otomatis, apa saja yang dibutuhkan, gitu. Kalau untuk apa namanya perbedaan rundown yang untuk orang Indonesia, dengan orang bule, itu jauh berbeda, mbak. Oh gitu, mbak? Ya. Jadi, kalau, e bule itu biasanya kita akan buatkan jamnya, misalkan, jam 6 morning call. Terus jam 7, start make up, jam 8 apa, jam 9 apa, seperti itu. Lebih detail? Lebih detail. Lebih detail dan lebih simple. Kalo orang Jawa kan, oh niki ngendika, oh ya, terus sopo sing ngerias? Kalau mereka kan ngga mau tau. Oke, nanti aku jam 7 udah mulai make up, nanti misalkan di Hotel Tentrem. Dah, dia stand by disitu. Dah, tek, kan. Kalau orang Indonesia lho, wis dikei jam ki ndadak kudu ditelpon. (Tertawa) Jam karet. Mereka kan engga. Jadi nanti saya mulai jam berapa? Oh jam sekian. Terus sama siapa? Ini, ini, ini. Nah, yang pertama dari tim Kapulaga siapa? Misalkan Eko, misalkan. Yaudah Eko nanti yang stand by disana. Jauh berbeda. Orang Indonesia setebel ini, mbak. Foreign? Sak lembar. Jauh berbeda. Jadi dia udah tau. Jam 7, ngapain aja misalnya. Make up. Costum apa. Langsung costum, jas, ini ni ni. Mereka udah langsung baca. Saya nanti siap jam 7, mulai make up, terus nanti saya ke gereja jam 8, abis jam 8 nanti ganti kostum untuk make up resepsi.. Mereka udah otomatis. Jadi ngga kaya orang disini. Nanti, e, saya make upnya jam berapa mbak, terus dimana. Nah seperti itu. Perbedaannya kalau kita handle foreign atau Indonesia, disitu. Dan dari rundown pun juga berbeda, terus e, apa namanya, kita menjelaskannya pun juga lebih enak sebenernya dibanding orang Indonesia. Kalau misalkan, e, foreign dan kebetulan pakai adat Jawa, kita nanti akan ketemu misalkan, yaudah yuk, kita nanti dinner dulu di hotel, sekalian kita bawa laptop, kita jelaskan. Ini lho, nanti rangkaiannya seperti ini. Oh nanti di gereja seperti ini, terus abis dari gereja nanti ada panggih, ya. Nah kita terjemahkan panggih itu apa. Oh panggih tu ini lho, urutannya ini, ini, ini. Terus nanti kita bacakan, yang membawa misalkan sebagaian besar, yang cowok atau bulenya kan kaya membawa pisang sanggan kan harus dari sana. Penggandeng kan dari sana, ini pake kostumnya ini. Mereka udah siap. Otomatis. Dah, jam 7

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rias. Dah, tek. Dah. Pada saat kita panggil, mereka pasti akan menanyakan gini, saya sudah siap, lho. Coba kalau orang Indonesia. Bapak Joko???? Wonge nangendi, ngunu kuwi. Bapak Eko???? Mbuh nangendi. Nah itu baru dateng. Kalau mereka sih pastinya lebih siap, ya, dibanding e, yang punya adat sendiri di Indonesia. Oh, yah. Yah yah yah. Dan mereka pastinya e kalau udah dijelaskan diawal, pas eksekusi, mereka pasti cuman, oh ini to yang dinamakan panggih. Oh, ya. Oh ini ya yang sungkemnya, oh ya. Cuman kaya gitu aja. Jadi dia tidak akan banyak bertanya, pada saat eksekusi malahan. Tapi pas sebelum eksekusi, pasti mereka akan: terus habis ini apa? Ini apa? Tapi diawal. Pada saat eksekusi, biasanya mereka tidak akan menanyakan aktifitas yang memotret, sambil manggut-manggut, oh, maksudnya cocok ya, maksudnya ini, maksudnya ini. Kaya gitu. Oh gitu. Perbedaannya. Berarti yang Cuma presentasi, diterima ya mbak ya? Presentasi konsep, apa, apa, apa. Intinya, konsep. Kalau bule itu biasanya, dia kan mungkin kebiasaan dekorasi kalau misalkan disana ya Cuma itu, ya. Kain, mungkin. Tapi pada saat ngeliat kita kan gebyok, itu itu, mereka pasti akan bilang. Wah, luar biasa, ya. E apa namanya pertama, dekorasinya seperti itu, e seninya luar biasa sampai menyempatkan mengukir, sampai katanya maksude, oh ini dah diukir ya semalam ya? Dah dari lima tahun yang lalu. Terus dia pikir kan kaya... Kalau disana kan biasanya Cuma kain digerai, terus dipasang-pasang. Terus ini nganyamnya kapan? Ini dah ada tukangnya lho. Terus kaya pas dikasih kalung melati tu, mereka ambil merhatiin, terus ini ngerangkainya gimana? Terus paling ya kaya gitu. Mereka kan bayangannya kan kaya diluar, kan. Yang tiba-tiba kalau misalkan di Amerika kan Cuman, pas kasih bunga, plung. Lah disini? Diiket lah, diapa lah, nah itu. Kadang kan kita suka bertanya. Wah, luar biasa ya orang Indonesia ya. Gitu lho. Maksudnya mau lho sampai kaya gitu, terus mereka pasti antusias akan namanya gebyok, terus kalau misalkan konsep, mereka biasanya kalau sudah melihat gebyok tu dah ngga banyak nanya. Dah ok, dah nggapapa. Saya suka yang kaya gini. Apalagi gedungnya didukung dengan joglo yang kuno, klasik, dia bilang pasti, iya di negara saya ngga ada. Jadi fotonya ini akan saya pasang gede-gede jadi biar orang tau kalau saya pakai baju ini. Ya wis lah karepmu. Nah itu (tertawa). Maksudnya mereka yang antusias untuk memakai. Yah. Yah. Yasudah, Cuma itu saja pertanyaannya, mbak. Terimakasih, mbak. Sama-sama.

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Transcript of the Interview with Amanusa Resort Bali Friday, 19 August 2016

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Peneliti Responden

Selamat pagi, Mbak Nisa. Pagi. Pertanyaan yang pertama, sudah berapa lama mbak menjadi bagian dari ya bagian dari hotel yang mengurusi wedding event ini? Sejak masuk pertama kali sudah mengurusi event. Jadi saya masuk September 2013. Berarti tahun ini nanti tiga tahun, ya. September ini tiga tahun. Dan langsung mengurusi.. Event memang. Dan WO ya? Iya. Terus, berarti mbak kan yang.. Ohya! Kliennya ini, katakanlah kalau 100% ya, mbak. Yang bule itu, atau apa yang luar negeri itu berapa persen? Hotelnya? Kliennya yang masuk kesini. Oh kliennya. Klien wedding emang kebanyakan malah, untuk wedding, malah kebanyakan asia. Malah kebanyakan asia, Jepang, terus ada juga Taiwan. Tapi yang Amerika juga ada. Jadi Chinese – American, gitu. Indonesia kita juga ada beberapa. Mungkin dari satu tahun wedding, Cuma ada dua couple Indonesian. Gitu. Cuma mereka ya udah lama diluar, di Jakarta, gitu. Atau, yang katakanlah yang londo sama yang Indonesia, itu juga ada ya? Iya. Terus, e, sangat me apa, ya. Saat mengencounter kliennya itu, permasalahan apa yang dihadapi kalau soal bahasa, mbak? Kalau soal bahasa, kebetulan sih engga ada yang apa ya, ngga ada yang bermasalah banget. Kecuali untuk tamu Jepang. Karena Jepang kan agak agak susah Bahasa Inggrisnya. Tapi kalau untuk tamu-tamu yang lain, itu memang Bahasa Inggris sudah biasa. Jadi untuk problem itu ngga ada sih. Cuma specially Jepang aja, sih. Cuma mereka bisa Inggris, tapi kalau mereka tau kita bisa bahasa Jepang, mereka lebih prefer. Ngomong Bahasa Jepang. Jadi ngga ada kendala yang berarti (tertawa). Jadi kan gunanya saya mewawancarai yang satu expert dibidangnya, itu kan karena memang jadi kaya landasan gitu, mbak. Soalnya kan kebanyakan empat WO ini kan e rata-rata padahal mereka, apa, ada yang menyewa interpreter, ada juga yang apa ya, kaya kesulitan, soalnya mereka juga lebih prefer ngomong ke orang Indonesianya. Karena kan pasti kan the best translatornya kan dari mbaknya, kan kebanyakan yang Indonesia kan juga mbaknya, gitu. Mungkin pasarnya, ya, beda ya. Kalau di Bali kan lebih internasional. Memang wedding, wedding apa ya, wedding venue internasional gitu lho. Jadi memang tamu-tamunya mereka datang kesini tu sudah tahu bahwa. Bahkan kadang kalau taunya orang Indonesia pun kita kadang ngobrol pakai Bahasa Inggris, gitu. Kadang ada yang kaya gitu karena mereka udah lama di luar, atau dimana, jadi ya lebih nyaman (tertawa). He eh. Oh ya. Dari timnya mbak sendiri yang mengurusi wedding ada berapa orang? Kalau wedding, sebagai contact main personnya aku. Jadi aku yang emailemailan, lalu aku yang semuanya, distribute group resume, jadi ini nanti menunya ini, ini, dan semuanya itu aku. Cuma nanti on the floor nanti ada banyak orang. Gitu. Kira-kira berapa, mbak? Kira-kira kalau untuk itu, mainnya itu lima orang. Oh gitu. Iya, jadi itu main contactnya. Jadi itu buat yang kecil-kecil gitu?

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Iya. Jadi lima orang ini.. Jadi aku ngurusin flow eventnya, yang ini ngurusin makanannya, minumannya. Gitu kan. Jadi kan memang kontaknya beda-beda, nanti takut nyampur-nyampur kan, gitu. Lima orang. Berarti lima orang ini memang ya sebelum masuk kesini ya memang harus diwajibkan bisa? Ya mau ngga mau harus bisa, iya. Iya. Kalau Bahasa Inggris itu kaya udah apa ya, memang harus bisa, ya. Berarti, bisa dikatakan, mbak dan tim mbak udah intermediate, eh no no no, advance lah ya? Kalau untuk conversation udah advance. Karena udah banyak pengalamannya juga. Iya, disini stafnya bahkan.. Aku termasuk yang cuman Bahasa Inggris aja. Aku bisa Bahasa Jerman dikit-dikit. Yang lain itu, senior itu ada yang bisa Jepang, ada yang bisa macem-macem mereka udah (tertawa). Ibu-ibu tapi udah.. Yah karena udah lama yah. Iya karena tamunya udah banyak. He em. Nah, pada saat. Oh berarti kan pada saat hari H, oh engga, pada saat ini dulu aja, pada saat kaya ngomong-ngomong biasa dulu, kaya mbak memperkenalkan ini lho, kalau menikah disini seperti ini, itu Cuma mbak yang menghandle atau sama lima tim ini? Oh aku sendiri. Biasanya kan mereka email-emailan, nanya paket dulu kan, nanyain bla bla bla, terus kita mau visit ke Bali nih. Nah inspeksi itu aku yang ngehandle langsung. Gitu. Terus pada hari H, kan pasti kan yang kelima orang ini pada ikut kan? He e, ikut, jadi kan yang on the floor. Kan kebanyakan kan dari beberapa yang di Jogja itu, kalau misalnya ada yang menikah, otomatis yang banyak bulenya itu dari keluarga cowoknya, mbak, biasanya kalau pas hari H nya itu, kalau misalkan ada yang nanya, memang di apa ya, diarahkan menghubungi untuk bagian atasan yang lebih lancar, gitu lho. Kalau disini kan memang lebih emang udah langsung jawab, kan. Kalo disini.. Iya. Ngga harus. Ngga harus pake HT. Ini apa? Kalau engga, tolong kesini, ini tanya apa gimana. Nah memang mereka seperti itu karena sengaja diarahkan atau memang pas waktu presentasi tema waktu ke keluarga, itu memang nanti orang yang in charge biar bisa ditanyai Cuma dua orang, katakanlah ini sama ini, gitu. Kalau disini, udah. Karena semuanya udah bisa. Kan di hotel ya kan. Jadi ngga peduli mbak atasannya, atau mereka lebih dibawah, engga ya? Engga, engga. Jadi informasi bisa keluar masuk. Tapi kalau misalkan memang ada hal yang penting, bukan karena ngga tahu Bahasa Inggrisnya, Nis, ini dia tanya kalau mau taruh ini dimana, itu baru ke aku. Tapi kalau untuk conversation, biasa aja, semua bisa. Yah. Berarti penting ya mbak, walaupun Bahasa Inggris itu, walaupun kita di Jogja maksudnya juga berprospek lah ya mbak. Iya, Jogja lumayan prospek. Juga dari apanya ya, bisa juga nanti kaya di pendopo gitu. Menurutku penting ya. Dan kaya sekarang tu Bahasa Inggris kaya maksudnya, mau ngga mau orang tuh harus bisa, gitu lho. Apalagi kalau kita kan bentar lagi ini kan, pariwisata kan sekarang lagi digenjot gitu kan, maksudnya mau ngga mau harus bisa, gitu. Walaupun simple, conversation. Nah. Kan ada empat skill. Yang paling penting urutan empat skill ini kalau bisa mbak urutkan dari yang paling penting ke yang paling less important, gitu? Kalau untuk kerjaanku sendiri, nomer satu itu speaking. Karena kalau aku ketemu orang kan ngobrol dulu gitu kan. Terus yang kedua, itu aku sih lebih ke writing. Karena abis itu kan aku harus korespondensi, dan aku harus tau banyak vocab, dan apa istilah-istilah di event itu kan macem-macem kan, corcage lah, alacart lah, bla bla bla, gitu. Terus habis itu, menurutku reading ya. Oh, apa aja mbak yang direadingi? Direadingiii..

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Ya aku writing and then harus baca juga (tertawa). Terus aku juga harus bikin group resume, dan pakai Bahasa Inggris yang semua orang tahu karena aku distribute ke semua department head kan, mulai dari housekeeping, dan blablabla. Berarti maksudnya lebih disederhanakan gitu? He e, iya. Maksudnya apa ya, memang Bahasa Inggris itu kan kita bisa ada yang pakai bahasa yang sangat, bukan tinggi sih, maksudnya kaya lebih advance terus, misalkan aku kalau mau ngomong sama housekeeping gitu aku juga harus pakai vocab yang simple aja gitu, yang penting mereka tahu. Dan mungkin juga ngga kebanyakan phrase, ya? He e, iya. Intinya apa gitu. Terus yang terakhir, listening. Iya, listening. Ok. Terus, ya. Jadi, kan setiap penelitian kaya ada limitationnya, mbak. Limitation penelitianku ini, materi yang akan aku buat ini memang bukan khusus untuk mbak, para mbak, para stakeholders, atau khusus para anggota yang hanya in charge di waktu di hari H nya, tapi memang keseluruhan gitu. Itu keterbatasannya. OK. Jadi dari awal, dari awal kita negosiasi sampai hari H nya itu. Biasanya kan sampai hari H nya, sebelum hari H nya, kaya ada nanya rundown atau nanya kamar mandinya mana, Cuma iseng gitu dong. Gitu. Oh iya. Terus, berdasarkan ya, apa, kan nanti akan ada kursus untuk salah satu WO kaya les Bahasa Inggris gitu, yang tepat itu dua kali seminggu atau sekali seminggu atau tergantung kesibukan mereka? Tapi yang paling idealnya gitu mbak? Menurutku sih dua kali seminggu, ya. Kalau sekali seminggu ntar lupa (tertawa). Oh ya, bener. Terus maksudku lebih ke prakteknya aja sih. Menurutku langsung play role gitu gitu lho. Ya bener. Apa maksudnya? Communicative. Terus pura-puranya jadi tamu, nanya-nanya hal-hal yang.. Mbak dulu S1 nya apa? Literature apa linguistics apa pendidikan? Aku.. Skripsinya? He e. Aku linguistics. Oh linguistics. Oh embak. Ini aku dah bikin reng-rengan materi, dari unit satu sampai unit tujuh. Unit satu itu lebih ke kaya wedding organizers atau planners. Jadi aku bingung mbak cara masuk ke pembukaan unit pertama itu, apa ya, terus aku pikir ini, apa, apa itu kaya profilnya seperti apa, kaya kegunaannya, kenapa orang pakai ini, dan apa yang dibutuhkan, e saat menjadi, skill apa yang dibutuhkan oleh wedding organizer gitu. Sebenarnya kan mungkin mereka juga paham, karena mereka kan juga sebelumnya udah bertahun-tahun kerja disitu, gitu. Ini juga kaya lebih ini aja sih mbak, kayak nyari topik kaya memperkenalkan bahasa atau istilah WO sendiri kaya apa gitu. OK. Terus nanti language focusnya itu argumentative text type, karna nanti mereka akan ditanyakan, sama asking and giving opinion. Iya he e bener. Karena mereka juga akan menceritakan pengalaman, simple past tense. Iya coba kalau kaya gini gimana ya, saya cocoknya pakai yang apa ya makanannya, kan pasti kaya gitu. Jadi intinya sebenarnya kaya lebih communication ya. Kita ngobrol. Juga sama kaya jualan sih sebenarnya (tertawa). (Tertawa) Terus unit yang kedua, coba yang unit satu dulu menurut mbak, gimana? Ada yang kurang atau sebenarnya ini ngga penting? Atau ini penting banget atau gimana? Kalau menurutku mungkin lebih kaya describing gitu loh. Kalau menurutku loh.

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Karena kan kalo orang wedding kan dia ngawang-ngawang kan, kaya misalnya ini Nis, kalau flower ini, kalau disini kan memang agak heboh ya weddingnya ya, jadi mereka yang bunganya sampai ratusan juta gitu, pokoknya tema-tema gitu kan. Flowernya apa ya? Cocok ini misalnya pakai fireworks warnanya putih aja, jadi memang lebih ke visual gitu lho kalau wedding. Pokoknya describing something itu sangat penting lho, menurutku lho. Iya, karena wedding kan tentang yang dilihat to (tertawa). Nah, kalau kemarin aku pikirnya kalau descriptive kalau pakai descriptive text itu masuk ke unit kedua karena masuk ke vendors kan. Ah iya, bener bener. Ah wedding structure, ini lebih kaya ke alur aja, kaya lebih ke holy matrimony terus apa. Iya, betul-betul. Holy matrimony sampai ke reception gitu. Cuma alur sama content itu sama kaya apa yang dibutuhkan, gitu. Iya, seperti apa, isinya apa. Terus baru yang ketiga, wedding vendors itu lebih.. Ya karena mungkin karena ada sedikit campuran descriptionnya juga, pakai apa saja, terus apa masingmasing fungsi dari vendor sendiri, terus disini juga lebih apa, sudah mulai ke kaya mengontak wedding vendornya kaya kita mengontak wedding cateringnya seperti apa, gitu. He eh he eh, betul. Ni simple present tense, gitu. Terus unit yang keempat, udah mulai kaya persuading clients. Jadi disini sarananya itu brosur, jadi sebelum mereka dibuat brosur dalam Bahasa Inggris, mereka harus merecognize dulu wedding brochure dalam Bahasa Inggris itu seperti apa, terus nanti mereka juga akan mempresentasikan wedding brochure itu sendiri. Terus pakai persuasive text sama agreement and disagreement. Jadi ntar pura-puranya nanti ada yang ber apa ya, menjadi kaya kliennya, kaya setuju apa ngga setuju? Gitu. Kan juga ngga mungkin kan mbak saya menghadirkan klien beneran, kecuali kalau pacarku bule lah. (Tertawa) Terus unit yang kelima, kaya handling clients. Jadi kalau misalkan kaya udah mulai ada tanda-tanda positif disini, nanti mereka kan otomatis kaya mendengarkan ide mereka apa gitu kan mbak kaya menunya, terus kebanyakan orang yang menikah di Jogja, mungkin, kan pada pakai menu-menu tradisional, kaya misalkan, disini juga aku memilih kaya bagaimana mendiskusikan sebuah menu Bahasa Inggris. Iya, itu penting lho. Kaya lotek itu Bahasa Inggrisnya apa? Atau apa, gitu. Ni pakai simple future tense karena nanti kan akan ngomong sesuatu yang akan datang, gitu. Betul betul betul. Terus unit yang keenam, udah masuk ke wedding contract. Jadi, ya, cara membuat wedding contract, sebelumnya recognize dulu, content-content, elemenelemennya seperti apa, ya kaya memahami struktur kaya surat bisnis itu seperti apa. Iya, ho o sih, menurutku important semua sih. Terus yang terakhir, wedding execution itu sendiri. Nah, disini lebih ke kalau misalkan sebelum kan kaya ada rundown sama arah-arah, siapa tahu in case ada keluarga yang iseng, ini dimana, abis ini acaranya apa, seperti itu. Terus ini pakai temporal conjunction. Udah mbak, Cuma simple aja kaya gini. Ok. Overall seperti apa, mbak? Apa ada yang kurang? Udah sih, menurutku udah bagus, sih. Kan aku juga apa yah, aku juga sebenarnya juga tantangan, mbak, orang aku juga belum pernah menikah, belum pernah WO juga, jadi ya guruku itu ya kaya mbakmbak ini sekalian itu, jadi walaupun ada kaya ngga ada pengalaman handle

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clients sama sekali, at least aku dapet ilmu cara mengorganize wedding. (Tertawa) Iya. Seperti itu. Ini kuesioner yang saya bagikan ke mereka. Anggota-anggotanya. Terus, ini mbak, ini kan judulnya English for wedding organizers: project-based, nah project-based yang dimaksud sendiri itu intinya nanti mereka akan kaya berkelompok itu akan bekerja dalam kelompok itu kaya presentasi. Oh, ok. Projectnya Cuma itu aja sih dalam apa menggunakan bahasa. Iya kaya gimana-gimananya. Lengkap dari vendornya sampai kaya eksekusinya seperti itu. Iya bener-bener. Menurutku juga kan goalnya itu kan. Iya, ngga kaya sebenernya kan kalau project based yang di biologi, atau katakanlah di fisika, nanti final ininya kan Cuma kaya exhibition, produknya apa, terus apa. Kalau ini kan memang at the end presentasi. Iya, aku pikir. Masa terus harus nikah? (tertawa) Kalau ngga, masak terus harus bikin WO sendiri? (tertawa). Iya he eh (tertawa). Itu lebih parah, nanti aku dimarahin semua orang (tertawa). Jadi menurutku sih, overall sih, udah, kalau aku lho ya, kalau aku sih udah udah udah komplit. He e, gitu. Sebenarnya udah sih mbak udah selesai wawancaranya. Udah? Terimakasih.

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Transcript of the Interview with Denaya Production Friday, 10 November 2016

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Peneliti

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Responden

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OK. Jadi ini mas sebagai pimpinan WO ini, saya mau tanya, berapa lama mas menjalankan atau memiliki WO ini? 10 tahun. Eh, 6 tahun. 2010 maksud saya. 2010 baru mulai. Ya. Bisa diceritakan sedikit pengalaman ketika berhadapan langsung dengan klien dari luar? Dari luar negeri? Ya, mungkin bisa diceritakan lagi yang kasus dari JPH itu atau mungkin ada pengalaman lain lagi yang menuntut mas untuk menggunakan Bahasa Inggris? E.. Secara khusus memang tidak ada. Karena kami memang berhubungan dengan si pengantin putri yangkebetulan orang Indonesia. Betul. Tetapi, memang, pada saat kami di lapangan, terkendala pada saat keluarganya, yang itu tadi, yang di Jogja Plaza itu tadi itu harus bagaimana e apa namanya untuk menggunakan Bahasa Inggris. Nah itu kami, kalau ditanya untuk saat ini bagaimana ketemu klien memang masih blank, mbak. Maksudnya, kami untuk anu, berhubungannya dengan pengantin putri yang dari Indonesia. Secara tidak langsung akan minta tolong sama ya kebetulan pas di Jogja Plaza ada dari kan otomatis bisa memberi catatan, memberi masukan, memberu apa itu tulisan dan dibaca dalam Bahasa Inggris. Ya. Nek jawaban liyane opo ya? Yah, itu aja udah cukup, mas. Jadi kan itu kan, hanya dari segi mas sebagai pimpinan. Jadi ketika kaya anggota tim mas yang lain juga berarti juga terlibat kaya diomong juga? Pernah. Lalu reaksi mereka? E reaksi yang kami anggota yang lain memang itu tadi. Bisa menerima yang dia bicarakan, tetapi kami ngga bisa ngomong ke dia. Jadinya ya ming “ya ya ya, dia njaluk ini, dia minta ini”. Jadi kita hanya, ini, atau kebetulan ada tim kami satu sih yang bisa dalam artian sedikit demi sedikit, namanya Mas Adit, nah itu yang orang Lampung ini. Dulu yang kami andalkan Mas Adit. Ada satu ini, yang kami andalkan memang Mas Adit itu. Tapi kalau tim lain ya itu tadi “Adit, Adit, Adit”. Jadinya dia diubah ke apa namanya, ke ngurusin keluarga pengantin putra. Jadinya kaya gitu. Dia bisa jadi ini. Kalau saya sendiri, saya ngga ini, belum. Belum. Bukan ngga bisa. Belum. Jadi Bahasa Inggris itu sangat penting untuk WO? Penting. Sangat penting. Karena aku udah ketanggor bolak-balik (laugh). Ya termasuk Mas Anto.. Jadi dulu sebelum ketanggor juga biasa-biasa aja? Iya. Jadi, seperti Mas Anto pernah punya klien foto di studio Inggris ya mas? Orang Perancis. Ya yang rembug’an ya mbakyune. Jadi akhirnya apa, pakai bahasa isyarat itu tadi. Sangat penting, mbak. Jadi, e, yah, karena di skill ada 4 skill (kayanya saya dah pernah bilang deh), jadi yang menurut mas paling penting itu speaking skill ya? He’eh. Tapi kayanya waktu itu saya juga pernah bilang, speaking itu... Kita ngga bisa speaking kalau kita tidak dapat input mendengar. Dan kita juga ngga bisa ngomong speaking, yang mana speaking itu kan sama aja

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mengutarakan sebuah kalimat, jadi kita tidak tahu kalimat kita itu benar atau engga kalau tidak belum bisa menulis, jadi memang saling berhubungan. Berhubungan. Sangat berhubungan. Itu sangat berhubungan. Belajar Bahasa Inggris itu memang harus semuanya. Yah. Nah menurut mas, kan wedding organizer itu ngga hanya satu orang, tapi tim. Jadi, semua tim, semua anggota tim harus bisa menguasai, begitu? Karena memang ada, beberapa kelompok yang memang kalau urusannya sama bule, yaudah nanti tar sama atasannya aja. Ya. Tapi ada juga.. Ada.. Jadi, e, kami tim. Cuma memang kalau permasalahan dengan bule itu tadi, dalam artian yang selama ini kami lakukan ya mengandalkan satu orang. Yang bisa. Tapi karena Adit, namanya Adit, sudah keluar kota pindah kerja, ya cuma kami saja dengan kemampuan Bahasa Inggris kami yang belum memadai, alias belum bisa. Kami kalau ada klien ya cari seorang teman diluar WO yang bisa Bahasa Inggris. Biar dia yang komunikasi. Atau jika Adit ngga ada, yang mengetahui dalam artian, di antara kita berenam, siapa yang lebih menonjol untuk menerima Bahasa Inggris. Kan seperti itu. Nah itu yang akan kami ajukan. Karena itu yang selama ini kami lakukan. Saya sendiri pun orang yang ngga berani, gitu lho mbak. Pada saat itu, “Yaudah, kamu saat ini. Kamu tau to Ded? Ada yang namanya Dedy. Kerja di pertambangan, ya taulah, bisalah, ngobrol dikit-dikit.”Jadi ya dia yang aku ajuin. Walaupun dia ya nek ngomong anu ya “blablabla” tapi dia berani lah istilahnya begitu. Kurang lebih itu, mbak. Jadi intinya, mas setuju kalau setiap anggota tim harus bisa, apalagi kalau nanti kan ada regenerasi. Yap. Tidak harus pemimpinnya tok. Karena kalau pemimpinnya tok, pada saat si pemimpin ngurusin vendor, siapa yang ngurusin di keluarga putra? Seumpama kalau dia mayoritas bule semua, kan gitu. Kami harus bisa semua. Toh dengan itu juga tamu yang hadir juga ada tamu-tamu bule. Mesti gitu. Yah. Yah. Oke, terus, jaman dulu kalau misalkan kita mau flashback¸dulu kalau misalkan e kita diajarin Bahasa Inggris kan lebih ke gurunya yang dominan, jadi untuk karena memang English for Wedding Organizer kan lebih ke communicative? Kaya tadi saya suruh ngomong sendiri, apa, role play sendiri, begitu. Jadi akan lebih ke student-centered pembelajarannya. Iya. Lalu, e, materi yang akan dipelajari itu akan lebih ke kaya give presentation, terus kaya menjelaskan wedding tema, jadi kaya lebih ke real. Jadi biasanya.. Jadi sama ada sebetulnya... Ada tambahan mungkin boleh ya, mbak. Pada saat dilapangan, yang utama itu kalau kami. Itu yang duh, seumpama, jamnya udah mepet. Ini keluarga putra kan ngga ngerti gimana kita mau ngomong “ngumpul, ya”. Jadi ada “excuse me, Mr. E, keluarga putra, mohon maaf, diharapkan untuk menuju ke gedung’. Ngasih pengumuman. Information. Nah, information. Gitu yang di lapangan. Yang kedua ya juga itu tadi, adat istiadat. Itu pengalaman kami yang malu juga. Aduh. Adat istiadat. Gitu aja. Kalau selebihnya ya.. OK. Jadi materi yang ini ibaratnya belum going, yang akan saya buat, icak-icaknya ada Unit 1 – 7, dari Unit 1 itu lebih ke kaya ada pertama kali ketemu WO, terus, makin hari percakapannya makin mendalam, yaitu soal tentang wedding tema, vendor-vendor, juga lebih ke apa namanya, kaya menawarkan, terus kaya biasanya memilih menu Indonesia kan susah, nama-namanya, terus kaya habis itu taken contract, terus habis itu langsung ke lapangan. Karena nanti di pertemuan terakhir itu kaya

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rundown sama pertanyaan-pertanyaan apa yang sering diajukan di lapangan. Jadi mas setuju, ya? Ya, saya setuju. Itu sudah 80% wis anu.. Terus yang terakhir, karena ini juga lebih ke project-based learning, kaya, yang nanti, di akhir program, akan disuruh mempresentasikan wedding tema. Itu juga mas setuju ya? Setuju. Jadi kan biasanya kalau belajar apa gitu kan kaya jadi kaya tugasnya selesai pada saat itu juga. Nah sedangkan, di penelitian saya ini, akan ada sebuah proyek besar yang akan ditampilkan di akhir program, seperti itu. Yang mana, persiapannya dari pertemuan pertama. Yah. Yah. Jadi mas setuju, ya? Setuju. Setuju. Nah, juga, saya memilih sebenarnya kan di project-based itu kan ada juga yang pameran, apa-apa, tapi kenapa saya memilih presentasi ya karena memang, tujuannya yang sesuai dengan bahasa ya presentasi ya mas? Iya. Nek saya lebih setuju itu tadi. Maksudnya, dimana tahapan-tahapan sampai dengan lapangan itu yang paling utama. Nanti ada kendalakendalanya pun akan kami.. Jadi njenengan banyak ini. Monggo nanti njenengan nulis Bahasa Inggrisnya gimana, nanti kami akan berusaha ngomong. Yah. Sudah, mas, terima kasih. Ya.

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Appendix C Instruments in Planning

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Raw Data of the Questionnaires in Planning No.

Frequency of level of importance 1 2 3 4 5

Isi

Unit 1: Wedding Planner 1 The history of the wedding planner 1 2 Top wedding planner skills 3 Argumentative Text Type 4 Asking and Giving Opinion 5 Simple Past Tense Total Mean Score Unit 2: Wedding Structure 1 The structure of the wedding reception 2 The content of the wedding reception 3 Descriptive Text Type Total Mean Score Unit 3: Wedding Vendors 1 Vendors needed in wedding ceremony 2 Contacting wedding vendors 3 Simple Present Tense 1 Total Mean Score Unit 4: Persuading Clients 1 Wedding brochure 2 Getting a big deal 3 Persuasive Text 4 Agreement and Disagreement Total Mean Score Unit 5: Handling Clients 1 Paying attention to client’s ideas 2 Choose reception menu 3 Simple Future Tense Total Mean Score Unit 6: Wedding Contract 1 Wedding planner contract guide 2 Creating a wedding contract 3 Creating a wedding budget 4 Business Letters 5 Subject-Verb Agreement Total Mean Score Unit 7: Wedding Execution 1 Rundown of the wedding reception 1 2 Giving directions in the reception 3 Temporal Conjunctions Total Mean Score

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4

Central Tendency N Mn

1

7 3 5 2 7

7 10 11 15 10

2 8 3 4 3

21 21 21 21 21

3.24 4.24 3.71 4.09 3.71 18.99

1 1

5 2 3

11 13 15

5 5 2

21 21 21

4 4.05 3.86 11.91

8 3 3

10 13 14

3 4 3

21 21 21

3.76 3.95 3.86 11.57

3 1 3 6

8 11 9 10

9 9 8 5

21 21 21 21

4.19 4.38 4.14 3.95 16.66

1

1 4 1

11 10 13

9 7 6

21 21 21

4.38 4.14 4.14 12.66

1

2 3 3 2 2

10 10 8 12 12

9 8 10 7 6

21 21 21 21 21

4.33 4.24 4.33 4.24 4.09 21.23

3 3 3

6 13 12

11 5 6

21 21 21

4.24 4.09 4.14 12.47

2

1

1 1


Interview Protocol Opening In this special occasion, I would like to ask some questions related to the textbook that you are going to use. This interview is a part of my research, particularly in need analysis. List of Questions Unit 1

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Questions Konteks unit adalah pertemuan pertama klien bertemu WO. 1. Ketika bertemu klien pertama kali, apakah WO memperkenalkan WO sendiri? 2. Profil WO apa yang suka diceritakan ke klien? 3. Pertanyan yang disampaikan oleh klien pertama kali, biasanya apa saja? 4. Apakah klien suka meminta pendapat tentang rencana rancangan pernikahan mereka? 5. Adakah hal lain yang biasanya dibicarakan di pertemuan pertama antara klien dan WO? 1. Bagaimana anda menjelaskan struktur pernikahan ke klien Anda? Apakah menjelaskan semuanya dari awal sampai akhir? 2. Konsep wedding internasional atau tradisional? 1. Ketika membicarakan vendors dengan klien, biasanya hal apa saja yang sering dibicarakan? 2. Apakah ada seperti membandingkan antara vendor satu dengan vendor yang lainnya untuk memberi gambaran tentang kualitas vendor ke klien? 3. Sama juga seperti 4. menjelaskan kelemahan dan kelebihan masing-masing nama vendor? 5. Atau malah memberi masukan vendor mana yang seperti apa? 6. Kalau memasukkan asking and giving opinion? Jadi nanti WO memberikan pendapat tentang vendor-vendornya. 1. Apakah WO akan menjelaskan wedding brochure secara rinci atau hanya sepintas? Biasanya hal-hal penting apa yang dijelaskan? 2. Apakah termasuk diskon yang ditawarkan? Dan juga deadline untuk deal nya? Dan juga fasilitas yg ditawarkan? 3. Disini kita akan belajar tentang wedding brochure. Nah ketika sedang membahas wedding brochure, klien akan melihat beberapa wedding package. Biasanya apa yang klien katakan? 4. Apa yang biasanya klien “tawar” ketika melihat wedding brochure? 1. Kalau klien ingin menu indonesia, kesulitan apa yang dialami ketika menjelaskan menu-menu Indonesia? 250


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2. Apa yang biasanya klien tanyakan tentang menu-menu Indonesia? 3. Ketika memilih paketan menu, apakah ada tawar menawar juga? Bagaimana? 4. Yang dibahas selain keterangan jenis makanan, lalu biasanya apalagi yang dibahas? Apakah jumlah porsinya? Atau penyajiannya? 1. Ketika akan membuat wedding contract, keterangan apa yang dimintai oleh klien atau hal-hal apa saja yang harus didealkan terlebih dahulu? 2. Ketika membuat wedding contract, apakah hanya mengganti bagianbagian tertentu saja? 3. Ketika menjelaskan wedding contract ke klien, biasanya bagian apa saja yang dijelaskan ke klien? 4. Apalagi yang dibahas dengan klien tentang wedding contract? 5. Pembacaan uang, apakah sudah bisa? 1. Apakah pada saat hari H ada yang suka menanyakan setelah ini kegiatan apa? 2. Pertanyaan-pertanyaan apa saja yang biasanya disampaikan oleh keluarga pengantin yang harus dijawab oleh tim WO? 3. Apa lagi ya?


