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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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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, task-
based 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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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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