English for wedding organizers project based learning
ENGLISH FOR WEDDING ORGANIZERS:
PROJECT-BASED LEARNING
A THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum) Degree
in English Language Studies
by
Giovanna Gistha Wicita Student Number: 156332006
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
YOGYAKARTA 2017
(2)
i
ENGLISH FOR WEDDING ORGANIZERS: PROJECT-BASED LEARNING
A THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum) Degree
in English Language Studies
by
Giovanna Gistha Wicita Student Number: 156332006
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
YOGYAKARTA 2017
(3)
A THESI S
EN
G
LI SH
FO
R W
ED
D
I N
G
O
RG
AN
EERS:
PROJ ECT‐
BASED
LEARN
N
G
Dr. J. Bismoko
(4)
A THESI S
EN
G
LI SH
FO
R W
ED
D
I N
G
O
RG
AN
I ZERS:
PROJ ECT‐
BASED
LEARN
「
G
Presented by
27 February 2017 m Director
I
Acceptahleノ 猛 翫
.
(5)
iv
DEDICATION PAGE
“To choose always the hardest”
– Mother Teresa
I dedicate this thesis to Sanata Dharma University, all lecturers, my family, and friends.
(6)
STATEMENT OF WORK ORIGINALITY
This is to certify that all ideas, phrases, sentences, unless or otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands of the full consequences including degree cancellation if she took somebody else's ideas, phrases, or sentences without proper references.
７
Ｏ
ａ
２
ｉｔ
Ｙ
(7)
LEW
I BAR PERN
YATAAN
PERSETU
J U
AN
PU
BLI KASI KARYA I LM
I AI I
U
N
TU
K KEPEN
TI N
G
AN
AKAD
EⅣ
ⅡSYang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma
Nama : Giovanna Gistha Wicita
NIM
:156332006Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
ENGLISH FOR WEDDING ORGANIZERS:
PROJECT-BASED LEARNING
Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma
hak
untuk menyimpan, mengalihkan dalam bentuk media lain, mengelola dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikan di Lrtemet atau media lain untuk kepentingan akademis tanpa perlu memintaijin
dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Padatanggal: 5 February 2017 Yang menyatakan
Giovanna Gistha Wicita
(8)
vii
ACKNOWLEDGEMENTS
First and foremost, I would like to deliver my greatest gratefulness to Jesus Christ, the Almighty God. His blessings are amazing. Especially in dealing with the last minute of finishing my thesis, He gave me unbelievable opportunities that I thought I could never have in recent months.
My deepest gratitude goes to my advisor, Dr. J. Bismoko, for his encouragement, guidance, and contribution to ideas in guiding me to persistently finish this thesis. My deep gratitude also goes to all of my lectures in the English Language Studies of Sanata Dharma University for giving me priceless literacy and humanity, especially F.X. Mukarto, Ph.D., Dr. B.B. Dwijatmoko, M.A., Widya Kiswara, M.Hum., Paulus Sarwoto, S.S., M.A., Ph.D., Josephine Puji Lestari, M.Hum, and all lecturers. I also thank Mbak Marni for always helping me with the administrative matters.
My deep thanks go to the heads of Amanusa, Tembi Rumah Budaya, Callalily Wedding Organizer, CV. Sekar Sitinggil, Kusuma Kencana Catering & Wedding Organizer, Kapulaga Wedding Planner, and Denaya Production for giving me the opportunity to conduct my research. Moreover, I would like to thank Mas Andi, Mas Adnan, Mas Antok, and Mbak Mimin for becoming great partners in my research.
My never-ending gratefulness goes to my beloved family, Bapak, Ibu, Mas Fian, and Mbak Devie for their irreplaceable support, care, and love. I warmly thank my college friends: Sindhi, Mbak Rina, Mbak Nyoman, Mbak Ata, Mbak Vita and others for the shared togetherness and countless life values. I would also like to express my thankfulness to Siwi, Yeskha, Babe, Mbak Sari, Ditha, and Mas Danconk for their help and useful suggestions to this thesis.
Last but not least, I would also like to express my thankfulness to people whose names cannot be mentioned here. May God bless you abundantly.