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Interview Transcript with Denaya Production (as a need analysis to adjust the components or contents of the materials) Thursday, 10 November 2016

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GENERAL Researcher (Team members) #1

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Ir 8 Ie 8

#1

Selamat sore, mas, semuanya. Ya, njih. Selamat sore. Hal-hal yang general dulu aja. Ketika belajar Bahasa Inggris, apa to yang susah? Satu-satu aja, ya? Kalau saya, dari e, keinginan menghafalnya itu yang. Kemauan untuk menghafal. Menghafal vocabnya? Vocabnya. Ya. Untuk mempelajari vocabnya itu yang kadang sudah bikin down. Kalau saya pribadi. Tetapi, tidak menutup kemungkinan pada saat melihat orang bisa berbicara Bahasa Inggris, seneng lihatnya. Kalau saya intinya itu. Menghafal vocabnya. Nggih. Kalau saya, apa ya mbak. E. Bahasa Inggris itu sebenarnya saya rasa tidak susah. Faktor kebiasaan. Contoh, lagu. Apal kita lagu. Karaoke Bahasa Inggris tetep sampai akhir. Maknanya pun tau. Mungkin karena kebiasaan. Mungkin kalau disini, satu kantor, kalau kita harus maju dalam Bahasa Inggris, pasti cepet bisa. Terus, yang paling susah. Jadi, e, ketika ada orang ngomong Bahasa Inggris, kita paham. Mau mengucap tidak bisa, menulis pun keseleo-keselo. Jadi ada salah makna. Tapi paham. Mungkin ya kesalahannya karena kurang terbiasa. Seperti itu, sih. OK. Mas Antok? Ya mungkin, sama seperti Adnan ya. Tambahin sedikit, ya emang kebiasaan aja sih. Memang kurang kebiasaan. E. Ngobrol-ngobrol lah. Misalnya kita ngobrol-ngobrol lah. Dengan Bahasa Inggris mungkin cepet bisa, ya. Ya. Pernah dulu saya satu team kerjaan, wajib pakai Bahasa Inggris. Yang tidak pakai Bahasa Inggris tidak dilayani. Kerjaan WO? Bukan. Dulu saya pernah di kontraktor. Jadi kalau nyuruh harus pakai Bahasa Inggris. Kalau tidak bisa, mau ngga mau buka kamus dulu. Dan mulai sedikit bisa. Seperti itu. Pernah. Mungkin karena faktor terbiasa. Terus lama-lama mulai.. Tapi kan mungkin beda dengan orang yang Bahasa Inggrisnya belajar dari kurikulum. Dari buku. Dari gurunya. Berbeda dengan orang yang otodidak. Mungkin seperti itu saja. OK. Terimakasih. Kapan terakhir Anda belajar Bahasa Inggris? Belajar atau menggunakan lah. Saya, belajar Bahasa Inggris pada saat D3. Padahal D3 saya komunikasi. Cuman karena pada saat di komunikasi itu, adalah, apa namanya, dosen sudah menggunakan, untuk pengantarnya dia dan segala macem sudah menggunakan Bahasa Inggris. Nah, disitu saya kesulitannya adalah kadang dosen tidak memberikan arti. Maksudnya, mohon maaf, tidak berbagai macem untuk mengartikan yang dia bicarakan. Sedangkan mahasiswa ini yang lainnya, temen saya, “Ohya!”, sudah tahu. Nah, mungkin kalau saya pribadi mungkin memang di D3 untuk terakhir kali istilahnya bisa sedikit ngomong

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Ir 9 Ie 9

#2

Ir 10 Ie 10 #2

Ir 11 Ie 11 Ir 12 Ie 12

#1

#3


#2 #2

Bahasa Inggris. Mas Adnan. Saya, belajar menggunakan Bahasa Inggris terakhir, barusan tadi ini mbak. Hiii. Yakali... (Tertawa semua). Terakhir, sebelum ini, yaitu pada waktu mengikuti pendidikan IT. Di bidang komputer. Disana kan banyak macam perintah menggunakan semua Bahasa Inggris, dan mau nggamau harus belajar mulai dari istilah-istilah dan sebutannya, perintahnya, seperti itu. Sekitar 2010. Wah. Kalau Mas Andi tadi, 2000, 19 berapa, mas? Kalau saya, saya lulus D3 tahun 2006. Yah. Mas Anto. Saya terakhir belajar waktu kuliah D3 di kampus ATFI. Yang memang di e kuliahnya kan di visual, komunikasi visual, disitu terkadang juga ada tugas yang harus menggunakan Bahasa Inggris juga. Memang, terus setelah ngga kuliah lagi, jarang menggunakan Bahasa Inggris. Tapi pas waktu kuliah itu, ya hampir sering lah. Misalkan desaindesain perintah kaya rambu-rambu atau perintah desain-desain lainnya itu menggunakan Bahasa Inggris. Misalnya, dilarang merokok, itu Bahasa Inggrisnya apa, gitu. Ya, terimakasih. Kira-kira, kan semuanya bekerja di WO. Kemampuan Bahasa Inggris apa yang paling dibutuhkan? Komunikasi. Berarti berbicara ya? Speaking. Berbicara dan apa ya, e, karena kita juga fotografer juga ini, pernah kesulitan ketika dapat klien bule, untuk menggayakan..

#1

Memfosekan..

#3

Mengarahkan.. Bahasa Isyarat tadi mbak, intinya. Jadi kalau kita mau mengutarakan maksud, begitu. Tapi kalau mau speaking, otomatis harus inputnya, kan. Inputnya dengan cara listening. Ya. Terus kaya reading & writing, kan berhubungan sama klien, secara teks. Jadi mungkin yang paling penting speaking, tapi speaking, listening, reading sama writing sebenernya saling berhubungan. Tapi hanya porsinya aja. Jadi nanti materi saya akan lebih ke speaking tapi tetap mengintegrasi listening, reading, dan writing.

Ir 18 Ie 18 Ir 19

UNIT 1 Ir 20

Ie 20

Ir 21 Ie 21

Researcher

Nah, sekarang kita mulai wawancara yang akan kita pelajari besok, mas. Jadi, nah, jadi besok kan lebih ke perkenalan WO, jadi ketika pertama kali bertemu dengan klien, WO berarti memperkenalkan WO sendiri, kaya nama, seperti itu ya?

(Team Members) #1

Iya. Iya. Iya.

#1

Nah, kira-kira profil WO apa yang suka diceritakan ke klien? Profil yang utama adalah bahwa, e, yang pertama memperkenalkan portfolio kami, e, portfolio itu dalam artian..

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Ir 22 Ie 22

#1

Ir 23 Ie 23 Ir 24 Ie 24

#2

#2

Ir 25 Ie 25 Ir 26 Ie 26 Ir 27 Ie 27

#2 #3

#1

Ir 28

Ie 28 Ir 29 Ie 29

Oh, brosur? Bukan brosur, mbak. Jadi, e, kadang kalau saya pribadi untuk me.. Pada saat bertemu dengan klien, Mas Anto. Bagaimana sih sistem kerja WO? Nah, kami mempunya video. Video itu adalah menunjukkan sedikit profil tentang kami, dalam artian, klip ya, tugas kami disitu, dalam artian sudah mencakup koordinator foto, ada koordinator keluarga, ada koordinator dengan vendor, terus perlengkapan, dan mungkin banyak lagi, cuma, saya yang utama lebih cenderung ke portfolio. Lalu saya akan menanyakan, e, darisitu dia akan, apa itu istilahnya, e, me... “Oh, ya ya ya!” Biasanya dia akan tahu kalau sudah lihat video. Kepanitiaan dalam wedding. Nah. Kepanitiaan dalam wedding. Terus, nanti, baru saya akan menanyakan ke klien. Bagaimana yang anda butuhkan? Bagaimana konsep yang seperti apa. Setelah dia mengungkapkan kalau e, apa, istilahnya dia sudah mengungkapkan keinginannya, tapi, masih mungkin blank, bingung, berbagai macem, nanti kami memberi masukan. Jadi saya seperti itu. Jadi lebih ke komunikasi. Yang pertama itu. Yang kedua, klien itu akan melihat dari apa ya, hanya omongan mungkin kadang belum ini, ya, tetapi dia akan, kenapa saya menunjukkan lewat video, biasanya dia akan, oh, sudah pernah tampil. Sudah pernah mempunyai klien. Sudah pernah menangani wedding berbagai macem. Nah itu, istilahe seperti itu. Kalau saya. Kalau Mas Adnan sama Mas Anto? Tadi apa, mbak? Biasanya kalau ketemu klien itu apa saja yang dibicarakan? Yang pasti kita akan menunjukkan dulu kita siapa, e, seperti yang Mas Andi bilang tadi, profil kami dulu, mungkin namanya, kantornya, setelah itu selesai, lalu kita akan menunjukkan, apa, hasil kerja kita. Hasil kerja. Termasuk portfolio. Jadi, berbagai macam e, ada beberapa video, beberapa video dan foto kita perlihatkan, ini event kami, bu, setelah itu kami masuk ke materi, nah terus nanti, “kita dapet apa aja, mas, dari WO?”. Mungkin kita nanti dapat budget sekian, dapet tim sekian, yang nanti kita terus e, includenya bisa nanti rapat satu kali, lalu buku panduan juga termasuk. Kalau nanti ambilnya satu paket, kitanya lebih enak. Kalau ambilnya beda-beda vendor, nanti kita termasuk yang menyatukan-menyatukan vendor. Terus, e, pokoknya yang terakhir baru masalah harga sih, mbak. Tapi biasanya harga itu menjadi nomer dua, setelah rasa puasnya, manteb e, rego keri lah. Sik penting manteb e. Wuidih.. Biasanya kalau kita sudah sukses, sudah bisa ambil hati dulu, harganya biasanya... “Mas, butuh berapa?”. Cocok. Mas Anto ada yang mau ditambahkan? Apa ya? Kalau satu tim, dan Anto juga di fotografi, jadi kami pun, istilahnya, Anto pun juga sama dengan menjual fotografinya. Dengan portfolio.. Kita sudah pernah melakukan ini. Kadang ketika ngomong saja tapi kita tidak membawa sampel, atau membawa ini, klien akan “Mana hasilnya?”. Brosur tadi itu juga mendukung. Jadi berkaitan dengan pertanyaan saya selanjutnya. Jadi pertanyaan apa yang paling banyak ditanyakan klien saat pertama kali? Berarti “udah pernah kemana aja, mas? Event apa aja, mas?” Ya. Ya. Lalu, klien apakah juga sering minta pendapat “Aku nikahnya gimana ya mas ya?” Nah itu juga? Jadi misalkan kaya masih bingung, seperti apa. Jadi, gini. Ada persentase. Kalau tim kami adalah yang utama

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menawarkan kepada klien konsep apa yang dia inginkan. Tetapi pada saat dia contoh aja, dalam adat Jawa. Kalau adat Jawa, khususnya Jogja dan Solo itu berbeda. Dia punya konsep “Mas, bajuku Solo, tetapi upacaranya Jogja.” Itu kami akan stop. Oh, ngga mau? Saya ngga akan mau. Itu sudah menyalahi aturan adat. Karena disitu nanti kalau juga ada perias, pada saat acara wedding ada tamu dan berbagai macam orang yang tau tentang adat “Siapa sih, WO nya?” Itu berdampak juga dengan kita. Yang jelas adalah, konsep itu akan kami tawarkan dulu. Tetapi kalau sudah “Bagusnya apa ya, mas?” Nah kami memberi masukan. Masukan itu apa? Ya tadi itu, berhubungan dengan budget. Nah, dalam artian budget disini adalah paket pernikahannya. Termasuk undangannya berapa, budgetnya gimana, seperti itu, mbak, kurang lebih.

Ir 30 Ie 30

Ir 31 Ie 31

Ir 32 Ie 32 Ir 33 Ie 33

#2

Jadi lebih ke memberikan solusi. Jadi, e, mengemas pernikahan sedemikian rupa, e, karena mungkin apa, tidak Cuma satu keluarga, ya, mbak. Tapi ada dua keluarga. Nah itu kita harus bener-bener menyatukan mereka dan sangat luar biasa. Karena dua keluarga itu sangat susah untuk dipersatukan. Apalagi udah menyangkut masalah ewuh. Sini yang merasa punya gawe, otoriter, kelihatannya sih baik-baik saja, mbak, tetapi di belakangnya itu padahal “Oh kudune ngene, kudune ngene.”

#2

Nah itu kita kembalikan ke klien itu, yang bersangkutan.

#2

Ir 34 Ie 34 Ir 35 Ie 35

#2

#2

Ir 36 Ie 36

#1

Ir 37 Ie 37

#1

Yang jelas, e, kita memberikan masukan ke klien, tentang konsep yang seperti apa, yang diminta seperti apa. Semua. Berdasarkan dengan budget. Karena setiap upacara adat itu jadi nggih klien itu lebih sering ke menanyakan “saya bagaimana, ya, mas?” Tapi lebih sedikit untuk e, surface aja, lebih ke, klien kita orang kota, itu akan lebih enak, mbak. Ketimbang kalau nanti kita dapet klien orang mungkin, sedikit terpinggir. Sedikit adatnya kampung masih kental. Karena, kalau kita contoh, kita dapet orang Wonosari, “WO itu apa?” (Tertawa) Iya, mbak. Nggatau dia. Berarti disitu juga harus bisa menjelaskan WO juga ya? Iya, harus bisa menjelaskan WO itu apa. Dan mereka kebanyakan orangorang di desa itu ada beberapa orang yang superior. Jadi misalkan ada yang punya gawe disana, mereka-mereka tokoh-tokohnya. Jadi ketika ada WO, sedikit ada “WO ki opo toh? Gunane opo toh?” Nah itu sering. Dan kita istilahe, kaya pendadaran lho, mbak. Lebih dibantai, ditanyai. Tapi kene mbendina nggarap manten, e, mbak. Arep takon opo tak tututi. Iya sering itu mbak. Jadi memang pas rapat, “Coba. Kirab ala Jogja itu gendhing nya pakai apa? Buset. Dan kita harus menguasai itu, mbak. Kita harus menguasai itu. Saya ditanyain itu ngga bisa, mbak. Wah, malu saya. Karena kita orang Jogja. Dan otomatis event yang kita kerjakan itu mayoritas orang Jogja, dan seadatnya Jawa, kita lebih cenderung ke Jawa. Kita dikasih event Chinese, mungkin, kita harus belajar lagi. Menghafal lagi. Nah itu tadi intinya jawabannya itu tadi. Mengembalikan ke klien, yang utama, kalau konsep kami yang akan menentukan tetapi sesuai dengan budget.

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Ir 38 Ie 38 Ir 39

#1

Ie 39

#1

Ir 40

Ie 40

#1

Ir 41 Ie 41 Ir 42 Ie 42

#2

#1

Ir 43 Ie 43 #1 Ir 44 Ie 44 #1

Ir 45 Ie 45

#2

Terimakasih. Berarti, ini konteksnya masih di pertemuan pertama dengan klien. Ada yang masih dibicarakan setelah itu? Selain... Jadi sebenarnya, setelah ini, setelah unit ini, akan ada struktur pernikahan, vendor, nah ini masih konteksnya perkenalan dulu wedding organizer. Iya. Jadi, kalau pertemuan awal, itu tadi mempernalkan. Yang kedua menawarkan. Dalam artian, konsep acara seperti apa. Nah. Konsep acara itu tidak hanya sekali, mbak. Sekali pertemuan tu engga. Karena pada saat kita bertemu dengan klien, dan itu pengantinnya langsung, kadang ia masih berpikir. Karena untuk hubungannya dengan orang tua. Yang perlu diingat itu. Jadi tidak semua konsep dari si pengantin itu bisa diterima orang tua. Nah, kami akan menawarkan kembali. Coba nanti ditanyakan dengan bapak ibu, bagaimana yang sudah kami sampaikan. Kalau bapak ibu “ora, aku ngga mau.” Yasudah, kita cari plan B untuk wedidng partnya, istilahnya seperti itu. Minimal saya ada tiga kali pertemuan, untuk menjelaskan awal konsep acara, termasuk jam, wah, semua mbak, termasuk ditulis gedungnya seperti apa, undangannya seperti apa, tamunya berapa, makanannya apa, itu ngga cuma sekali pertemuan. Itu bisa tiga kali pertemuan, mbak. OK, terimakasih. Terus, saya mau tanya, kenapa sih mas-mas sekalian mau belajar Bahasa Inggris? Nanti kaitannya juga saya tulis di background Chapter 1 saya. Ya. Gini aja. E, yang jelas, untuk membantu kami jikalau suatu saat kami menemukan klien yang itu tadi, dari luar. Kami pernah, dengan pelajaran yang Mas Adnan tadi, dalam artian menggunakan bahasa isyarat, tetapi kami tidak menginginkan bahasa isyarat itu kan keluar lagi. Sebisa mungkin kita juga menguasai sedikit demi sedikit, ngobrol. Pernah pada saat itu, saya, diresepsi di Hotel Jogja Plaza, keluarganya putra, cowok, semua menggunakan sorjan, yang cewek disanggul, itu dari Australia. Mereka bertanya, disitu mereka bertanya, pada saat itu tanyanya bukan ke saya, tapi tanyanya ke si pengantinnya, putri. Jadi gini, hubungan saya kan dengan pengantin putri. Jadi pada saat dia bertanya “Apa makna adatnya Panggih?” Mati kita. Panggih is.. Nah, mati kita. Saya saat menulis, menulis, pak MC nya juga ngga bisa. Jadi pada saat itu acaranya berbeda. Dia meminta untuk dijelaskan. Jadi, pada saat upacara adat, si pengantin putra ini minta untuk wajib dijelaskan, karena ada keluargaku. Pada saat nanti Panggih, pas berlangsung, MC nanti menggunakan... Berarti ada MC jawa sama MC Inggris? Nah, pada saat itu cuma ada MC Jawa. Dan dia minta untuk bisa akhirnya bisa dibantu sama dari pihak Jogja Plaza. Marketingnya Jogja Plaza. Jadi itu on the spot? Iya. Jadi memang pada saat lagu gendhing “neng nong neng nong” “Mr. & Mrs., this is a..blablabla” Diomong itu. Yang biasanya pada saat upacara panggih itu e, MC itu nyandra, nyandra itu... (menirukan). Engga. Karena tamunya dari sana. Woh. Aku ya disitu ya, ini, memang itu harus belajar. Setidaknya ya bisa.. Yang penting kalau ditanya ya bisa menjawab. Itu. Kalau saya, kenapa tertarik, ya di WO, cuman mungkin faktor waktu

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Ir 46 Ie 46 #2

Ir 47 Ie 47

#1

Ir 48 Ie 48 #2 Ir 49 Ie 49 #3

Ir 50 Ie 50

#1

Ir 51

Ir 52 Ie 52 Ir 53


Ir 59 Ie 59

UNIT 2 Researcher Team Members (#)

dan temen. Tidak ada partner? Iya, jadi kalau kita sendiri tidak ada partner ya susah. Tertariknya karena kebutuhan, satu. Tuntutan pekerjaan, dua. Terus ya mau ngga mau, ketoke kalau kita jalan terus ketemu bule ngobrol itu kok asik, siapa tau besok kita bisa ke Amrik juga ya to bos. Ngga menutup kemungkinan nanti nikah sama bule. (Tertawa). Lho, kan sopo ngerti lho bos. Jadi ada alasan personal sama ada alasan group ya (tertawa). Yah. Jadi dalam hal pekerjaan seperti itu tadi. Dalam hal pekerjaan kita bisa mewakili. Bisa Bahasa Inggris, ketika ada klien atau orang tanya, kan ada beberapa wedding yang tamunya dari luar. Nah ketika ditanya, juga cuman diem aja i keliatannya gimana. Malah kadang mereka “Selamat sore!” Ya lebih ke kebutuhan. Mas Anto ada yang mau ditambahkan? Kenapa akhirnya merasa butuh Bahasa Inggris? Ya, ini aja, kebetulan juga saudara-saudara ya orang Perancis. Kadang ya memang kalau mainan sama ponakan, kan temene papahe kan bulebule. Ada yang Bahasa Inggris, ada yang Bahasa Perancis. Ya cuma “Ki opo toh ngomong opo. Ojo-ojo ngomongi aku.” (Tertawa). Ya gitu aja, mbak. Tertarik lah, Bahasa Inggris. Kalau Anto ya memang sehari-harinya momong anaknya mbaknya. Jadi ya disana banyak ketemu bule ya cuma itu. Itulah mbak. Ya. Sudah. Terimakasih.

Selamat sore. Ya. Jadi unit yang ke-2 akan tentang do you know your wedding structure. Jadi lebih ke struktur pernikahan. Nah, biasanya ketika mas, mbak, me.. atau diajak konsultasi sama klien tentang wedding, struktur wedding, mereka biasanya pertanyaannya seperti apa? Struktur wedding... Jadi katakanlah kalau misalkan abis ijab qobul, apa.. Atau kalau misalkan kalau Jawa itu apa,... Susunan acara? Tapi beda sama rundown ya mas. Lebih umum. Oh gini. Struktur. Bagaimana apa sih yang mereka lakukan dari awal itu apa.. Istilahnya apa to? Moment.. Momennya.. Ada ijab qobul, terus ada apa ya abis ijab qobul. Atau sebelum ijab qobul ada pengajian.. Pengajian, seserahan, ijab qobul.. Iya, betul. Gini. Ini tak jelasin apa ini termasuk struktur atau engga, ya. Dalam artian, pada saat aku bertemu klien, e, mereka kadang bertanya, apa yang harus aku lakukan untuk awal pertama, dan, apa yang harus aku lakukan? Iya. Sama, ndak, untuk struktur? Iya, sama. Sama, kan?

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Ir 60 Ie 60 Ir 61 Ie 61

Ir 62 Ie 62 Ir 63 Ie 63

Ir 64 Ie 64 Ir 65 Ie 65

Ir 66 Ie 66

Ir 67 Ie 67 Ir 68 Ie 68 Ir 69 Ie 69 Ir 70

Sama. Nah kami akan menanyakan rencana tanggal. Rencana tanggal pernikahan mereka. (Terpotong kegiatan mengusir laron). Apa yang harus saya lakukan pertama kali, apa itu? Jadi saya menanyakan tanggal. Rencana tanggal pernikahan mereka. Rencananya. Yang kedua, kalau sudah ditentukan tanggalnya, tim WO akan menyarankan untuk pendaftaran di Kantor Urusan Agama (KUA). Nah. Pendaftaran itu, yang utama. Yang pertama pendaftaran di kantor urusan agama. Yang ketiga adalah memilih e tempat. Dalam artian, gedung dimana. Itu juga wajib karena sebisa mungkin untuk booking gedung itu jauh-jauh hari. Gitu. Tu. Tempatnya dimana. Lalu kami akan menanyakan konsepnya. Apa konsep acara itu juga me apa namanya, tidak luput dari, itu tadi, acara seserahan, gitu lho. Kalau Chinese kan dia konsepnya sudah pakai termasuk seserahan, jadi.. gitu. OK. Kalau misalkan, saya bikinnya besok akan lebih ke tadi kan apa yang saya harus lakukan pertama... Oh, itu lebih ke persiapan, ya? Iya. Kalau misalkan saya tanyanya lebih ke hari H nya? Jadi kan biasanya, kalau orang Jawa itu kan dari Kamis, Jumat, Sabtu, to? Iya. He’eh he’eh. Strukturnya. Kalau di tradisional Jawa, strukturnya yang awal itu adalah yang pertama, berarti itu kan, jadi itu kan lebih ke step-step seperti itu ya. Iya. Bukan rundown acara juga, tapi ya step by step. Iya. Setiap acara Jawa itu yang pertama adalah acara siraman. Tradisional jawa. Ada acara siraman. Yang kedua adalah midodareni. Yang ketiga adalah seserahan. Yang keempat, ijab qobul. Ijab qobul kalau di gereja juga bisa. Ikatan nikah namanya. Sama, yang kelima, sebenarnya resepsi pernikahan. Nah, di resepsi pernikahan itu, apalagi untuk khusus di tradisional Jawa, itu masih bisa dibagi tahapan lagi. Yang pertama itu ada acara e bisa.. sebenarnya tidak ada semua, tapi ada acara panggih pengantin itu acara adat. Panggih pengantin. OK. Terus acara panggih pengantin itu yang bisa di ini, bisa di satu rangkaian tapi banyak, mbak. Ada balang-balangan suruh, nah masuk itu njenengan silahkan cari di Internet urutannya apa. Jadi itu sudah ada, terus mungkin opo yo yang lain. Terus ada acara ngunduh mantu, sebenernya. Iya, ngunduh mantu ditulis saja. Kadangan satu WO juga ada pesenan ngunduh mantu satu paket. Satu paket? Padahal ngunduh mantunya sapatau satu minggu kemudian.. 5 hari. Ho’oh. Biasanya ada yang namanya sepasar, di Jawa, ya. Sepasar itu 5 hari setelah wedding party punya cewek. Itu ada sepasaran. Sepasaran itu maksudnya 5 hari. Nah itu, ngunduh mantu itu. Biasanya seperti itu. Nah kalau ngunduh mantu udah, ya dah selesai. OK. Ya mungkin, e, besok akan lebih, saya juga udah bikin, berarti pertama, katakanlah kaya first, second, next.. Ya, itu. Itu. Kalau urutannya sih itu, kalau urutan tradisional Jawa. Kalau di nasional, saya kira tidak ada seperti tunangan, atau.. Paling cuma dua, ya. Tunangan, pemberkatan, langsung resepsi. Iya. Kalau di internasional juga. Mungkin hampir-hampir sama. Tapi besok saya concernnya ke Jawa karena kan emang saya WO nya di Jogja kan, jadi kebanyakan yang orang Jogja, ceweknya, dan biasanya

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orang bule biasanya yang memang suka adat langsung sini, to, mas? Benar. Jadi kalau misalkan besok saya ditanya: kenapa Jawa? Kenapa ngga yang lainnya? Dan itu kalau dipaparkan, nuwun sewu, njenengan akan nilainya lebih bagus. Karena nilai budayanya. Njenengan besok saya sarankan untuk memaparkan kalau nanti bingung, njenengan, karena bilang aja bahwa setiap e yang kami alami, itu, kaya kemarin tak ceritain, itu suruh memaparkan. Apa sih artinya balangan suruh? Kenapa sih kok telurnya diinjak? Kenapa sih.. Banyaknya begitu. Itu bagus. Itu tradisional Jawa. Jadi banyaknya seperti itu. Balang-balangan suruh, itu supaya, apa, saling bertukar pikiran, terus kenapa kok setelah cuci kaki ya, si cewek nyuciin kaki cowok, kan berbakti dengan suami. Dalam artian seperti. Terus yang ketiga kalau Jogja itu, telurnya ngga diinjak. Tapi telurnya di jidat-jidat dan dibanting. Yang mbanting malah.. Periasnya. Pemaesnya? Pemaesnya. Kalau di Solo itu yang nginjek cowok e. Jadi, ha, punya makna sendiri-sendiri. Kalau di Jogja, pemikiranku dan pemikiranmu kita jadikan satu untuk diselesaikan. Tetapi kalau di Solo, yang nginjak cowoknya. Jadi lebih dominan yang menyelesaikan masalah itu suami. Nah, sama. Pada saat kirab di atas, itu kan ada yang dulang-dulangan. Kalau Jogja ngga dulang-dulangan. Kalau Jogja yang makan putri ne tok. Cewek tok. Kalau Solo dulang-dulangan. Kalau Jogja, yang cowok nggegem nasi tiga kali di masukinnya, yang cewek makan. Berarti kan mengartikan bahwa suami itu bekerja. Untuk mencari nafkah bagi istrinya, untuk memberi makan istrinya. Tapi kalau Solo, kita barengbareng untuk mencari makan. Maknanya beda. Minumnya pun, ya kaya gitu modelnya. Banyak, kalau dipaparkan, luar biasa sekali. Yah. Sudah cukup unit yang ke-2. Terimakasih.

Ie 70 Ir 71 Ie 71

Ir 72 Ie 72 Ir 73 Ie 73

Ir 74

UNIT 3 Ir 75 Researcher

Ie 75 Team Members (#)

Ir 76

Ie 76 Ir 77

Ie 77

Selamat sore. Jadi di unit yang ketiga, kita akan menjelaskan vendor. Nah vendor itu biasanya mas-mas berdiskusi dengan klien, biasanya apakah itu membandingkan satu vendor dengan yang lain ataukah atau kan juga ngga mungkin menjelaskan, oh fotografer ini adalah apa apa apa. Ngga, to mas? Biasanya apa yang dibahas? Waktu membahas... Begitu. Kalau vendor, ki ya memang membandingkan ya, ya. E, lebih ke ini, mbak. Kita lebih menunjukkan hasil dan kualitas dari pekerjaan kita, tetapi juga tidak menjelekkan vendor lain. Kita lebih ke menunjukkan kalau ini kita lebih berbeda dari mereka. Sebenarnya baik, cuman kita punya kelebihan ini. Jadi ngga perlu ngomong “oh, sana jelek”. Tapi lebih ke.. Maksudte itu lebih vendor apa dulu, mbak? Jadi kan misalkan wedding package itu kan sepaket sama vendornya. Tapi ada juga pengen pakai vendor ini aja. Kan ada yang prethelan to, mas, ngga satu paket? Entertainmennya pakai ini.. Iya. Biasanya ada to mas. Model package yang. Berarti satu itu tentang menunjukkan hasil karya selama ini. Terus kalau misalkan membandingkan? Ya membandingkan gitu ya mas? Ya membandingkan. Tapi dari e dari kami, tapi e, e, terutama saya sendiri. Ketika saya presentasi ke klien, e, sangat tidak etis kalau kita

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menjelekkan vendor yang lain. Itu malah akan menjadi bumerang bagi kita. Jadi, itu lebih ke menunjukkan kelebihan. Nah kalau seperti itu kan kita akan menggiring klien untuk pakai punya sendiri. Tapi kalau membandingkan, pasti mereka juga akan berpikir “Ha yo jelas, gaweanmu, digawe apik, mesti.” OK. Kalau menjelaskan kelemahan-kelebihan, ngga ya? Cuma menjelaskan kelebihan aja, ya. Iya. Biasanya kalau kelemahan, mungkin tidak serta merta kelemahan kita disini. Biasanya apa ya, ya opini yang istilahnya tu, kalau kita ngomong se perfect banget itu ya engga lah. Tapi jadi rodo mungkin ada.. tapi biasanya kita sudah mengantisipasi seperti ini, seperti itu. Berarti dari WO sendiri lebih ke memberi masukan, vendor yang mana? Terus, yang hal yang pertama kali ditanyakan dari klien tentang vendor, pertanyaannya seperti apa kira-kira, mas? Kae apik ora? Seumpama, aku resepsinya pakai ini, bagus ngga? Ohya, kami kenal. Kami ngga ini. Jadi ya logikanya, tentang vendor itu, bagus atau engga vendor itu. Berarti intinya kaya asking and giving opinionnya, tapi opininya lebih ke yang menggiring.. Biasanya mereka kalau masalah bab rias atau apa, catering itu kesenengan, mbak. Jadi kalau mereka biasanya sudah paten ngeliat, biasanya Bu Tinuk, seumpama.

Ir 78 Ie 78

Ir 79

Ie 79

Ir 80 Ie 80

Ir 81 Ie 81 Ir 82 Ie 82

Aku dari dulu kalau rias pake ini, ya pake ini. Kita hanya menunjukkan kelebihan kita tanpa kita menunjukkan.. Kalau ada yang tanya “Kalau Bu Tinuk?” “Oh, bagus, ibu”. Cuma gitu saja. Ngga sampai detail? Kalau sampai detail, “Oh, bagus, bu, gini gini gini.” Itu kita ada rias dan ngga terlalu memprosikan kita. “Oh, bagus, ibu. Itu sudah wangun, sudah bagus.” Biasanya cuma seperti itu saja. Kalau misalkan nanti tanya “Mas juga ada rias ngga?” Nah baru kita sampaikan.

Ir 83 Ie 83

Ir 84 Ie 84 Ir 85 Ie 85 Ir 86 Ie 86

Sama, biasanya kan kalau perias itu punya spesialis tersendiri. Satu paes ageng, paes ageng. Maksudnya ini spesialis make up Jawa. Yang ini spesialis ijab. Yang ini spesialis br.. itu semua perias ada spesialisnya sendiri-sendiri. OK. Sudah. Terima kasih.

Ir 87

UNIT 4 Ir 88 Researcher Ie 88 Ir 89 Ie 89

Ir 90 Ie 90

Team Members (#)

Yah, jadi kan unit yang ke-4 itu kan kita akan belajar tentang wedding brochure. Nah, pertanyaan saya, apakah WO akan menjelaskan wedding brochure secara rinci ataukah hanya sepintas? Lalu biasanya hal-hal apa saja yang ditunjukkan melalui wedding brochure ke klien? Kalau WO harus harus harus in touch dengan brosur. Itu iklan yang kita tunjukkan. Apalagi tadi? Hal-hal penting apa yang dijelaskan dari brosur? E, dari brosur nanti ya, hm, mulai dari paket, dari awal ya biasanya. Dari dekorasi, katering, rias.. Terus nanti masuk yang kecil-kecil kaya suvenir, mobil pengantin. Satu per satu dan.. Maksud ngga mbak?

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Ir 91

Maksud, saya. OK. Termasuk juga diskon yang ditawarkan dan fasilitasnya apa saja? Fasilitas. Kalau sudah masuk ke harga, nanti sudah ada kewajiban juga bayar. OK. Terus. Nah disini kan kita akan belajar tentang wedding brochure. Ini kita lebih nanti kita akan lebih belajar membuat wedding brochure atau lebih mempresentasikan wedding brochure nya? Mempresentasikan wedding brochure aja. Terus ketika sudah dipresentasikan wedding brochure itu, biasanya klien tanggepannya seperti apa? Mereka kan pasti banyak bertanya, mbak. Bertanya, maksudnya juga perbandingan, satu dengan vendor lain.

Ie 91 Ir 92

Ie 92 Ir 93 Ie 93 Ir 94 Ie 94 Ir 95 Ie 95

Saya punya brosur di A. Oh, membandingkan brosur? Nah. Harga di tempat lain. Ini tempatnya sama kok harganya beda? Seperti itu.

Ir 96 Ie 96

Terus yang pasti itu juga tadi apa namanya, hak yang mereka dapat itu apa. Yang seperti itu mereka sering nanya, mbak. Kalau kewajibannya bayar nek iso keri. Itu juga termasuk pembayaran. Berapa persen berapa persen. Biasanya seperti itu. Lalu biasanya klien nawar apa, mas? Nawar harganya? Biasanya kalau dari kita, jarang untuk turun harga, tapi kalau bisa kasih fasilitas lebih. Misal e, dekorasi, 12 juta. Mas, mbok dikelongi. Ngga usah dikelongi, bu, nanti kita tambah untuk bunganya. Jadi nanti kita tambah untuk beberapa item. Yang ditanyakan ya seperti itu. Yang pasti ya harga, kualitas, itu pasti. Yang sering ditanyakan seperti itu. Nah itu yang untuk unit ke-4.

Ir 97 Ie 97

Ir 98

UNIT 5 Ir 99

Ie 99 Ir 100 Ie 100 Ir 101 Ie 101 Ir 102 Ie 102 Ir 103 Ie 103

Ir 104 Ie 104 Ir 105 Ie 105

Researcher

Sekarang kita masuk ke unit yang ke-5. Tentang kita bahas tentang wedding menu. Nah disini saya milih untuk wedding menu bukan yang Western food tapi lebih ke Indonesian menu. Jadi kalau misalkan klien mau menu Indonesia, kesulitan apa yang dialami ketika menjelaskan menu-menu Indonesia? Kaya contohnya, lotek atau menu-menu yang berbahasa Indonesia, mungkin.

Team Members (#)

Kesulitan dalam menjelaskan? Iya. Sek. Nek katering ki yo.. Gimana ya. E nek secara rasa, susah mbak, memang. Kaya mungkin lebih memperkenalkan, ini makan apa.. Dan dari bahan apa. Mungkin kita menjelaskannya “Iki pangananan” “Ini makanan bahannya dari bahan apa aja?” Yang pasti biasanya yang dari katering itu bukan makannya, tapi mereka akan bertanya apakah dengan saya undangan segini, dengan pesan segini, apakah aman? Oh gitu. Tapi kalau makannya apa, memang.. Jadi itu sudah ada ya, mbak. Jadi misalkan empal gentong. Sate lontong.

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Mungkin mereka lebih pengen terus ke test food. Kalau menjelaskan biasanya sudah e kita di brosur sudah biasanya sudah, nek klien, biasane sudah paham. Mungkin ada beberapa menu yang mungkin belum paham, ada. Ir 106 Ie 106

Kaya misalkan jajanan pasar, cuma ini jajanan pasar itu apa aja dapetnya? Kalau misalkan ini kasusnya klien bule, mas, dan mungkin mereka ngga tau ya, ini makannnya apa. Itu? Ya dilihat. Bahannya. Gudeg itu dari apa? Gudeg itu wujud e opo? Jadi kemarin saya kaya sudah bikin wedding menu, itu kaya wedding paket, dalemnya ada apa-apa, berapa stall, berapa ini. Terus kalau misalkan gudeg atau rawon. Terus gudeg ada keterangannya apa. Lebih ke itu? Nggapapa.

