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CHAPTER II LITERATURE REVIEW
This chapter is aimed at discovering the logical truth of the designed materials for wedding organizers. Concept relations in this chapter are to represent
the universal truth. They will be used to argue for answering the research questions. There are two parts in this chapter, namely theoretical review and
theoretical framework. The first part focuses on some related theories used in this research. The second part focuses on a synthesis of related theories and research
procedure.
A. THEORETICAL REVIEW
In this section, the researcher discusses eleven related theories for guiding the researcher to design the materials. The presented theories in this section are:
1 English for Occupational Purposes EOP, 2 Second Language Teaching and Learning Theory, 3 Wedding Organizer, 4 Communicative Skills in English at
the Workplace, 5 Project-Based Learning, 6 Task-Based Learning, 7 Educational Research and Development R D, 8 Instructional Design Model
IDM, 9 Materials Adaption, 10 materials evaluation, and 11 related studies as the references for the researcher to design the materials.
1. English for Occupational Purposes EOP
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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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 EOPEVPVESL: English for Occupational PurposesEnglish for Vocational
PurposesVocational 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.