(9)
viii
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGE ... ii
DEFENSE APPROVAL PAGE ... iii
DEDICATION PAGE ... iv
STATEMENT OF WORK ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN ... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS ... viii
LIST OF TABLES ... xiv
LIST OF FIGURES ... xvi
LIST OF APPENDICES ... xvii
LIST OF ABBREVIATION ... xviii
ABSTRACT ... xix
ABSTRAK ... xx
CHAPTER I INTRODUCTION ... 1
A. RESEARCH BACKGROUND ... 1
B. PROBLEM IDENTIFICATION ... 4
C. PROBLEM LIMITATION ... 5
D. RESEARCH QUESTION ... 5
E. RESEARCH OBJECTIVE ... 6
F. ACCOUNTABILITY OF MATERIALS ... 6
G. RESEARCH BENEFITS ... 7
CHAPTER II LITERATURE REVIEW ... 9
A. THEORETICAL REVIEW ... 9
1. English for Occupational Purposes (EOP) ... 9
a. Situation in EOP ... 11
(10)
ix
c. Materials in EOP ... 15
2. Second Language Teaching and Learning Theory... 16
3. Wedding Organizer ... 18
a. Wedding Organizer Profile ... 19
b. Wedding Vendors ... 21
4. Communicative Skills in English at the Workplace ... 22
5. Project-Based Learning ... 24
6. Task-Based Learning ... 30
7. Educational Research and Development (R & D) ... 34
8. Instructional Design Model (IDM) ... 36
9. Materials Adaption ... 42
10. Materials Evaluation ... 44
11. Related Studies... 46
B. THEORETICAL FRAMEWORK ... 48
CHAPTER III RESEARCH METHODOLOGY ... 52
A. RESEARCH METHOD ... 52
1. Research and Information Collecting ... 52
2. Planning ... 54
3. Preliminary Form of Product ... 54
4. Preliminary Field Testing ... 55
5. Main Product Revision ... 56
6. Main Field Testing ... 56
7. Operational Product Revision ... 57
B. RESEARCH PROCEDURE ... 57
1. Research and Information Collecting ... 59
2. Planning ... 60
3. Preliminary Form of Product ... 60
4. Preliminary Field Testing ... 61
5. Main Product Revision ... 61
6. Main Field Testing ... 62
(11)
x
C. DATA ... 63
1. Nature of Data ... 63
2. Sources of Data ... 64
a. The respondents in Research and Information Collecting ... 64
b. The respondents in Planning ... 65
c. The respondents in Preliminary Field Testing ... 66
d. The respondents in Main Field Testing ... 66
D. DATA GATHERING ... 67
1. Data Gathering Technique ... 67
a. Survey ... 67
b. Interview ... 68
c. Observation ... 69
d. Test ... 70
2. Data Gathering Instruments ... 71
a. Questionnaire ... 71
1) Questionnaires in Research and Information Collecting ... 72
2) Questionnaires in Planning ... 72
3) Questionnaire in Preliminary Field Testing ... 73
b. Interview Protocol... 74
1) Interview Protocol in Research and Information Collecting ... 75
2) Interview Protocol in Planning ... 75
3) Interview Protocol in Preliminary Field Testing ... 76
4) Interview Protocol in Main Field Testing ... 76
c. Field Notes ... 77
d. Test Worksheet ... 78
E. DATA ANALYSIS TECHNIQUE ... 79
1. Descriptive Qualitative ... 80
2. Descriptive Statistics ... 81
3. Inferential Statistics ... 84
CHAPTER IV DATA ANALYSIS RESULTS ... 87
A. The Steps of the Development of the Designed Materials ... 87
(12)
xi
a. Instructional Problems ... 88
1) Coding Strategies ... 90
2) Analysis of the Data... 90
a) Theme 1: The requirement of English in the workplace ... 90
b) Theme 2: Integrated English skills with speaking as a major skill ... 92
c) Theme 3: A communicative approach to learn English ... 93
b. Learner Characteristics ... 94
1) Team Members’ Perceptions toward the Use of English: Purpose, Problem, and Expectation ... 95
a) Theme 1: Learning English for communicating with foreign clients ... 95
b) Theme 2: Speaking is the most important skill of all ... 96
c) Theme 3: Problems on micro skill are encountered in using English .. 96
d) Theme 4: Conversation and practice to be included in the designed materials ... 97
2) Team Members’ Perceptions toward the Importance of English Skills... 98
3) Team Members’ Perceptions toward the reasons behind their needs about reading, writing, listening, and speaking skill. ... 99
c. The Guidelines for Materials Design ... 104
2. Planning ... 104
a. Instructional Objectives ... 104
b. Task Analysis ... 105
c. Content Sequencing ... 113
d. Instructional Strategies ... 116
e. Planning and Project Management ... 118
f. Formative Evaluation ... 119
g. Revision ... 119
3. Preliminary Form of Product ... 120
a. Designing the Message ... 120
b. Development of the Instruction ... 121
c. Support Services ... 121
B. The Presentation of the Development Product... 122
1. Students’ Coursebook ... 122
a. Units ... 123
b. Phases in Every Unit ... 126
(13)
xii
3. Students’ Workbook ... 130
C. The Acceptability of the Development Product ... 131
1. Preliminary Field Testing ... 132
a. Analysis of the Data ... 133
1) Interview Analysis ... 133
a) Theme 1: The materials have appropriate layout and design. ... 133
b) Theme 2: The activities are various and good. ... 135
c) Theme 3: The English skills are well-integrated. ... 136
d) Theme 4: The language level is already appropriate, but need to be adjusted. ... 138
e) Theme 5: The materials are already appropriate to be implemented, but need to be revised. ... 139
2) Questionnaires Analysis ... 141
3) Field Notes Analysis ... 143
a) Theme 1: There should be revision to the activites ... 144
b) Theme 2: There should be revision to the grammar ... 144
c) Theme 3: There should be revision to the instructions ... 145
d) Theme 4: There should be revision to the contents ... 145
e) Theme 5: There should be revision to the diction ... 146
b. Overview of the Suggestions in Preliminary Field Testing ... 146
2. Main Product Revision ... 147
3. Main Field Testing ... 150
a. Implementation ... 150
b. Materials Evaluation ... 155
1) Teacher’s Field Notes Analysis ... 155
a) Theme 1: There should be revision to the contents ... 155
b) Theme 2: There should be revision to the exercises ... 156