Ir 107 Ie 107 Ir 108

Ie 108 Ir 109 Ie 109

Sama mungkin makanannya itu berasal dari mana. Gudeg itu kan asli dari Jogja. Bahan-bahannya mungkin.. Iya, lebih ke bahan-bahannya, ya. Terus kalau misalkan paketan menu juga ada yang nawar juga? Nambah? Ada, mbak. Pasti. Jumlah porsi itu biasanya juga ditanyakan. OK. Sudah.

Ir 110 Ie 110 Ir 111

UNIT 6 Ir 112


Ie 116

Ir 117 Ie 117 Ir 118 Ie 118 Ir 119 Ie 119 Ir 120

Researcher

Sekarang unit yang ke-6. Wedding contract. Nah, ketika akna membuat wedding contract, keterangan apa yang dimintai oleh klien? Atau hal-hal apa saja yang harus didealkan dulu sebelum WO membuat wedding contract?

Team Members (#)

Pemesanan, sih. Pemesanan WOnya. Jadi harus.. Bakso, berapa ratus porsi. Buffetnya berapa piring. Dekorasi, dapet e apa aja. Jadi berlembar-lembar ya? He’em. Coba dekorasi. Oh, gapuranya dua. Oh, pelaminanya 12 meter. Oh, anunya biasanya jalan berapa. OK. Terus biasanya kalau wedding contract itu cuma ganti template ya, mas? Kaya bagian ini cuma bagian ini. Kata-kata, pasal-pasalnya sama. Nah, ketika sudah jadi tu, wedding contractnya itu nanti dikirim atau kalau sudah jadi itu wedding contractnya didepkan ke klien terus dijelaskan dulu, ya? Dijelaskan. Itu nanti dipelajari dulu, terus sambil kita menjelaskan terus mungkin ada kemungkinan untuk beberapa hari di mereka, jadi ada kalau deal, nanti ada ketemu lagi untuk proses penandatanganan. Berarti wedding contract besok kita akan lebih ke menjelaskan detaildetail kontrak gitu aja ya? Iya. Terus, maaf. Yang tadi unit yang ke-5 itu lebih ke apa ya, mas? Lebih menjelaskan ini aja, mbak. Bahan-bahannya? Iya, bahan-bahannya.

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Ie 120

Sebetulnya bukan bahan-bahannya. Apa, maksudte gini. Dia akan bertanya. Nek aku sih lebih ke iki asin opo manis opo gurih? Rasa. Baru nanti ke bahan. Oh. Gitu. OK. Nah biasanya uangnya juga disebutkan ya mas kalau di wedding contract? Ya. Budgetnya. Mbaca uang besok kira-kira? Bisa lah. Berarti besok saya sediakan ya mas cara membaca uang. Uangnya juga boleh disediakan (tertawa) (Tertawa) Ada puluhan juta.

Ir 121 Ie 121 Ir 122 Ie 122 Ir 123 Ie 123 Ir 124

UNIT 7 Ir 125 Researcher Ie 125

Ir 126 Ie 126 Ir 127 Ie 127 Ir 128 Ie 128 Ir 129 Ie 129 Ir 130 Ie 130 Ir 131 Ie 131 Ir 132 Ie 132

Ir 133

Team Members (#)

Unit yang terakhir. Finally, Your Big Day is Coming. Ini lebih ke wedding rundown sama on the spot questions. Apakah pada saat hari H, ada yang menanyakan “setelah ini kegiatan apa, setelah ini kegiatan apa?” gitu? Ya. Itu malah dilakukan sebelum hari H. Jadi ada.. Sebelum hari H malahan jadi ada gladinya. Termasuk pada saat rapat panitia. Kalau di hari H biasanya kita sudah terus tinggal action saja. Kalau misalkan dari pihak keluarga, gitu mas? Oh, mesti. Mesti ada yang nanya. Pertanyaan apa biasanya? Pertanyaannya biasanya “mas”. Kalau untuk eventnya itu biasanya “Mas, kita mulai jam berapa?” Mas, nanti.. Berarti saya besok juga akan mengajarkan cara membaca jam ya, mas? Iya. Dalam bahasa Inggris, ya? Cara mbaca jam, terus.. Sama caranya menghindar. “Iki kok dhurung siap iki?” (tertawa) “Piye carane jawab?” (Tertawa) Itu beda. Itu sering, lho, mbak. Dinggo alesan opo. (Tertawa). Terus pertanyaan-pertanyaan lain apa mas yang on the spot? Kalau di lapangan itu ya.. E, lebih ke persiapan. “Udah siap, belum, mas?” Terus yang kedua, yang sering ditanyakan itu, katering. “Gimana, mas? Aman, ngga?” “Tamu yang hadir sudah berapa?” Itu per jam, mesti. Jadi kalau 2 jam, 1 jam pertama kita harus update berapa yang hadir. OK. Sudah. Terimakasih, mas.

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Appendix D Instruments in Preliminary Field Testing

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Interview Protocol for Preliminary Field Testing (Adapted from Nagle & Williams, 2002)

Opening In this special occasion, I would like to ask some questions related to the designed materials. This interview is a part of my research in preliminary field testing.

List of Questions Topic

No.

Questions

Layout and design Activities

1. 2.

English skills

3.

Language type

4.

Overall Appropriatenes

5.

How are the layout and design of the materials? How are the activities provided in the materials? How are English skills implemented and integrated in the materials? How is the language type used in the materials? Overall, how appropriate are the materials to be implemented?


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Transcript of the Interview with Evaluator 1 Saturday, 1 December 2016

I Ir 1 Ie 1 Ir 2 Ie 2 Ir 3 Ie 3 Ir 4 Ie 4 Ir 5 Ie 5 Ir 6 Ie 6

Ir 7 Ie 7 Ir 8 Ie 8 Ir 9 Ie 9

Ir 10 Ie 10 Ir 11 Ie 11

Peneliti Evaluator

Good morning, Mbak Rina. Good morning. How are the layout and design of the materials? Oh, excellent. There’s nothing to comment on. (Laugh). You like repeating your comments, ok. That’s all? Ya emanglah. (Laugh). Kan sama. OK. How are the activities provided in the materials? Quite various. But I still find one or two activities that need to be scaffolded more. Masih ada tadi tak catet. OK. Tapi kalau.. In English. So far, the activities..what is it..suit students’ needs and goals. OK. How are English skills implemented and integrated in the materials? Like four skills... The four skills were well-represented. Yet, I didn’t find, what is it, a lot of speaking activities. No no no. Probably there are some speaking productions that were not well-represented in the materials. Such as, after what is it, diagram, after serious of dialogues, there is no follow up activity, like what do they have to do after the choosing apa ya tadi.. Pictures.. Ya maybe after pictures, and then, what, and then what, what do they have to do. It wasn’t really explained there. OK. That’s all? Yeah. How is the language level or language type used in the materials? Language type is now more simplified and more adjusted, well-adjusted to students ability. And what is it, probably my suggestions are in the vocabulary building parts section, probably some definitions of words are much more confusing than the word itself. For example, “net(t)”: exact. Like net(t), price gitu loh. Like exact price. Probably what is exact? Like it raises another question for students. So my suggestion probably you can put the Indonesian meaning? I’m not sure if that can be applied in your materials. But Indonesian meaning can work for that, for sure. But please consider it. OK. And then, overall, how appropriate are the materials to be applied? Oh, very very very appropriate. Level five. (Laugh). OK. Thank you. Yeah.

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J Ir 1 Ie 1 Ir 2 Ie 2

Ir 3 Ie 3

Ir 4 Ie 4

Ir 5 Ie 5 Ir 6 Ie 6

Ir 7 Ie 7

Peneliti Evaluator

Good evening, Mbak Sari. Good evening, Gistha. The first question, how are the layout and design of the materials? The layout so far so good. I think, my last comment on the layout, e, I think I didn’t give much critics and also suggestions because it has been already good. And I think, in terms of face validity and also when I looked at the design, I think, it’s already appropriate and I can, related to the font of the text, it’s okay, and it’s consistent. And also, it’s not too big and also not to small, and it’s appropriate. And also, related to the pictures, the pictures are already good. I mean, the resolutions of the pictures are already good. So I can see clearly the pictures and also what happens in the picture. But, related to the pictures, I think you should, e, give information about the source of the pictures. Because I think, you do not take the pictures by yourself. I mean, you take the pictures from..you browse it from the Internet, you download it from the Internet, and then you attach it in your material design. And then I think, to avoid plagiarims, you should add the references of the source of the pictures. Otherwise, you will have some problems related to the plagiarism. Yes, alright. And maybe also, you also, can also add.. It it is related to the pictures, I suggest you to put the sources only as small information that the source the picture is taken from blablabla or whatsoever you want to make certain parts. But also you also have to put it in the references, instead of some books you used to adapt and also to adopt some exercises or some materials, but also you have to put the references of the pictures. Ya. So like a double setting, something like that. OK. Got it. OK. Next, how are the activities provided in the materials? The activities are already good. Because I think from the last design that you showed to me, the last design was very difficult. But now, I can see that, yeah, I think the level of the materials between one unit to another unit is already good. It seems that you have certain standards (coughing) sorry, you have certain standard related to your every unit in the materials design and you use that kind of standard to design other units. And that’s good. Because, otherwise, if you don’t have any standard, it means that every unit will have different difficulties and also different challenges. And it’s not good. OK. And also the activity, I think, it is sufficient to cover the four skills: listening, speaking, writing, and also reading. So, it means that all four skills are already implented and integrated well? Yeah, yeah, indeed. Absolutely. Because I can see, I think, not all units have the four skills, but later on, in the class, maybe like through conversation and discussion with the students, you can also build their confidence to speak, for example and also to listen to your explanation, yeah. Although maybe there is no listening in certain units, maybe, ya. But in the class, the listening can be from the teacher. So it means that because you use communicative language teaching, it means that you have to use 100% in English. You have to speak 100% in English in the class. Yeah, for the classroom language. OK. Thank you. And how is the language type? It means language level used in the materials? Yeah. The language level, as I said before, you have standard in the unit

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Ir 8 Ie 8

Ir 9 Ie 9 Ir 10 Ie 10

Ir 11 Ie 11

Ir 12 Ie 12

because previously you didn’t have certain standards. Sometimes in the Unit 1, you make it very difficult like it is for advanced learners. And sometimes in other units, it seems that you have intermediate level, and then other units basic level like it’s very different. There is no standard in every unit. But what I see in your new design, I can see that, yeah, you have already made the language appropriate for the students and also the students can understand and then also related to the... I think, I gave you a comment on reading, reading or listening? The text.. It can be for reading and listening. Yeah, I mean, previously, in our last interview, I already warned you to, I’ve already suggested you to change the language ya. And I see from your new design, you have already changed the language, and then, it’s good point because otherwise, your students will have difficulties to understand and comprehend the language because you cannot use Bahasa Indonesia, you cannot translate in the class, it means that they should find it by themseleves because the goal is communicative language teaching, so there’s no translation. And then, it means that you should really pay attention to the language that you use so they can understand well and also they can comprehend well what the meaning of and also the main idea of the passage. Yes. OK. Last question, overall, how appropriate of the materials to be implemented? How appropriate? I mean, can you give me... How appropriate means.. Is it already suitable to be implemented? Yeah. It is already... It is ready to be implemented to the students. But because I’ve never hear, you’ve never showed me any listening, any listening recordings, so I think, I can say like, can I like in the percentage something like that? Yes. So, maybe, it is ready to be implemented like 80%. 20% is for the listening and the recording because I only see text, but I haven’t heard anything so identifying the spoken discourse or the spoken text. OK. Thank you. Yeah, you’re welcome.

268



K Ir 1 Ie 1 Ir 2 Ie 2

Ir 3 Ie 3

Ir 4 Ie 4

Ir 5 Ie 5 Ir 6

Ie 6

Ir 7 Ie 7

Ir 8 Ie 8

Peneliti Evaluator

Good morning, Dita. Morning. To start the interview, the first question is how are the layout and design of the materials? OK. First of all, the layout, I think the layout is very good and interesting enough. And then, the layout also readable for the students and also for the teachers and also for the others, maybe. And then the materials inside the design is very good. It has connection with wedding organizer and then it can improve students’ knowledge even the students who do not know English at all, they can understand the materials well, and in some parts, you have to consider your what, your instructions, because I found some instructions just still contain ambiguity. And then you have to check some grammars there, but, the whole materials are good. OK. And then, how are the activities provided in the materials? The activities provided in the materials are also good because contains for skills: listening, speaking, reading, and writing. And it contains so many tasks and also exercises that can improve the students English skills, and then you also provide some grammars which are really important for the students because the grammars are very basic and I guess most of your students will be who maybe some people who are not interested in English but they have to know English more, so you can maybe you can add some information or some grammars which are easier for them. For example, maybe you can provide e to use of a, an, the or something like that which is easy for them. But overall, it is good. Yeah, and then, how are, what is it, the integration of four English skills in the materials in every unit? I think, the integration of listening, speaking, reading, and writing are quite balanced because the meeting and this meeting will focus on reading, the next reading will focus on listening, and etc. And then, in some parts, I found that first of all, you provide the listening passage, after that the students have to write something to make the summary so that’s good for the students. And then in reading part, yeah, thats’s good also. You provide fill in the blanks activity in several parts, it will help students in understanding the text and also students in improving their vocabulary mastery. OK. And how is the language type means language level used? Yeah, actually, I don’t know your students’ English level, so, actually I cannot really understand about that... Yeah, actually, A1 level. But not very basic, because when the basic students, let’s say in schools, they learn like introduction and nationality. But the level of basic they have is like basic but quite what.. Yeah basic in WO because they have experiences, something like that. OK. I think the grammar like appropriate for them, but in some texts, maybe the vocabulary will be hard for them. Because in your design, you use some new vocabularies or new vocabularies that are rarely used by them. But that’s okay, because they can check from the dictionary, right? OK. Overall, how appropriate are the materials to be implemented? I think your materials are already ready to implemented to your students because the design, the layout, materials, and everything inside your design is very well prepared. OK. That’s all. Thank you. You’re welcome

269



L Ir 1 Ie 1 Ir 2 Ie 2

Ir 3 Ie 3

Ir 4 Ie 4 Ir 5 Ie 5 Ir 6 Ie 6

Peneliti Evaluator

Good afternoon, Mas Danconk. Good afternoon, Gistha. OK. How are the layout and design of the materials? The materials are considered appropriately design in terms of their layouts. It is colorful and it makes the readers interested to enjoy the contents. Thank you. And then how are the activities provided in the materials? The activities load are more feasible and properly designed compared to the first version. However, I still find some parts of the materials which need to be simplified and shortened. The other concern is on the arrangement of the grammar explanation or language focus explanation which seem to be overlapping the main activities. For example in page 4. Students should learn about simple present tense before making a conversation about their WO and their main tasks. And then, also in page 19. They are supposed to learn about numbers before explaining the brochure to their friends. OK, then. The next question. How are English skills implemented and integrated in the materials? I have no complaint on it. Things are just awesome. The four strands are well implemented. How is the language type used in the materials? Most of the diction presented will fit with the learners’ competence. They could negotiate the meaning of a difficult concept in class. Alright. Overall, how appropriate are the materials? It’s ready to use and launch. Please consider some comments as my field notes. I have to appreciate the way you create such a good layout.

270


271


272


273


274


The Results of the Questionnaires of the Preliminary Field Testing

No.

Frequency of Points of Agreement

Statements

Central Tendency

1

2

3

4

5

N

Mn

Does the content serve as a window into learning about the target language culture (American, British, etc)? (23) Are the subject and content of the coursebook interesting? (2) Is the content of the coursebook challenging enough to foster new learnings? (5) Are the subject and content of the coursebook motivating? (2) Is the thematic content understandable for students? (3)

0

0

1

2

1

4

4

0

0

0

2

2

4

4.5

0

0

0

2

2

4

4.5

0

0

0

3

1

4

4.25

0

0

0

3

1

4

4.25

Is there sufficient variety in the subject and content of the coursebook? (2) Is the thematic content culturally appropriate? (3)

0

0

0

3

1

4

4.25

0

0

0

3

1

4

4.25

Are the topics and texts free from any kind of discrimination (gender, race, etc.)? (5) Is there a relationship between the content of the coursebook and real-life situations (society)? (5) Do the topics and texts in the coursebook include elements from both local and target culture? (5)

0

0

1

3

0

4

3.75

0

0

0

2

2

4

4.5

0

0

0

3

1

4

4.25

Subject & Content 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

42.50

Total mean score

Skills 11. 12.

Reading

13. 14. 15.

Listening

16. 17. Speaking

18.

Are there adequate and appropriate exercises and tasks for improving reading comprehension? (6) Is there a wide range of different reading texts with different subject content? (7) Are the reading selections authentic pieces of language? (1) Does the coursebook have appropriate listening tasks with well-defined goals? (8) Is the listening material well recorded, as authentic as possible? (9) Is the listening material accompanied by background information, questions and activities which help comprehension? (9) Does the coursebook include speech situations relevant to students’ background? (10) Are the activities developed to initiate meaningful communication? (8)

275

0

0

0

2

2

4

4.5

0

0

0

3

1

4

4.25

0

0

0

2

2

4

4.5

0

0

0

4

0

4

4

0

0

2

2

0

4

3.5

0

1

0

3

0

4

3.5

0

0

0

1

3

4

4.75

0

0

0

2

2

4

4.5


19. 20. 21. 22.

Writing

Does the coursebook include adequate individual and group speaking activities? (5) Are models provided for different genres? (11) Do the tasks have achievable goals and take into consideration learning capabilities? (8) Is practice provided in controlled and guided composition in the early stages? (10)

0

0

0

3

1

4

4.25

0

0

2

2

0

4

3.5

1

0

0

3

0

4

3.25

0

0

0

4

0

4

4 48.50

Total mean score

Sub-Skills 23.

24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35.

Does the vocabulary load (i.e. the number of new words introduced every lesson) seem to be reasonable for the students of that level? (12) Is there a good distribution (simple to complex) of vocabulary load across chapters and the whole book? (11) Vocabulary Do the vocabulary exercises promote internalization of previously and newly introduced items? (13) Are the new vocabulary words repeated in subsequent lessons to reinforce their meaning and use? (1) Is the new vocabulary integrated in varying contexts and situations? (14) Are the grammar points presented with brief and easy examples and explanations? (15) Is the primary function of new structures for interaction and communication? (14) Do the structures gradually increase in Grammar complexity to suit the growing reading ability of the students? (12) Are the new structures presented systematically and in a meaningful context? (16) Are the grammar points recycled in the following units? (4) Is there sufficient work on recognition and production of stress patterns, intonation and individual sounds? (17) Pronunciation Are the pronunciation points repeated and reinforced in subsequent lessons? (13) Does the coursebook cover other sub-skills like notetaking, skimming, scanning, inferring meaning, listening for gist, etc.? (4, 2)

Total mean score

276

0

1

0

2

1

4

3.75

0

0

0

2

2

4

4.5

0

0

0

2

2

4

4.5

1

0

1

1

1

4

3.25

0

0

0

2

2

4

4.5

1

0

0

1

2

4

3.75

0

0

0

4

0

4

4

0

0

1

3

0

4

3.75

0

0

0

4

0

4

4

0

0

1

1

2

4

4.25

1

0

1

2

0

4

3

1

0

1

2

0

4

3

1

1

0

2

0

4

2.75 49.00


Layout & Physical Make-Up 36. 37. 38. 39. 40. 41. 42.

Is the printing quality high? (11)

0

0

0

2

2

4

4.5

Does the coursebook look interesting and fun? (18)

0

0

0

2

2

4

4.5

Does the coursebook include a detailed overview of the functions and structures that will be taught in each unit? (22) Does the coursebook reflect learners’ preferences in terms of layout, design, and organization? (19) Does the coursebook contain enough pictures, diagrams, tables, etc. helping students understand the printed texts? (14) Are the illustrations informative and functional? (13)

0

0

0

1

3

4

4.75

0

0

0

3

1

4

4.25

0

0

0

2

2

4

4.5

0

0

0

2

2

4

4.5

Do the size and weight of the coursebook seem convenient for students to handle? (14)

0

0

1

1

2

4

4.25

31.25

Total mean score

Practical Considerations 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54.

Is the coursebook easily accessible? (2)

0

0

1

3

0

4

3.75

Is the coursebok affordable? (21)

0

0

2

2

0

4

3.5

Does the coursebook have supplementary materials (tapes, visuals, etc.)? (5) Does the coursebook address different learning styles and strategies? (4) Do the activities and exercises introduce the main principles of CLT? (22) Does the coursebook include self-assessment parts? (5)

0

1

0

2

1

4

3.75

0

0

0

3

1

4

4.25

0

0

0

1

3

4

4.75

0

0

0

3

1

4

4.25

Can the activities be exploited fully and embrace various methodologies in ELT? (11) Is/are the type/s of syllabus design used in the coursebook appropriate for learners? (4) Can the coursebook easily be integrated into technology, thereby allowing for individual study outside the school? (5) Does the coursebook fit curriculum/goals? (3)

0

0

0

4

0

4

4

0

0

0

3

1

4

4.25

0

0

1

3

0

4

3.75

0

0

0

3

1

4

4.25

Are the objectives specified explicitly in the coursebook? (22) Is the coursebook designed by taking into account the learners socially and historically English-free status? (5)

0

0

0

1

3

4

4.75

0

0

2

1

1

4

3.75

Total mean score

277

49.00


Evaluators’ Field Notes on the Development Products A. Field notes by Evaluator 1 1. Let’s Do It in Unit 1: Then what? The next production activity should be attached. Walaupun di kelas, command for the next task akan disampaikan, tapi di buku juga sebaiknya disertakan. I guess. 2. Let’s Learn in Unit 1: This kind of statement (statement of description) is better written billingually. 3. Let’s Reflect in Unit 1: Be specific. Use reflection matters. E.g. “State your...” 4. Let’s Prepare in Unit 2: “There are eleven ceremonies” → ora comprehension question. 5. Let’s Prepare in Unit 3: “night occasion” → “evening occasion” 6. Let’s Learn in Unit 3: Kurang challenging activity? Mungkin bisa dikasih merk-merk catering (Vidi, dll) terus mereka suruh state their opinion to customers, dst (using formal expressions) 7. Let’s Begin in Unit 4: “by confirmation the latest” → “for early reservation before 21 Feb” 8. Let’s Prepare in Unit 4: “register yourself” → “make a reservation” 9. Let’s Prepare in Unit 6: “pay me two times” → “make two payments” 10. Let’s Do It in Unit 6: Clue terlalu banyak. Nanti yang terjadi adalah murid baca doang. Bisa dibuat clue cardnya dalam bentuk bener-bener wedding contract. Misal: 1. Fee & payment schedule 1) Rp. 50.000.000 due on 20 Oct 2016 2) Rp. 150.000.000 due on 30 Dec 2016 2. Description of services 1) Air mineral 2) Air conditioned room 3) Home visit 4) Etc. Etc.. Biar murid yang ngarang kata-katanya.. 11. Let’s Learn in Unit 6: Please check again kalo mereka bulannya.. Bulan/tanggal/tahun 12. Let’s Reflect in Unit 6: “difficult part” → “challenging part” 13. Let’s Prepare in Unit 7: Kasih full dialog yang jelasin cara explain rundown buat beberapa jadwal. Biar murid ada gambaran. 14. Let’s Prepare in Unit 7: Sebelum disuruh ngerjain ini, sebaiknya murid dikasih latihan/bikin/nyusun kalimat dulu. Contoh: Description of event 5-10 At 6:15, the photographer will ________ (arrive). So, all the family members must ________ (prepare) themselves. At 7:00, all bridesmaids have to ________ (proceed) to the front gate to ________ (receive) corsages. At 7:30, the groom will ________ (depart). Etc.. Supaya nanti pas dilepas dan bikin kalimat sendiri, mereka bisa ngikutin polanya. 15. Let’s Prepare in Unit 7: “will be dressed” → kok pasif? Nanti muridnya bingung nggak? 16. For all lesson objectives, avoid the word “understand”. How to measure students’ understanding? They can paraphrase/retell/comment on? Apa? 17. Some vocabs on the glossary are given more difficult definitions. Isn’t it better to make them English-Indonesia? 18. Untuk semua reflection part, sebaiknya pertanyaannya diganti yang bernuansa positif. Invite students to see the difficult parts as challenges, for example: What challenges did you find when explaining rundown? What is the best way to deal with it? What have you done in the effort of minimizing challenge?

278


Etc.

B. Field notes by Evaluator 2 1. 2. 3. 4. 5.

All units: Put source of pictures you use in the materials. All units: Change “passage” into “recording”. All units: Mind the grammar. There are few mistakes. All units: Change “vocabulary” into “vocabularies”. Be consistent in creating the instructions. For example instructions in listening section. In Unit 1: “Listening time. Listen to the passage and fill in the blank spaces below” In Unit 2: “Fill in the following blank spaces with the correct words” 6. Let’s Do It in Unit 4: Change the position of the instruction to be on the blank box. 7. All units: Change “Read the following sentences correctly” into “Read aloud the following sentences correctly” because they are demanded to read the statements using voice to check their pronunciation.

C. Field notes by Evaluator 3 1. All units: All of names of unit sections should use exclamation mark. 2. Let’s Prepare in Unit 1: Create equal names of “Let’s great formally!” and “Introducing self/company” 3. Let’s Prepare in Unit 1: Be clear in writing the instruction. 4. Unit 1: Pay attention to the grammar in the instructions. 5. Unit 1: Mind the capital letters. 6. Let’s Begin in Unit 2: Re-arrange the position of the description source. It can be below the source of pictures. 7. Unit 2: Grammar mistakes. 8. Let’s Do It in Unit 2: Change “Arrange the following random paragraphs into a good order” into “Arrange the following random sentences into a good paragraph” 9. Unit 2: Mind the consistency of the capital letters. 10. Let’s Prepare in Unit 3: Make the instruction in page 13 simpler. 11. Unit 5: “Foods” or “food”? 12. Let’s Begin in Unit 5: Vocabulary items in the glossary should be in small letters. 13. Let’s Prepare in Unit 5: Edit the instruction of the listening section. 14. Let’s Begin in Unit 6: Mind the parallelism. “Fees & payment schedule” → “Fee & payment schedule” 15. Let’s Learn in Unit 6: Edit the information of dates. 16. Unit 7: Grammar mistakes. 17. Let’s Learn in Unit 7: Edit the information of times. 18. Let’s Reflect in Unit 7: Change the reflective question number 2. 19. References: Divide the references into two parts: contents & pictures.

D. Field notes by Evaluator 4 1. Let’s Prepare in Unit 1: Check spelling: myself vs my self. 2. Let’s Prepare in Unit 1: “time”? 3. Let’s Begin in Unit 2: Please include some unfamiliar words such as bride and groom into the glossary. Is receive really a noun?

279


4. Let’s Prepare in Unit 2: Be sure you’ll explain the difference between leaf and leaves. 5. Let’s Do It in Unit 2: Should it be explain or arrange? 6. Let’s Begin in Unit 3: Better to start with an introduction question, such as: Who will be responsible for the ____ in a wedding party? 7. Let’s Prepare in Unit 3: Check again the preposition of discuss. 8. Let’s Reflect in Unit 3: Check the consistency of the use of tenses. Check again the grammar. 9. Unit 3: less expressions presented. Nice job! 10. Let’s Begin in Unit 4: Revise the instruction. Check the brochure and revise the currency. Chek the grammar in the brochure. 11. Let’s Prepare in Unit 4: You can provide more expressions on how to persuade someone to support the existing expressions. 12. Let’s Begin in Unit 5: I noticed some phrases in passive voice. You probably need to explain such a structure: Fish and tapioca cakes served with... 13. Let’s Begin in Unit 5: I like the activities in exercise 2. 14. Let’s Learn in Unit 5: The use of will is not the same with be going to, somehow. Check again the difference. 15. Unit 5: Later, in practice, you must make sure which would become the focus: describing foods or describing future plans. Two big agendas. Describing food would consist of letting them know about adjective order (description, size, age, color, materials, origin). 16. Unit 6: I just feel that the materials in this topic are to overwhelming for beginner students to learn. You can make it simpler. The learning goal: Understand a wedding contract – which for me is a bit difficult to measure. It occurs also in some parts of the other unit. 17. Unit 7: Well, I guess they are supposed to learn on how to mention times then deal with schedule. So, the material arrangement is overlapping. It’s like doing the practice before knowing the skills to use. It also occurs also in some parts of the other unit.

280


Appendix E Instruments in Main Field Testing

281


Table 1. Teacher’s Field Notes on the Materials Implementation

Materials Unit 1.

2.

3. Unit 1 (December 6, 2016) 4.

5.

6. 1.

Unit 2 (December 8, 2016)

2. 3. 4. 5. 6.


1. 2. 3.

Notes The learning and teaching process took bilingual communication. The reasons were because of the environment. Being done at home, it made the teaching and learning process produce a family-based atmosphere. At some cases, it took trilingual communication too: in Javanese, Indonesian, and English. The fact that the classroom is not a classroom-like, it will make the learning and teaching process enjoyable and relatively effective. The process should be paused in the middle of learning process due to maghriban prayer time. They were all active students and have high willingness to learn English. They learned and laughed together. It made them build a good classroom atmosphere. No one domintaes the other since they have the same English language proficiency. Good. In delivering the spoken products, they prepared themselves with notes. Yeah. Eventhough they read, however, it could make them have a good progress, particularly in preparing them with good training of pronouncing and reading sentences before later on they could speak better. One hidden purpose of teaching them pronunciation was to teach them to pronounce the words “event” and “organizer” properly. These two words were considered as the most common words to be mentioned amongs wedding organizers and related to the mispronunciation. In delivering the role play, they use previous examples as the guidelines. In the learning and teaching process, the reasons of choosing Javanese culture were emphasized by both the teacher and the students. Firstly, it mattered of the needs of the Denaya Production itself of having an experience of holding Javanese wedding concept. Moreover, Denaya Production ever had a bad experience in using English especially when trying to explain the meaning of Javanese wedding ceremonies. Secondly, choosing Javanese wedding concept as the material of the lesson was good to attract guests’ attention, particularly on providing them with multiculturalism. Change the picture of the cover with a picture that represents Javanese wedding concept. They were all enthusiastic. Some terms and descriptions were perspectively wrong due to the effect of culture between Jogja and Solo. But it’s OK. In producing spoken products, they had a tendency to cheat on the examples provided previously. At least, they could use the gestures of explaining events and connect the words with the gestures. Change the questions in Let’s Begin!. It’s a bit confusing. Add glossary in Let’s Prepare!. In matching expressions, they can read the expressions for

282


4.

5. 6. 7.


1. 2. 3. 4. 5. 6. 7. 1. 2.




3. 4. 5. 6. 7. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4.

answering. In Let’s Do It!, in delivering role play, they can directly perform. One as client focusing on asking opinions and another one as a wedding organizer focusing on giving opinions. They take the turn afterwards. They need to prepare more, but they choose spontaneously perform. They ask if this unit can be divided into 2 meetings due to the level of difficulty of the contents within. They said that choosing the right expression is more difficult to do as they are some options or expressions. Edit the instructions. The teacher gives the example in Let’s Begin! Edit grammar Edit the format This chapter is easier than before. In Let’s Do It!, they find difficulties in mentioning/pronouncing the price. Edit the parts/tasls done by individual or pair/group. The learning-teaching process was started lately due to team members’ bussiness. Change the picture of the unit cover. Look for the one which has bigger resolution. Let’s Begin! → make the foods names italic. Arrange the pictures randomly. Add the formula of will and be going to in Let’s Learn! Change one question in Let’s Do It! Provide more on be going to They find difficulties in explaining the wedding contract. Consequently, they mostly read the example. Change/add Ms. & Mrs. To the name of the groom and bride. Change “for my services” → wedding package More on reading skill They find difficulty in reading some terms Adjust contract B’s content There should be little discussion about the content of the picture in Let’s Begin! Add more exercises on time in Let’s Learn! Guide the students to read the wedding rundown correctly, moreover when they prepare the dialogue in Let’s Do It! Be consistent in dealing with grammar for questions in Let’s Reflect! in all units.

283


Interview Protocol for Formative Evaluation (Adapted from Kurniyati, 2016)

Opening In this special occassion, I would like to ask some questions related to the designed materials and English program for wedding organizers. This interview is a part of my research in main field testing. List of Questions

Principle

TaskBased Learning

ProjectBased Learning

Topic

No.

Learning objectives

1.

Warming up activities

2.

Learning input

3.

Comprehension check activities English skills

4. 5.

Examples

6.

Activities Instructions

7. 8.

Level of langugae

9.

Layout and design

10.

Instructions

11.

Results

12.

Obstacles

13.

Teacher’s help

14.

Questions Are the learning objectives wellformulated? Is the warming up helpful to prepare you for the upcoming topic? Is the learning input relevant to your needs? Is the comprehension check helpful? Are the skills well-presented? Are the examples provided sufficient? Are the effectives appropriate? Are the instructions clear? Is the level of language relevant to your needs? Is the layout and design interesting? Does the step give you clear instruction on what to do? What is the result on this step? (Checking students’ comprehension) Is there any obstacle in completing this step? Does the teacher give you effective way to accomplis this step?


284


Interview Transcript with Denaya Production (for Formative Evaluation of the Materials) Done after the end of every unit

M UNIT 1 Researcher

Jadi apakah, e, subject, eh, no, no. Learning objectives yang sudah saya taruh di halaman pertama tu sudah mewakili apa isi yang sudah ada, eh, di chapter 1?

(Team Members) #1

Sudah.

Ir 1

Ie 1

Ir 2

Ie 2 Ir 3 Ie 3 Ir 4

Ie 4 Ir 5

Ie 5 Ir 6

Ie 6 Ir 7

Ie 7

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Ie 8 Ir 9 Ie 9 Ir 10 Ie 10 Ir 11

Sudah, ya? Sudah. Yang ke-2, di Let’s Begin! itu kan sebenarnya kaya warming up, pemanasan. Nah apakah itu sudah cukup panas? (Tertawa) Eh, maksudnya apakah itu sudah cukup efektif untuk me...apa namanya, mas mbak untuk masuk ke topik berikutnya, gitu? Jadi ini kan kaya perkenalan, memperkenalkan topiknya. Sudah. Sudah? Ya. OK. Terus, learning input. Learning input itu lebih kaya ini, e, ekspresiekspresi menyapa, memperkenalkan diri, terus kaya ini, simple present tense yang subject-verb agreement, apakah sudah cukup, untuk, apakah sudah cukup sesuai dengan kemampuan Bahasa Inggris mas dan mbak sekalian? Ini kan simpel, terus yang greeting itu kan formal, saya cuma memberikan good morning good morning, terus yang introducing yourself sama yang WO itu kan saya juga cuma kasih simple simpelnya aja. Terus yang subject-verb agreement itu kan contohnya juga cuma biasa. Apakah itu sudah sesuai atau apakah menemukan kesulitan ketika memahami ini? Saya rasa, e, kalau untuk e, mungkin, permulaan, saya rasa sudah paham. Lebih sering diulang saja. Nah saya juga bingung. Ini kan, kemarin kan, yang tes itu kan masih level 1. Sedangkan kalau kita ngasih level 1 di sekolah sama ngasih level 1 di WO kan tetep beda. Tetep tinggian level 1 di WO, begitu. Jadi walaupun, sebisa mungkin walaupun kaya kalau dikasih ke level 1 nya yang di sekolah, mungkin masih kesulitan, ya? Iya, betul. Berarti sudah dijawab ya. Terus, kegiatannya. Jadi kan ada kaya mengisi, oh, mencocokkan vocabulary, terus mengisi kata-kata yang bolong, di listening passage. Terus, menjawab pertanyaan who is Bob, what is his job, mengisi ini apakah sudah relevan? Sudah. Sudah. Sudah? OK. Terus, kemampuan Bahasa Inggris kan ada 4, mas. Reading, writing, listening, sama speaking. Apakah sudah cukup atau mengcover semua 4 skill itu? E, nek mencakup 4 skill mungkin apa ya istilahnya, belum begitu. Karena mungkin di penulisan, atau... Kalau cuma ngomong, niruin, dalam artian, kalau penulisan yang kadang kami masih salah. Penulisan. Atau gimana? Maksudnya lebih dibanyakin penulisannya atau emang yang ditulis ini cuma langsung dijawab aja? Maksudnya gimana? Oh cara penulisannya yang salah, begitu? He’em. Oh. Berarti tetep harus lebih ke.. Apa? E, pemahaman kosakata ya mbak. Dan juga writing juga. Jadi kalau kemarin ask sama axe. Iya bener, iya.

