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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.
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b. Development of the Instruction
In putting all the materials together in a good order, therefore, a well- arranged 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