c) Theme 3: There should be revision to the grammar ... 156
d) Theme 4: The students need to learn in a longer time ... 157
2) Interview Analysis as Formative Evaluation ... 157
a) Theme 1: There should be revision to the pictures. ... 158
b) Theme 2: There should be revision to the contents. ... 158
c) Theme 3: Vocabulary and pronunciation practice should be added more. ... 159
(14)
xiii
d) Theme 4: Related to project-based, there should be more explanation
on particular step. ... 160
3) Interview Analysis as Summative Evaluation ... 160
a) Theme 1: The contents of the materials are already appropriate. .. 161
b) Theme 2: The quality of the contents of the materials is appropriate.162 c) Theme 3: The materials are effective, efficient, and user-friendly. ... 162
d) Theme 4: The program duration should be longer. ... 162
a) Theme 1: The presentation project itself was the students’ success. .. 163
b) Theme 2: The presentation project can deal with improvisation. .. 164
c) Theme 3: The steps to accomplish the project were well-reached. .... 164
d) Theme 4: The presentation project trained the students’ independent learning ... 165
e) Theme 5: The presentation project showed the students’ best effort on the preparation ... 165
f) Theme 6: The presentation project trained the students’ speaking ability ... 166
g) Theme 7: The presentation project build the students’ willingness to keep learning ... 166
c. Overview of the Suggestion in Main Field Testing ... 167
d. Measurement Data ... 167
4. Operational Product Revision ... 170
CHAPTER V CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS ... 173
A. CONCLUSIONS ... 173
B. IMPLICATIONS ... 175
C. RECOMMENDATIONS ... 176
1. Recommendations for material users ... 176
2. Recommendations for future researchers ... 177
BIBLIOGRAPHY ... 179
(15)
xiv
LIST OF TABLES
Table Page
3.1. The Description of the Background of the Wedding Organizers’ Stakeholders (Blank) .... 65
3.2. The Description of Evaluators’ Background (Blank) ... 66
3.3. The Blueprint of the Questionnaire ... 72
3.4. Points of Agreement ... 73
3.5. The Form of the Blueprint of the Materials (Blank)... 73
3.6. The Form of the Questionnaire (Blank)... 74
3.7. Points of Agreement ... 74
3.8. The Blueprint of the Interview Protocol ... 75
3.9. The Blueprint of Pre-Test and Post-Test ... 78
3.10. The Form of the Likert Scale Results (Blank) ... 81
3.11. List of Total Mean Score Criteria of Questionnaires in Planning ... 82
3.12. List of Total Mean Score Criteria of Questionnaires in Preliminary Field Testing ... 83
3.13. The Appearance of the Table of Normality Test (Blank) ... 85
3.14. The Appearance of the Table of Paired Sample Test (Blank) ... 85
4.1. The Description of the Background of the Wedding Organizers’ Stakeholders ... 89
4.2. Coding Categorization ... 90
4.3. The Descriptive Statistics Analysis of Likert Scale toward the Importance of English Skills ... 98
4.4. The Conceptual Model of the English for Wedding Organizers ... 107
4.5. List of Components and Units of the Materials ... 108
4.6. The Results of Total Mean Score of Unit Contents ... 109
4.7. Brief Results of Interview with Denaya Production ... 111
4.8. New List of the Components and Units of the Materials ... 112
4.9. The Organization of the Units ... 113
4.10. General Purposes and Learning Indicators of the Materials ... 113
4.11. Course Outline of the English Program for Wedding Organizers ... 118
4.12. The Description of the Evaluators’ Background ... 132
(16)
xv
4.14. The Overview of the Suggestions in Main Field Testing ... 167
4.15. Raw Data on Students’ Scores in Pre-Test and Post-Test ... 168
4.16. Test of Normality ... 168
4.17. Paired Samples Statistics ... 169
4.18. Paired Samples Test ... 169
4.19. Oral Assessment Criteria Grid of A2 CEFR... 170
(17)
xvi
LIST OF FIGURES
Figure Page
2.1. The Brances of English Language Teaching ... 11
2.2. The ESP ‘Family Tree’ ... 12
2.3. Project-Based Learning at a Glance ... 26
2.4. Task-Based Learning Framework... 33
2.5. Components of the Instructional Design Plan ... 36
2.6. The Concept of the Development Product... 51
3.1. The Combination of R&D Steps and Instructional Design Model ... 58
3.2. Research and Information Collecting Framework ... 59
3.3. Planning Framework ... 60
3.4. Preliminary Form of Product Framework... 60
3.5. Preliminary Field Testing Framework ... 61
3.6. Main Product Revision Framework ... 61
3.7. Main Field Testing Framework ... 62
3.8. Operational Product Revision Framework ... 63
3.9. The Three Cs: Coding, Categorzing, and Concepts ... 80
3.10. Data Gathering Technique, Instruments, and Data Analysis Technique of the Research ... 86
4.1. Team Members’ Preferences on Reading Skill ... 99
4.2. Team Members’ Preferences on Writing Skill ... 100
4.3. Team Members’ Preferences on Listening Skill ... 101
(18)
xvii
LIST OF APPENDICES
Appendix Page
Appendix A: Research Letters ... 190
Appendix B: Instruments in Research and Information Collecting ... 198
Appendix C: Instruments in Planning ... 245
Appendix D: Instruments in Preliminary Field Testing ... 264
Appendix E: Instruments in Main Field Testing ... 281
Appendix F: Tests in Main Field Testing ... 302
Appendix G: Blueprints of the Materials ... 310
Appendix H: Photo Documentation ... 312
(19)
xviii
LIST OF ABBREVIATION
Abbreviation Meaning
AEC ASEAN Economic Community
CLT Communicative Language Teaching EFL Englis as Foreign Language EOP English for Occupational Purposes
ESP English for Specific Purposes IDM Instructional Design Model
MEA Masyarakat Ekonomi ASEAN
PBL Project-Based Learning
R&D Research and Development
TBL Task-Based Learning
WO Wedding Organizer
(20)
xix ABSTRACT
Wicita, Giovanna Gistha. (2017). English for Wedding Organizers: Project-Based Learning. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.