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Itu kan menyangkut dengan kata yang sebelumnya diucapkan to mbak. Jadi Bahasa Indonesia, ingin tahu apa ingin tau, kan hampir sama. Jadi mungkin disitu. Sedikit e, itu juga. Kaya mbak e ngomong ask kemarin, e, banyak terjadi mungkin. Berarti saya simpulkan, kalau lebih ke kaya latihan pronunciation, begitu? Nah. Latihan pengucapan? Ya. OK. Baik. Berikutnya, apakah contoh-contoh yang disediakan disini sudah memadai? Kaya contoh kan ada contoh dialogue, ada contoh kalimat, samac contoh-contoh vocab yang dipakai. Atau dialoguenya terlalu susah? Engga. Ini memang e lebih ke apa ya mbak, kalau untuk dialogue terus untuk tanya jawab ini, e, porsinya pas lah. Jadi tidak terlalu susah mengartikan, tidak terlalu susah untuk menerjemahkan juga. Mungkin karena itu tadi, kurang, kurang jam terbangnya. Iya. Makanya itu saya juga agak bingung. Ini sebenarnya kesulitan apa engga. Tapi kalau misalkan saya kasih gampang, kurang challenging dong nanti? He’em. He’em. Gitu. Iya. Begitu. OK. Sudah. Mmm. Aktifitasnya apakah sudah bervariasi? Kaya mencocokkan, menjawab pertanyaan, role play dengan teman, memformulasikan kaya kita mengisi apa namanya, nama kita, nama WO, terus kaya menjawab pertanyaan sesuai dengan pengetahuan kita, jadi kaya yang pertama itu what do you do when you meet your clients ini kan lebih ke kaya flashback apa yang selama ini kita lakukan. Apakah sudah cukup bervariasi? Kalau dari awal sudah cukup sih ya. Dari tanya jawab, begitu. Misalkan menjodohkan, memperkenalkan diri sampai berdialog dengan klien. Sudah cukup. Oh ya. Baik. Cuma ming kurang kulino. Jadi ya.. Iya mungkin karena kaget ya. Kaget, takut, malu. Nek malu sih engga. Takut. Wedi nek kleru. (Tertawa) Jangan takut, mas. Terus instruksinya. Kan kalau mas lihat itu instruksinya saya bold sama italic. Apakah cukup efektif ataukah terlalu bertele-tele? Ngga sih, mbak. Sudah jelas. Jelas, ya. Baik. Yang berikutnya, penggunaan level bahasanya. Nah. Apakah ini terlalu gampang atau terlalu susah, mas? Sebetulnya pas tapi memang kitanya yang harus memang, e, apa ya mbak ya namanya, dalam menguasai, mungkin, dalam menguasai satu mungkin satu ini yang dikasih mbak ke kami, dalam artian untuk me...kasarane mempelajari satu hari itu kan ngga mungkin. Gitu. Cuma kami merasa ini pas. Ini sudah sudah sudah pas, cuma memang, dalam artian, kita aja masih bisa jawab. Istilahnya, mohon maaf jawabnya bener. Hanya kurang lancar. Hanya kurang lancar. Begitu aja. Intinya itu. Yah. Makasih. Terus layout sama designnya, apakah uyuk-uyuk’an apakah sesuai space nya? Gimana, Mas Antok? Apakah kurang simetris? Engga, pas kok. Cuma tinggal kurang berwarna, ya? Ho’oh. Kurang berwarna. OK. Terus, nah kemarin kan kita sudah.. Kita sekarang sudah selesai yang ini. Sekarang kita yang proyek step 1 sama step 2, mas. Nah kan kemarin kita step 1, Mas Adnan sudah pulang. Nah pas Mas Adnan sudah pulang itu, jadi kami kaya membagi, e, tugas. Ya itu yang akan kita lakukan pada pertemuan terakhir. Mas Adnan dengan Mas Antok, memilih, apa mas?

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International wedding concept. International wedding concept. Sedangkan Mbak Mimin sama Mas Andi, e, memilih traditional Javanese wedding concept. Nah. Kalau mas bisa melihat yang kertas ini, iya. Di halaman 13. Disitu tu saya ada sudah kaya kasih ini kaya jadi pegangannya mas dan mbak buat ya patokan panduan buat prosess buat wawancara, eh bukan, buat presentasi itu. Nah saya mau mengevaluasi step 1 dan step 2 yang kemarin sudah kita lakukan. Yang pertama, step 1 dan 2 secara umum ya, mas. Apakah ketika membaca instruksi step 1 step 2 apakah sudah jelas apa yang harus dilakukan? Ya. Satu, untuk memilih tema. Yang kedua, untuk determine the final outcome. Outcome itu kaya outputnya. Hasil. Apakah sudah jelas, sudah cukup jelas? Ya. Paham. Untuk mengecek, jadi step 1, mas mengharapkan untuk apa? E, memilih tema. Yang step yang kedua? Memahami aturan presentasi. Terus nah kira-kira kendalanya apa kemarin pas menentukan tema di step 1? Kan kemarin agak lama memilih, kan. Yang dibahas ya mbak. Maksudnya, dalam artian, kalau aku pribadi, nek di Bahasa Indonesiakan, aku lebih hafal di tradisional wedding. Tu. Kalau internasional wedding itu kan sebenarnya simpel, tidak ada upacara adat, berbagai macem. Cuma dia banyak pesta, ceremonynya itu lebih banyak daripada yang, istilahe ya ada.. ya sebenernya sih aku Cuma, aku arep opo yo. Kalau menguasainya kalau pribadi aku lebih ke traditional wedding. Yah. Kalau Mas Antok kemarin kenapa memilih internasional? Apakah kendalanya? Memilih tema? Ya, memang, milih yang simpel aja.

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Iya, bener. Lebih simpel internasional wedding daripada traditional wedding.

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E, lebih ke apa yo mbak, lebih ke di konsep aja, itu akan lebih sedikit, kalau di internasional itu tidak terlalu formal dan banyak acara ceremonial seperti potong kue, wedding kiss, wedding cake, terus ketika tadi kita kasih tambahan beberapa acara mungkin suprise party itu akan lebih masuk ke acara itu tadi, lebih ke internasional. Tradisional itu mungkin ada pakem-pakemnya. Terus kalau misalkan di tradisional itu kita tanpa hiburannya harus gamelan, dan mau nggamau kalau pakai gamelan, semacam nyandra atau nembang. Iya, bener. Tapi memang, kadang, tradisional itu lebih sering e, didatangi, wisatawan, e turis, mbak. Memang mereka kebanyakan didatangi, mbak. Jadi tamu, ikut tanda tangan, ikut salaman. Dan akhirnya ikut foto sama kliennya juga. Oh, gitu. OK. Terus, lebih ke saya. Ketika saya kemarin me...mengelead..me apa ya, mengajak atau memperkenalkan step 1 dan step 2, apakah saya sudah cukup efektif? Efektif. OK. Ya sudah. Terimakasih.

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Kalau dilihat dari.. E, selamat malam, mas. Kalau dilihat dari kaya tujuan pembelajaran, yang saya letakkan di cover unit ini, apakah sudah diformulasikan dengan baik? Kaya mengerti structure wedding, wedding

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structure, kaya menjelaskan struktur wedding, sama penggunaan conjunctions, linking words, itu, sesuai dengan isinya? Ie 36 Ir 37 Ie 37 Ir 38 Ie 38 Ir 39 Ie 39 Ir 40

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Team Members (#)

E.. Kalau struktur mungkin masih ini, mbak. Masih sesuai. Untuk penjelasan, mungkin masih sebatas apa itu panggih. Apa itu sungkeman. Lebih ke detail. Ini sudah detail.. Karena, kalau saya menganukan terlalu detail, nanti.. Wo, jadi banyak.. Saya mencoba untuk menyingkat. Kenapa saya menjelaskan di midodareni tu minta ijin. Padahal saya bisa menjelaskan bagian midodareni yang lain. Iya, bener-bener. Itu keterbatasan saya. Begitu. Jadi sudah terformulasikan dengan baik.. Jadi, poinnya saja. Iya. Jadi poin dari midodareni.. Iya. Salah satu poinnya. Walaupun poinnya banyak to mas. Terus berikutnya yang kedua, yang di kegiatan ini yang menjodohkan, menjodohkan gambar dengan pengertiannya, apakah cukup untuk menyiapkan mas dan mbak sekalian untuk masuk ke topik yang sekarang? Apakah sudah efektif? Karena kan memang bagian dari Let’s Begin! itu memang aktivitas sederhana saja, biar memancing mas dan mbak, habis ini mau kemana, gitu. Apakah sudah? Sudah. Relevan? OK. Berikutnya, inputnya. Saya kan ngasih input, kaya apa itu, vocab-vocab, kaya structure of the wedding kaya penggunaan e struktur teks eksplanasi, sama penggunaan first one, firstly, apakah sudah cukup? Sudah. Sudah paham. Ya. Terus, pembagian skillsnya. Kaya reading, writing, listening, speaking, apakah sudah adil? Maksudnya? Kaya tadi di listening kan, ada listening dan juga writing. Yang pertama ini kan sama aja kaya orally. Ya. Terus yang reading, baca ini, explanation text sama linking words. Sama reading sama writing... Writingnya. Apakah sudah terkontribusi dengan baik? Apa masih kurang yang dibagian apa? Listening atau... Kalau.. Ini apa mbak namanya ini mbak? Pronunciation atau pemahaman. Pemahaman, ya. Pemahaman vocabulary? Yang arti-arti ini yang kami mungkin masih... Lha ini. Mungkin dibanyaki atau apa. Maksudte, materi vocabnya. Gitu aja sih mbak. Ya. OK. Kemudian, contoh-contoh yang saya berikan di unit ini, apakah sudah membantu? Kaya contoh kalimat.. Contoh.. Ini kan saya bikin sendiri, saya paraphrase sendiri karena memang saya sesuaikan dengan tingkat kesulitan bahasanya, apakah, apa... Contoh-contoh yang sudah diberikan itu sesuai dengan apa yang akan dipelajari? Kaya ceremony, kita ada contoh bacaan panggih ceremony. Seperti itu, apakah? Sudah. Sudah. Instruksinya apakah jelas? Jelas.

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OK. Lalu, level languagenya. Lha ini. Kesusahan atau engga? Ketinggian atau engga? Yo nek engga ki yo ngga yo istilahe. Cuma kita ngga, memang apa ya mbak ya, belum biasa, terus bacaaane masih grotal-gratul to.. Iya. Tapi masih bisa.. Nyerempet-nyerempet masih, e, paham. Pengucapane, sedikit-sedikit, walaupun keseleo sudah.. Berarti ini tidak terlalu sulit, ya? Engga. Terus, layoutnya? Penataannya? Bagaimana? Mungkin lebih ke cover ya mas ya? Covernya ini internasional, tapi dalemnya Jawa. Iya, ini ngga pas ini. Nggapapa nanti saya dicecar sama dosen. (Tertawa). OK. Ini aja, mbak, masukan, mungkin. Yang ini.. (Sambil menunjukkan gambar). Yang mana? Ya? Visualnya kalau kami, saya pribadi, e, apa ya, mohon maaf, mungkin ada beberapa hal yang sudah jelas. Seperti.. Jujur aja. Seperti ijab. Oh, tau. Itu ijab. Berjabat tangan. Nah, di panggih ini, kami memang belum mewakili. Oh, iya, betul sekali. Jadi foto-foto ini akan lebih, kalau saran saya akan lebih.. Ini tidak.. Ini kan pada saat dia jongkok diberdiriin, kan? He’em. E, mungkin dikasih foto yang terlihat panggih. Seperti malah nginjak telur atau mungkin pas balangan suruhnya. Itu akan mewakili.. Seperti ini yang tadi (sambil menunjuk gambar yang lain), ini mewakili ini. Foto ini yang ngelempar ini sudah mewakili. Oh iya. Nah, itu. Itu aja, terus ini yang termasuk yang wedding party, kalau ini orang awam, ini akan mengira ini kirab. Yang mana, mas? Oh iya bener. He’eh. Jadi ini prosesi kirab. Sarannya? Saran saya adalah.. Gambar yang pas? Gambar yang pas itu suasana wedding party. Atau salamannya, gitu? Boleh. Maksudnya kalau berjabat tangan mungkin terlalu detail. Kalau bingung mungkin saran saya suasana semua, mbak. Gedung? He’eh. Pada saat tamu makan. Ya maksudte kabeh, diliatin. Dekor-dekornya? Jadi full lho gitu mbak. Jadi itu menunjukkan bahwa itu wedding party. Atau gambar di pas hiburannya nyanyi, jadi kelihatan dari panggung, meja buffetnya.. Yah yah yah. Nah itu aja sih mbak dari saya. OK. Mengenai instruksinya. Di step 3 karena kita sekarang ada di step 3 yang proyek ini, apakah sudah mendapatkan instruksi yang jelas? Jelas. Di step 3 ini? Jelas. Jadi hasil dari step 3 ini kira-kira akan apa? Struktur itu ya..

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Merancang.. Iki lho jenenge opo nek iki.. Presentasi. Presentasi. OK. Terus, kira-kira ada kesultian apa ketika melengkapi timeline ini? Timeline structure project ini? Kira-kira. Opo yo. Atau mungkin karena belum tau? Ya. Masih awang-awang ya mas, ya. Iya, awang-awang. Karena ini diisinya sambil jalan. OK. Lalu, apakah saya sudah jelas? Walaupun ribet tadi diawal menjelaskan ininya. Apa yang harus mas dan mbak lakukan untuk melengkapi step 3 ini? Engga, maksudnya gini. Untuk step 3 ini kan, apa namanya, struktur presentasi. Ya maksudnya.. Tahapan persiapan presentasi. He’eh. Tahapannya itu tu kami masih bingung. Apakah harus sesuai.. Maksudnya gini. Ngga harus sesuai. Apa namanya. Yang di urutannya ki kepiye ngunu lho. Jadi kami masih ngambang. Ya. OK. Terimakasih.


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Selamat sore, semua. Sore. Dalam mengevaluasi unit ini, apakah tujuan pembelajarannya sudah terformulasikan dengan baik? Sudah. Sudah berurutan dengan jelas. Kami merasakan berurutan. Ya. Baik. Lalu kegiatan pemanasannya. Kan tadi matching pictures. Sudah. Apakah sudah baik? Baik. OK. Terus input-inputnya, apakah sesuai dengan kebutuhan? Kaya saya mengajarkan asking and giving opinion. Apakah sesuai ini nanti apa, apakah sesuai nanti mas-mas menghadapi klien yang tentang.. Sangat sesuai, mbak. Ini akan jadi hal-hal yang terulang. Oh iya. Di pekerjaan, di wedding. Nah ini kan untuk menjelaskan tanya jawab ini kan pasti akan terus terulang. OK. Baik. Apakah comprehensionnya.. Comprehension check.. Maksudnya check pemahamannya sudah menolong? Maksudnya? Jadi kan kaya misalkan mencocokkan asking and giving opinion. Kaya tadi, apa namanya, mengisi titik-titik, apakah sudah cukup menolong? Ya. Sedikit. Sedikit ya? Karena apa mas? E, gampang yang kemarin, ya? Padahal sama lho.. Iya, bobotnya sama, ya? Maksudnya, e, iya. Maksudnya kemarin kita juga membuat kata-kata untuk ini kan istilahnya perkenalan kan. Yang kemarin tentang apa ya? Kemarin tentang perkenalan, to? Wedding structure. Wedding struktur. Struktur. Tapi ya wis mundak, yo. Baru aja. Maksudnya kita asing aja dengan kata-kata itu. Berbeda dengan kata-kata yang kemarin. Yang kemarin itu secara tidak langsung kita sering tidak

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mendengarkan. Tapi kalau yang ini, ya, apa ya, bobotnya lebih tinggi memang. Jarang ekspresinya, ya? Jadi kami jarang untuk menjawab pertanyaan kalau kita orang awam untuk Bahasa Inggris, mudengan itu tadi, as far as I know. Paling yang lebih sering digunakan ya I think, seperti itu. Ya. OK. Apa itu tadi? Piye le nulis, mbak? Ya, bisa saya bisa. Lebih paham yang kemarin daripada... Terus skill-skillnya . Dari mendengarkan, berbicara, menulis, dan membaca, apakah seimbang? Seimbang. OK. Contoh-contoh yang disediakan. Apakah apa ya, mewakili? Sudah cukup? Kaya ini kan saya contoh-contoh menjawab. Apakah sesuai juga dengan konteks saya menjawab klien tentang ini? Iya. Sudah cukup? Iya, iya, sudah cukup. Aktivitasnya? Apakah terlalu susah? Kaya tadi contohnya yang di Let’s Do It! ini. Satu sebagai klien, terus langsung. (Telepon salah satu murid bergetar). Terus apa ini tadi. Apakah kegiatannya sudah melatih asking and giving opinion? Cukup sih nek kami. Cukup, ya? OK. Instruksinya apakah jelas? Instruksinya, aku ngga jelas nek aku. Apa aku mergo bingung? Kalau jenengan ngga jelasin, kami bingung. Maksudnya kalau disuruh mbaca langsung instruksinya, kadang masih bingung. Ya mungkin sudah ada beberapa yang sudah jelas, ada beberapa yang sedikit, e, dibantu untuk ini memahami. Tapi ada beberapa yang sudah jelas. OK. Terus, level bahasanya apakah terlalu sulit? Mungkin karena next level, ya, jadi lebih, lebih sedikit sulit dari yang kemarin. Nah itu jelas. Ini percakapannya sudah mulai panjang, jawabannya sudah juga harus mikir sendiri untuk improvisasi menjawabnya. Seperti itu. OK. Berarti agak lebih terpontang-panting, ya? Sedikit, mbak. Kalau terpontang-panting, ya terpontang-panting, mbak. Ini kalau dua kali pertemuan baru kita paham. Tapi kalau unit-unit yang kemarin, engga ya? Engga. Karena kesehariannya untuk bertanya jawab untuk menggunakan kata-kata itu kok kaya dewe jaman SMA. Maksudte, dipelajari pada saat jaman SMA. Ya, bener. Ho’oh tho mbak? Kalau yang ini aku jarang mendengarkan bahwa harus yang seperti itu.. OK. Baik baik baik. Terus layoutnya apakah sudah? Layout designnya? Sudah. Sudah. OK. Terus yang tentang perkembangan persiapan presentasi. Dari ini kan kita step yang ke-4. Apakah jelas instruksinya? Jelas. Kalau instruksinya jelas. OK. Jadi step 4 ini hasilnya apa tadi? Opini? Bukan, tadi itu lho mas yang saya sudah siapkan beberapa website. Opo jenenge? Sumber. Sumber. Ah. Mencari jawaban lewat sumber.

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Yes. Itu bisa pakai dokumentasi sendiri. Harus pakai itu ngga mbak? Terserah. Kalau punya pemaparan sendiri? Ya boleh. Kalau punya pemaparan sendiri, dokumentasi sendiri. OK. Kirakira kesulitannya apa ketika mencari sumber itu, mas? Pembahasane. Sebenernya kalau secara.. Jenengan minta presentasi singkat itu, kemarin itu sudah mewakili, sudah mewakili. Termasuk panggih, dan berbagai macem itu, sudah mewakili. Itu. Cuma ini kan dikembangkan lagi dengan lebih lengkap hubungannya bersama dengan klien. Pertanyaane kan lebih ini. Ngga masalah. Kasarannya kan kita presentasi dengan dasaran yang dari jenengan punya, yang kemarin apa itu e panggih, apa itu apa namanya itu berbagai macem, nek nginjak telur berbagai macem. Kita bersumber sama punya mbak aja sudah sudah mewakili. Kan seperti itu. Kalau mau panjang lagi memang harus mencari wah.. Riset sendiri? Ya. Terus yang terakhir, apakah saya sudah cukup jelas dalam step yang 4 ini? Yang menggunakan sumber-sumber yang digunakan? Jelas jelas jelas.

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Researcher

OK. Apakah learning objectivesnya, apa, indikator pembelajaran ini sudah terformulasi dengan baik?

Team Members (#)

Baik. OK. Kegiatan pemanasannya apakah sudah cukup? Tadi saya minta mas sebut satu kalimat yang mewakili dari brosur ini. Pemanasannya kurang atau kegampangan atau? Sik. E, engga sih, mbak. Seumpama, ini kan bersambung dari kalimat yang kemarin kita diajarkan, ya kan? Mungkin, e, mungkin kalau aku, ya. Untuk mengingat yang kemarin, dikasih sample satu, a, untuk mengingat bahwa, iki, istilahe akhirnya kan aku nyariin, nyariin, kasih satu example. Seumpama kemarin itu gambar aja kita udah paham, karena udah ada, ini.. Kan tadi mbak suruh, coba buat satu kalimat, e, yang berisi di brosur, ini. Nah aku mikir kalimat yang kemarin, gitu. Nah, mungkin dikasih satu example tetapi kita ngga boleh sama. Maksudte, kan akhirnya kepikir, ohya, kan kemarin ada kata-kata itu. Akhirnya kita tau, bisa menggunakan ini, bisa menggunakan ini. OK. OK, mas. Terus, inputnya apakah sudah cukup? Cukup. Di brosur ini cukup. Nah, OK. Comprehension check. Cek pemahamannya apakah sudah cukup? Cukup sekali. OK. 4 skills, reading, writing, listening, speaking, apakah cukup? Cukup. OK. Contoh-contoh brosurnya apakah sudah cukup? Sudah cukup. Ya. Karena wedding brosur sih memang kebanyakan seperti itu. Saya mau bikin sepanjang Denaya, tapi ya Allah.. Wah, iso. Itu brosur penawaran. Iya. Itu sudah lebih detailnya. Kegiatannya apakah cukup? Di unit ini? Sudah cukup. OK. Instruksinya apakah jelas?

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Jelas sekali. OK. Level bahasanya. Susah ngga mas ini saya bikin bahasanya? Ini lebih mudah daripada kemarin. Walaupun kita mbacain ini tuh ya kita belajar lagi. Ning lebih bisa ini. Iya, bener. OK. Layoutnya? Cukup. Layout brosurnya? Terbaca. Terbaca. OK. Saya wawancara yang ini ya mas, ya. Sekarang kan kita ada step yang ke-6, apakah jelas, step yang ke-6? Untuk ke step 7 nya? Jadi, pertemuan berikutnya, yang harus dibawa? Anu. Opo jenenge, opo iki mau. Jawaban iki. Terus, kira-kira kesulitannya apa, mas? Dalam mengumpulkan data? Ini yang jawab pertanyan ini? Sementara belum ada, mbak. Ya karena belum dilakukan. (Tertawa) Kalau untuk dasaran, sudah semua. He eh. Dalam artian dasaran seputaran wedding organizernya itu sudah semua. Hanya mungkin kan bahasanya. Sebetulnya kalau kalimat-kalimat yang mau kita presentasikan itu disini semua sudah mewakili. Kan seperti itu. Cuma mungkin kan ada kata penghubung yang mungkin kami masih belum. Kalau kita presentasi ini, katakanlah kalau 2 hari, e, mohon maaf bukan nyontek, melihat ini, bisa 5 menit untuk ngobrol menggunakan kalimat-kalimat ini. Tetapi kan akhirnya menjadi baku banget kata-katanya. Iya, bener. Kata-katamu ki formal banget. Tidak ada kata penghubung. Maksudnya ngga ada kata penghubung untuk biar penambahannya.. OK. Kemudian apakah saya sudah cukup jelas dalam menjelaskan step yang ini? Jelas. OK. Terimakasih.


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Researcher

OK. Bagamana indikator pembelajaran unit ini? Apakah sudah terancang dengan baik?

Team Members (#)

Baik. OK. Pemanasannya apakah terlalu berat? Engga. Lha kuwi mung gambare bingung. Ya karena ngga berwarna. Terus, inputnya. Kata-katanya? OK. Mmm. Checking pemahamannya apakah sudah cukup? Menjawab pertanyaan, menentukan.. Sudah. OK. Menunya enak-enak. OK. Pertanyaan-pertanyannya, true and false nya? OK. And then.. Pembagian ininya, skillnya, listening speaking reading writing nya? E.. Yo mungkin, tadi ngga bisa nek nulis aja, sih. Nulis. Yang yang terakhir tadi yang njenengan moco terus kene kon nulis itu lho.. Listening passage? Ho oh. Kan ada kata-kata yang asing. Yang terakhir-terakhir aja sih.

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Cucumber itu? Ho oh. OK. Next. Contoh-contohnya apakah sudah cukup? Cukup. Ya akhirnya ya tau. Maksudte, dari pertama buka memang ngga tau, mbak. Apanya yang nggatau, mas? Maksudte gini, ini tu maksudnya apa masih bingung. Karena hitam putih. Kalau keterangannya, dari segi bahasanya? Sudah. Sudah. OK. Hmm. Kegiatannya? Apakah.. Kaya tadi saya minta mas sebagai klien, saya minta mas sebagai WO? Bisa. Bisa? OK. Bahasanya? Apakah lebih susah levelnya? Engga sih kalo yang ini sih mbak. Cuma verb verb tadi yang agak bingung. Harus mbuka-mbuka. OK. Lalu, layoutnya? Kalau berwarna ini lebih menarik. Tapi cukup saya nek ini. Nah, terus yang proyeknya. Eh yang proyeknya berarti hari ini ngga ada. OK. Thank you.

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Selamat sore, semuanya. Sore. E, jadi kan tujuan unit ini kan bisa menjelaskan wedding contract, jadi apakah sudah terformulasikan dengan baik? Belum begitu. Jujur aja. Ya masih kesusahan, mbak, karena masih awam dengan bahasa-bahasa itu. Terus, secara ini kontraknya memang ada yang beda ada yang ngga seperti itu juga, sih. Kaya term itu kan.. Secara simpel, kita kan ada memang perjanjian blablabla, cuma, yang sering kita pake itu kan kaya pembatalan, kaya acts of God juga. Lebih ke sederhana. Kaya DP 1, DP 2. Tergantung event sih, mbak. Kalau eventnya tidak terlalu besar, kaya kesepakatan ke pembayaran. Untuk e, seperti, apa, pembatalan itu tidak tertulis, cuman termaknai. Maksudnya kita antara kita dengan klien itu sudah tau lah. Cuma e ada tidak tertulis. Ini yang diterangkan disini memang lebih ke sebenar-benarnya kontrak. Memang yang benar ada memang seperti ini, mbak. Oh, gitu. Hak dan kewajiban, terus dalam detail memang memang harus ini ya, apa e, dicermati. Karena baca kontrak itu kadang harus hati-hati. Terus banyak juga bahasa jebaka. Biasanya. Karena kalau kita ngasih kontrak dengan klien yang pakai yang tidak lengkap. Jadi kalau misalkan ada bencana alam, harus benar-benar diterangkan. Memang yang benar seperti ini, mbak. Cuma, kebanyakan kami biasanya kami tergantung dengan ini, apa, klien sama besar kecilnya event. Kalau besar, dengan resiko yang gede, baru akan bikin seperti ini. Tapi kalau misalkan sama temen, ya, cuma kesepakatan aja. OK. Terus, untuk kegiatan pemanasannya, kan tadi mencocokkan bagian kontrak dengan deskripsinya. Apakah itu udah cukup membantu masuk ke.. Ya. Saya rasa itu sudah membantu banget. Ya. Terus learning inputnya, apakah sesuai? Yang kaya contoh, template wedding contractnya? Ya. Sebenernya sih, karena cuma mungkin bahasa ya mbak. Kalau cuma tentang deskripsi dan lain-lainnya ini saya rasa kita paham, cuma saya

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mungkin ada kendala di pengertian bahasa. OK. Terus, cek pemahamannya apakah sudah? Ya. Kalau pemahamannya, paham. Empat skillsnya apakah sudah terlaksana dengan baik di unit ini? Listening, speaking, writingnya, readingnya? Mungkin membacanya ya agak masih sedikit kacau. Mungkin karena ini panjang, tidak kaya biasanya cuma sepatah dua patah kata, antara titik koma, harusnya titik malah koma, harusnya bablas malah mandeg. Jadi kan pemahamannya agak sedikit ngga masuk. Mungkin ya butuh belajar lagi, mbak. OK. Kemudian apakah contoh wedding contractnya sesuai ataukah terlalu rumit apakah harus disederhanakan lagi? E, sesuai sih, mbak. Karena yang sebenarnya ya memang seperti ini. Cuma kita jarang menggunakannya. Tapi itu lebih simpel. Ibarate kalau ketemu klien ya lebih simpel. Kapan, nama pengantin. Mungkin next akan kita contoh ini, kalau memang harus seperti ini. Biar kuat untuk hak dan kewajibannya. Baik. Terus untuk kegiatan pembelajarannya tadi kan ada yang mencocokkan, apakah sudah cukup? Terus membaca memahami wedding contract? E, saya rasa cukup. Maksudnya kita ngobrol yang tadi tak omongi pun sudah mewakili. Bagus. Cuma kita aja. OK. Lalu instruksinya apakah jelas? Kalau instruksinya jelas sih mbak. OK. Terus, level languagenya, pasti lebih susah ya mas, ya? Susah. Mungkin harus disederhanakan lagi? OK. Kemudian, layout sama designnya? Kaya kontrak susunanya.. E, sudah sih mbak. Sudah ya, mas. OK. Terus yang related to presentation, apakah sudah jelas apa yang harus dilakukan berikutnya? Ini presentasi, sudah. Paham. Sangat memahami kalau itu. Bisa disinau gitu lho mbak istilahnya. Pokoknya, next, sudah saya kasih skripnya yang presentasi. Terus kirakira besok apa mas kendalanya? Kalau untuk, kalau saya pribadi, saya sudah punya pandangan apa yang harus saya katakan. Mungkin memang biasanya nek belajar, aku tak tulis Bahasa Indonesia sikik, yo mungkin yo sama seperti itu, to. Kalau engga aku belajar dari yang dikasih mbak e, oh, perkenalannya seperti ini. Atau setelah pengenalan itu tahap ngomong opo.

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Saya rasa cuma bahasa. Kalau mbak e minta kami pake Bahasa Indonesia, saya rasa saya maju sekarang pun siap (tertawa). Nah itu memang tugas kita harus diluar kepala. Cuma mungkin kita mengaplikasikannya ke Bahasa Inggris, mungkin butuh nanti kita sedikit belajar. OK. Terus, apakah, yak. Apakah yang saya berikan cukup mungkin membantu? Membantu, mbak. Sangat membantu. Ya. Terimakasih, mas.

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Selamat malam, mas mbak semuanya. Selamat malam. Baik. Yang pertama, apakah unit 7 ini sudah memiliki tujuan pembelajaran yang baik? Apakah sesuai dengan isi unitnya?

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Sudah, mbak, sudah. Ngomongke wedding rundown, kami juga belajar ini dengan baik. OK. Lalu, apakah kegiatan pemanasannya sudah efektif membuat mas mbak sekalian masuk ke topik pembelajaran? Kan ini tadi kan suruh menjawab pertanyaan. Sudah, mbak. Termasuk gampang tadi itu. Terus, learning inputnya apakah sesuai? Sesuai sekali, mbak. Cuma masalah istilahnya aja ada beberapa yang baru. Baik. Terus, cek pemahamannya apakah sudah membantu kegiatan pembelajaran? Sudah e, sudah sudah. English skillsnya? Listening speaking reading writing apakah sudah terkontribusi dengan baik di unit ini? Sudah sekali, mbak. Iya. Sudah. Nah terus, contohnya, apakah sudah sesuai saya menyediakan contoh wedding rundown ini tadi? Cukup ya mbak kami rasa. Ya memang seperti itu wedding rundown. Ada jam-jamnya juga to. OK. Terus, kegiatannya apakah sudah sesuai? Sesuai, mbak. Baik. Terus instruksinya apakah sudah cukup jelas? Jelas, mbak, jelas. Kalau language levelnya? Kesusahan ngga mas? Engga, kok, mbak. Cuma beberapa kata, kami masih bisa memahami. Kan dibantu mbak e juga. OK. Terus layoutnya apakah sudah baik? Sudah, sekali mbak. OK. Baik. Terimakasih.

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Interview Protocol for Summative Evaluation (Adapted from OALCF, 2011)

Opening In this special occassion, I would like to ask some questions related to the designed materials and English program for wedding organizers. This interview is a part of my research in main field testing. List of Questions Topic Content Quality of Content Potential Effectiveness as a Teaching-Learning Tool Ease of Use (for Practitioners and Learners) Comments

Questions Do the materials meet your team’s needs to support your job? Do the materials teach you English communicatively? Are the materials appropriate for your team? Are the learning objectives clear? Is the content current, relevant, and accurate? Do the materials give you opportunities to do tasks (task-based learning) and support your independent learning? Do the materials satisfy the various teaching and learning styles? Can the materials be adapted to meet the needs of your group? Are the materials effective, efficient, and user-friendly? Do the materials provide flexibility in its use? Do the materials support self-directed learning? What are your comments and suggestions for the materials?


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Interview Transcript with Denaya Production (for Summative Evaluation of the Materials) Tuesday, 3 January 2016

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(Team Members) #1

OK. Ada empat.. Satu, dua. Lima hal keseluruhan. Yang pertama, kontennya. Jadi, konten yang kemarin tu kira-kira sudah sesuai dengan targetnya Denaya sendiri, nggak? Secara umum, sudah. Secara materi, sudah. Dalam artian, dalam pelatihan ini, kami sudah menerima, sudah sampai prosedur bagaimana untuk mengomunikasikan dengan klien. Itu sudah. OK. Jadi sudah lebih ke Bahasa Inggrisnya bukan ke Bahasa Inggris untuk anak sekolahan, tetapi Bahasa Inggris lebih ke pekerjaan, ya? Pekerjaan. Iya. He eh. Dan sudah komunikatif? Sudah. Sudah. Terus yang kedua, kualitas kontennya. Sudah sesuai? Sudah? Learning objectivesnya apakah jelas? Learning objectives itu goal. Learning goal setiap unit sudah jelas? Learning goal ki kepiye mbak? Tujuan. Tujuan pembelajarannya? Sudah. Sudah. Terus, apakah sesuai dengan apa yang terjadi di lapangan, relevankah, akuratkah isi kontennya itu, kontennya itu? Selama ini sih iya. Secara umum, iya. Memang itu yang dipake seharihari. Berarti sudah sesuai dengan kebutuhan Denaya sendiri, ya? Ya. Terus yang ketiga, potential effectiveness. Jadi apakah sudah.. Kesempatan-kesempatan pembelajaran di setiap unit apakah sudah, maksudnya sudah mendukung mas-mas sendiri untuk belajar sendiri lebih aktif, seperti itu? Secara ini, kita membaca ini saja sebenarnya sudah belajar banget lho, mbak. Dari pertemuan sampai dengan sekarang pun istilahnya, kami sudah punya pegangan. Untuk belajar tu sudah punya pegangan. Terus, jadi ini bisa jadi, materi ini bisa dijadikan pegangan, ya, buat belajar? Bisa. Bisa. Maksudnya belajar sendiri, efektif. Iya. OK. Terus, e, untuk, apa, gaya belajarnya dari ini apakah memuaskan? Apakah harus kaya guru (memeragakan menulis di papan tulis)? Engga. Lebih friendly seperti ini. Gampang masuk. Iya. OK. Terus, jadinya intinya sudah efektif, ya? Iya, sudah. Kalo efisien, ya efisien. Dalam artian, dalam beberapa kali pertemuan, kita sudah bisa, e, seumpama besok kita mendapatkan klien yang seperti itu, kita sudah dapat menggunakan ini, walaupun harus... Dibuka lagi? Dibuka lagi. Dan ngomonge mungkin secara baku, kita sudah bisa menggunakan ini, gitu. Iya. Kecuali nek dia ngomong berbagai macem. Tapi secara umum, kita bisa memberikan informasi menggunakan bahasa ini. OK. Lalu apakah materinya sudah user-friendly? User-friendly tu apa, ya? Ramah terhadap kebutuhan? Sudah.

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Sudah, ya? Sudah. Terus yang terakhir, mudah digunakan tidak, mas? Mudah. Sangat mudah. (Tertawa). Ya, membantu. Dibilang mudah ya mudah. Tapi ya masih ada kesulitan. (Tertawa). Terus, adakah komen-komen, saran-saran, untuk nanti kan saya revisi lagi materinya. Adakah revisian di sebeleh mana, bagian apanya? (Berpikir agak lama). Materi sudah OK. Ya mungkin jam pertemuan saja. Cuman itu aja. Mungkin kalau lebih panjang, lebih lama, akan lebih istilahnya terkurikulum. Istilahnya mungkin agak lebih.. Gini, nggak? Maksudnya jenengan besok harus mendetailkan.. E mendetailkan yang utama tentang Javanese traditional wedding, itu jenengan harus mendetailkan, ngga? Oh, iya. Kurang fokus, memang. He eh. Nah, itu. Maksudnya, pada saat, takutnya gini. Mungkin, ya. Dosen kan ada yang ngerti, mosok, istilahe ngene. Bagaimana kamu bisa membedakan antara kalau di dunia WO dan berbagai macem, kami sudah mengetahui, tapi kami nggatau apakah jenengan akan ditanyakan itu atau tidak tentang perbedaan upacara adat tradisonal walaupun sama-sama Jawa tetapi ada dua adat yang berbeda: Solo & Jogja. Nah, itu apakah besok jenengan akan ditanyakan itu? Atau hanya cukup dengan Javanese? He eh. OK. Coba jenengan konsultasikan ke dosen. Secara internasional, kami rasa ini sudah cukup. Tetapi memang pada saat ke Javanese wedding, itu apalagi di Javanese wedding, itu memang ada yang beda. Walaupun intinya sama. Caranya berbeda. Maknanya pun sedikit berbeda, antara Jogja dan Solo. Nah, makanya. Besok di ini. Kalau mungkin secara umum, partynya, ngga masalah. Mung ngawekani, mbaak. Iya, iya mas. Sama mau tanya, mbak. Apakah makna dari adat itu ataukah jenengan cuma memindahkan, istilahe ngajarkan kelas Bahasa Inggris, seperti itu? Engga. Ngga nyampe jauh banget lah, mas. Berarti memang prosesnya aja kita mengenal bahasanya ya? Jadi ngga ke proses adatnya? Ya aman, berarti. Iya, engga. OK. Hanya itu saja komennya? Atau ada tambahan lagi? Itu nek secara umum sudah penak, mbak. OK. Ya. Terimakasih. Tadi tak pikir nek jenengan harus menerangkan. Endak. Endak. OK. Sudah.

