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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 meaning-
focused 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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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 project-
based 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
Topics Sub-topics
Project Progress
1 Introduction
Pre-Test 1.
Course description
2. Introduction to task-based and
project-based learning
3. Pre-test.
-
2
Unit 1: You Need a Professional Like Us
Step 1: Agree on a theme for the project
Step 2: Determine the final outcome
3 Unit 2:
Let Us Explain Your Wedding Structure Step 3: Structure the
project 4
Unit 3: Venue, Photographer, Caterer. What Else?
Step 4:
Prepare students
for the
language demands of step 5
Outside Classroom
Step 5:
Gather
information
5
Unit 4: That’s a Very Kind Offer from Us
Step 6:
Prepare students
for the
language demands of step 7
Outside Classroom
Step 7: Compile and analyze information
6 Unit 5:
Which Indonesian Menu Will You Prefer?
Checking blueprints of students’ projects
7
Unit 6: Here is Our Wedidng Contract
Step 8:
Prepare students
for the
language demands of step 9
8
Unit 7: Finally, Your Big Day is Coming
Final checking
on students’ preparation
9 Post-Test
Project Presentation 1.
Post-test 2.
Project presentation
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 RD 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.