In this global era, wedding arrangement had already made most wedding organizers in Yogyakarta advance their professionality, particularly in using English for communicating with foreign clients. The major problem encountered when communicating with foreign clients is on the English language mastery. The very limited time was also considered as one challenge for them to learn English. Furthermore, this research attempted to design an English program, as well as a set of English materials, that would be appropriate to their limitations and needs. Thus, this research is aimed at answering the following three research questions: (a) What is the conceptual model of English for wedding organizers?, (b) What is the developed product of English for wedding organizers?, and (c) How is the acceptability of the development product of English for wedding organizers?
To design the materials, the researcher adopted Borg & Gall’s (1983) &
Gall et al.’s (2007) Research and Development (R&D) method which was combined with Morrison et al.’s (2011) Instructional Design Model (IDM). R&D steps used in the research were (1) research and information collecting, (2) planning, (3) preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, and (7) operational product revision. This research also utilized Communicative Language Teaching (CLT), particularly Project-Based Learning (PBL) and Task-Based Learning (TBL).
As the results, this research produced three products: (1) students’ coursebook, (2) teacher’s book, and (3) students’ workbook. The materials consist of seven units. Furthermore, the task-based learning framework was implemented in each unit into five phases. In engaging project-based learning, the materials utilized the following steps: (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.
To validate the materials, the researcher utilized interview, questionnaires, and field notes. The results indicated that the materials were appropriate to be implemented, but they needed to be revised. Furthermore, in verifying the acceptability of the materials, the implementation was done by utilizing interview and field notes to obtain the data. The data showed that the designed materials were efficient, effective, and user friendly. Moreover, particular revisions were made based on the suggestions from the interview and field notes results.
Keywords: materials, project-based learning, task-based learning, English for wedding organizers
(21)
xx ABSTRAK
Wicita, Giovanna Gistha. (2017). English for Wedding Organizers: Project-Based Learning. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.
Di era global ini, perencanaan pernikahan menjadi salah satu pemacu profesionalitas bagi para pengatur pernikahan, khususnya pada penggunaan Bahasa Inggris dengan para klien asing. Permasalahan utama ketika berkomunikasi dengan para klien asing terletak pada penguasaan Bahasa Inggris. Keterbatasan waktu pun menjadi kendala bagi mereka untuk belajar Bahasa Inggris. Oleh karena itu, penelitian ini bertujuan untuk mendesain sebuah program Bahasa Inggris, sekaligus materinya, yang sesuai dengan keterbatasan dan kebutuhan mereka. Adapun tiga pertanyaan penilitian yang dijawab adalah: (a) seperti apakah model konseptual dari Bahasa Inggris untuk pengatur pernikahan, (b) seperti apakah model yang telah dikembangkan tersebut?, dan (c) bagaimana keberterimaan dari model yang telah dikembangkan tersebut?
Penelitian ini mengadaptasi Research and Development (R&D) milik Borg & Gall (1983) dan Gall et al. (2007) yang dikombinasikan dengan Instructional Design Model (IDM) milik Morrison et al. (2011). Langkah R&D yang dilakukan adalah (1) penelitian dan pengumpulan informasi, (2) perencanaan, (3) pengembangan bentuk awal produk, (4) pengujian awal di lapangan, (5) revisi produk, (6) pengujian di lapangan, dan (7) revisi operasional produk. Tujuh langkah ini kemudian dikombinasikan dengan elemen instructional design model. Penelitian ini juga menggunakan Communicative Language Teaching (CLT), yaitu Project-Based Learning (PBL) dan Task-Based Learning (TBL).
Hasil dari penelitian ini berupa buku pembelajaran murid, buku pegangan guru, dan buku kerja murid. Terdapat tujuh unit pembelajaran dan lima fase pada setiap unit sebagai pengimplementasian TBL. Dalam mengaplikasikan PBL, penelitian ini mengadopsi beberapa langkah: (1) menyetujui tema proyek, (2) menentukan hasil akhir, (3) menyusun proyek, (4) menyiapkan murid untuk kebutuhan bahasa di langkah 5, (5) mengumpulkan informasi, (6) menyiapkan murid untuk kebutuhan bahasa di lankah 7, (7) mengumpulkan dan menganalisa informasi, (8) menyiapkan murid untuk kebutuhan bahasa di langkah 9, (9) mempresentasikan proyek, dan (10) mengevaluasi proyek.