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Interview Transcript with Denaya Production (for Summative Evaluation of the Project) Tuesday, 3 January 2016

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Researcher (Team Members) #1

Selamat malam. Malam. Ini, pertanyaan-pertanyaan ini untuk mengevaluasi setiap proses, apa, proses keseluruhan proyek presentasi kemarin. Yang pertama, dari proyek kemarin itu, kesuksesan apa yang didapat? Yang didapat. Kesuksesan apa yang didapat? Ya. Kesuksesan yang didapat adalah memang, e, intinya bahwa, e, metode belajar dengan presentasi itu, jadi membuat kami e, bisa, apa namanya ya, mbak. Istilahnya terpacu dalam artian terpacu untuk menggunakan Bahasa Inggris ini. Dimana nanti di kami pada saat kami di dunia istilahnya kami di hal pekerjaan kami kami menemukan klien yang, yang bisa, apa namanya, mohon maaf, orang asing atau apa, kami sedikit bisa menggunakan metode ini. OK. Ya, baik yang kedua, apa yang sebenarnya bisa diimprove dari presentasi kemarin? Oh ya. Sebenarnya yang dengan metode presentasi kemarin, yang bisa diimprove lebih banyak adalah tentang e wedding partynya e tentang pesta pernikahannya. Dimana e international wedding dan javanese wedding. Sekarang ini, di Javanese wedding juga sedikit demi sedikit menggunakan e acara dimana itu digunakan di international wedding seperti lempar hand bouquette dan mungkin juga ada apa namanya, mohon maaf, tukar roti, itu sedikit demi sedikit dimodernkan sekarang itu digunakan. Itu bisa diimprove dari partynya sendiri sepertinya. OK. Terus yang ketiga, kan kemarin kita sudah proses sebelum kita akhirnya presentasi itu, kan ada step 1, step 2, step 3, dan seterusnya, nah, kira-kira sudahkah semua step-step dicapai dengan baik ataukah ada step mana yang susah? Sampai saat ini, step-step tersebut kami rasa sudah cukup. Kami rasa sudah cukup. Hanya rasa menurut kami, e, istilahnya, apa namanya, untuk mempelajari lagi. Tetapi secara personal, secara umum, kami sudah memahami. OK. Terus, apa yang membuat, dari proses, apa, melewati proses pencapaian proyek ini, kira-kira apa yang me..., hal apa yang mengagetkan, maksudnya, mas mungkin dari ngga bisa apa jadi apa, atau bagaimana? Oh ya. Yang paling mengagetkan adalah mungkin e, apa yo istilahnya, cara baca ya mbak, maksudnya cara baca kami dalam artian e selama ini ada kesalahan membaca dan kemudian kami tau sendiri, belajar sendiri, kami bisa, dari reading ya istilahnya, sorry, readingnya, walaupun kami terkadang masih berpacu dengan teks, tapi kami sudah bisa cara membaca yang benar sesuai dengan peraturan di Bahasa Inggris. Karena kami dirumah ya cek sendiri juga dari kamus. Begitu. OK. Lalu, kira-kira usaha terbesar apa, eh apa, usaha terbaik apa saat apa dari mulai menentukan tema sampai mulai mempresentasikan tema wedding itu, kira-kira usaha apa yang paling menonjol? Apa ya. Usaha belajar membacanya, mbak, pas persiapannya kemarin itu. Jadi belajar untuk readingnya. Kami pun kemarin presentasi juga, kami presentasi pun juga sedikit e terpacu dengan teks, jadi kami belum bisa

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secara los dilepas untuk untuk improvisasi atau ngomong Bahasa Inggris belum belum begitu bisa. Tetapi kami masih terpacu dengan teks. Ya. Baik. Kemudian, skill-skill apa yang digunakan ketika menyelesaikan proyek presentasi ini? Membaca, ya mbak, reading. Nuwun sewu, berbicara, conversation, apa namanya? Berbicara. Berbicara itu to. Nah itu yang paling utama. Karena memang itu poin dimana kami kunci saling tau antara klien dan WO ya, istilahnya begitu. Ya. Nah, dari presentasi kemarin, penilaian akhirnya seperti apa, mas? Apakah kurang, cukup, atau baik? Maksudnya dari dari dari kami secara pribadi? Iya, he’eh. Menurut.. Njih. Kalau menurut dari kami pribadi, sebetulnya dirasa masih kurang, karena memang e, dengan apa namanya, belajar Bahasa Inggris ini tentu saja tidak secepet apa ya istilahnya, dengan bulan. Dan berbagai macem. Kami harus menekuni, kami harus terus terus membaca dan supaya bisa untuk istilahnya lepas teks, tidak perlu mencari dari teks. OK. Ya sudah. Terimakasih, mas. Njih.

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Appendix F Tests in Main Field Testing

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Appendix G Blueprints of the Materials

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The Conceptual Model of the English for Wedding Organizers Goal General goal: Students are able to communicate in English concerning wedding organization. Specific goals: Students are able to: 1. Speak about things about wedding organization (delivering presentation, asking & giving opinion, and persuading clients). 2. write some texts needed in wedding organization (writing wedding contract, wedding brochure, and brainstorming of ideas). 3. read passages related to wedding organization (particularly to comprehend wedding articles, wedding contract, and menu). 4. Listen to things related to wedding organization (monologue, dialogue, presentation, and discussion).

Process The process in each chapter follows Willlis’s Task-Based Learning Framework: 1. Let’s Begin! In this phase, the students are invited to start learning the topic by identifying the pictures as well sa recalling their prior knowledge related to the topic. This phase mostly asks for individual’s contribution which later becomes classroom discussion. 2. Let’s Prepare! In this phase, the students will be given input of related topics. The input can be videos, reading passages, listening passages, or songs. The students will discuss the given input afterwards through some related questions which are discussed with their partenr (or work in pair). 3. Let’s Do It! This phase contains the biggest project or task of the unit since the tasks given will be done in group. Mostly it will be about group’s performance which has longer preparation than preparation in other tasks. 4. Let’s Learn! The students will receive another input in this phase which more focus on grammar point that is used to complete the target of the topic in each unit. Related tasks are provided also after they learn the grammar point as the language focus. 5. Let’s Reflect! This is the phase in which the students will share their reflection through the teaching-learning process that has been through and relate them with their lives.

Content Unit 1: Wedding Organizer/Planner The history of the wedding planner Top wedding planner skills Argumentative Text Type Asking and Giving Opinion Simple Perfect Tense or Simple Past Tense Unit 2: Wedding Structure The structure of the wedding Pre-ceremony Whilst ceremony Post-ceremony Descriptive Text Unit 3: Wedding Vendors Vendors needed in wedding ceremony Contacting wedding vendors How to work with the wedding caterer Simple Present Tense Unit 4: Persuading Clients Wedding brochure Getting a big deal Persuasive Text Agreement and Disagreement Unit 5: Handling Clients Plan a wedding reception menu with your clients Simple Future Tense Unit 6: Wedding Contract Wedding planner contract guide Creating a wedding contract Creating a wedding budget Business Letters Subject-Verb Agreement

Unit 7: Wedding Execution Rundown of the wedding reception Giving directions in the reception Temporal Conjunctions

311


Appendix H Photo Documentation

312


Picture 1. Two students performed Let’s Do It! of Unit 1

Picture 2. Two students presented international wedding concept

Picture 3. The situation of the teaching and learning process

Picture 4. The team members of Denaya Production with the researcher (one student is not coming due to her bussiness)

313


Appendix I Students’ Coursebook, Teacher’s Book, & Students’ Workbook

314


The Wedding Organizers’ English Language Coursebook

GIOVANNA GISTHA WICITA


THE OVERVIEW OF THE

DESIGNED

MATERIALS The teaching and learning principles utilized in this designed materials are taskbased and project-based learning. Having the same umbrella’ which is Communicative Language Teaching, these two learning principles are appropriate to enhance students’ activeness through lots of opportunities provided. As the demand of English for Occupational Purposes (EOP) as the focus of the materials is to learn English using real context of the workplace, utilizing task-based and project-based learning is considered suitable for the students. Firstly, through task-based learning, students will be given opportunities to use English actively through the tasks given in each chapter. The language focus in forms of grammatical aspects is adjusted also to the real context of the students’ workplace as wedding organizers. The followings are five phases provided in each unit. 1. Let’s Begin! In this phase, the students are invited to start learning the topic by identifying the pictures as well as recalling their prior knowledge related to the topic. This phase mostly asks for individual’s contribution which later becomes classroom discussion. 2. Let’s Prepare! In this phase, the students will be given input of related topics. The input can be videos, reading passages, or songs. The students will discuss the given input afterwards through some related questions which are discussed in pair. 3. Let’s Do It! This phase contains the biggest task of the unit since the task given will be done in group. Mostly, it will be about group’s performance which has longer preparation than preparation in other tasks. 4. Let’s Learn! The students will receive another input in this phase which more focus on grammar point that is used to complete the target of the topic in each unit. Related tasks are provided also after they learn the grammar point as the language focus. 5. Let’s Reflect! This is the phase in which the students will share their reflection through teachinglearning process that has been through. Secondly, to support the task-based learning, project-based learning is taken as a form of a series project to be accomplished by the end of the course. In accomplishing the project, the students should pass the following steps: 1. Agree on 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 the final product 10. Evaluate the project

I


MAP OF THE BOOK

Unit *1* You Need a Professional Like Us (Page 1) *2* Do You Know Your Wedding Structure? (Page 5) *3* Venue, Photographer, Caterer. What Else? (Page 10) *4* That’s a Very Kind Offer from Us! (Page 15) *5* Which Indonesian Menu Will You Prefer? (Page 20) *6* Here is Our Wedding Contract. (Page 25) *7* Finally, Your Big Day is Coming. (Page 32)

Let’s Begin!

Let’s Prepare!

Let’s Do It!

Answer questions related to a  Learn about two groups Create and perform self/new picture. profile of wedding organizer. of expressions.  Listen to a recording.

Match and arrange pictures of  Listen to a recording Arrange and explain wedding Javanese wedding structure about panggih ceremony. structure. with their descriptions.  Learn about explanation text.

Match pictures of wedding  Learn about expressions Perform a dialogue about vendors with their names. of asking and giving discussing wedding vendors. opinions.  Listen to some recordings.

Say one sentence/information  Learn about explaining a Explain a wedding brochure. in the wedding brochure. wedding brochure.  Listen to a recording.

Comprehend and guess  C o m p r e h e n d m e n u Perform a dialogue about Indonesian traditional food, discussing wedding menu packages. package.  Listen to a recording.

Match sample sentences of  Learn a sample of Explain a wedding contract. wedding contract with their wedding contract. parts.  Learn about explaining a wedding contract.

Answer questions related to a  Comprehend an example Perform a dialogue in talking picture. about wedding rundown. of a wedding rundown.  Learn how to explain a wedding event in certain time.

II


MAP OF THE BOOK

Unit

*1* You Need a Professional Like Us

Let’s Learn!

Let’s Reflect!

Learn about simple present tense: basic subject-verb agreement.

Learn about linking words. *2* Do You Know Your Wedding Structure? *3* Venue, Photographer, Caterer. What Else? *4* That’s a Very Kind Offer from Us! *5* Which Indonesian Menu Will You Prefer?

Learn about formal expressions of giving opinions.

Learn about large number in English.

Reflect the topics, contents, activities of the unit; relate the topic with the actual work life (follow up)

Learn about simple future tense: will.

Learn about dates. *6* Here is Our Wedding Contract. Learn about times. *7* Finally, Your Big Day is Coming

III

-


1

You Need a Professional Like Us In the end of the lesson, the students are able to: Greet clients formally Introduce self/wedding organizer to clients properly Make use of simple present tense: subject-verb agreement correctly Reflect the lesson

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI UNIT 1: YOU NEED A PROFESSIONAL LIKE US

Look at the following picture and answer the following questions.

(Picture taken from www.fotosearch.com)

1. What do you do when you meet your new clients? 2. What do you say when you meet your new clients?

(1) Read and learn. Greeting Client Formally Greetings Responses Good morning. Good morning. Good afternoon. Good afternoon. Good evening. Good evening.

Introducing Self/Company Let me introduce myself. My name is..… (your name) I work at….. (your wedding organizer name) My job is….. (your position) Our team is professionals because we can help you to… (your task) We have many experiences. We held some weddings of… (names of clients) If you want to work with us, you can contact us on …. (phone number) 2


(2) Match the following vocabulary items with their meanings. 1. 2. 3. 4. 5.

The person who plans and arranges an event. The woman to be married to. Trained and skilled people. A person in control of a group. A number of people.

___________ ___________ ___________ ___________ ___________

A. B. C. D. E.

fiancée team leader organizer professionals

(3) Listen to the recording and fill in the blank spaces below. A B A B

A B

: Good morning. : Good morning. : Do you (1) ……………………….. in this wedding (2) ………………………..? : Yes. OK. Just let me (3) ……………………….. myself. My name is (4) ………………………... I work at this (5) ……………………….. Wedding Organizer. My job position is a (6) ……………………….. of this wedding organizer. You can (7) ……………………….. this wedding organizer because our team are (8) ………………………... We can help you to make your dream wedding come (9) ………………………... : Alright. Thank you for your (10) ………………………... My fiancée and me want to have a wedding next (11) ………………………... Can you (12) ……………………….. us? : Yes, of course. So, what do you (13) ……………………….. in your wedding?

This is the end of the recording. (3) Answer the following questions. 1. Who is Bob? 2. What is his job position? 3. Why does he say that he and his team are professionals?

(4) Practice the dialogue above with your partner. DO

Create one new profile of wedding organizer. You may fill in the following form to help you organize your ideas. Then tell the profile in pair or group.

Your name Name of your wedding organizer Your job position Your task Reasons to hire your WO WO’s contact number/ e-mail

: : : : : :

3


(1) Read and learn.

SIMPLE PRESENT TENSE: BASIC SUBJECT-VERB AGREEMENT Subjects and verbs must AGREE with one another in number (singular or plural). If a subject is singular its verb must also be singular; if a subject is plural, its verb must also be plural.

Subject

Verb

work I/You/We/ make They are am meets is He/She/It introduces talks

To be at Bright Wedding Organizer. your dream wedding come true. solid members in organizing weddings. a professional wedding organizer. new clients. the leader of this WO. his/her WO profile. about his/her WO experiences. (Adapted from Understanding and Using Grammar, 2002)

(2) Choose the correct answers. 1. 2. 3. 4. 5.

My husband and I (works/work) in the same wedding organizer. Our members (is/are) professionals. We (offers/offer) you our professionalism. You (need/needs) a professional like us. This wedding organizer (is/are) familiar in this town.

Answer the following question and share it with your friends. What is the most challenging activity in this lesson? Why?

4


2

Do You Know Your Wedding Structure? In the end of the lesson, the students are able to: Identify the structure of Javanese wedding Make use of explanation text to explain Javanese wedding structure Create an explanation text about Javanese wedding structure Make use of linking words correctly Reflect the lesson learned

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI UNIT 2: DO YOU KNOW YOUR WEDDING STRUCTURE?

(1) Match the following pictures with their correct descriptions and arrange them in a good order. |a| Wedding Party is when guests come to congratulate your marriage in a wedding venue.

|b| Ijab Qobul or holy matrimony is a moment to make a marriage legal in the name of God.

|c| Srah-Srahan is when the big fa m i l y a g re e o n t h e wedding to give and receive wedding gifts.

|d| Midodareni is when the groom-to-be and family come and ask for permission to marry the bride-to-be. |1|

|2|

|e| Marriage Recitation is a moment of asking for God’s blessings, parents’ blessings, relatives’ blessings and neighbors' blessings. |f| Siraman is a ritual of taking a bath to clean couple’s bodies and souls.

|7|

|6|

|g| Panggih is a meeting between a groom and a bride. They do some Javanese wedding rituals. |5|

|3|

|4| (Courtesy of Youtube: #AriefTipangWedding—Siraman, Midodareni, Akad Nikah) (Adapted from talk-Indonesian.blogspot.co.id)

Glossary bath (n): to wash (body) blessing (n): approval; religious words bride (n): a woman who gets married bride-to-be (n): becoming a bride gift (n): a given thing groom (n): a man who gets married groom-to-be (n): becoming a groom guest (n): invited people to an event

marriage (n): wedding (relationship) marry (n): to become husband and wife neighbor (n): someone who lives near receive (v): to get something relative (n): a member of family ritual (n): a set of actions soul (n): spirit venue (n): place of an event

6


(2) Discuss the following questions with your partner and share the answers in a classroom discussion. 1. What is the correct order of the events? 2. Are there any other parts of a wedding ceremony that you know? What are they?

Glossary

betel (n): sirih bundle (n): a number of things together contain (v): have some things inside conclude (v): to end a meeting crash (v): cause damage feed (n): to give food to a person kneel (n): to go down into the ground

lead (v): to control a group leaves (n): green part of a plant sash (n): a cloth worn round the waist seat (v): to make someone sit soybean (n): a small bean waist (n): part of the body narrower than the hips

(1) Listen to the recording and fill in the blank spaces below. PANGGIH CEREMONY Panggih is a (1) ................................. in Javanese wedding. It is when a groom meets a bride. Panggih ceremony consists of (2) ............... ceremonies. The first one is balangan suruh ceremony. It is when the groom and the bride throw to each other seven small bundles of (3) ......................... leaves. The second one is wiji dadi. It is when the groom crashes a chicken (4) ............. with his right foot. The bride washes the groom’s foot using water and several kinds of (5) ......................... After wiji dadi, the third one is sindur binayang. It is when the father of the bride leads the couple to the wedding (6) ................. and the mother of the bride covers the couple’s shoulder with sindur (waist sash). The forth one is timbang. In timbang, the groom and the bride sit on the (7) ............... of the bride’s father. While the father says that they have the same weight, it means that he (8) ................. them both equally. The fifth one is tanem. In tanem, the bride’s father seats the couple in the wedding chair. It means that he (9) ........................... the marriage. He gives his blessing. The sixth one is tukar kalpika. In tukar kalpika, both groom and bride exchange their wedding (10) ...................... as a sign of love. The seventh one is kacar kucur. In kacar kucur, the couple walks (11) ........................................ The bride gets from the groom some (12) .........................., peanuts, paddy rice, corns, yellow rice, herbs, flowers, and (13) ..................... The eighth one is dahar kembul. In dahar kembul, the wedding couple eats together and (14) ................... each other. As the leader of the ceremony, pemaes gives a (15) .................... to the bride with yellow rice, fried eggs, soybean, tempe and fried meat. The ninth one is mertui. In mertui, the bride’s parents pick up the parents of the groom in front of the (16) ................................. They walk in together. The tenth one is sungkeman. In sungkeman, the groom and bride (17) ....................... to ask for blessing of their parents. To conclude, I will say that a Javanese wedding ceremony contains a (18) ........................... set of ceremonies. (Adapted from talk-Indonesian.blogspot.co.id)

7


(2) Write T if the statement is true and F if the statement is false. 1. Pemaes is the leader of the Javanese ceremonies. (T/F) 2. The groom and bride exchange their wedding rings in sindur binayang. (T/F) 3. In sungkeman, the couple walks hand in hand. (T/F) 4. Wiji Dadi is the second ceremony of panggih. (T/F) 5. The mother of bride covers the couple’s shoulder with sindur. (T/F)

(4) Read and learn.

EXPLANATION TEXT Explanation text is a text that contains the processes associated with natural phenomena, social, science, culture and more. Parts of explanation Text: 1. Introduction → general statement about the topic; definition or a question; a brief description 2. Explanation → series of statements written in sequential order to explain how something works or why something happens. 3. Conclusion → summary or comment (Adapted from Targeting Text, 2000)

(5) Underline the introduction, explanation, and conclusion part of the listening passage. DO

(1) Arrange the following random sentences into a good paragraph. A | Forthly, there is midodareni. It is when a man comes to a woman’s house to ask for blessings. B | Secondly, there is siraman. It is when parents and elder people bath a man and woman to have a clean body and soul. C | To conclude, there are seven basic events in holding a Javanese wedding concept. D | Sixthly, there is panggih. It is when a groom and bride meet and do some Javanese rituals. E | Javanese wedding concept has a structure. The wedding structure contains several events. F | Thirdly, there is srah-srahan. It is when two big families give and receive wedding gifts. G | And lastly, there is a wedding party. It is when a groom and bride receive many congratulations from guests. H | Firstly, there is marriage recitation. It is a prayer together with family, relatives, and neighbors to have a blessed wedding. I | Fifthly, there is Ijab Qobul. It is when you have a legal marriage in the name of God. 8


(2) In pair/group, you will get two groups of pictures about any Javanese wedding structure. Arrange the pictures into a good wedding structure and explain it in front of the class.

(1) Read and learn.

LINKING WORDS Linking words are words to show relationships between sentences and ideas. Examples: Type 1: the first one, the second one, the third one, the forth one, the fifth one, …., the last one. Type 2: firstly, secondly, thirdly, fourthly, fifthly, …., lastly. Examples in sentences: 1. The first one is marriage recitation. It is a moment to pray together with families, relatives, and neighbors. 2. The second one is siraman. It is a moment to wash the body and soul of a man and woman. 3. Firstly, there is a marriage recitation. It is a moment to pray together with families, relatives, and neighbors. 4. Secondly, there is siraman. It is a moment to wash the body and soul of a man and woman. (Adapted from Understanding and Using Grammar, 2002)

(2) Repeat the explanation in the previous part using the correct linking words. Try to use both type 1 and 2 in your explanation.


9


3

Venue, Photographer, Caterer. What Else?

In the end of the lesson, the students are able to: Identify various kinds of vendors needed in wedding ceremony Demonstrate expressions of asking and giving opinion Make use of expressions of asking and giving opinion correctly Make use of formal expressions of giving opinion correctly

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI UNIT 3: VENUE, PHOTOGRAPHER, CATERER. WHAT ELSE?

(1) Match the following pictures of wedding vendors with their correct names.

|1|

|7|

|2|

|3|

|4|

|5|

|8|

|9|

|a| jeweler |b| wedding band |c| wedding venue |d| photo booths |e| bridal salon |f| ceremony venue |g| videographer |h| photographer |i| invitation |j| make-up |k| décoration |l| caterer |m| florist

|6|

|10|

|11|

|12|

|13| (Pictures from theknot.com)

11


(2) Answer the following questions and share your answers. 1. What do you do when explaining vendors to your clients? 2. What kinds of questions do your clients usually ask about vendors? 3. How do you answer the questions that they asked?

(1) Read and learn.

EXPRESSIONS OF ASKING AND GIVING OPINIONS Giving Opinions 1. I think, … 2. In my opinion, … 3. According to (name/person), ...

Asking Opinions 1. What’s your idea? 2. How do you feel about that? 3. What do you think?

(Adapted from www.espressoenglish.net/english-speaking-courses)

(2) Listen to the recordings and match the expression of asking opinions that you hear with the following expressions of giving opinions. Put the number in front of the expressions. A | In my opinion, it is good to choose this photographer. He has amazing photographs. Our clients are all satisfied with his works. B | I think, each caterer is good. But if you want to get a good service, Yogyakarta Caterer is the best choice. C | I think, it is the best florist in town. You choose the right one. D | Well, in my opinion, this wedding venue is good for an outdoor wedding party. This place is a perfect match for your wedding. E | As far as I know, Premiere Photo Booth is now really famous in town. You can use it. F | I think, it’s ok to have a Jazz band if it doesn’t disturb the process of Javanese ceremonies.

12


(3) Listen to the recording and fill in the blank spaces below. A B A B A

B A

: Good morning. Today’s agenda of our meeting is discussing vendors. For the wedding venue, is this building OK for your wedding? : Good morning. Actually, I plan to have an outdoor wedding. (1) ……………………………………………………………? : Let me ask first. Is it for morning or evening occasion? : Night occasion. : OK. (2) ……………………………………………………………………………………………… for your wedding because it is located in the middle of the city. The scenery is also wonderful at night. That is a favorite place to hold an outdoor wedding party. (3) …………………………………………….……………………...? : (4) …………………………………………………………………………... I also think about that place, actually. I want that one, please. : Alright. Noted.

(4) In pairs, practice the dialogue above. DO

In pair/group, prepare a dialogue between a client and a wedding organizer about any wedding vendor. Choose one of the following vendors. Use the helping clues to help you organize your dialogue. Helping clues:  Semi-orchestra  Can be used for indoor and outdoor  15 to 20 music players Make-up

Wedding Band

Helping clues:  Professional make-up artist  Can be used for traditional and international wedding concept  Including hair-do

Helping clues:  The best in town  Can be used for traditional and international wedding concept  Including decoration for photo booth Helping clues:  Handmade souvenirs  Plants and seeds are also available  With beautiful packages

Wedding Souvenir

Decoration

13


(1) Read and learn.

FORMAL EXPRESSIONS OF GIVING OPINIONS 1. 2. 3. 4. 5. 6.

I personally believe that… I personally consider that… I personally think/feel that … I hold the opinion that … My own view of the matter is … Well, personally, … (Adapted from nurinuryani.wordpress.com)

(2) Answer the following questions using formal expressions of giving opinions. What do you think about Vidi caterer? I want to hold my wedding party in Depok Beach. What’s your idea? My fiancé and I plan to have a mini orchestra in our wedding party. What do you think? Some people say that having photo booth in a wedding party is popular nowadays. What do you feel about that? 5. What do you think about having a wedding party in a public space like a public park/ garden? 1. 2. 3. 4.


14


4

That’s a Very Kind Offer from Us! In the end of the lesson, the students are able to: Identify a wedding brochure Explain a wedding brochure Tell large numbers correctly Reflect the lesson learned

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI UNIT 4: THAT’S A VERY KIND OFFER FROM US!

Learn this wedding brochure carefully. Say one sentence / information that you find in the brochure. Example: “Bright Wedding Organizer offers a promo wedding package. It is only Rp. 115.000.000,-.”

Bright Wedding Organizer

Get 10% Special discount for early reservation before February 21st, 2016

BONUS: Outdoor pre-wedding photoshoot 1 night honeymoon in 4-star hotel 2 pcs of hand bouquet Unlimited 3-hour photo booth 4 exclusive guest books

Promo Wedding Package Rp. 115.000.000,Nett for 1.000 pax

Contact: [email protected] www.yourbright.com Jl. Kapulaga No. 242 Yogyakarta 16


(1) Read and learn.

EXPLAINING A WEDDING BROCHURE Talking about the opening

I want to show you our brochure. You can see from the details of the brochure. Talking about the discount

We offer you a …. % special discount at our wedding organizer. To get the discount, you can make a reservation no later than ………………………. Talking about the package price

* The price of our wedding package is ……………………………………………….. It is nett price for ……………. pax. ** We offer you ……. wedding packages. The price of package …… is ……………………; the price of package …… is ………………… Talking about the facilities

If you take package ….., you will get ……., …………, …………., …………., …………. For the facilities, you will get ……., …………, …………., …………., …………. Talking about the bonus

We also offer you a bonus or some bonuses. You will get ….., …….., …….., ………, …….. Talking about further information

To check our experiences, you can browse our website at ….. You can also contact our office telephone number on …… To show our experiences, we will show you our portfolio. Here is our portfolio. Making sure the clients (closing)

This is our special offer. We will give you our best service. This is a kind offer from us. Grab it fast.

Glossary browse (v): to look through experience (n): things already happened fast (adj): quick grab (v): take the opportunity kind (adj): good net(t) (adj): exact no later than: not after

offer (v): to supply something pax (n): pack portfolio (n): a collection of documents price (n): the amount of money of something register (v): to record something show (v): to make something to be seen website (n): a set of information on internet

17


(2) Listen to the recording and fill in the blank spaces below. The recording talks about the following wedding brochure.

WEDDING PACKAGE By Wiruku Wedding Organizer

SILVER 15.000.000 nett (min 100 pax) GOLD 25.000.000 nett (min 150 pax) DIAMOND 35.000.000 nett (min 250 pax)

FACILITIES: Venue Photography Decoration Videography Make-up Caterer Entertainment Food stalls (6) Sound system MC

0274-484209 [email protected] www.wirukuweddingorganizer.com

I want to show you our wedding brochure. You can see from the details of the brochure. We offer you (1) ………... wedding packages. There are (2) ……………………., (3) ……………………., and (4) …………………….. The price of silver package is (5) ………………………………………………. nett for minimal 100 pax. The price of gold package is (6) ………………………………………………. nett for minimal 150 pax. The price of diamond package is (7) ………………………………………………. nett for minimal 250 pax. For the facilities, you will get (8) …………………….. , decoration, make-up, (9) …………………….. ……..., sound system, photography, videography, (10) …………………….. , six food stall, and a (11) …………………………………………………….... To check our experiences, you can browse

our (12) …………………….. at www.wirukuweddingorganizer.com. You can also contact our office telephone number on 0274 (13) ……………………………….. This is our special (14) …………………. We will give you our best service. (15) ………………… it fast.

DO

Choose one of the wedding brochure given to you. Write a note in your notebook as your guideline to explain the wedding brochure. Explain the wedding brochure in front of firend(s) in pair or group.

18


(1) Read and learn.

LARGE NUMBERS IN ENGLISH 897361524 → 897,361,524

The complete number is read in the following way:

English numbers are always read in groups of three and from left to right. Each group of three numbers is read in the same way. So 897 is eight hundred ninety seven, 361 is three hundred sixty one, and 524 is five hundred twenty four. 897

trillion billion million

361

524

thousand

hundred

“Eight hundred ninety-seven million, three hundred sixty-one thousand, (and) five hundred twenty-four (rupiahs)”. Other examples: 115.000.000 → one hundred fifteen

million (rupiahs) 35.000.000 → (rupiahs) 25.000.000 →

thirty-five

million

twenty-five

million

(rupiahs)

(Adapted from durhamcollege.com, 2012)

(2) Read aloud the following sentences correctly. 1. 2. 3. 4. 5.

The price for the silver package is Rp. 125.000.000. If you pay Rp. 45.000.000 cash, you will get a 15% special discount. You will get a free honeymoon in Bali resort after you pay Rp. 165.000.000. The prices are various. You can choose Rp. 15.000.000, Rp. 25.000.000, or Rp. 35.000.000 There is 20% off in this package. You only need to pay Rp. 136.900.000.


19


5

Which Indonesian Menu Will You Prefer? In the end of the lesson, the students are able to: Classify Indonesian traditional wedding menu Explain Indonesian traditional wedding menu Listen to clients’ ideas and demands Discuss menu packages with clients Make use of simple future tense correctly Reflect the lesson learned

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI UNIT 5: WHICH INDONESIAN MENU WILL YOU PREFER?

(1) Read and learn the following Indonesian traditional food as well as their descriptions. 1) satay

It can be a barbecue of chicken, goat, or rabbit with peanut sauce. It uses bamboo stick to serve. 2) bakso/meatball It is savory meatball noodle soup. 3) soto It is a soup of chicken or beef with bean sprout, cabbage, and garlic. 4) gado-gado It is a vegetable salad with peanut sauce. The ingredients are boiled spinach, potato, corn, egg, bean sprouts, cucumber, tofu and tempe (soybean cake). 5) nasi uduk It is rice cooked in coconut milk with fried chicken, boiled eggs and tempe. 6) bakmi goring Noodles are fried with egg, meat and vegetables. 7) gudeg Sweet jackfruit is boiled for hours in coconut milk and palm sugar. 8) rawon A beef cooked with keluak nut to give it a deep, black color. The ingredients of the soup are garlic, ginger, turmeric, and red chili. 9) pempek Fish and tapioca cakes with cuka, a dark sauce made from vinegar, chili, and sugar. 10) siomay

Indonesia’s version of dim sum served with a boiled peanut sauce. Glossary

apinach

cucumber

bean sprout

cabbage

coconut milk

jackfruit

turmeric

vinegar

peanut sauce

keluak nut

boiled (v); cooked in water ingredients (n): food to prepare particular fish

(2) Tell your friends any random descriptions above. Ask them to guess which food it is from the following pictures. And take the turn to guess.

|1|

|2|

|3|

|4|

|5|

|6|

|7|

|8|

|9|

|10|

21


(1) Read and learn the following menu packages. Menu Package A (4 food stalls)

Rawon (400 p) Soto (400 p) Satay (400 p) Pempek (400 p)

Menu Package B (5 food stalls)

Menu Package C (6 food stalls)

Bakmi goreng (400 p) Nasi uduk (400 p) Gudeg (400 p) Pempek (400 p) Gado-gado (400 p)

Bakmi goreng (400 p) Gudeg (400 p) Satay (400 p) Pempek (400 p) Gado-gado (400 p) Rawon (400 p)

(2) Write T if the statement is true and F if the statement is false. 1. 2. 3. 4. 5.

There are three menu packages. (T/F) In menu package A, the client will get 5 food stalls. (T/F) All food stalls will be available for 400 portions. (T/F) Gado-gado will be in menu package B. (T/F) The client will get 400 portions of rawon in menu package A. (T/F)

(3) Listen to the recording and fill in the blank spaces. A B

A B A B A B

A B A

: About the (1) ………………... in my wedding, what’s your idea? : OK. I will show you the menu packages first. We have (2) ………………… menu packages. There are package A, B, and C. In package A, you will get (3) …… food stalls. In package B, you will get (4) …… food stalls. In package C, you will get (6) …… food stalls. : How many food stalls will I get in package C? : You will get six food stalls. : OK. What foods will I (7) …………..… ? : The foods are bakmi goreng, gudeg, satay, pempek, gado-gado, and rawon. : What is gado-gado? : Gado-gado is a vegetable salad with (8) …………………………….…... . For the vegetables, you will see boiled spinach, potato, corn, egg, bean sprouts, and (9) ………………...…... . : Alright. What are the ingredients of satay? : The ingredients of satay are goat and peanut sauce. It uses (10) ………………... stick to serve the meat. : OK. I will (11) …………... this menu package in my wedding party.

22


DO

Make a dialogue between a client and a wedding organizer using the provided pictures and utterances of simple future tense.

For client...

For WO...

What food will I get in this menu package?

In this menu package, you will get...

How many food stalls will I get?

You will get … food stalls.

What are the food?

The food are...

What are the ingredients of this food?

The ingredients of this food are...

Package B

Package A

(1) Read and learn.

SIMPLE FUTURE TENSE: WILL (a) We will choose Indonesian traditional food to be in our wedding menu. (b) We will choose Indonesian traditional food to be in our wedding menu.

Will is used to express future time. The verb following will must be Verb 1.

(Adapted from Understanding and Using Grammar, 2002)

23


(2) Circle the correct verbs. 1. 2. 3. 4. 5.

We will (help/helps/helped) you arrange the wedding menu. The foods will (is/are/be) in your wedding menu. My fiancé will (chosen/chooses/choose) rawon, soto, and bakmi goreng too. You will (gets/got/get) eight food stalls. In your wedding party, the guests will (eat/eats/eaten) six kinds of food.


24


6

Here is Our Wedding Contract In the end of the lesson, the students are able to: Identify a wedding contract Explain a wedding contract Read dates correctly Reflect the lesson learned

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI UNIT 6: HERE IS OUR WEDDING CONTRACT

Match the following sample sentences with their parts that you can find in a wedding contract.

