Learner Characteristics Research and Information Collecting
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The answers from the open-ended questionnaire above indicate that the students expected materials that contain practical activities. The practical
activities are in form of real practice and conversation. Therefore, as the implication, the materials would consist of conversation and practice. These
activities would also train the students’ speaking ability as well. To conclude those four themes extracted from the open-ended
questionnaires above, some implications can be used as the guideline to design the materials. The implications are as follows:
1 The materials would use a communicative approach.
2 The focus of the materials would be more on speaking ability, yet still
integrating English four skills. 3
The micro skills of English skills would be considered in the materials.
2 Team M
embers’ Perceptions toward the Importance of English Skills
This topic was a part of the questionnaire whose type was mini Likert scale. By so, team members could decide which one becomes the most important
skill, whether it is reading, writing, listening, or speaking skill. The following table shows the results of the descriptive statistics analysis.
Table 4.3. The Descriptive Statistics Analysis of Likert Scale toward the Importance of English Skills
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From the table above, the most important skill was speaking skill with the total mean score is 4.62. The second position was taken by listening skill, which is
4.57. Then, reading skill got 4.14. The last one is writing skill, which is 3.86. It can be said that from this kind of question, speaking skill is still considered as the
most important one than the others. As the implication, the materials will consider this statistical results as a guideline to arrange the portion of the activities of
English four skills.
3 Team Members’ Perceptions toward the reasons behind their needs
about reading, writing, listening, and speaking skill.
Some questions in the questionnaire were about to obtain team members’ perceptions toward the reasons in using four English skills. The questions were
divided into four into reading, writing, listening, and speaking skill. Furthermore, the following section will discuss about the results of each English skill.
Firstly, the following figure will be about the results of expected activities in reading skill.
Figure 4.1. Team Members’ Preferences on Reading Skill
6 2
8 12
3 2
4 6
8 10
12 14
P arti
cip an
t
Team Members Preferences on Reading Skill
Reading wedding rundown Reading wedding articles
Reading wedding terms Reading wedding contract
Others
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From the figure above, the reading activities that are related to organize wedding can be classified into reading wedding rundown, wedding articles,
wedding terms, wedding contract, and others. The meaning of
others
here was written by the team members to show that all choices are correct. Furthermore,
reading wedding contract was considered as the most prefered choice as becoming a reading activity 12, which was followed by reading wedding terms 8, reading
wedding rundown 6, others all choices are correct 3, and reading wedding articles 2.
Secondly, the second question was about some alternative writing activities. The activities covered writing wedding rundown, wedding contract,
wedding concepts, wedding vendors’ description, and others. Moreover, the word
others
here represented that all choices were chosen.
Figure 4.2. Team Members’ Preferences on Writing Skill
By looking at the figure above, the highest position was taken by an activity to write wedding contract 10. After that, the next positions followed are
7 10
7 8
3
2 4
6 8
10 12
P ar
ti cipant
Team Members Preferences on Writing Skill
Writing wedding rundown Writing wedding contract
Writing wedding concepts Writing wedding vendors
description Others
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writing wedding vendors’ descriptions 8, writing wedding rundown 7, writing wedding concepts 7, and others 3.
Thirdly, the topic was about team members’ preferences in choosing
listening activity. Some options provided were listening to clients’ demands and requests, audio learning sources, and others.
Figure 4.3. Team Members’ Preferences on Listening Skill
The figure above shows that most of team members agreed to have a listening activity related to recognizing clients’ demands and requests 17. Then,
listening to audio learning sources was 4 and the rest of the votes were for others 3.
Looking for team members’ preferences in speaking skill became the last topic in this section of the questionnaire. The activities offered were answering
clients’ questions, delivering a presentation about wedding concept, persuading clients, asking and giving opinion, descriving wedding vendors, and others.
17
4 3
2 4
6 8
10 12
14 16
18
P ar
ti ci
pant
Team Members Preferences on Listening Skill
Listening to clients demands and requests
Listening to audio learning sources
Others
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Figure 4.4 . Team Members’ Preferences on Speaking Skill
By looking at the figure above, delivering a presentation about wedding concept got the highest position with 10 votes. The following activities based on
the order of the votes were answerinf clients’ questions 9, asking and giving opinion 9, persuading clients 5, describing wedding vendors 4, and others
3. As the implication of this data analysis technique, the materials would
consider the highest points of each English skill to be the focus. However, considering other activities would be done also if possible, related to the
classroom situation, activities, and times. The discussion above is mostly about the characteristics of the members of
seven wedding organizers being researched. Meanwhile, related to the characteristics of the members of Denaya Production as the major subject of this
research, the perceptive data from the interview results indicated that their English level were still in basic.
9 10
5 9
4 3
2 4
6 8
10 12
P ar
ti ci
p an
t
Team Members Preferences on Speaking Skill
Answering clients questions Delivering a presentation about wedding
concept Persuading clients
Asking and giving opinion Describing wedding vendors
Others
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So, we are in team. When we deal with foreign clients, there is a member who is in charge to communicate with the foreign clients
due to his better English competence. Adit, his name is Adit, does not work here anymore.
Therefore our team member find difficulty in communicating with foreign clients as our English competence is
still basic or low
. We then ask for help from our friend, who is not included as our team member, whose English is good. He then helps
us communicate with the foreign clients On translation; G Ie 14; page 243
From the interview part above, it can be seen that the team members of Denaya Production felt that their English proficiency was still basic. Referring to
Common European Framework of Reference CEFR, the category of basic is classified into the following:
Global Basic User A1: Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs
of a concrete type. Can introduce himherself and others and can ask and answer questions about personal details such as where heshe
lives, people heshe knows and things heshe has. Can interact in a simple way provided the other person talks slowly and clearly and is
prepared to help p. 5.
Later, their perception on their English competence was supported by the results of the pre-test. Furthermore, to be included in the research and English
program, there were only four team members to be students. These four members were claimed as the main team members, as they are the ones who are always in
charge in every wedding event. When the wedding event they conduct is considered as bigger than usual which needs more people as the team, they will
hire other people. Yet, basically, the main team of Denaya Production only consists of four members. Therefore, the fact that there were only four students
was considered as one of the limitation of this research. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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