Data untuk mengesahkan materi diambil dari wawancara, membagikan kuesioner, dan mengumpulkan catatan. Hasilnya menunjukkan bahwa materi siap untuk diimplementasikan setelah melalui proses revisi. Selanjutnya, implementasi materi dilakukan untuk menguji keberterimaan materi. Hasil dari interview dan catatan yang telah dikumpulkan menunjukkan bahwa materi sudah efisien, efektif, dan mudah untuk digunakan. Namun, beberapa revisi perlu dilakukan.
Kata kunci: materi, project-based learning, task-based learning, Bahasa Inggris untuk pengatur pernikahan
(22)
1 CHAPTER I INTRODUCTION
This research is aimed at developing an English materials for wedding organizers. Before going deeper into the research’s results, therefore, this chapter deals with the introductory parts of the research. This chapter is divided into six sections, namely research background, problem identification, problem limitation, research question, research objective, and research benefits.
A. RESEARCH BACKGROUND
To organize a wedding preparation well, some grooms and brides to be prefer to use the service of wedding organizers rather than organize it by themselves (Artea, 2015: 25). Several wedding organizers in Yogyakarta have had been professional in organizing the wedding events. In handling clients, the wedding organizers had welcomed both local and foreign clients. However, some of them still consider English language as one of the problems in communicating with foreign clients. Therefore, to be involved in an English course for the sake of having proper language is considered as an effective way.
Based on some interviews with six wedding organizers in Yogyakarta, it was obtained that there are difficulties in using English. Sharing one of the experiences in handling foreign clients, they discussed their incapability in using English in a wedding event. The following is one of the interview parts showing the detailed experience:
(23)
When one of the family members of the foreign client asked me to explain the meaning of Panggih, I was about to “die” as I couldn’t communicate in English, let alone explaining what Panggih is. What I did at that time was making notes about the meaning of it in Javanese version and then asked an officer of the hotel (the wedding venue) to help me interpret the meaning. (On translation; G Ie 4; Page 233).
One experience above is a manifestation of an inequity among different people, particularly between the wedding organizers and the foreign clients. Thus, this research is aimed to bridge the differences between these two parties for the sake of building neutral understanding. Moreover, this research emphasizes the global impacts in forms of promotion of tolerance or inter-culturel understanding to diversities. Although there are such a few experiences, however, they have represented something important, as this research concerns that a whole thing is related to parts and parts are related to a whole thing.
There are two reasons to design the English materials. Firstly, there is no a set of English materials provided before, as well as language course which deals with English for wedding organizers. Secondly, the implementation of the materials can enhance the team members’ English proficiency, particularly those who find the difficulty in communicating with foreign clients using English and whose English proficiency are still low. Thus, they can communicate well in communicating with the foreign clients and make their business more effective afterwards.
Moreover, as the concern of post-modernism in education, this research was also aimed at supporting a balance between modernist (in enhancing
(24)
another in the process of learning). In the end of the research, the students will enhance both their English competence and humanistic values, so that there will be emphatic understanding, as Usher and Edwards (2003) suggest that:
As educational practitioners if we seek to meet the needs of individual learners, a position which is at the heart of much liberal humanist and progressive educational discourse, we are operating within a power-knowledge formation which discursively constructs the person in this particular way (p. 96)
Designing the materials for wedding organizers is related to English for Specific Purposes (ESP), particularly on English for Occupational Purposes (EOP). English for Occupational Purposes (EOP) is a kind of English whose students use their respective professions they are engaged with (Dominguez & Rokowski, 2002; Dudley-Evans & St. John, 1998; Anthony, 1997). Therefore, the materials are designed based on what happen at their workplace, which is about wedding organization.
As an approach to this research, Communicative Language Teaching (CLT) is utilized. Larsen-Freeman (2000) states that:
CLT aims broadly to apply the theoretical perspective of the communicative approach by making communicative competence the goal of language teaching and by acknowledging the interdependence of language and communication (p. 121).
In the process of designing the materials, two approaches that have been under the principle of CLT are utilized. They are task-based and project-based learning. These two approaches bring a real world to the classroom. Therefore, in learning English, the learners will directly use the language communicatively based on their workfield. PBL aims to engage the students in the investigation of real-life problems and develop students’ creativity, problem-solving skills, and
(25)
lifelong learning (Barron, 1998; Blumenfeld et al., 1991; Breault & Breault, 2005). Moreover, Skehan (1996) notes that “tasks are activities which have meaning as their primary focus and generally bear some resemblance to real-life
language use” (p. 20). For the statements above, it is expected that the
collaboration of these two approaches can bring a communicative learning and teaching to the team members of the wedding organizers.