DESCRIPTION OF SERVICES

FEE & PAYMENT SCHEDULE

OPENING

CHANGES/CANCELLATIONS

ACTS OF GOD

TERM/TERMINATION

CONDITION

CLOSING

1. This agreement will end automatically upon completion of the services required by this letter of agreement. 2. If an act of God, such as a fire, flood, earthquake or other natural disaster shall cause you to cancel your wedding; I will require payment only for the time actually spent planning your wedding. 3. I understand that my role will be that of advisor and coordinator. You will make the actual selections of service providers and I will implement those selections. 4. I wish you all the happiness in the world and look forward to working with you to make your wedding the most enjoyable and memorable day of your life. 5. As a wedding organizer, my role includes consultations with you via telephone/email and discussion of theme, color, style and complete wedding design. 6. For the wedding package, you will pay me a total of Rp. 135.000.000,7. This letter follows our meeting on (Month, Day, Year), when we discussed your wedding and my professional role in helping you plan it. 8. Any changes made to this letter of agreement must be made in writing and signed by all parties. (Adapted from www.weddingsforaliving.com)

Glossary advisor (n): someone whose job is to give advice about a subject calamity (n): a serious accident or bad event causing damage or suffering implement (v): to put a plan parties (n): groups of people who are involved in an activity together

26


(1) Read and learn. WEDDING CONTRACT (Today’s Date) (Bride’s Name) (Groom’s Name) (Phone Number) (Email Address) Dear (Bride and Groom) This letter follows our meeting on (Month, Day, Year), during which we discussed your wedding and my professional role in helping you plan it. It is my understanding that, you will retain me as a professional wedding organizer for your wedding scheduled on (Wedding Date). Description of Services: As a wedding organizer, my role includes: 1. Consultations with you directly and indirectly 2. Discussions of theme, color, style, and complete wedding design 3. Research of wedding professionals in each category that fir your event style and budget and to provide you with suggestions and guidance in making the final selections 4. Attendance at vendor appointments of your choice 5. Up to hours of professional in-person consultation time throughout the planning process Please note that the services listed above do not include running any wedding related errands such as picking up or delivering attire, supplies or requirement, documents, etc. As the client, you will rely on me to work as many hours as may be reasonably necessary to fulfill my obligations under this agreement. Conditions: 1. I understand that my role will be that of advisor and organizer. You will make the actual selections of service providers and I will implement those selections. 2. It is your responsibility to notify me of any changes in a timely manner. I shall not be held liable for any changes made by you. 3. I will use my professional judgment when taking action in regard to changes, weather, tardiness, non-performance, etc. based on the situation, time limitations

27


and/or your wishes. Fee & Payment Schedule: For my services you will pay me a total of Rp. ………………………….. Payment will be made as follows: Rp. ………………………….. Due on ………………………….. (Date) Rp. ………………………….. Due on ………………………….. (Date) Term/Termination This agreement will end automatically upon completion of the services required by this letter of agreement. Change/Cancellation Any changes made to this letter of agreement must be made in writing and signed by all parties. You may cancel this agreement, in writing, for any reason. If the wedding is canceled, refunds are limited to unearned fees, funds in excess of unused or nonrefundable fees and out-of-pocket expenses. If you cancel less than ….. days before the wedding—except for the death of a member of your immediate family—there will be no refund. If the wedding is not canceled, there will be no refund.

Acts of God If an act of God, such as a fire, flood, earthquake or other natural disaster shall cause you to cancel your wedding, I will require payment only for the time actually spent planning your wedding. I wish you all the happiness in the world and look forward to working with you to make your wedding the most enjoyable and memorable day of your life. Sincerely, ………………………………………………………. Wedding Organizer’s signature Accepted: Bride’s signature …………………………………………………………………….. Groom’s signature ………………………………………………………………….. Date: …………………………………………………………………………………………...

28


(2) Read and learn,

EXPLAINING A WEDDING CONTRACT Opening

I want to show you our wedding contract. This is the date of today, Your names are over here. We make this wedding contract based on our meeting on ……. (date of meeting). Talking about description of services (The wedding organizer points the part of description of services)

This part tells you about my roles as your wedding organizer. You can read by yourself. Talking about conditions (The wedding organizer points the part of conditions)

This part tells you about the conditions of our contract. You can read by yourself. Talking about fee and payment schedule (The wedding organizer points the part of fees and payment schedule)

You will pay me a total of Rp. ……………………………………… In the process of payment, you will make two payments. In the first time, you will pay me a total of Rp. …………………………………………………. due on ……………………………………….. In the second time, you will pay me a total of Rp. …………………………………………….. due on …………………………………….. Talking about term/termination (The wedding organizer points the part of term/termination)

This part tells you that our contract will end by the end of the date. Talking about change/cancelation (The wedding organizer points the part of change/cancellations)

This part tells you about a condition that you can change or cancel the details of our contract, but make an agreement first with me. Talking about acts of God (The wedding organizer points the part of acts of God)

If there are fire, flood, earthquake and other natural disasters, the payment will be reconsidered. Closing

That’s all about our wedding contract. You can study this carefully here or at home. Please sign over here.

29


DO

In pairs or groups, you will get two kinds of wedding contracts. Choose either Contract A or Contract B. Use the following guidance to help you arrange your explanation.

Contract A I want to show you our wedding contract. This is the date of today, Your names are over here. We make this wedding contract based on our meeting on December 1st, 2016. This part tells you about my roles as your wedding organizer. You can read by yourself. This part tells you about the conditions of our contract. You can read by yourself. You will pay me a total of Rp. 156.000.000,- In the process of payment, you will pay me two times. In the first time, you will pay me a total of Rp. 100.000.000,- due on December 25th, 2016 In the second time, you will pay me a total of Rp. 56.000.000,- due on January 10th, 2016. This part tells you that our contract will end by the end of the date. This part tells you about a condition that you can change or cancel the details of our contract, but make an agreement first with me. If there are fire, flood, earthquake and other natural disasters, the payment will be reconsidered. That’s all about our wedding contract. You can study this carefully here or at home. Please sign over here.

Contract B I want to show you our wedding contract. This is the date of today, Your names are over here. We make this wedding contract based on our meeting on December 12th, 2016. This part tells you about my roles as your wedding organizer. You can read by yourself. This part tells you about the conditions of our contract. You can read by yourself. You will pay me a total of Rp. 185.000.000,- In the process of payment, you will pay me two times. In the first time, you will pay me a total of Rp. 100.000.000,- due on January 25th, 2016 In the second time, you will pay me a total of Rp. 85.000.000,- due on February 21st, 2016. This part tells you that our contract will end by the end of the date. This part tells you about a condition that you can change or cancel the details of our contract, but make an agreement first with me. If there are fire, flood, earthquake and other natural disasters, the payment will be reconsidered. That’s all about our wedding contract. You can study this carefully here or at home. Please sign over here. 30


(1) Read and learn.

DATES British American Rule day—month—year month—day—year 18th December, 2016 December 18th, 2016 You write 18/12/2016 12/18/2016 You say The eighteenth of December twenty sixteen December (the) eighteenth twenty sixteen (Adapted from www.englisch-hilfen.de)

(2) Read aloud the following dates correctly. 1. January 23rd, 2017 2. 1st April, 2016 3. July 2nd, 2017 4. 18th October, 2016 5. November 21st, 2017


31


7

Finally, Your Big Day is Coming

In the end of the lesson, the students are able to: Identify a wedding rundown Explain a wedding rundown Read time correctly Reflect the lesson learned

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI UNIT 7: FINALLY, YOUR BIG DAY IS COMING

Look at the following picture and answer the following questions.

1. What is the picture about? 2. What is the purpose of the picture? 3. What is the advantage of a wedding organizer to have this picture? 4. What things are usually involved in the pictures?


33


(1) Read and learn. INTERNATIONAL WEDDING DAY RUNDOWN Time

Person in Charge

4:30 am

Brenda

5 am

Brenda Brenda

6 am 6:15 am 6:15 am 6:30 am

6:45 am

Rico Rico Rico

Rico

7 am

Rico

7:15 am

Sita

7:30 am 7:30 am

Rico Rocp

7:45 am

Rico

7:45 am

Bram

8 am

Bram

8:10 am

Bram

8:15 am

Bram

Description 1) Wake Up! It’s your wedding day!!! 2) Hair & Make Up 3) Dressing 4) Photographer arrives for before ceremony photos 5) Videographer arrives 6) Pictures of bride getting ready 7) Pictures of groom getting ready 8) Collect corsages & boutonnieres and assist with pinning 9) Flowers delivered to ceremony & reception venues 10) Depart for ceremony (groom) 11) Wedding transport arrives (bride and attendants) 12) Ushers to arrive at ceremony venue 13) Parents arrive at ceremony venue 14) Greet guests and usher to seats 15) Groom arrives at ceremony venue 16) Best man to give check to officiate/donation

Time

Person in Charge

8:30 am

Brenda

8:30 am

Brenda

8:45 am 10:30 am

Sita Sita Rico

17) Bride arrives at ceremony 18) Photos of bride arriving 19) Ceremony starts 20) Ceremony ends 21) Family photos

10:45 am

Rico

22) Wedding party photos at ceremony venue

7 pm

Bram

7 pm

Bram

7:15 pm

Bram

25) Cocktail reception for guests at reception venue

7:15 pm

Sita

26) Guests all seated at venue

7:30 pm

Brenda

27) Bride & groom / wedding party entrance

7:45 pm

Bram

28) Open buffet / dinner starts

8 pm

9:20 pm

Bram Bram Sita Rico

9:40 pm

Rico

9:40 pm

34) Mother / son dance

10 pm

Rico Rico

11 pm

Brenda

36) Bride and Groom leave reception

10:15 am

8:15 pm 8:20 pm

Description

23) Transportation for wedding party 24) Drive to reception venue

29) Cutting of the cakes

30) Toasts 31) Speeches 32) 1st dance 33) Father / daughter dance 35) Final dance

(Adapted from weddingagendaexample.pdf)

34


(2) Define the following events in the wedding rundown. Example: Events number 1 up to 5. 1. At 6: 15 am, the photographer will ………………. (arrive). So, all the family members must ………………………… (prepare) themselves. 2. At 7: 00 am, all bridesmaids have to …………………. (go) to the front gate to …………………… (receive) corsages. 3. At 7: 15 am, Sita will ……………………….. (get) the flowers for the ceremony. 4. At 7: 30 am, groom will ……………………. (depart). 1. Define events number 9 up to 12. 2. Define events number 15 up to 20. 3. Define events number 26 up to 29. DO

Use the following wedding rundown parts to make a dialogue between a client and a wedding organizer. Look at the example. A client will ask you several questions related to the wedding rundown.

Part A A B A B A

: What will we do after we do a game? : At 11:30 am, you will leave for Cyberport. : And after that? : After that, at 1:15 pm, you will lunch in Lee Garden IFC. : OK. Thank you.

Part B A B A B A

: What will we do after this briefing? : At 6:30 pm, there will be cake cutting. : And after that? : After that, at 7:45 pm, you will wear your wedding gown. : OK. Thank you.

35



(1) Read and learn.

TIMES There are two ways to tell the time. 1. Say the numbers 10.10 ten ten 11.15 eleven fifteen 03.45 three thirty-five 2. to

two o’clock

15’ 30’

past

a quarter past two ten past two

a quarter to three

half past two

(2) Read aloud the following time correctly.

: quarter : half

five to three

(3) Write down the time while you listen to the recordings. 1) 4)

1) 6:30 am

4) 9:10 pm

2) 6:45 pm

5) 9:50 am

2)

5)

3) 8 am

6) 11:15 pm

3)

6)


36


REFERENCES

References of contents Azar, B. S. (2002). Understanding and Using English Grammar (3rd Ed.) with Answer Key. New York: Longman Pearson Education. -. (2000). Targeting Text: Recount, information Report, and explanation. Sydney: Blake Education. -. (2011). Javanese Wedding. Retrieved from http://talkindonesian.blogspot.co.id/2011/07/javanese-wedding.html http://www.englisch-hilfen.de/en/words/date.htm

http://talk-Indonesian.blogspot.co.id References of pictures

www.fotosearch.com www.theknot.com Youtube: #AriefTipangWedding—Siraman, Midodareni, Akad Nikah

37


The Teacher’s Book: English for Wedding Organizers



HOW TO USE THIS BOOK

This book was made as the complement book for The Wedding Organizers’ English Language Coursebook and The Wedding Organizers’ English Language Workbook. The focus of teaching-learning processes provided in this course is on speaking ability. However, considering that other English skills are also important, therefore, this course also integrates listening, writing, and reading ability in smaller portions. In order to help the teachers to teach the materials provided in The Wedding Organizers’ English Language Coursebook, teaching components provided in this teaching guideline are provided. This book is divided into: (1) practical syllabus, syllabus and lesson plans, (2) answer key to exercises, (3) transcripts of the recordings, (4) photocopiable task materials, and (5) speaking scoring rubric assessment.

Firstly, the syllabus is made to provide a clear teaching and learning process for both the teacher and the students. To provide a detail syllabus, there are short description of the course, learning goals, course outline, and classroom rules. Lesson plan of each meeting is provided also to make the teachers clear what to teach in the classroom. Secondly, the answer key to the exercises in each unit is provided in a proper package. Thirdly, as in the teaching and learning processes there are listening podcasts as the media, providing the transcripts is aimed at helping the teacher to check the students answer related to the passage being listened. Forthly, some students might work in groups to accomplish unit’s project. To support this activity, the media is used is in forms of photocopied materials such as situational cards. Lastly, to carefully assess students’ progress, particularly in speaking performance, the writer provides some relevants speaking scoring rubric. This can be used for giving the teachers guideline on how to assess students’ speaking performance. The writer,

Giovanna Gistha Wicita, S.Pd.

I


THE OVERVIEW OF THE

DESIGNED

MATERIALS The teaching and learning principles utilized in this designed materials are taskbased and project-based learning. Having the same umbrella’ which is Communicative Language Teaching, these two learning principles are appropriate to enhance students’ activeness through lots of opportunities provided. As the demand of English for Occupational Purposes (EOP) as the focus of the materials is to learn English using real context of the workplace, utilizing task-based and project-based learning is considered suitable for the students. Firstly, through task-based learning, students will be given opportunities to use English actively through the tasks given in each chapter. The language focus in forms of grammatical aspects is adjusted also to the real context of the students’ workplace as wedding organizers. The followings are five phases provided in each unit. 1. Let’s Begin! In this phase, the students are invited to start learning the topic by identifying the pictures as well as recalling their prior knowledge related to the topic. This phase mostly asks for individual’s contribution which later becomes classroom discussion. 2. Let’s Prepare! In this phase, the students will be given input of related topics. The input can be videos, reading passages, or songs. The students will discuss the given input afterwards through some related questions which are discussed in pair. 3. Let’s Do It! This phase contains the biggest task of the unit since the task given will be done in group. Mostly, it will be about group’s performance which has longer preparation than preparation in other tasks. 4. Let’s Learn! The students will receive another input in this phase which more focus on grammar point that is used to complete the target of the topic in each unit. Related tasks are provided also after they learn the grammar point as the language focus. 5. Let’s Reflect! This is the phase in which the students will share their reflection through teachinglearning process that has been through. Secondly, to support the task-based learning, project-based learning is taken as a form of a series project to be accomplished by the end of the course. In accomplishing the project, the students should pass the following steps: 1. Agree on 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 the final product 10. Evaluate the project

II


TABLE OF CONTENTS

How to Use this Book ………………………………………………………. i The Overview of the Designed Materials …………..…….… ii Table of Contents …………………………………………..………………… iii Practical Syllabus, Syllabus, and Lesson Plans ………….………………….………………….….………..... 1

Answer Key to Exercises ……………………………………….……...….. 54 Transcripts of the Recordings ….……………………….…….….…… 58 Photocopiable Task Materials …………………..…….………...……… 62 Speaking Scoring Rubric Assessment ………….….…...……….. 73

III


PRACTICAL SYLLABUS,

SYLLABUS & LESSON PLANS

1


ENGLISH FOR WEDDING ORGANIZERS: PROJECT-BASED Designed by Giovanna Gistha Wicita, S.Pd. A. Short Description of the Course: B. English for wedding organizers is an adult educational program that is specially designed to teach members of a wedding organizer about English in communicating and negotiating meaning to foreign clients. Furthermore, another purpose of this course is to make them expand their work field, as well as welcome the increased globalization, through English. Based on needs analysis from several wedding organizers in Yogyakarta, this course focuses on learner-centered learning that utilized project-based and task-based learning as the teaching-learning method. As all English skills (listening, reading, speaking, and writing) is considered important, therefore, this course has integrated those four skills with a major focus is on speaking skill. The contents of this course cover knowledge of organizing a wedding, such as skills needed, structure of a wedding, wedding vendors, and wedding contract. Such wedding knowledge is used as to introduce the learners with wedding special terms. This course takes about two months to complete the whole teaching and learning process. Regarding the WO members’ limited time, once a week is considered as the best time. Every week, one unit will be accomplished, as well as one define step or two of project based implementation. Moreover, the learners will be asked to finish some scaffolding tasks provided in each unit. In completing the tasks and projects, this course expects the learners both individually and with others, whether it is in pairs or groups. One appropriate project to accommodate them in acquiring good speaking kill is oral presentation, as they have to present the complete wedding theme as well as its implementation in their real work field to foreign clients. Different groups will be responsible to different topics. B. Learning goals General goal Students are able to communicate in English concerning wedding organization formally. Specific goals Students are able to: 1. Speak about things about wedding organization (delivering oral presentation, asking and giving opinion, answering questions, and persuading clients). 2. Write some texts needed in wedding organization (wedding contract and wedding brochure). 3. Read passages related to wedding organization (particularly to comprehend wedding articles, wedding contract, and wedding menu). 4. Listen to things related to wedding organization (dialogue, presentation, and discussion).

2


C. Course Outline Meeting #1

Topics

Sub-topics

Introduction Pre-Test

Project-Progress

1. Course description 2. Introduction to task-based and project-based learning 3. Pre-test

#2

Unit 1:

You Need a Professional Like Us #3

Step 1: Agree on a theme for the project Step 2: Determine the final outcome Step 3: Structure the project

Unit 2:

Do You Know Your Wedding Structure? #4 Unit 3:

Venue, Photographer, Caterer. What Else? Outside Classroom That’s a Very Kind Offer from Us!

Step 5: Gather information Step 6: Prepare students for the language demands of step 7

Outside Classroom

Step 7: Compile and analyze information

#5 Unit 4:

#6

Unit 5: Which Indonesian Menu Will You Prefer? #7

Checking blueprints students’ projects

of

Here is Our Wedding Contract

Step 8: Prepare students for the language demands of step 9

Unit 7:

Final checking on students’ preparation

Unit 6:

#8

Finally, Your Big Day is Coming #9

Step 4: Prepare students for the language demands of step 5

Post-Test 1. Post-test P r o j e c t 2. Project presentation Presentation 3

Step 9: Present final product Step 10: Evaluate the project


D. Classroom Rules 1. Students should participate actively and positively in engaging every topic of the materials. 2. Students should be active in passing every step of the project being finished. 3. Students should show good attitudes towards the teaching and learning process. 4. Students should use English optimally in both asking and answering the questions delivered in the classroom.

4


TEACHER’S FIELD NOTES

5


SYLLABUS OF ENGLISH FOR WEDDING ORGANIZERS Units : 7 (120 minutes each) Level : A1 (CEFR) Company : Denaya Production General Goal Students are able to communicate in English with clients concerning wedding organization formally. Specific Goals Students are able to: 1. Speak about things about wedding organization (delivering oral presentation, asking and giving opinion, answering questions, and persuading clients). 2. Write some texts needid in wedding organization (wedding contract and wedding brochure). 3. Read some passages related to wedding organization (particularly to comprehend wedding articles, wedding contract, and wedding menu). 4. Listen to recordings related to wedding organization (monologue, dialogue, presentation, and discussion). UNITS

1

TOPICS

- Introductio n of the course - Pre-Test Self / Company Introduction

INDICATORS

-

In the end of the lesson, the students are able to: 1. Identify the

ACTIVITIES

MATERIALS

1. Course description 2. Introduction to task-based and project-based learning 3. General English Pre-Test PRE-ACTIVITIES Let’s Begin! 1. The students recognize a picture about meeting a new client. 2. The students discus two questions 6

MEDIA / SOURCES

#1 Greeting Client Formally

Media: 1. Laptop 2. Speaker

Good morning. Good afternoon.

Source:

Greetings


UNITS

TOPICS

INDICATORS

2.

3.

4.

5.

6.

7.

ACTIVITIES

MATERIALS

MEDIA / SOURCES

gesture of the related to the pictures. Good evening. 1. Internet people in the 3. The answers are discussed in a Responses 2. Module picture. classroom discussion. Good morning. Mention the Good afternoon. activity when WHILST-ACTIVITIES Good evening. meeting new Let’s Prepare! #2 clients. 1. The teacher asks the students to Introducing Self/Company Mention the comprehend simple formal Let me introduce my self. utterances greetings by asking them read the My name is..… (your name) when meeting expressions. I work at….. (your wedding new clients. 2. The teacher asks the students to organizer name) Read and comprehend Introducing Yourself My job is….. (your position) comprehend the by asiing them read the Our team is professionals utterances of utterances. However, they might because we can help you to… formal be asked to fill in the utterances (your task) greetings. using their background knowledge We have many experiences. Read and directly. We held some weddings of… comprehend the 3. The students match vocabulary (names of clients) utterances of items with their descriptions or If you want to work with us, you can contact us on …. (phone introducing self meanings. and wedding 4. The students listen to a recording number) organizer. between a client and a wedding Use the organizer. utterances to 5. The students fill in the blank #3 Simple present tense: basic introduce self spaces provided. and wedding 6. The students match the answers subject-verb agreement organizer. in a classroom discussion. Match the 7. The students answer three 7


UNITS

TOPICS

INDICATORS

ACTIVITIES

MATERIALS

vocabulary comprehension questions related items and their to the recording. meanings. 8. The students practice the dialogue 8. Fill in the blank with their partner. spaces with the vocabulary Let’s Do It! items being 1. The students are asked to create listened to. a new profile of a wedding 9. Answer the organizer. questions 2. The teacher gives an example how related to the to introduce the profile of the listening wedding organizer. passage. 3. The students prepare themselves 10. Practice the to speak/introduce the profile. dialogue. 4. In pair or group, they practice 11. Write profile introduce themselves and their of self and wedding organizer using the wedding profile format given. organizer. 5. In this section, they can take the 12. Do dialogue to turn to become both a client who try out the listens to WO’s introduction and a written self and wedding organizer who introduces wedding the profile to the client. organizer profile. Let’s Learn! 13. Read and 1. The teacher explains basic comprehend subject-verb agreement. subject-verb 2. The students comprehend the 8

Subject

Verb work make

I/You/We are /They

am

meets He/She/It is

MEDIA / SOURCES

To be at Bright Wedding Organizer. your dream wedding come true. solid members in organizing weddings. a professio nal wedding organizer. new clients. the leader of this WO.


UNITS

TOPICS

INDICATORS

ACTIVITIES

MATERIALS

agreement teacher’s explanation about basic input. subject-verb agreement. 14. Do exercise on 3. The students do an exercise of subject-verb basic subject-verb agreement. agreement. 4. The students exchange their work 15. Answer the with their partner, followed by a questions about classroom discussion. the lesson learned. POST-ACTIVITIES Let’s Reflect! 1. The teacher asks the questions provided in this section. 2. The students answer the questions directly.

introduces his/her WO profile. talks about his/her WO experienc es. #4

Project Progress

Step 1: Agree on a theme for the project 1. International wedding concept 2. Traditional wedding concept Project Progress 1. The teacher explains the purpose 3. Mixed-culture wedding concept of step 1 in project-based 4. Others: …………………………………………. learning. 2. The teacher invites the students Step 2: Determine the final to choose what wedding concept outcome that they are going to present as The final outcome will be (an) oral presentation(s) delivered by their projects. The 3. The students inform what wedding pairs/groups. followings are terms and concept they choose. 4. The teacher explains the conditions of the project: requirements of the presentation 1. You will present the wedding concept as if they present in project that they will have as 9

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demanded in step 2 of the project-based learning.

2

Wedding Structure

front of the foreign clients. 2. The presentation will take around 5 to 10 minutes. 3. You should use PowerPoint containing relevant pictures and explanations to help them delivering the messages. 4. The presentations will be assessed by both teacher and other students. #1 Javanese Wedding Structure 1. Marriage recitation 2. Siraman 3. Srah-srahan 4. Midodareni 5. Ijab Qobul 6. Panggih 7. Wedding Party

In the end of the PRE-ACTIVITIES lesson, the Let’s Begin! students are able 1. The teacher asks the students to to: look at every picture of the 1. Match the Javanese wedding ceremonies. pictures of 2. The teacher asks the students to Javanese read and comprehened the wedding description of each Javanese ceremonies with wedding ceremony. their correct 3. The teacher asks the students to descriptions. match the pictures of Javanese 2. Answer the wedding ceremonies with their #2 The Structure of questions correct descriptions. related to the 4. The teacher and the students Ceremony order of discuss the answer together in a 1. Balangan suruh 2. Wiji dadi Javanese classroom discussion. wedding 5. The teacher asks the students the 3. Sindur binayang 10

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Panggih

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ceremonies. questions related to the Javanese 4. Timbang Discuss the wedding structure. 5. Tanem vocabulary 6. Tukar kalpika items before WHILST-ACTIVITIES 7. Kacar kucur listening to a Let’s Prepare! passage. 1. The teacher invites the students 8. Dahar kembul Listen to a to comprehend a glossary of the 9. Mertui passage and fill difficult terms occurred in the 10. Sungkeman in the blank upcoming recording. spaces. 2. The students listen to a recording #3 Explanation Text Answer the about panggih ceremony. True and False 3. While listening to the recording, Explanation text is a text that questions the students fill in the blank contains the processes associated with natural phenomena, social, related to the spaces. listening 4. The teacher and the students science, culture and more. passage. discuss the correct answers of Parts of explanation Text: → general Read and the blank spaces in a classroom 1. Introduction statement about the topic; comprehend discussion. definition or a question; a explanation 5. The students do an exercise (truebrief description text. false questions) on panggih Underline the ceremony. 2. Explanation → series of generic 6. The teacher and the students statements written in structure of the discuss the answers together. sequential order to explain how explanation text 7. The students read and something works or why found in the comprehend explanation text. something happens. listening 8. The teacher asks the students to 3. Conclusion → summary or passage. identify the introduction, comment Arrange random explanation, and conclusion within 11

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paragraphs into the passage of panggih a good order ceremony. of Panggih ceremony. Let’s Do It! 9. Arrange random 1. The teacher asks the students to pictures of arrange random sentences into a Javanese good paragraph. wedding 2. The teacher and the students structure. discuss the well-arranged 10. Explain the paragraph. Javanese 3. The teacher distributes two wedding groups of random wedding structure orally structure to the students. In in pairs. groups, the students arrange the 11. Read and learn pictures and prepare an explain about linking text to be delivered. words used in 4. The groups of the students explaining perform to explain the wedding Javanese structure in front of the class. wedding structure. Let’s Learn! 12. Practice to use 1. The students read and learn about linking words in linking words commonly used in an explaining explanation text. Javanese 2. The teacher asks the students to wedding perform or deliver the explanation structure. text being delivered in previous 13. Answer the section by changing the linking 12

#4 Linking Words Linking words are words to show relationships between sentences and ideas. Examples: Type 1: the first one, the second

one, the third one, the forth one, the fifth one, …., the last one. Type 2: firstly, secondly, thirdly, fourthly, fifthly, …., lastly.

Examples in sentences: 1. The first one is marriage recitation. It is a moment to pray together with families, relatives, and neighbors. 2. The second one is siraman. It is a moment to wash the body and soul of a man and woman. 3. Firstly, there is a marriage recitation. It is a moment to pray together with families, relatives, and neighbors. 4. Secondly, there is siraman. It is a moment to wash the body and soul of a man and woman.

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questions about the lesson learned.

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words. If they previously use the first one version, they should change it and use firstly version. And vice versa. POST-ACTIVITIES Let’s Reflect! 1. The teacher asks the questions provided in this section. 2. The students answer the questions directly.

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Project Progress

Step 3: Structure the project

Here, the students are asked to record preparation in each step, particularly on date & target.

Project Progress

3

Wedding Vendors

In the end of the lesson, the students are able to: 1. Match random pictures of

1. The teacher explains the purpose of step 3 in project-based learning. 2. The teacher guides the students to arrange or write down their plans to the provided table. 3. The teacher reminds the students to keep updating their time table of the presentation project. PRE-ACTIVITIES Let’s Begin! 1. The teacher asks the students to match the pictures of wedding vendors with their correct names. 2. The teacher and the students 13

#1 A List of Wedding Vendors: 1. Jeweler 2. Wedding band 3. Wedding venue 4. Photo booths

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wedding check the answers in a classroom 5. Bridal salon 2. Module vendors with discussion. 6. Ceremony venue their names. 3. The students answer three 7. Videographer Answer the questions related to wedding 8. Photographer questions about vendors. 9. Invitation their 10. Make-up experiences in WHILST-ACTIVITIES 11. Decoration explaining the Let’s Prepare! wedding 1. The teacher asks the students to 12. Caterer florists vendors to read and learn about expressions #2 clients. of asking and giving opinions. Read and learn 2. The teacher asks the students to Expressions of Asking and Giving about read some alternatives of Opinions expressions of utterances of giving opinions Asking Opinions asking and before they listen to the 1. What’s your idea? giving opinions. utterances of asking opinions. 2. How do you feel about that? Match the 3. The students listen to some 3. Do you have anything to say expressions of recordings related to utterances in about this? asking opinions asking opinions. with the 4. While listening to the recordings, 4. What do you think? expressions of the students match the utterances Giving Opinions giving opinions in asking opinions with the correct 1. I think, ... through utterances in giviing opinions. listening 5. The teacher asks the students to 2. In my opinion, ... 3. As far as I know, ... section. discuss the answers each other. Listen to the 6. The students listen to another 4. If you ask me ... passage and fill recording about asking and giving 5. According to (name/person), ... in the blank opinions. 14


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expressions of 7. The students fill in the blank #3 asking and spaces. Expressions og Giving Opinions giving opinions. 8. The teacher and the students Formally 6. Practice the discuss the correct answers in a 1. I personally believe that... dialogue classroom discussion. 2. I personally consider that... containing 9. The teacher asks the students to 3. I personally think/feel that... expressions of practice the dialogues in pair. 4. I hold the opinion that... asking and 5. My own view of the matter is... giving opinions. Let’s Do It! 6. Well, personally, ... 7. Do a role play 1. The students work in pair/group. between a 2. In pair/group, the students choose client and a any wedding vendors. wedding 3. The teacher asks the students to #4 organizer about create/prepare a dialogue Project Progress any wedding between a client and a wedding Step 4: Prepare students for the vendors using organizer related to the wedding language demands of step 5. expressions of vendor and helping clues given A list of both Indonesian and asking and using expressions of asking and international wedding websites as references: giving opinions. giving opinions. 8. Read and learn 4. In one turn, one student will act as theknot.com about formal a client. After the first turn is mywedding.com expressions of done, the students change their weddinglovely.com bridesmagazine.co.uk giving opinions. turns. 9. Do an exercise 5. The students choose one more weddingpaperdivas.com on formal wedding vendor and use it as a weddingwire.com expressions of topic in the second dialogue, still womangettingmarried.com giving opinions. using expressions of asking and huffingtonpost.com bridestory.com 10. Answer the giving opinions. weddingku.com 15

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questions about the lesson Let’s Learn! learned. 1. The students read and learn expressions of giving opinions formally. 2. The students do an exercise about expressiong of giving opinions formally. 3. The teacher evaluates students’ answers/formal expressions of giving opinions formally. POST-ACTIVITIES Let’s Reflect! 1. The teacher asks the questions provided in this section. 2. The students answer the questions directly.

Project Progress

1. The teacher tells the students the purpose of step 4 of projectbased learning. 2. The teacher introduces some accessible Internet resources to be able to browse in search of data collection. 3. The teacher lets the students to 16

bowbei.com thebridedept.com mylemariage.com weddingklik.com yesweddingdirectory.com weddngblogs100.com A list of books that can become references in gathering the information: 1. The Wedding Book: An expert’s guide to planning your perfect day—your way by Lisbeth Levine (2016) 2. Style me Pretty Weddings: Inspiration & Ideas for an Unforgettable Celebration by Abby Larson (2012) 3. The Everything Outdoor Wedding Book by Kim Knox Beckius (2006) 4. The Ultimate Wedding Idea Book by Cynthia Clumeck Muchnick (2001) 5. The Everything Wedding Etiquette Book by Emily Ehrenstein et al. (2000) 6. 51 Amazing Ideas for Your

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Wedding Brochure

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In the end of the lesson, the students are able to: 1. Comprehend a wedding brochure carefully. 2. Give one sentence representing a content of a given wedding brochure. 3. Read and learn

use their own documentations of their previous wedding documentation. 4. For the next step to do, which is step 5, the teacher asks the students to gather any information about the chosen wedding concept at home/outside the classroom. 5. The teacher asks the students to submit any information being gathered on the next meeting, in a form of both soft and hard copy. PRE-ACTIVITIES Let’s Begin! 1. The students learn about an example of wedding brochure. 2. The teacher asks the students to mention one sentence that represents any information within the wedding brochure. 3. One by one in one turn, the students say one sentence or information from the wedding brochure. 4. The teacher might continue to the second turn if necessary and if the time allows. 17

Wedding (2012). 7. Etc.

by

George

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#1 Explaining the Wedding Brochure

Media: 1. Laptop 2. Speaker

Talking about the opening I want to show you our brochure. You can see from the details of Source: the brochure. 1. Internet Talking about the discount We offer you a …. % special discount at our wedding organizer. To get the discount, you can register yourself no later than ………………………. Talking about the package price

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about how to * The price of our wedding explain a WHILST-ACTIVITIES package is wedding Let’s Prepare! ……………………………………………….. It is brochure. 1. The teacher explains how to nett price for ……………. pax. Listen and fill in explain the wedding brochure. ** We offer you ……. wedding the blanks of a 2. The students listen to the packages. The price of package passage about teacher’s explanation about how …… is ……………………; the price of wedding to explain the wedding brochure. package …… is ………………… brochure 3. The teacher asks the students to explanation. comprehend a wedding brochure Talking about the facilities Write a script to be used in a recording that will If you take package ….., you will of explaining a be listened to. get ……., …………, …………., …………., wedding 4. The students listen to a recording …………. brochure. between a client and a wedding For the facilities, you will get ……., Explain a organizer discussing a wedding …………, …………., …………., …………. wedding brochure using utterances learned brochure. previously. Talking about the bonus Read and learn 5. While listening to the recording, We also offer you a bonus or about large the students fill in the blank some bonuses. You will get ….., numbers in spaces. …….., …….., ………, …….. English. 6. The teacher and the students Do an exercise discuss the correct answers in a Talking about further information on large classroom discussion. To check our experiences, you can numbers in browse our website at ….. English. Let’s Do It! You can also contact our office Answer the 1. The students are divided into pairs telephone number on …… questions about or group. To show our experiences, we will the lesson 2. The teacher gives four kinds of show you our portfolio. Here is our 18

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wedding brochures. The students choose any wedding brochure. The students prepare themselves to write down any script as their guidance in explaining the chosen wedding brochure. The students explain the wedding brochure in front of friend(s) in pair or group. After all students perform, the teacher evaluates students’ performances or mini presentations of the wedding brochure.

Let’s Learn! 1. The teacher explains how to read/tell large numbers in English. 2. The students are asked to do an exercise about reading aloud/telling large numbers in English. 3. The teacher evaluates students’ answers. POST-ACTIVITIES Let’s Reflect! 19

portfolio. Making sure the clients (closing) This is our special offer. We will give you our best service. This is a kind offer from us. Grab it fast. #2 Six examples of wedding brochures (attached in students’

coursebook and workbook).

#3 Large Numbers in English 897361524 → 897,361,524 English numbers are always read in groups of three and from left to right. Each group of three numbers is read in the same way. So 897 is eight hundred ninety seven, 361 is three hundred sixty one, and 524 is five hundred twenty four.

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1. The teacher asks the questions The complete number is read in provided in this section. the following way: 2. The students answer the questions “Eight hundred ninety-seven million, directly. three hundred sixty-one thousand,

Project Progress

1. As the follow up of step 5, the teacher checks students’ results of gathering the information about wedding concept. 2. The teacher explains the purpose of step 6 3. The teacher informs the students a list of a questions as a guidance to compile the information obtain. The information of wedding concept should cover those questions. Therefore, the students should either filter the information or rebrowse/re-search the information. 4. The teacher teaches the students how to compile the information properly and effectively. 5. The teacher asks the students to compile and analyze the information at home as representation of step 7. The 20

(and) five hundred twenty-four (rupiahs)”.

Other examples: 115.000.000 → one hundred

fifteen million (rupiahs) 35.000.000 → thirty-five million (rupiahs) 25.000.000 → twenty-five million (rupiahs) #4

Project Progress

Step 6: Prepare students for the language demands of step 7. The following list of questions related to wedding concept will help you categorize your information data: 1. What is this wedding concept about? 2. Where does usually this wedding concept take place? 3. What is the structure of this

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results of step 7 should be wedding concept? submitted or brought in the next 4. What kind of vendors are meeting. needed in this wedding concept? 5. What is the example of menu offered in this wedding concept? 6. What is the rundown of this wedding concept? 7. What are examples of wedding documentations of this wedding concept? Use Language Effectively (O’Hair et al, 2010: 138) 1. Use familiar words, easy-tofollow sentences. 2. Root out biased language. 3. Avoid unnecessary jargon 4. Use fewer rather than more words to express your thoughts. 5. Use the active voice. 6. Repeat key words, phrases, or sentences at various intervals. 7. Experiment with alliteration— words that repeat the same sounds, usually initial consonants, in two or more 21

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neighboring words or syllables. 8. Experiment with parallelism— arranging words, phrases, or sentences in similar form.

5

Wedding Menu

In the end of the lesson, the students are able to: 1. Read and learn about Indonesian traditional foods’ descriptions. 2. Tell Indonesian traditional foods’ descriptions. 3. Guess Indonesian traditional foods. 4. Read and learn about menu packages.

