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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 problemproject-based learning PBL methods with elements of task-
based 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 task- based 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 project-
based 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