B. PROBLEM IDENTIFICATION
Designing a set of English materials for wedding organizers is considered as a new innovation in English for Occupational Purposes (EOP). The challenges of conducting this research should be carefully deliberated as there is no specific English materials occur before. Furthermore, the designed materials have probability to be used by wedding organizers. Due to the wedding organizers’ limitation of time, therefore, it becomes a challenge to design the appropriate materials, particularly on the content of the materials as well as the schedule and course duration of the teaching and learning process.
Furthermore, the members’ lack of experiences in handling foreign clients become another challenge too. This is due to the numbers of limited foreign clients that use the service of the wedding organizers. However, by learning from another wedding organizers which are already expert in handling clients, the researcher can provide a set of English materials which is also supported by reading any references of wedding organization. Therefore, this research is
(26)
demanded to design the materials which are effective, efficient, and user-friendly, due to the constraints that the wedding organizers have above.
C. PROBLEM LIMITATION
This research contains four limitations. Firstly, as each wedding organizer has its own rule in deciding the number of the team members, therefore, there might be a possibility of having limited number of the team members of the wedding organizers. Consequently, the materials might be also used for the wedding organizers whose number of the team members is limited. Secondly, the materials are designed for all of the members in a wedding organizer, starting from the stakeholder up to the members. Therefore, if the materials are used for the members only or stakeholder only, the materials need some adjustments.
Thirdly, the focus of the materials is on the language used, not the content about how to organize wedding. Therefore, the contents about wedding organization and skills in organizing wedding are not taught in the materials. Wedding contents are used as the materials to use English. Fourthly, the contents of the materials are general. It means that there will be no specification on particular wedding concept, for example international or traditional (Javanese) wedding concept. Therefore, if the users will use the materials for particular wedding concept, the materials need to be adjusted.
D. RESEARCH QUESTION
This research has three research questions to be answered. Those three research questions are as follows.
(27)
2. What is the developed product of English for wedding organizers?
3. How is the acceptability of the development product of English for wedding organizers?
E. RESEARCH OBJECTIVE
There are three research objectives as the representation of three research questions of the research. Firstly, the objetive of the research is to arrange the conceptual model of the materials. Before designing the materials, the literature review as a form of the logical truth is attained to have powerful foundation to design the materials. Some concepts needed in designing the materials are explained in one section. Considering the results of the interview is also used.
Secondly, the conceptual model will be developed into some products. The products utilize PBL and TBL framework. The materials included are also adapted from various resources. Thirdly, to validate the designed materials, the materials are implemented. It is done as a part in preliminary field testing and main field testing. After done with the implementation, therefore, the materials can be proven its acceptability through the analysis of the data obtained.
F. ACCOUNTABILITY OF MATERIALS
The developed products as the results of this research are expected to be in forms of students’ coursebook, students’ workbook, and teacher’s book. Firstly, in students’ coursebook, there might contain several units which are related one another, starting from meeting the clients for the first time up to the execution of
(28)
the wedding. Moreover, as the implementation of task-based learning, there might be several phases in each unit which would cover its own purpose of learning. Some steps of project-based learning are also included in the products. Secondly, students’ workbook would deal with any blank answer forms. Those forms would function as students’ worksheets.
Thirdly, to complement the use of students’ coursebook and workbook, teacher’s book would be made also. The teacher’s book would cover several supporting things to conduct the implementation of teaching-learning process, such as syllabus, lesson plans, answer key, photocopiable materials, listening transcripts, and so on and so forth. In implementing the materials, there would be several meetings consisting of both trying out the units and holding pre-test and post-test. Meanwhile, there would be one project to be performed as the implementation of project-based learning.
G. RESEARCH BENEFITS
The results of this research will be some advantages for the members of the wedding organizers and the future researcher. Firstly, the existence of the English materials will be an alternative way of learning English for the members of the wedding organizers in Yogyakarta. As the results, the members of the wedding organizers will be able to communicate in English with the foreign clients. The fact that they are able to communicate with foreign clients can make them more credible and enhance their professionalism.
(29)
Secondly, after being a part of research which is involved as English for Specific Purposes (ESP), the results of the research will enrich the research especially on the materials development. The future researchers who want to conduct a research with similar fields will consider this research as a guideline for them to end up with future better researches. Furthermore, it is hoped that the similar researches will be more innovative, particularly on the material contents.
(30)
9 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.
(31)
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 (EOP/EVP/VESL: English for Occupational Purposes/English for Vocational Purposes/Vocational 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).
(32)
Figure 2.1. The Branches of English Language Teaching (Hutchinson and Waters, 1994)
From the figure above, it can be seen that English for Wedding Organizers is under English for Occupational Purposes (EOP). Therefore, in designing the materials, the English materials will be relatively closed to the condition that the learners deal with. The specific purposes and needs brought by EOP produces specific considerations that are different from English for Academic Purposes (EAP) that is always met in common school. The considerations are divided into: (a) situation in EOP, (b) participant as a resource in an EOP courses, and (c) materials in EOP.
a. Situation in EOP
English for Occupational Purposes (EOP) is a kind of English whose students use their respective professions they are engaged with (Dominguez & Rokowski, 2002; Dudley-Evans & St. John, 1998; Anthony, 1997). Furthermore,
(33)
Robinson (1991) defines the following figure to specify the division of ESP. In this section, the researcher only discusses the sub division of EOP.