PRE-ACTIVITIES Let’s Begin! 1. The teacher invites the students to read and comprehend a list of Indonesian traditional food with the descriptions. 2. The teacher might ask the students to read the descriptions of the food. 3. The teacher divides the students in pairs. One student should describe or tell any Indonesian traditional food, while another one should guess what the food is by pointing out the correct picture. One student who has been already in charge in describing or telling the description of the food should change the turn and become the one who guesses the food. 22

#1 Indonesian traditional food 1. Satay. It can be a barbecue of chicken, goat, or rabbit with peanut sauce. It uses bamboo stick to serve. 2. Bakso/meatball. It is savory meatball noodle soup. 3. Soto. It is a soup of chicken or beef with bean sprout, cabbage, and garlic. 4. Gado-gado. It is a vegerable salad with peanut sauce. The ingredients are boiled spinach, potato, corn, egg, bean sprouts, cucumber, tofu, and tempe (soybean cake). 5. Nasi uduk. It is rice cooked in coconut milk with fried chicken,



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5. Do an exercises on menu packages. 6. Listen and fill in the blanks about menu packages. 7. Make a dialogue between a client and a wedding organizer based on pictures and utterances provided. 8. Perform the dialogue. 9. Read and learn simple future tense focusing on will. 10. Do an exercise on simple future tense. 11. Answer the questions about the lesson learned.

WHILST-ACTIVITIES Let’s Prepare! 1. The teacher asks the students to read and comprehend three menu packages. 2. The students do an exercise (truefalse exercise) related to the three menu packages being comprehended. 3. The students exchange their works to check the answers. 4. The teacher discuss the answers in a classroom discussion. 5. The students listen to a recording containing a dialogue between a client and a wedding organizer about menu package. 6. While listening to the recording, the students fill in the blank spaces. 7. The teacher and the students discuss the answer in a classroom discussion.

boiled eggs and tempe. 6. Bakmi goreng. Noodles are fried with egg, meat, and vegetables. 7. Gudeg. The sweet jackfruit is boiled for hours in coconut milk and palm sugar. 8. Rawon. A beef cooked with keluak nut to give it a deep, black color. The ingredients of the soup are garlic, ginger, turmeric, and red chili. 9. Pempek. Fish and tapioca cakes served with cuka, a dark sauce made from vinegar, chili, and sugar. 10. Siomay. Indonesian’s version of dim sum served with a boiled peanut sauce. #2 Menu Packages

Let’s Do It! 1. The teacher divides the students #3 into some pairs or groups. 2. One party should be responsible Simple Future Tense: Will (a) We will choose Indonesian 23

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for becoming a client and another party should be responsible for becoming a wedding organizer. The dialogue between a client and a wedding organizer should be based on either package A or package B. The students should refer to the questions and utterances given. After one party finish his/her task, then they take the turn. 3. The teacher evaluates the students’ performance.

traditional food to be in our wedding menu. (b) We will choose Indonesian traditional food to be in our wedding menu. Will is used to express future time. The verb following will must be Verb 1.

Let’s Learn! 1. The students read and comprehend simple future tense, particularly on will and be going to. 2. The students do an exercise on will

and be going to.

3. The teacher discusses the answers together with the students in a classroom discussion. POST-ACTIVITIES Let’s Reflect! 1. The teacher asks the questions provided in this section. 2. The students answer the questions 24

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directly.

Project Progress

6

Wedding Contract

In the end of the lesson, the students are able to: 1. Match parts of wedding contract with their descriptions. 2. Read and learn about a template of a

1. As the follow up of step 7, the teacher checks students’ results of compiling anad analyzing the information. 2. There is no implementation of any project-based steps in this meeting. Yet, in this meeting, as an additional preparation of helping the students to get ready with the script of the presentation project, the teacher checks the blueprints of the students project done in step 7. PRE-ACTIVITIES Let’s Begin! 1. The teacher asks the students to read the random descriptions of parts of a wedding brochure. 2. The students match the descriptions with their names of the parts in wedding brochure. 3. The teacher and the students discuss the answers in a classroo discussion. 25

#1 Brief parts in a Wedding Contract 1. Opening. This letter follows our meeting on (Month, Day, Year), when we discussed your wedding and my professional role in helping you plan it. 2. Description of services. As a wedding organizer, my role includes consultations with you via telephone/email and



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wedding WHILST-ACTIVITIES contract. Let’s Prepare! Read and learn 1. The students read and learn about how to explain an example / format / template a wedding of wedding contract. contract to 2. The students read and learn how clients. to explain a wedding contract. Explain a wedding Let’s Do It! contract using 1. The teacher divides the students situational into pairs or groups. contracts. 2. In pairs or groups, the students Read and learn are given two examples of dates. wedding contract. Do an exercise 3. The students read and on dates. comprehend the examples of the Answer the wedding contract. questions about 4. One students explains the wedding the lesson contract as if he/she explains it in learned. front of the clients. 5. Another student take the turn to explain the wedding contract.

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Let’s Learn! 1. The students read and learn how to read aloud dates. 2. The students do an exercise on 7. reading aloud dates. 26

discussion of theme, color, style, and complete wedding design. Conditions. I understand that my role will be that of advisor and coordinator. You will make the actual selections of service providers and I will implement those selections. Fee & payment schedule. For the wedding package, you will pay me a total of Rp. 135.000.000,Term/termination. This agreement will end automatically upon completion of the services required by this letter of agreement. Change/cancellation. Any changes made to this letter of agreement must be made in writing and signed by all parties. Act of God. If an act of God,

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such as fire, flood, earthquake POST-ACTIVITIES or other natural disaster shall Let’s Reflect! cause you to cancel your 1. The teacher asks the questions wedding; I will require payment provided in this section. only for the time actually 2. The students answer the questions spent planning your wedding. directly. 8. Closing. I wish you all the Project Progress happiness in the world and 1. The teacher returns students’ look forward to working with blueprints of the presentation you to make your wedidng the project together with the most enjoyable and memorable evaluation remarks. day of your life. 2. The teacher explains the purpose of step 8. 3. Briefly, the teacher explains about: #2 (1) delivering the speech, (2) the An Example / Template of a use of PowerPoint presentation, Wedding Contract and (3) effective tips of team (Attached in students’ coursebook and workbook) presentation. 4. The teacher asks the students to get ready with the presentation #3 project as it is getting closer to Explaining a Wedding Contract the D-Day of the wedding concept Opening I want to show you our wedding presentation.

contract. This is the date of today, Your names are over here. We make this wedding contract based on our meeting on …….

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(date of meeting). Talking about services

description

of

(The wedding organizer points the part of description of services)

This part tells you about my roles as your wedding organizer. You can read by yourself. Talking about conditions

(The wedding organizer points the part of conditions)

This part tells you about the conditions of our contract. You can read by yourself. Talking about fee and payment schedule

(The wedding organizer points the part of fees and payment schedule)

You will pay me a total of Rp. ……………………………………… In the process of payment, you will make two payments. In the first time, you will pay me a total of Rp. …………………………………………………. 28


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due on ……………………………………….. In the second time, you will pay me a total of Rp. …………………………………………….. due on …………………………………….. Talking about term/termination

(The wedding organizer points the part of term/termination)

This part tells you that our contract will end by the end of the date. Talking about change/cancelation

(The wedding organizer points the part of change/cancellations)

This part tells you about a condition that you can change or cancel the details of our contract, but make an agreement first with me. Talking about acts of God

(The wedding organizer points the part of acts of God)

If there are fire, flood, earthquake and other natural disasters, the payment will be re29

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considered. Closing That’s all about our wedding contract. You can study this carefully here or at home. Please sign over here. #4 Dates

British

Rule: day-month-year You write: 18th December, 2016 18/12/2016 You say: The eighteenth of December twenty sixteen

American

Rule: month-day-year You write: December 18th, 2016 12/18/2016 You say: December (the) eighteenth twenty sixteen #_ 30

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Project Progress

Step 8: Prepare students for the language demands of step 9.

1. Practice Delivering the Speech (O’Hair et al., 2010: 13) 2. Using PowerPoint Presentations Effectively (O’Hair et al., 2010: 165) 3. Team Presentation Tips Effectively (O’Hair et al., 2010: 165) 7

Wedding Rundown

In the end of the lesson, the students are able to: 1. Answer the questions about a wedding brochure. 2. Read and learn about an international wedding day rundown. 3. Practice to explain random

PRE-ACTIVITIES Let’s Begin! 1. The teacher asks the students to look and comprehend the picture. 2. The students guess what picture it is. 3. The students answer the questions related to the picture.

#1 Media: A Sample of Wedding Rundown 1. Laptop (Attached in students’ 2. Speaker coursebook) Source: #2 1. Module

Format in explaining rundown event Example: WHILST-ACTIVITIES At 6:15 am, the photographer will Let’s Prepare! .... (arrive). So, all the family 1. The teacher asks the students to members must ... (prepare) read and comprehend the sample themselves. of wedding rundown. In this time, the wedding rundown is about an #3 31


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parts of international wedding. wedding 2. The teacher teaches the students rundown. how to describe a moment or Make a dialogue event included in the wedding between a rundown. Here, the focus is on the client and a format of describing the moments wedding through reading the times. organizer 3. The students do a sample of task discussing to describe event number 1 up to about the 5 through answering the correct rundown of a form of the verb needed. wedding. 4. The students do an exercise on Read and learn describing events provided in about times. three questions. Do two exercises on Let’s Do It! times. 1. The students are divided into pairs Answer the or groups. questions about 2. The students are responsible to a the lesson part of the wedding rundown learned. previously provided. 3. The students explain the wedding events provided in the rundown by following the sample dialogue between a client and a wedding rundown. 4. One student can act like a client or client’s big family who deliver 32

Times There are two ways to tell the time. 1. Say the numbers. 10:10 : ten ten 11:15 : eleven fifteen 03:45 : three thirty-five 2. 15' : quarter 30’ : half 2:00 : two o’clock 2:10 : ten past two 2: 15 : a quarter past two 2: 30 : half past two 2: 45 : a quarter to three 2: 55 : five to three #4

Project Progress

Step 9: Present final product This is to remind you that: 1. You will have 5 to 10 minutes to present the wedding concept. 2. You will use PowerPoint to help you organize your presentation. 3. You will be assessed by using

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question related to the next event. While another one acts like a wedding organizer who answers the questions related to wedding event (based on the wedding rundown). 5. The students are given a time to prepare. 6. The students change the turn afterwards. 7. The teacher evaluate students’ performances.

presentation scoring rubric.

Let’s Learn! 1. The teacher explains how to read aloud the times in English. 2. The students comprehend the lesson about reading aloud the times in English. 3. The students do an exercises on reading alout the times correctly. 4. The students listen to recordings about the times. 5. While listening to the recordings, the students write down the numeric form of the time being heard. 33

Step 10: Evaluate the project In this last step of project, you will evaluate the process you accomplish the presentation project. Please fill in the evaluation form provided in page 23 on students’ workbook.

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POST-ACTIVITIES Let’s Reflect! 1. The teacher asks the questions provided in this section. 2. The students answer the questions directly.

Project Progress

- General English Post Test - Project Presentati on

-

1. The teacher checks students’ preparation on the presentation project (last checking). 2. The teacher explains the purpose of step 9 and step 10 of the presentation project that will be held on the next meeting. 1. General English post-test 2. Project presentation

Presentation Project

1. Step 9: present final project 2. Step 10: evaluate the project

34

1. 2. 3. 4.

Laptop/PPT Projector Scoring rubric Evaluation form


LESSON PLAN

Unit 1: You Need a Professional Like Us A. General Purposes The general purposes of this unit are: 1. The students greet clients formally. 2. The students introduce self/wedding organizer to clients properly. 3. The students make use of simple present tense: basic subject-verb agreement correctly. 4. The students reflect the lesson learned. B. Learning Indicators In the end of the lesson, the students are able to: 1. Identify the gesture of the people in the picture. 2. Mention the activity when meeting new clients. 3. Mention the utterances when meeting new clients. 4. Read and comprehend the utterances of formal greetings. 5. Read and comprehend the utterances of introducing self and wedding organizer. 6. Use the utterances to introduce self and wedding organizer. 7. Match the vocabulary items and their meanings. 8. Fill in the blank spaces with the vocabulary items being listened to. 9. Answer the questions related to the listening passage. 10. Practice the dialogue. 11. Write profile of self and wedding organizer. 12. Do dialogue to try out the written self and wedding organizer profile. 13. Read and comprehend subject-verb agreement input. 14. Do exercise on subject-verb agreement. 15. Answer the questions about the lesson learned. C. Learning Activities Learning Activities PRE-ACTIVITIES Let’s Begin! 1. The students recognize a picture about meeting a new client. 2. The students discus two questions related to the pictures. 3. The answers are discussed in a classroom discussion. WHILST -ACTIVITIES Let’s Prepare! 1. The teacher asks the students to comprehend simple formal greetings by asking them read the expressions. 2. The teacher asks the students to comprehend Introducing Yourself by asiing them read the utterances. However, they might be asked to fill in the utterances using their background knowledge directly. 35

Time Allotment

5’

20’


3. The students match vocabulary items with their descriptions or meanings. 4. The students listen to a recording between a client and a wedding organizer. 5. The students fill in the blank spaces provided. 6. The students match the answers in a classroom discussion. 7. The students answer three comprehension questions related to the recording. 8. The students practice the dialogue with their partner. Let’s Do It! 1. The students are asked to create a new profile of a wedding organizer. 2. The teacher gives an example how to introduce the profile of the wedding organizer. 3. The students prepare themselves to speak/introduce the profile. 4. In pair or group, they practice introduce themselves and their wedding organizer using the profile format given. 5. In this section, they can take the turn to become both a client who listens to WO’s introduction and a wedding organizer who introduces the profile to the client. Let’s Learn! 1. The teacher explains basic subject-verb agreement. 2. The students comprehend the teacher’s explanation about basic subject-verb agreement. 3. The students do an exercise of basic subject-verb agreement. 4. The students exchange their work with their partner, followed by a classroom discussion. POST -ACTIVITIES Let’s Reflect! 1. The teacher asks the questions provided in this section. 2. The students answer the questions directly. PROJECT PROGRESS 1. The teacher explains the purpose of step 1 in projectbased learning. 2. The teacher invites the students to choose what wedding concept that they are going to present as their projects. 3. The students inform what wedding concept they choose. 4. The teacher explains the requirements of the presentation project that they will have as demanded in step 2 of the project-based learning. TOTAL D. Learning Materials

Enclosed.

E. Teaching and Learning Media 1. Handout/module 36

50’

20’

5’

20’

120’


2. Laptop 3. Speaker F. Evaluation 1. Students’ participation in class 2. Students’ answer some questions provided in a reflection part (Let’s Reflect!) G. References Azar, B. S. (2002). Understanding and Using English Grammar (3rd Ed.) with Answer Key. New York: Longman Pearson Education.

37


LESSON PLAN

Unit 2: Do You Know Your Wedding Structure? A. General Purposes The general purposes of this unit are: 1. The students identify the structure of Javanese wedding. 2. The students make use of explanation text to explain the Javanese wedding structure. 3. The students create an explanation text about Javanese wedding structure. 4. The students make use of linking words correctly. 5. The students reflect the lesson learned. B. Learning Indicators In the end of the lesson, the students are able to: 1. Match the pictures of Javanese wedding ceremonies with their correct descriptions. 2. Answer the questions related to the order of Javanese wedding ceremonies. 3. Discuss the vocabulary items before listening to a passage. 4. Listen to a passage and fill in the blank spaces. 5. Answer the True and False questions related to the listening passage. 6. Read and comprehend explanation text. 7. Underline the generic structure of the explanation text found in the listening passage. 8. Arrange random paragraphs into a good order of Panggih ceremony. 9. Arrange random pictures of Javanese wedding structure. 10. Explain the Javanese wedding structure orally in pairs. 11. Read and learn about linking words used in explaining Javanese wedding structure. 12. Practice to use linking words in explaining Javanese wedding structure. 13. Answer the questions about the lesson learned. C. Learning Activities Learning Activities PRE-ACTIVITIES Let’s Begin! 1. The teacher asks the students to look at every picture of the Javanese wedding ceremonies. 2. The teacher asks the students to read and comprehened the description of each Javanese wedding ceremony. 3. The teacher asks the students to match the pictures of Javanese wedding ceremonies with their correct descriptions. 4. The teacher and the students discuss the answer together in a classroom discussion. 5. The teacher asks the students the questions related to the Javanese wedding structure. WHILST -ACTIVITIES 38

Time Allotment

15’


Let’s Prepare! 1. The teacher invites the students to comprehend a glossary of the difficult terms occurred in the upcoming recording. 2. The students listen to a recording about panggih ceremony. 3. While listening to the recording, the students fill in the blank spaces. 4. The teacher and the students discuss the correct answers of the blank spaces in a classroom discussion. 5. The students do an exercise (true-false questions) on panggih ceremony. 6. The teacher and the students discuss the answers together. 7. The students read and comprehend explanation text. 8. The teacher asks the students to identify the introduction, explanation, and conclusion within the passage of panggih ceremony. Let’s Do It! 1. The teacher asks the students to arrange random sentences into a good paragraph. 2. The teacher and the students discuss the well-arranged paragraph. 3. The teacher distributes two groups of random wedding structure to the students. In groups, the students arrange the pictures and prepare an explain text to be delivered. 4. The groups of the students perform to explain the wedding structure in front of the class. Let’s Learn! 1. The students read and learn about linking words commonly used in an explanation text. 2. The teacher asks the students to perform or deliver the explanation text being delivered in previous section by changing the linking words. If they previously use the first one version, they should change it and use firstly version. And vice versa. POST -ACTIVITIES Let’s Reflect! 1. The teacher asks the questions provided in this section. 2. The students answer the questions directly. PROJECT PROGRESS 1. The teacher explains the purpose of step 3 in projectbased learning. 2. The teacher guides the students to arrange or write down their plans to the provided table. 3. The teacher reminds the students to keep updating their time table of the presentation project. TOTAL D. Learning Materials

Enclosed.

39

25’

40’

15’

5’

20’

120’


E. Teaching and Learning Media 1. Handout/module 2. Laptop 3. Speaker F. Evaluation 1. Students’ participation in class 2. Students’ answer some questions provided in a reflection part (Let’s Reflect!) G. References Azar, B. S. (2002). Understanding and Using English Grammar (3rd Ed.) with Answer Key. New York: Longman Pearson Education. http://talk-Indonesian.blogspot.co.id Youtube: #AriefTipangWedding—Siraman, Midodareni, Akad Nikah

40


LESSON PLAN

Unit 3: Venue, Photographer, Caterer. What Else? A. General Purposes The general purposes of this unit are: 1. The students identify various kinds of vendors needed in wedding ceremony. 2. The students demonstrate expressions of asking and giving opinion. 3. The students make use of expressions of asking and giving opinion correctly. 4. The students make use of formal expressions of giving opinion correctly. 5. The students reflect the lesson learned. B. Learning Indicators In the end of the lesson, the students are able to: 1. Match random pictures of wedding vendors with their names. 2. Answer the questions about their experiences in explaining the wedding vendors to clients. 3. Read and learn about expressions of asking and giving opinions. 4. Match the expressions of asking opinions with the expressions of giving opinions through listening section. 5. Listen to the passage and fill in the blank expressions of asking and giving opinions. 6. Practice the dialogue containing expressions of asking and giving opinions. 7. Do a role play between a client and a wedding organizer about any wedding vendors using expressions of asking and giving opinions. 8. Read and learn about formal expressions of giving opinions. 9. Do an exercise on formal expressions of giving opinions. 10. Answer the questions about the lesson learned. C. Learning Activities Learning Activities PRE-ACTIVITIES Let’s Begin! 1. The teacher asks the students to match the pictures of wedding vendors with their correct names. 2. The teacher and the students check the answers in a classroom discussion. 3. The students answer three questions related to wedding vendors. WHILST -ACTIVITIES Let’s Prepare! 1. The teacher asks the students to read and learn about expressions of asking and giving opinions. 2. The teacher asks the students to read some alternatives of utterances of giving opinions before they listen to the utterances of asking opinions. 41

Time Allotment

10’

25’


3. The students listen to some recordings related to utterances in asking opinions. 4. While listening to the recordings, the students match the utterances in asking opinions with the correct utterances in giviing opinions. 5. The teacher asks the students to discuss the answers each other. 6. The students listen to another recording about asking and giving opinions. 7. The students fill in the blank spaces. 8. The teacher and the students discuss the correct answers in a classroom discussion. 9. The teacher asks the students to practice the dialogues in pair. Let’s Do It! 1. The students work in pair/group. 2. In pair/group, the students choose any wedding vendors. 3. The teacher asks the students to create/prepare a dialogue between a client and a wedding organizer related to the wedding vendor and helping clues given using expressions of asking and giving opinions. 4. In one turn, one student will act as a client. After the first turn is done, the students change their turns. 5. The students choose one more wedding vendor and use it as a topic in the second dialogue, still using expressions of asking and giving opinions. Let’s Learn! 1. The students read and learn about expressions of giving opinions formally. 2. The students do an exercise about expressiong of giving opinions formally. 3. The teacher evaluates students’ answers/formal expressions of giving opinions formally. POST -ACTIVITIES Let’s Reflect! 1. The teacher asks the questions provided in this section. 2. The students answer the questions directly. PROJECT PROGRESS 1. The teacher tells the students the purpose of step 4 of project-based learning. 2. The teacher introduces some accessible Internet resources to be able to browse in search of data collection. 3. The teacher lets the students to use their own documentations of their previous wedding documentation. 4. For the next step to do, which is step 5, the teacher asks the students to gather any information about the chosen wedding concept at home/outside the classroom.

42

40’

20’

5’

20’


5. The teacher asks the students to submit any information being gathered on the next meeting, in a form of both soft and hard copy. TOTAL

120’

D. Learning Materials

Enclosed.

E. Teaching and Learning Media 1. Handout/module 2. Laptop 3. Speaker F. Evaluation 1. Students’ participation in class 2. Students’ answer some questions provided in a reflection part (Let’s Reflect!) G. References Azar, B. S. (2002). Understanding and Using English Grammar (3rd Ed.) with Answer Key. New York: Longman Pearson Education. nurinuryani.wordpress.com www.theknot.com www.espressoenglish.net/english-speaking-courses

43


LESSON PLAN

Unit 4: That’s a Very Kind Offer from Us! A. General Purposes The general purposes of this unit are: 1. The students identify a wedding brochure. 2. The students explain a wedding brochure. 3. The students tell large numbers correctly. 4. The students reflect the lesson learned. B. Learning Indicators In the end of the lesson, the students are able to: 1. Comprehend a wedding brochure carefully. 2. Give one sentence representing a content of a given wedding brochure. 3. Read and learn about how to explain a wedding brochure. 4. Listen and fill in the blanks of a passage about wedding brochure explanation. 5. Write a script of explaining a wedding brochure. 6. Explain a wedding brochure. 7. Read and learn about large numbers in English. 8. Do an exercise on large numbers in English. 9. Answer the questions about the lesson learned. C. Learning Activities Learning Activities PRE-ACTIVITIES Let’s Begin! 1. The students learn about an example of wedding brochure. 2. The teacher asks the students to mention one sentence that represents any information within the wedding brochure. 3. One by one in one turn, the students say one sentence or information from the wedding brochure. 4. The teacher might continue to the second turn if necessary and if the time allows. WHILST -ACTIVITIES Let’s Prepare! 1. The teacher explains how to explain the wedding brochure. 2. The students listen to the teacher’s explanation about how to explain the wedding brochure. 3. The teacher asks the students to comprehend a wedding brochure to be used in a recording that will be listened to. 4. The students listen to a recording between a client and a wedding organizer discussing a wedding brochure using utterances learned previously. 5. While listening to the recording, the students fill in the blank spaces. 44

Time Allotment

20’

20’


6. The teacher and the students discuss the correct answers in a classroom discussion. Let’s Do It! 1. The students are divided into pairs or group. 2. The teacher gives four kinds of wedding brochures. 3. The students choose any wedding brochure. 4. The students prepare themselves to write down any script as their guidance in explaining the chosen wedding brochure. 5. The students explain the wedding brochure in front of friend(s) in pair or group. 6. After all students perform, the teacher evaluates students’ performances or mini presentations of the wedding brochure. Let’s Learn! 1. The teacher explains how to read/tell large numbers in English. 2. The students are asked to do an exercise about reading aloud/telling large numbers in English. 3. The teacher evaluates students’ answers. POST -ACTIVITIES Let’s Reflect! 1. The teacher asks the questions provided in this section. 2. The students answer the questions directly. PROJECT PROGRESS 1. As the follow up of step 5, the teacher checks students’ results of gathering the information about wedding concept. 2. The teacher explains the purpose of step 6 3. The teacher informs the students a list of a questions as a guidance to compile the information obtain. The information of wedding concept should cover those questions. Therefore, the students should either filter the information or re-browse/re-search the information. 4. The teacher teaches the students how to compile the information properly and effectively. 5. The teacher asks the students to compile and analyze the information at home as representation of step 7. The results of step 7 should be submitted or brought in the next meeting. TOTAL D. Learning Materials

Enclosed.

E. Teaching and Learning Media 1. Handout/module 2. Laptop 3. Speaker 45

45’

15’

5’

15’

120’


F. Evaluation 1. Students’ participation in class 2. Students’ answer some questions provided in a reflection part (Let’s Reflect!) G. References Azar, B. S. (2002). Understanding and Using English Grammar (3rd Ed.) with Answer Key. New York: Longman Pearson Education. http://durhamcollege.com

46


LESSON PLAN

Unit 5: Which Indonesian Menu Will You Prefer? A. General Purposes The general purposes of this unit are: 1. The students classify Indonesian traditional wedding menu. 2. The students explain Indonesian traditional wedding menu. 3. The students listen to clients’ ideas and demands. 4. The students discuss menu packages with clients. 5. The students make use of simple future tense correctly. 6. The students reflect the lesson learned. B. Learning Indicators In the end of the lesson, the students are able to: 1. Read and learn about Indonesian traditional foods’ descriptions. 2. Tell Indonesian traditional foods’ descriptions. 3. Guess Indonesian traditional foods. 4. Read and learn about menu packages. 5. Do an exercises on menu packages. 6. Listen and fill in the blanks about menu packages. 7. Make a dialogue between a client and a wedding organizer based on pictures and utterances provided. 8. Perform the dialogue. 9. Read and learn simple future tense focusing on will. 10. Do an exercise on simple future tense. 11. Answer the questions about the lesson learned. C. Learning Activities Learning Activities PRE-ACTIVITIES Let’s Begin! 1. The teacher invites the students to read and comprehend a list of Indonesian traditional food with the descriptions. 2. The teacher might ask the students to read the descriptions of the food. 3. The teacher divides the students in pairs. One student should describe or tell any Indonesian traditional food, while another one should guess what the food is by pointing out the correct picture. One student who has been already in charge in describing or telling the description of the food should change the turn and become the one who guesses the food. WHILST -ACTIVITIES Let’s Prepare! 1. The teacher asks the students to read and comprehend three menu packages. 47

Time Allotment

20’

20’


2. The students do an exercise (true-false exercise) related to the three menu packages being comprehended. 3. The students exchange their works to check the answers. 4. The teacher discuss the answers in a classroom discussion. 5. The students listen to a recording containing a dialogue between a client and a wedding organizer about menu package. 6. While listening to the recording, the students fill in the blank spaces. 7. The teacher and the students discuss the answer in a classroom discussion. Let’s Do It! 1. The teacher divides the students into some pairs or groups. 2. One party should be responsible for becoming a client and another party should be responsible for becoming a wedding organizer. The dialogue between a client and a wedding organizer should be based on either package A or package B. The students should refer to the questions and utterances given. After one party finish his/her task, then they take the turn. 3. The teacher evaluates the students’ performance. Let’s Learn! 1. The students read and comprehend simple future tense, particularly on will and be going to. 2. The students do an exercise on will and be going to. 3. The teacher discusses the answers together with the students in a classroom discussion. POST -ACTIVITIES Let’s Reflect! 1. The teacher asks the questions provided in this section. 2. The students answer the questions directly. PROJECT PROGRESS 1. As the follow up of step 7, the teacher checks students’ results of compiling anad analyzing the information. 2. There is no implementation of any project-based steps in this meeting. Yet, in this meeting, as an additional preparation of helping the students to get ready with the script of the presentation project, the teacher checks the blueprints of the students project done in step 7. TOTAL D. Learning Materials

Enclosed.

E. Teaching and Learning Media 1. Handout/module 2. Laptop 3. Speaker 48

40’

20’

5’

15’

120’


F. Evaluation 1. Students’ participation in class 2. Students’ answer some questions provided in a reflection part (Let’s Reflect!) G. References Azar, B. S. (2002). Understanding and Using English Grammar (3rd Ed.) with Answer Key. New York: Longman Pearson Education.

49


LESSON PLAN

Unit 6: Here is Our Wedding Contract A. General Purposes The general purposes of this unit are: 1. The students identify a wedding contract. 2. The students explain a wedding contract. 3. The students read dates correctly. 4. The students reflect the lesson learned. B. Learning Indicators In the end of the lesson, the students are able to: 1. Match parts of wedding contract with their descriptions. 2. Read and learn about a template of a wedding contract. 3. Read and learn how to explain a wedding contract to clients. 4. Explain a wedding contract using situational contracts. 5. Read and learn dates. 6. Do an exercise on dates. 7. Answer the questions about the lesson learned. C. Learning Activities Learning Activities PRE-ACTIVITIES Let’s Begin! 1. The teacher asks the students to read the random descriptions of parts of a wedding brochure. 2. The students match the descriptions with their names of the parts in wedding brochure. 3. The teacher and the students discuss the answers in a classroo discussion. WHILST -ACTIVITIES Let’s Prepare! 1. The students read and learn about an example / format / template of wedding contract. 2. The students read and learn how to explain a wedding contract. Let’s Do It! 1. The teacher divides the students into pairs or groups. 2. In pairs or groups, the students are given two examples of wedding contract. 3. The students read and comprehend the examples of the wedding contract. 4. One students explains the wedding contract as if he/she explains it in front of the clients. 5. Another student take the turn to explain the wedding contract. 50

Time Allotment

15’

30’

40’


Let’s Learn! 1. The students read and learn how to read aloud dates. 2. The students do an exercise on reading aloud dates. POST -ACTIVITIES Let’s Reflect! 1. The teacher asks the questions provided in this section. 2. The students answer the questions directly. PROJECT PROGRESS 1. The teacher returns students’ blueprints of the presentation project together with the evaluation remarks. 2. The teacher explains the purpose of step 8. 3. Briefly, the teacher explains about: (1) delivering the speech, (2) the use of PowerPoint presentation, and (3) effective tips of team presentation. 4. The teacher asks the students to get ready with the presentation project as it is getting closer to the D-Day of the wedding concept presentation. TOTAL

10’

5’

20’

120’


Enclosed.

E. Teaching and Learning Media 1. Handout/module 2. Laptop 3. Speaker F. Evaluation 1. Students’ participation in class 2. Students’ answer some questions provided in a reflection part (Let’s Reflect!) G. References Azar, B. S. (2002). Understanding and Using English Grammar (3rd Ed.) with Answer Key. New York: Longman Pearson Education. www.weddingsforaliving.com

51


LESSON PLAN

Unit 7: Finally, Your Big Day is Coming A. General Purposes The general purposes of this unit are: 1. The students identify a wedding rundown. 2. The students explain a wedding rundown. 3. The students read time correctly. 4. The students reflect the lesson learned. B. Learning Indicators In the end of the lesson, the students are able to: 1. Answer the questions about a wedding brochure. 2. Read and learn about an international wedding day rundown. 3. Practice to explain random parts of wedding rundown. 4. Make a dialogue between a client and a wedding organizer discussing about the rundown of a wedding. 5. Read and learn about times. 6. Do two exercises on times. 7. Answer the questions about the lesson learned. C. Learning Activities Learning Activities PRE-ACTIVITIES Let’s Begin! 1. The teacher asks the students to look and comprehend the picture. 2. The students guess what picture it is. 3. The students answer the questions related to the picture. WHILST -ACTIVITIES Let’s Prepare! 1. The teacher asks the students to read and comprehend the sample of wedding rundown. In this time, the wedding rundown is about an international wedding. 2. The teacher teaches the students how to describe a moment or event included in the wedding rundown. Here, the focus is on the format of describing the moments through reading the times. 3. The students do a sample of task to describe event number 1 up to 5 through answering the correct form of the verb needed. 4. The students do an exercise on describing events provided in three questions. Let’s Do It! 1. The students are divided into pairs or groups.

52

Time Allotment

10’

25’

45’


2. The students are responsible to a part of the wedding rundown previously provided. 3. The students explain the wedding events provided in the rundown by following the sample dialogue between a client and a wedding rundown. 4. One student can act like a client or client’s big family who deliver question related to the next event. While another one acts like a wedding organizer who answers the questions related to wedding event (based on the wedding rundown). 5. The students are given a time to prepare. 6. The students change the turn afterwards. 7. The teacher evaluate students’ performances. Let’s Learn! 1. The teacher explains how to read aloud the times in English. 2. The students comprehend the lesson about reading aloud the times in English. 3. The students do an exercises on reading alout the times correctly. 4. The students listen to recordings about the times. 5. While listening to the recordings, the students write down the numeric form of the time being heard. POST -ACTIVITIES Let’s Reflect! 1. The teacher asks the questions provided in this section. 2. The students answer the questions directly. PROJECT PROGRESS 1. The teacher checks students’ preparation on the presentation project (last checking). 2. The teacher explains the purpose of step 9 and step 10 of the presentation project that will be held on the next meeting. TOTAL

20’

5’

15’ 120’


Enclosed.

E. Teaching and Learning Media 1. Handout/module 2. Laptop F. Evaluation 1. Students’ participation in class 2. Students’ answer some questions provided in a reflection part (Let’s Reflect!) G. References Azar, B. S. (2002). Understanding and Using English Grammar (3rd Ed.) with Answer Key. New York: Longman Pearson Education. weddingexample.pdf 53


ANSWER KEY TO EXERCISES

54


UNIT 1

UNIT 2

Let’s Prepare!

Let’s Begin!

(2) 1. organizer 2. fiancée 3. professional 4. leader 5. team

(1) 1. d 2. g 3. B 4. f 5. A 6. E 7. C

(3) 1. work 2. organizer 3. introduce 4. bob 5. bright 6. leader 7. trust 8. professionals 9. true 10. introduction 11. year 12. help 13. want

The good order: 4-6-1-7-3-2-5

Let’s Prepare!

(1) 1. ceremony 2. ten 3. betel 4. egg 5. flowers 6. chair 7. lap 8. loves 9. approves (4) 10. rings 1. Bob is a wedding organizer. 11. hand in hand 2. His job position is a leader of the wedding 12. soybeans organizer. 13. coins 3. Because his team can help the clients to 14. feeds make their dream wedding come true. 15. plate 16. building Let’s Learn! 17. kneel (2) 18. complex 1. work 2. are (2) 3. offer 1. F 4. need 2. F 5. is 3. F 4. T 5. T

55


Let’s Do It!

UNIT 4

(1) The good order: E-H-B-F-A-I-D-G-C

Let’s Prepare! (2) 1. three 2. silver 3. gold 4. diamond 5. Rp. 15.000.000,6. Rp. 25.000.000,7. Rp. 35.000000 8. venue 9. entertainment 10. caterer 11. master of ceremony 12. website 13. 484209 14. offer 15. grab

UNIT 3

Let’s Begin! (1) 1. c 2. h 3. e 4. m 5. a 6. j 7. g 8. b 9. l 10. f 11. k 12. i 13. d

UNIT 5

Let’s Begin! Let’s Prepare!

(2)

(2) 3A 2B 6C 1D 5E 4F

1. satay 2. bakso/meatball 3. soto 4. gado-gado 5. nasi uduk 6. bakmi goring 7. gudeg 8. rawon 9. pempek 10. siomay

(3) 1. What’s your idea? 2. In my opinion, Center Park is a good venue 3. What do you think? 4. I think, it is a good idea.

Let’s Prepare! (2) 1. T 2. F 3. T 4. T 5. T

56


(3) 1. menu 2. Three 3. Four 4. Five 5. Six 6. Get 7. Peanut sauce 8. Cucumber 9. Bamboo 10. Use

1. Description of events number 9 up to 12 At 7:15 am, Sita will be responsible to deliver flowers to ceremony and reception venues. At 7:30 am, groom will depart for ceremony. At 7:30 am, the wedding transport will arrive for bride and attendants. At 7:45 am, ushers will arrive at ceremony venue.

2. Description of events number 15 up to 20 At 8:10 am, groom will arrive at ceremony venue. At 8:15 am, best man will give check to donation. At 8:30 am, bride will arrive at ceremony. At 8:30 am, photos of bride will arrive. At 8:45 am, ceremony will start. At 10:15 am, ceremony will end.

Let’s Learn! (2) 1. help 2. Be 3. Choose 4. Get 5. Eat

3. Description of events number 26 up to 29 At 7:15 pm, guest will sit at venue. At 7:30 pm, bride and groom will enter to the wedding venue. At 7:45 pm, dinner will start. At 8 pm, groom and bride will cut the cakes.

UNIT 6

Let’s Begin! 1. 2. 3. 4. 5. 6. 7. 8.

term/termination Acts of God Condition Closing Description of services Fee & payment schedule Opening Changes/cancellations

Let’s Learn! (3) 1. 9 pm 2. 7:15 am 3. 8:40 pm 4. 9:30 am 5. 5:45 pm 6. 6:50 am

UNIT 7

Let’s Prepare! (2) 1. arrive; prepare 2. go; receive 3. Get 4. Depart

57


TRANSCRIPTS OF THE RECORDINGS

58


UNIT 1

A B A B

A B

: Good morning. : Good morning. : Do you (1) work in this wedding (2) organizer? : Yes. OK. Just let me (3) introduce myself. My name is (4) Bob/ I work at this ( 5 ) BrightWedding Organizer. My job position is a (6) leader of this wedding organizer. You can (7) trust this wedding organizer because our team are (8) professionals. We can help you to make your dream wedding come (9) true. : Alright. Thank you for your (10) introduction. My fiancée and me want to have a wedding next (11) year Can you (12) help us? : Yes, of course. So, what do you (13) want in your wedding?

This is the end of the listening passage.

UNIT 2

Panggih Ceremony

Panggih is a (1) ceremony in Javanese wedding. It is when a groom meets a bride. Panggih ceremony consists of (2) ten ceremonies. The first one is balangan suruh ceremony. It is when the groom and the bride throw to each other seven small bundles of (3) betel leaves. The second one is wiji dadi. It is when the groom crashes a chicken (4) egg with his right foot. The bride washes the groom’s foot using water and several kinds of (5) flowers. After wiji dadi, the third one is sindur binayang. It is when the father of the bride leads the couple to the wedding (6) chair and the mother of the bride covers the couple’s shoulder with sindur (waist sash). The forth one is timbang. In timbang, the groom and the bride sit on the (7) lap of the bride’s father. While the father says that they have the same weight, it means that he (8) loves them both equally. The fifth one is tanem. In tanem, the bride’s father seats the couple in the wedding chair. It means that he (9) approves the marriage. He gives his blessing. The sixth one is tukar kalpika. In tukar kalpika, both groom and bride exchange their wedding (10) rings as a sign of love. The seventh one is kacar kucur. In kacar kucur, the couple walks (11) hand in hand. The bride gets from the groom some (12) soybeans, peanuts, paddy rice, corns, yellow rice, herbs, flowers, and (13) coins. The eighth one is dahar kembul. In dahar kembul, the wedding couple eats together and (14) feeds each other. As the leader of the ceremony, pemaes gives a (15) plate to the bride with yellow rice, fried eggs, soybean, tempe and fried meat. The ninth one is mertui. In mertui, the bride’s parents pick up the parents of the groom in front of the (16) building. They walk in together. The tenth one is sungkeman. In sungkeman, the groom and bride (17) kneel to ask for blessing of their parents. To conclude, I will say that a Javanese wedding ceremony contains a (18) complex set of ceremonies.

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UNIT 3 Asking opinions 1. What do you think about this wedding venue? 2. I don’t know which caterer should I choose. What’s your idea? 3. I want to use a photographer from your wedding package. How do you feel about that? 4. What do you think if I have a Jazz band in my Javanese wedding? 5. I want to have a photo booth in my wedding party. What’s your idea? 6. For my holy matrimony, I want a wedding bouquet from Happy Florist. What do you think? A B A B A B A

Giving opinions A. Well, in my opinion, this wedding venue is good for an outdoor wedding party. This place is a perfect match for your wedding. B. I think, each caterer is good. But if you want to get a good service, Yogyakarta Caterer is the best choice. C. In my opinion, it is good to choose this photographer. He has amazing photographs. Our clients are all satisfied with his works. D. I think it’s ok to have a Jazz band if it doesn’t disturb the process of Javanese ceremonies. E. As far as I know, Premiere Photo Booth is now really famous in town. You can use it. F. I think it is the best florist in town. You choose the right one.

: Good morning. Today’s agenda of our meeting is discussing about vendors. For the wedding venue, is this building OK for your wedding? : Actually, I plan to have an outdoor wedding. (1) What’s your idea? : Let me ask first. Is it for morning or evening occasion? : Night occasion. : OK. (2) In my opinion, Center Park is a good venue for your wedding because it is located in the middle of the city. The scenery is also wonderful at night. That is a favorite place to hold an outdoor wedding party. (3) What do you think? : (4) I think, it is a good idea. I also think about that place, actually. I want that one, please. : Alright. Noted.

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UNIT 4 I want to show you our wedding brochure. You can see from the details of the brochure. We offer you (1) three wedding packages. There are (2) silver (3) gold and (4) diamond The price of silver package is (5) Rp. 15.000.000,- nett for minimal 100 pax. The price of gold package is (6) Rp. 25.000.000,- nett for minimal 150 pax. The price of diamond package is (7) Rp. 35.000.000,- nett for minimal 250 pax. For the facilities, you will get (8) venue, decoration, make-up, (9) entertainment, sound system, photography, videography, (10) caterer,

six food stall, and a (11) master of ceremony To check our experiences, you can browse our (12) website at www.wirukuweddingorganizer.com. You can also contact our office telephone number on 0274 (13) 484209 This is our special (14) offer We will give you our best service. (15) grab it fast. UNIT 5 A B

A B A B A B

A B A

: About the (1) menu in my wedding, what’s your idea? : OK. I will show you the menu packages first. We have (2) three menu packages. There are package A, B, and C. In package A, you will get (3) four food stalls. In package B, you will get (4) five food stalls. In package C, you will get (6) six food stalls. : How many food stalls will I get in package C? : You will get six food stalls. : OK. What foods will I (7) get ? : The foods are bakmi goreng, gudeg, satay, pempek, gado-gado, and rawon. : What is gado-gado? : Gado-gado is a vegetable salad with (8) peanut sauce. For the vegetables, you will see boiled spinach, potato, corn, egg, bean sprouts, and (9) cucumber . : Alright. What are the ingredients of satay? : The ingredients of satay are goat and peanut sauce. It uses (10) bamboo s t i c k to serve the meat. : OK. I will (11) use this menu package in my wedding party.

UNIT 7 1. Nine o’clock 2. A quarter past seven am 3. Twenty to nine pm 4. Half past nine am 5. A quarter to six pm 6. Ten to seven am

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PHOTOCOPIABLE TASK MATERIAS

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UNIT 2—Group of pictures 1

Print and cut the following pictures. Give the pictures to the students.

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UNIT 2—Group of pictures 2


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UNIT 3


Wedding Band

Make-up

Helping clues:  Semi-orchestra  Can be used for indoor and outdoor  15 to 20 music players

Helping clues:  Professional make-up artist  Can be used for traditional and international wedding concept  Including hair-do

Wedding Souvenir

Decoration

Helping clues:  The best in town  Can be used for traditional and international wedding concept  Including decoration for photo booth

Helping clues:  Handmade souvenirs  Plants and seeds are also available  With beautiful packages

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UNIT 4


135.000.000 nett for 1.000 pax

Decoration Make-up Photographer Videographer Guestbook Mini orchestra band Invitation cards (600 pcs) Souvenir (600 pcs) *No later than January 2017

Get 15% Disc.

MC Photo booth Wedding car Buffet menu (700 portions) Bakso stall (500 portions) Siomay stall (500 portions) Gudeg stall (500 portions) Zupha soup stall (500 portions) 0818 6737 000 www.CWP.com [email protected]

Free: Pre-wedding outdoor Hand Bouquet Wedding car + decor Facilities: wedding venue, make-up, mini-orchestra, decoration, caterer, hand bouquet, wedding car, photographer, videographer.

165.000.000 nett Rose package 175.000.000 nett Jasmine package 195.000.000 nett Tulip package

Wedding Package Get 15% disc *No later than February 2017

14

B10 Wedding Organizer 0811303030 [email protected] Www.B10.com


UNIT 4


Promo Wedding Package

145.000.000

Blessed Wedding Organizer

later than Get 15% *No January 2017

Facilities: Wedding venue Decoration Photographer Videographer Entertainment Caterer Hand Bouquet Bonus: 1 night honeymoon in Manohara Hotel

0274 482200 www.BWO.com [email protected]

Wedding Package Get 10% Disc. *No later than February 2017 Facilities: Venue, decoration, make-up, entertainment, sound system, MC, photography, videography, caterer, seven food stall

175.000.000 nett for 500 pax

Bonus: 2 nights honeymoon at Amanusa Resort

195.000.000 nett for 700 pax

Empire Wedding Organizer 0274 480480 www.yourempire.com [email protected]

210.000.000 nett for 850 pax


UNIT 5


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UNIT 6—Wedding Contract A

Print the wedding contracts below and give them to the students.

WEDDING CONTRACT December 18th, 2016 Bride’s Name: Jeanne Clara Putri Groom’s Name: George Arthur Phone Number: 0811-7838-2222 Email Address: [email protected] Dear bride and groom, This letter follows our meeting on December 1st, 2016, during which we discussed your wedding and my professional role in helping you plan it. It is my understanding that, you will retain me as a professional wedding organizer for your wedding scheduled on April 5th, 2017.

Description of Services: As a wedding organizer, my role includes: 1. Consultations with you directly and indirectly 2. Discussions of theme, color, style, and complete wedding design 3. Research of wedding professionals in each category that fir your event style and budget and to provide you with suggestions and guidance in making the final selections 4. Attendance at vendor appointments of your choice 5. Up to hours of professional in-person consultation time throughout the planning process Please note that the services listed above do not include running any wedding related errands such as picking up or delivering attire, supplies or requirement, documents, etc. As the client, you will rely on me to work as many hours as may be reasonably necessary to fulfill my obligations under this agreement. Conditions: 1. I understand that my role will be that of advisor and organizer. You will make the actual selections of service providers and I will implement those selections. 2. It is your responsibility to notify me of any changes in a timely manner. I shall not be held liable for any changes made by you. 3. I will use my professional judgment when taking action in regard to changes, weather, tardiness, non-performance, etc. based on the situation, time limitations

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and/or your wishes. Fees & Payment Schedule: For my services you will pay me a total of Rp. 156.000.000,- Payment will be made as follows: Rp. 100.000.000,- due on December 25th, 2016 Rp. 56.000.000,- due on January 10th, 2017 Term/Termination This agreement will end automatically upon completion of the services required by this letter of agreement. Change/Cancellations Any changes made to this letter of agreement must be made in writing and signed by all parties. You may cancel this agreement, in writing, for any reason. If the wedding is canceled, refunds are limited to unearned fees, funds in excess of unused or nonrefundable fees and out-of-pocket expenses. If you cancel less than ….. days before the wedding—except for the death of a member of your immediate family—there will be no refund. If the wedding is not canceled, there will be no refund. Acts of God If an act of God, such as a fire, flood, earthquake or other natural calamity shall cause you to cancel your wedding, I will require payment only for the time actually spent planning your wedding. I wish you all the happiness in the world and look forward to working with you to make your wedding the most enjoyable and memorable day of your life. Sincerely, ………………………………………………………. Wedding Organizer’s signature Accepted: Bride’s signature …………………………………………………………………….. Groom’s signature …………………………………………………………………..

Date: …………………………………………………………………………………………...

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UNIT 6—Wedding Contract B

Print the wedding contracts below and give them to the students.

WEDDING CONTRACT December 18th, 2016 Bride’s Name: Marissa Sastrosudarsono Groom’s Name: Brendan Harris Phone Number: 0898-8182-3300 Email Address: [email protected] Dear bride and groom, This letter follows our meeting on December 12st, 2016, during which we discussed your wedding and my professional role in helping you plan it. It is my understanding that, you will retain me as a professional wedding organizer for your wedding scheduled on March 14th, 2017.

Description of Services: As a wedding organizer, my role includes: 1. Consultations with you directly and indirectly 2. Discussions of theme, color, style, and complete wedding design 3. Research of wedding professionals in each category that fir your event style and budget and to provide you with suggestions and guidance in making the final selections 4. Attendance at vendor appointments of your choice 5. Up to hours of professional in-person consultation time throughout the planning process Please note that the services listed above do not include running any wedding related errands such as picking up or delivering attire, supplies or requirement, documents, etc. As the client, you will rely on me to work as many hours as may be reasonably necessary to fulfill my obligations under this agreement. Conditions: 1. I understand that my role will be that of advisor and organizer. You will make the actual selections of service providers and I will implement those selections. 2. It is your responsibility to notify me of any changes in a timely manner. I shall not be held liable for any changes made by you. 3. I will use my professional judgment when taking action in regard to changes, weather, tardiness, non-performance, etc. based on the situation, time limitations and/or your

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and/or your wishes. Fees & Payment Schedule: For my services you will pay me a total of Rp. 185.000.000,- Payment will be made as follows: Rp. 100.000.000,- due on January 25th, 2016 Rp. 85.000.000,- due on February21st, 2017 Term/Termination This agreement will end automatically upon completion of the services required by this letter of agreement. Change/Cancellations Any changes made to this letter of agreement must be made in writing and signed by all parties. You may cancel this agreement, in writing, for any reason. If the wedding is canceled, refunds are limited to unearned fees, funds in excess of unused or nonrefundable fees and out-of-pocket expenses. If you cancel less than ….. days before the wedding—except for the death of a member of your immediate family—there will be no refund. If the wedding is not canceled, there will be no refund. Acts of God If an act of God, such as a fire, flood, earthquake or other natural calamity shall cause you to cancel your wedding, I will require payment only for the time actually spent planning your wedding. I wish you all the happiness in the world and look forward to working with you to make your wedding the most enjoyable and memorable day of your life. Sincerely, ………………………………………………………. Wedding Organizer’s signature Accepted: Bride’s signature …………………………………………………………………….. Groom’s signature …………………………………………………………………..

Date: …………………………………………………………………………………………...

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SPEAKING SCORING RUBRIC ASSESSMENT

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ORAL ASSESSMENT CRITERIA GRID (CEFR TABLE 3)

C2

RANGE

ACCURACY

FLUENCY

INTERACTION

COHERENCE

Sows great flexibility reformulating ideas in differing linguistic forms to convey finer shades of meaning precisely, to give emphasis, to differentiate and to eliminate ambiguity. Also has a good command of idiomatic expressions and colloquialisms.

Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others’ reactions).

Can express him/herself spontaneously at length with a natural colloquial flow, avoiding or backtracking around any difficulty so smoothly that the interlocutor is hardly aware of it.

Can interact with ease and skill, picking up and using non-verbal and intonational cues apparently effortlessly. Can interweave his/her contribution into the joint discourse with fully natural turntaking, referencing, allusion making, etc.

Can create coherent and cohesive discourse making full and appropriate use of a variety of organizational patterns and a wide range of connectors and other cohesive devices.

Has a good command of a broad range of language allowing him/ her to select a formulation to express him/herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say.

Consistently maintains a high degree of grammatical accuracy; errors are rare, difficult to spot and generally corrected when they do occur.

Can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language.

Can select a suitable phrase from a readily available range of discourse functions to preface his remarks in order to get or to keep the floor and to relate hi s/ h er own contributions skillfully to those of other speakers.

Can produce clear, smoothly flowing, wellstructured speech, showing controlled use of organizational patterns, connectors and cohesive devices.

Has a sufficient range of language to be able to give clear descriptions, express viewpoints on most general topics, without much conspicuous searching for words, using some complex sentence forms to do so.

Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstanding, and can correct most of his/ her mistakes.

Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he or she searches for patterns and expressions, there are few noticeably long pauses.

Can initiate discourse, take his/her turn when appropriate and end conversation when he/ she needs to, though he/she may not always do this elegantly. Can help the discussion along on familiar ground c o n f i r m i n g comprehension, inviting others in, etc.

Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some “jumpiness” in a long contribution.

Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events.

Uses reasonably accurately a repertoire of frequently used “routines” and patterns associated with more predictable situations.

Can keep going comprehensibly, eventhough pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production.

Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interests. Can repeat back part of what someone has said to confirm mutual understanding.

Can link a series a shorter, discrete simple elements into a connected, linear sequence of points.

Uses basic sentence patterns with memorized phrases, groups of a few words and formulae in order to communicate limited information in simple everyday situations.

Uses some simple structures correctly, but still systematically makes basic mistakes.


Can ask and answer questions and respond to simple statements. Can indicate when he/ she is following but is rarely able to understand enough to keep conversation going of his/her own accord.

Can link groups of words with simple connections like “änd”, “but”, and “because”.

C1+

C1

B2+

B2

B1+

B1

A2+

A2

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ORAL ASSESSMENT CRITERIA GRID (CEFR TABLE 3) A1+

A1

Has a very basic repertoire of words and simple phrases related to personal details and particular concrete situations.

Shows only limited control of a few simple grammatical structures and sentence patterns in a memorized repertoire.

Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication.

Below A1

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Can ask and answer questions about personal details. Can interact in simple way but communication is total dependent on repetition, rephrasing and repair.

Can link words or groups of words with very basic linear connectors like änd”or “then””.


STUDENTS’ SPEAKING SCORES (CEFR-BASED)

Initial Impression

Detailed Analysis Students’ Name

Range CEFR Level

Accuracy CEFR Level

Fluency CEFR Level

Interaction

Coherence

CEFR Level

CEFR Level

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CEFR Level

Comments


The Wedding Organizers’ English Language Workbook



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LET’S PREPARE! (2)

1. …...

3. …...

2. …...

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(3)

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11. ………………………………………

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5. ………………………………………

10. ………………………………………

LET’S DO IT! Your name Name of your wedding organizer Your job position Your task Reasons to hire your WO WO’s contact number/e-mail

LET’S LEARN! (2)

1. ………………...…......

3. ………………...…......

2. ………………...…......

4. ………………...…......

2

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LET’S BEGIN! (1)

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(2)

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1. …...

3. …...

2. …...

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LET’S DO IT! (1)

1. …...

3. …...

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7. …...

2. …...

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LET’S DO IT! Introduction

Explanation

Conclusion

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LET’S BEGIN! (1)

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5. …...

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2. …...

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10. …...

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(3)

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4. …...

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5. …...

3. …...

6. …...

1. ………………………………………………………………………………………………………………..…... 2. ………………………………………………………………………………………………………………..…... 3. ………………………………………………………………………………………………………………..…... 4. ………………………………………………………………………………………………………………..…...

LET’S DO IT!

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI UNIT 4: THAT’S A VERY KIND OFFER FROM US


1. ………………………………………

6. ………………………………………

11. ………………………………………

2. ………………………………………

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LET’S DO IT!

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1. …...

3. …...

2. …...

4. …...

5. …...

(3)

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7. ………………………………………

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9. ………………………………………

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LET’S DO IT!

LET’S LEARN! (2)

1. …………………….....

3. …………………….....

2. …………………….....

4. ……………………..... 7

5. …………………….....


LET’S BEGIN! 1. …………………………………………...……………..……

5. …………………………………………...……………..……

2. …………………………………………...……………..……

6. …………………………………………...……………..……

3. …………………………………………...……………..……

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4. …………………………………………...……………..……

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LET’S DO IT!

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LET’S PREPARE! (2) 1. Describe event number 9 up to 12. 2. Describe event number 15 up to 20. 3. Describe event number 26 up to 29.

LET’S DO IT!

LET’S LEARN! (3)

1. …………………….....

3. …………………….....

5. …………………….....

2. …………………….....

4. …………………….....

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What is project-based learning? Project-based learning is a way to reflect the principles of learner-centred teaching (Hedge, 2000). Furthermore, Weinstein (2001) sees PBL as “an approach in which learners investigate a question, solve a problem, plan an event, or develop a product (Weinstein, 2001 quoted in Beckett and Miller, 2006: 161). The results of this kind of learning is a well-planned product.

What kind of project will be produced? Projects can differ in relation to the degree to which the instructor and learners decided on the nature and sequencing of project-related activities (Henry, 1994 quoted in Stoller, 1997: 4):  Structured projects. They are determined and organized by the teacher in terms of topic, materials, methodology, and presentation.  Unstructured projects. They are defined largely by the learners themselves.  Semi-structured projects. They are defined and organized by both the teacher and the learners. Projects can also differ in data collection techniques and sources of information (Stoller, 1997: 5):  Research projects. It necessitates data collection through library research.  Text projects. It is carried out through the encounter with “texts” (literature, reports, news, media, video and audio material, or computer-based information).  Correspondence projects. They require communication with individuals to solicit information by means of letters, faxes, phone calls, etc.  Survey projects. They entail the creation of a survey and the collection and analysis of data from informants.  Encounter projects. They require face-to-face encounter with individuals outside the classroom in order to gather information.

Projects may also differ in the way information is reported (Stoller, 1997: 6):  Production projects. They involve the creation of written reports, letters, hand books, brochures and so forth. This entails that the outcome of this type of project is a written production.  Performance projects. They can be oral presentations, stage debates, theatrical performances, etc.  Organizational projects. They entail “the planning and formation of a club, conversation table, or conversation-partner program”.

Semi-Structured Projects

Research / Text Projects

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Performance Projects


What are steps in project-based learning? The followings are steps in project-based learning (Stoller, 1997 as quoted in Richards and Renandya, 2002): 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 10. Evaluate the project Step 1: Agree on a theme for the project 1. 2. 3. 4.

International wedding concept Traditional wedding concept Mixed-culture wedding concept Others: …………………………………………. Step 2: Determine the final outcome

The final outcome will be (an) oral presentation(s) delivered by pairs/groups. The followings are terms and conditions of the project: 1. You will present the wedding concept as if they present in front of the foreign clients. 2. The presentation will take around 5 to 10 minutes. 3. You should use PowerPoint containing relevant pictures and explanations to help them delivering the messages. 4. The presentations will be assessed by both teacher and other students.

Step 3: Structure the project Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

Step 7

Step 8

Step 9

Step 10

Date & Target

Date & Target

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Step 4: Prepare students for the language demands of step 5 A list of both Indonesian and international wedding websites as references: theknot.com mywedding.com weddinglovely.com bridesmagazine.co.uk weddingpaperdivas.com weddingwire.com womangettingmarried.com huffingtonpost.com

bridestory.com weddingku.com bowbei.com thebridedept.com mylemariage.com weddingklik.com yesweddingdirectory.com weddngblogs100.com

A list of books that can become references in gathering the information: 1. The Wedding Book: An expert’s guide to planning your perfect day—your way by Lisbeth Levine (2016) 2. Style me Pretty Weddings: Inspiration & Ideas for an Unforgettable Celebration by Abby Larson (2012) 3. The Everything Outdoor Wedding Book by Kim Knox Beckius (2006) 4. The Ultimate Wedding Idea Book by Cynthia Clumeck Muchnick (2001) 5. The Everything Wedding Etiquette Book by Emily Ehrenstein et al. (2000) 6. 51 Amazing Ideas for Your Wedding by George Watts (2012). 7. Etc.

Step 5: Gather information Notes:

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Step 6: Prepare students for the language demands of step 7 The following list of questions related to wedding concept will help you categorize your information data: 1. What is this wedding concept about? 2. Where does usually this wedding concept take place? 3. What is the structure of this wedding concept? 4. What kind of vendors are needed in this wedding concept? 5. What is the example of menu offered in this wedding concept? 6. What is the rundown of this wedding concept? 7. What are examples of wedding documentations of this wedding concept? Use Language Effectively (O’Hair et al, 2010: 138) 1. 2. 3. 4. 5. 6. 7.

Use familiar words, easy-to-follow sentences. Root out biased language. Avoid unnecessary jargon Use fewer rather than more words to express your thoughts. Use the active voice. Repeat key words, phrases, or sentences at various intervals. Experiment with alliteration—words that repeat the same sounds, usually initial consonants, in two or more neighboring words or syllables. 8. Experiment with parallelism—arranging words, phrases, or sentences in similar form.

Step 7: Compile and analyze information Notes:

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Step 8: Prepare students for the language demands of step 9 Practice Delivering the Speech (O’Hair et al, 2010: 13) The success of public speaking depends on how well prepared and practiced you are. So practice it—often.

Vocal Delivery

Vocal delivery includes speech volume, pitch, rate, variety, pronunciation, and articulation. As you rehearse, do the following: 1. Pay attention to how loudly or softly you are speaking. 2. Pay attention to the rate at which you speak. Aim to speak neither to fast nor too slowly. 3. Avoid speaking in a monotone. 4. Decide how you want to phrase your statements, and then practice saying them 5. Pronounce words correctly and clearly.

Nonverbal Delivery

Beyond noticing the words of a speech, audiences are highly attuned to a speaker’s nonverbal speech behavior—facial expression, gestures, general body movement, and overall physical appearance. As you rehearse, do the following: 1. Practice smiling and otherwise animating your face in ways that feel natural to you. Audiences want to feel that you care about what you are saying, so avoid a deadpan, or blank expression. 2. Practice making eye contact with your listeners. Doing so will make audience members feel that you recognize and respect them. 3. Practice gestures that feel natural to you, steering clear of exaggerated movements. Using PowerPoint Presentations Effectively (O’Hair et al, 2010: 165) 1. Don’t let the technology get in the way of relating to your audience. 2. Talk to your audience rather than to the screen. Maintain eye contact as much as possible. 3. If you use a pointer (laser or otherwise), turn it off and put it down as soon as you have made your point. 4. Incorporate the aids into your practice sessions until you are confident that they strengthen, rather than detract from your core message. Team Presentation Tips Effectively (O’Hair et al, 2010: 165) 1. Establish in writing each team member’s responsibilities regarding content and presentation aids. 2. Determine how introductions will be made—all at once at the beginning or having each speaker introduce the next one. 3. Practice introductions and transitions to create a seamless presentation. 4. Establish an agreed-upon set of hand signals to indicate when a speaker is speaking too loud or soft, too slow or fast. 5. Assign someone to manage the question-and-answer session. 6. Rehearse the presentation with presentation aids several times from start to finish.

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Step 9: Present final product This is to remind you that: 1. You will have 5 to 10 minutes to present the wedding concept. 2. You will use PowerPoint to help you organize your presentation. 3. You will be assessed by using presentation scoring rubric. Step 10: Evaluate the project In this last step of project, you will evaluate the process you accomplish the presentation project. Please fill in the evaluation form provided in page 23.

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E

V

A

L

U

A

T

I

F

O

R

M

S

O

N


ORAL ASSESSMENT CRITERIA GRID (CEFR TABLE 3)

C2

RANGE

ACCURACY

FLUENCY

INTERACTION

COHERENCE

Sows great flexibility reformulating ideas in differing linguistic forms to convey finer shades of meaning precisely, to give emphasis, to differentiate and to eliminate ambiguity. Also has a good command of idiomatic expressions and colloquialisms.

Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in mon it o ring o th er s’ reactions).

Can express him/herself spontaneously at length with a natural colloquial flow, avoiding or backtracking around any difficulty so smoothly that the interlocutor is hardly aware of it.

Can interact with ease and skill, picking up and using non-verbal and intonational cues apparently effortlessly. Can interweave his/her contribution into the joint discourse with fully natural turntaking, referencing, allusion making, etc.

Can create coherent and cohesive discourse making full and appropriate use of a variety of organizational patterns and a wide range of connectors and other cohesive devices.

Has a good command of a broad range of language allowing him/ her to select a formulation to express him/herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say.

Consistently maintains a high degree of grammatical accuracy; errors are rare, difficult to spot and generally corrected when they do occur.

Can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language.

Can select a suitable phrase from a readily available range of discourse functions to preface his remarks in order to get or to keep the floor and to relate hi s/ h er own contributions skillfully to those of other speakers.

Can produce clear, smoothly flowing, wellstructured speech, showing controlled use of organizational patterns, connectors and cohesive devices.

Has a sufficient range of language to be able to give clear descriptions, express viewpoints on most general topics, without much conspicuous searching for words, using some complex sentence forms to do so.

Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstanding, and can correct most of his/ her mistakes.

Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he or she searches for patterns and expressions, there are few noticeably long pauses.

Can initiate discourse, take his/her turn when appropriate and end conversation when he/ she needs to, though he/she may not always do this elegantly. Can help the discussion along on familiar ground c o n f i r m i n g comprehension, inviting others in, etc.

Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some “jumpiness” in a long contribution.

Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events.

Uses reasonably accurately a repertoire of frequently used “routines” and patterns associated with more predictable situations.

Can keep going comprehensibly, eventhough pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production.

Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interests. Can repeat back part of what someone has said to confirm mutual understanding.

Can link a series a shorter, discrete simple elements into a connected, linear sequence of points.

Uses basic sentence patterns with memorized phrases, groups of a few words and formulae in order to communicate limited information in simple everyday situations.

Uses some simple structures correctly, but still systematically makes basic mistakes.


Can ask and answer questions and respond to simple statements. Can indicate when he/ she is following but is rarely able to understand enough to keep conversation going of his/her own accord.

Can link groups of words with simple connections like “änd”, “but”, and “because”.

C1+

C1

B2+

B2

B1+

B1

A2+

A2

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ORAL ASSESSMENT CRITERIA GRID (CEFR TABLE 3) A1+

A1

Has a very basic repertoire of words and simple phrases related to personal details and particular concrete situations.

Shows only limited control of a few simple grammatical structures and sentence patterns in a memorized repertoire.

Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication.

Below A1

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Can ask and answer questions about personal details. Can interact in simple way but communication is total dependent on repetition, rephrasing and repair.

Can link words or groups of words with very basic linear connectors like änd” or “then”.


PRE-TEST ON SPEAKING PERFORMANCE Table 1. Speaking Self-Assessment Tool (Smith, 2015: 54)

Reflect your speaking test that you have had and put a tick (√ ) on the description that represent your ability. Fluency and Coherence

Lexical Resource

Grammatical Range and Accuracy

Pronunciation

I can take long turns without having to try hard. My meaning is always clear. Sometimes I pause to find the correct word grammar. I can use many different signal words and linking words flexibly.

I have enough vocabulary to talk about a variety of topics easily. I can use some less common vocabulary and some idioms. I can use some vocabulary to show style. I know some collocations although sometimes I make mistakes.

I can use a mix of simple and complex sentences easily. I make few mistakes; sentences with no mistakes are common.

It is easy to understand me. I can use a wide range of contractions, stress and linked sounds to show exact meaning with few mistakes. I rarely make pronunciations mistakes.

I want to speak using long sentences and keep going, but sometimes the meaning is not clear because of repetition, self-correction or speech that is too slow. I can use several different signal words and linking words, but not always correctly.

I can talk about familiar and unfamiliar topics for a long time. My meaning is usually clear, although sometimes I use wrong words. I can usually paraphrase.

I can use a mix of simple and complex sentences, but not always correctly. I make mistakes often with longer sentences, but it is usually possible to understand the meaning

I can use a range of stress, contractions and linked sounds but sometimes I make mistakes. I can use stress to show exact meaning, but not always.

I can usually keep going, but I use slow speech, repetition and self-correction. I over use some signal words and linking words. My simple speech is fluent, but more complex speech causes problem.

I can talk about familiar and unfamiliar topics, but unfamiliar topics are difficult. I try to paraphrase, but I don’t always succeed.

I can usually use simple sentences correctly. I can use a small mix of simple and complex grammar but these usually have mistakes and it can be difficult to understand me.

I try to use stress, but sometimes make mistakes. I can speak clearly, and I don’t make many big pronunciation mistakes. I can usually be understood.

There are pauses when I answer. I sometimes speak slowly with frequent repetition and self-correction. I can link basic sentences, but I repeat the linking words so often. Sometimes my meaning is difficult to understand.

I can talk about familiar topics, but I can only communicate basic meaning about unfamiliar topics. I often choose the wrong words. I rarely try to paraphrase.

I can usually use correct simple grammar but longer sentences are rare. I make lots of mistakes. It is difficult to understand my meaning.

I can use some stress and contractions. I try to speak clearly, but I often make pronunciation mistakes. My pronunciation mistakes sometimes make it difficult to understand me.

I can speak with long pauses. I can link simple sentences sometimes. I can give simple responses. Often I can’t say what I mean.

I can give persona l information with simple vocabulary. I don’t know enough words to talk about less common topics.

I can try to make sentences. Sometimes my grammar is good, I can repeat things I’ve memorized. I make lots of mistakes expect when I have memorized me sentences.

I can sometimes use stress. I try to speak clearly, but I make pronunciation mistakes almost all the time. It is usually difficult to understand me.

Problems I encounter when speaking: …………………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………….................................................................................................................................................................................................. .................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................... ....................................................................................................................................................................................................................................

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POST-TEST ON SPEAKING PERFORMANCE Table 1. Speaking Self-Assessment Tool (Smith, 2015: 54)

Reflect your speaking test that you have had and put a tick (√ ) on the description that represent your ability. Fluency and Coherence

Lexical Resource

Grammatical Range and Accuracy

Pronunciation

I can take long turns without having to try hard. My meaning is always clear. Sometimes I pause to find the correct word grammar. I can use many different signal words and linking words flexibly.

I have enough vocabulary to talk about a variety of topics easily. I can use some less common vocabulary and some idioms. I can use some vocabulary to show style. I know some collocations although sometimes I make mistakes.

I can use a mix of simple and complex sentences easily. I make few mistakes; sentences with no mistakes are common.

It is easy to understand me. I can use a wide range of contractions, stress and linked sounds to show exact meaning with few mistakes. I rarely make pronunciations mistakes.

I want to speak using long sentences and keep going, but sometimes the meaning is not clear because of repetition, self-correction or speech that is too slow. I can use several different signal words and linking words, but not always correctly.

I can talk about familiar and unfamiliar topics for a long time. My meaning is usually clear, although sometimes I use wrong words. I can usually paraphrase.

I can use a mix of simple and complex sentences, but not always correctly. I make mistakes often with longer sentences, but it is usually possible to understand the meaning

I can use a range of stress, contractions and linked sounds but sometimes I make mistakes. I can use stress to show exact meaning, but not always.

I can usually keep going, but I use slow speech, repetition and self-correction. I over use some signal words and linking words. My simple speech is fluent, but more complex speech causes problem.

I can talk about familiar and unfamiliar topics, but unfamiliar topics are difficult. I try to paraphrase, but I don’t always succeed.

I can usually use simple sentences correctly. I can use a small mix of simple and complex grammar but these usually have mistakes and it can be difficult to understand me.

I try to use stress, but sometimes make mistakes. I can speak clearly, and I don’t make many big pronunciation mistakes. I can usually be understood.

There are pauses when I answer. I sometimes speak slowly with frequent repetition and self-correction. I can link basic sentences, but I repeat the linking words so often. Sometimes my meaning is difficult to understand.

I can talk about familiar topics, but I can only communicate basic meaning about unfamiliar topics. I often choose the wrong words. I rarely try to paraphrase.

I can usually use correct simple grammar but longer sentences are rare. I make lots of mistakes. It is difficult to understand my meaning.

I can use some stress and contractions. I try to speak clearly, but I often make pronunciation mistakes. My pronunciation mistakes sometimes make it difficult to understand me.

I can speak with long pauses. I can link simple sentences sometimes. I can give simple responses. Often I can’t say what I mean.

I can give persona l information with simple vocabulary. I don’t know enough words to talk about less common topics.

I can try to make sentences. Sometimes my grammar is good, I can repeat things I’ve memorized. I make lots of mistakes expect when I have memorized me sentences.

I can sometimes use stress. I try to speak clearly, but I make pronunciation mistakes almost all the time. It is usually difficult to understand me.

Improvement of my speaking ability that I got: …………………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………….................................................................................................................................................................................................. .................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................... ....................................................................................................................................................................................................................................

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PROJECT EVALUATION FORM A List of Questions to Evaluate the Accomplished Projects (Edwards, 2002; quoted in Railsback, 2002: 21)

Answer the following reflective questions: 1. What were the project’s successes? ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………....................................................................................................................................................................................... ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………....................................................................................................................................................................................... 2. What might I do to improve the project? ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………....................................................................................................................................................................................... ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………....................................................................................................................................................................................... 3. How well did I meet the learning goals? What was most difficult about meeting goals? ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………....................................................................................................................................................................................... ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………....................................................................................................................................................................................... 4. What surprised me most about working on the project? ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………....................................................................................................................................................................................... ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………....................................................................................................................................................................................... 5. What was my group’s best team effort? Worst team effort? ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………....................................................................................................................................................................................... ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………....................................................................................................................................................................................... 6. What were the skills I used during this project? How can I practice these skills in the future? ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………....................................................................................................................................................................................... ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………....................................................................................................................................................................................... 7. What was my final project evaluation rating? Horrible, OK, pretty good, great? Why? ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………....................................................................................................................................................................................... ………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………….......................................................................................................................................................................................

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REFERENCES

Hedge, T. (2000). Teaching and Learning in the Learning Classroom. Oxford: Oxford University Press. O’Hair, D., Rubenstein, H., & Stewart, R. (2010). A Pocket Guide to Public Speaking (3rd Ed.) New York: Bedford/ St.Martin’s. Railsback, J. (2002). Project-Based Instruction: Creating excitement for learning. NortWest Regional Educational Laboratory. Richards, N. C., & Renandya, W. A. (2002). Methodology in Language Teaching. Cambridge: Cambridge University Press. Smith, S. (2015). Accuracy in Speaking Self-Assessment among Japanese-Speaking English Learners and Its Implications, Polyglossia, 27, 41-45. Stoller, F. L. (1997). Project Work: A means to promote language and content. English Teaching Forum, 35(4), 2-9; 37. -. (-). Common European Framework of Reference for Languages: Learning, teaching, assessment. Language Policy Unit, Strasbourg: Council of Europe. Weinstein, 2001 Becket & Miller, 2006

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ENGLISH FOR WEDDING ORGANIZERS: PROJECT-BASED LEARNING

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