Figure 2.2. The ESP ‘Family Tree’
(Robinson, 1991: 3)
Based on the figure above, the existence of three branches of EOP which are pre-experience, simultaneous/in-service, and post-experience is related to the period of working. Learners might learn English before starting to work as the pre-experience, in the middle of their work as in-service, and after starting to work as the post-experience, as supported by Kennedy & Bolitho (1984). Furthermore,
according to Rodriguez (2006), “learners need a good foundation before attempting to accomplish demanding job tasks in a foreign language” (p. 28). Widdowson (1977) also assumes that “the students already have some knowledge
(34)
the learners already have prior knowledge as well as experience to use English at the workplace. Since the EOP courses are recommended to hold during the working time, the researcher should be careful for any possible stress that the learners bring to the courses. The learners might carry heavy workloads to the course. Therefore, one of the tasks for the researcher is to design the materials that are interesting to them and inquire their enthusiasm, as well as not bring either more load or stress to them.
b. Participants as a resource in EOP courses
In EOP courses, the role of participants, who are the learners, becomes a resource, starting from need analysis up to the implementation. Designing need analysis in this kind of course should have clear definable needs, especially to meet their job-specific goals (Dudley-Evans & St. John, 1998; Freidenbeg et al., 2003; Hutchinson & Waters, 1987). When the learners learn English in which they contribute in the process of designing the materials, especially on the needs analysis, it means that they bring crucial contribution to the course. According to Rodriguez (2006), “involving learners in course and task design becomes a crucial
aspect for the success of an EOP course” (p. 29).
Involving the stakeholder of the workplace to the needs analysis can bring a beneficial contribution to the designed materials. However, Weir & Roberts
(1994) suggest that “different stakeholders should participate in program or course
assessment because a program assessor cannot provide a comprehensive account
of a program on his own”. Considering that there are many steps which need to be
(35)
some stakeholders from different institutions yet still have the same concern to wedding organization becomes good input to the materials development.
The key of success in an EOP course delivered by the learners’ contribution is mentioned as the learner-centered learning. Friedenberg et al. (2003) argue that “in EOP, the learners contribute to the curriculum by bringing communication challenges they have encountered in the workplace to class for
discussion” (p. xi). For the teacher in the course, it becomes a beneficial progress
to know that the learners come to the course by bringing any difficulties they found in the workplace. It will raise their curiosity as well as their enthusiasm to find out any ways to solve their problems in using English.
As there is an interaction between the learners and the teacher discussing the possible solutions of language problems in English, the learning process
becomes more efficient. Brown (2001) states that “this learner-centered
environment is achieved through collaborative work, continuous consultation with students, and opportunities for students to contribute their input and creativity”. Success of the EOP courses can be achieved when there is cooperation between the participants, which are between the learners and the teacher. As Belcher (2004) supports that ESP classes should encourage communities to have more
opportunities for both instructors and students to learn” (p. 352). Two ways of
interaction happen when each other provides numerous opportunities and cooperate for solving the problems that the learners encounter.
(36)
c. Materials in EOP
Materials in EOP definitely should be related to the learners’ background as dealing with their professions. Previously, the learners are mentioned to be as the resource in EOP. Here, the learners can collaborate with the researcher, as well as the other experts, to define the content of the materials and also the
classroom activities. In Garcia’s (2002) study, “the workplace is, in fact, the main
source for instructors to find materials to analyze and adapt for classroom tasks”
(p. 170). Another study proposed by Uvin (1996) found that “materials were a success factor because they stemmed from the workplace or were generated by
learners” (p. 53). Generating materials by the learners can be done through the
process of needs analysis and when the materials are implemented, in the forms of evaluation. In the need analysis, the learners are also be able to analyze the framework of the materials for supporting a learner-centered approach (Dudley-Evans & St. John, 1998). In the research, the role of the selected wedding organizer is to give useful suggestions to the materials development. More specifically, the members of the wedding organizer contribute to the analysis of the materials framework through need analysis interview and materials adjustment.
The authenticity of the materials is also required (Robinson, 1980: p. 35; Robinson, 1991: p. 2; Kennedy & Bolitho, 1984: p. 47; Phillips & Shettlesworth, 1978: p. 48). Authentic materials, tasks, or even activities can engage and motivate the learners. As Friedenberg et al. (2003) argue that “authenticity helps to increase motivation and involvement because the students can recognize the
(37)
direct application of tasks to their jobs”. Furthermore, to create such authentic materials, elaborating four English skills is considered as an effective way. Dudley-Evans & St. John (1998) state that:
The teaching process of any kind of language for occupational purposes should take as a starting point of the analysis of four traditional skills (reading, writing, listening, and speaking) within an appropriate context, in particular, at the workplace (p. 54).
Within the instruments in need analysis, four English skills are considered as a part of the materials development. Moreover, the tests as parts of the materials also cover four English skills. Since the analysis in the need analysis already cover four English skills, therefore, the materials contain the integration of those English skills, adjusted to the analysis results.
2. Second Language Teaching and Learning Theory
Designing English materials contains complex consideration, as English deals with both micro and macro skills (Brown, 2001). Pronunciation, vocabulary, grammar, and so on and so forth are included as micro skills. Whereas, macro skills consist of listening, speaking, reading, and writing skill. To provide English materials that consider these four English skills properly, therefore, the researcher considers the second language teaching and learning theory as the guideline in materials development. Understanding and applying the four strands proposed by Nation (2007) is one way to have an ideal way to allow learners to communicate using English effectively. The four strands are focused input, meaning-focused output, language-meaning-focused learning, and fluency development. Balancing these four strands can make a course more effective for the learners.
(38)
Firstly, meaning-focused input deals with two receptive skills, which are listening and reading. The way the teacher apply this strand is by letting the learners understand and gain knowledge from what they get through listening and reading section. Extensive reading, shared reading, listening to stories, watching media, and being a listener in a conversation become some alternatives activities in this strand. Secondly, meaning-focused output is basically dealing with productive skills through speaking and writing. Having got enough knowledge and input in the first strand should have made the learners be able to produce something. Some alternative activities can be talking in conversations, classroom English use, making requests, writing a note to someone, keeping a diary, telling a story, and telling someone how to do something.
Thirdly, in language-focused learning, the learners pay attention to the language features, such as pronunciation, spelling, vocabulary, grammar and discourse. One feature that shows the learners successfully pass this strand is that the learners focus on systematic aspects of the language. This will make them fluent through both receptive and productive skills. Fourthly, in fluency development, the learners are demanded to be more fluent applying English through more challenging activities. The alternative activities are speed reading, skimming and scanning, repeated reading, repeated retelling, games, and listening to easy stories.
By looking at the importance of each strand, it is crucial to balance the strands. The success of one strand should be supported by the success of the other strands. Therefore, when the learners are successful in each strand, as a result, it is
(39)
possible to have their English proficiency well-gained. As this is the basic of an ideal language course, therefore, integrating four English skills becomes a suitable decision, moreover when it is supported by the language focus implementation and fluency development.
3. Wedding Organizer
The target of this research is the wedding organizers due to their need of English, particularly when dealing with foreign clients. As Masyarakat Ekonomi ASEAN (MEA) or ASEAN Economic Community (AEC) has lasted since 2015, wedding organizers as a part of other workers has probability to have foreigners as their clients. That is why English mastery is needed to build an equal understanding with the foreign clients. According to Pramudyo (2014), having other languages mastery, especially English, is needed to be a breakthrough toward MEA (p. 97). Whereas, the need of English mastery for employment field
is stated by British Council (2013) that “for developing and emerging economies,
there is enormous demand and need for English in public education systems to
boost staibility, employability, and prosperity” (p. 3). In other words, English
expedites advancement and international development. Furthermore, wedding organizers are parts of human resources and labor whose quality needs to be improved as they will compete with other parties (Pramudyo, 2014: 92). One way to be concerned about the quality improvement is on English language mastery.
In wedding organization that involves foreign clients, having meeting with foreign clients for the first time requires the use of English as a vehicle of
(40)
communication since both foreign clients and wedding organizers are engaged in a discussion about wedding plan until wedding execution. Furthermore, starting from conducting the need analysis up to the implementation of the materials, the researcher asked for help from some wedding organizers. As the researcher’s basic knowledge to design the materials, the followings sections can bring an enlightenment for choosing any appropriate and related materials to the wedding organizer itself. The sections are divided into: (a) wedding organizer profile and (b) wedding vendors.
a. Wedding Organizer Profile
Like common event organizer, wedding organizer is one kind of organizer who manage a wedding event starting from defining the concept up to the implementation. According to Fithrati (2014), “wedding organizer is an organizing service for planning and preparing a wedding, both from the conceptualization up to the final execution of the reception” (p. 75). The role of wedding organizer here is to help the couple to make the wedding come true. It will help the couples to manage everything in the wedding organization.
Couples who want to make a dream wedding and hire a wedding organizer usually have reasons behind. The researcher concludes the reasons into five points: (1) time, (2) budget, (3) organized planning, and (4) a confidence booster. Firstly, since preparing a wedding is a complex thing to do, some couples might sacrifice their time starting from listing the guests coming up to contacting all related vendors. A wedding organizer can help the couples to save the time in preparing every single thing (Lestari: 2005, p. 41; Priandarini: 2007, p. 196;
(41)
Stewart: 2013, p. 19). Secondly, pressing the budget is one advantage of hiring a wedding organizer. When couples come to the wedding organizer with any amount of budget, a wedding organizer will plan everything with that amount of
budget as they also manage the couples’ expectations within that budget
(Haywood: 2006, p. 21; Stewart: 2013, p. 19).
Thirdly, when a wedding organizer can press the budget, it is caused by the experiences in handling vendors. Furthermore, having experiences in handling vendors and other couples makes a wedding organizer a good planner by
following a clear timeline. According to Stewart (2013), “wedding planners have
actual timeline that they follow in order to have all details be ready on time or even way ahead of time, leaving all the last-minute changes behind“ (p. 19). Fourthly, when couples are in a rush in the middle of the preparation, a wedding organizer comes as a confidence booster. Stewart (2013) states that:
Couples will be more perfect at ease and more confident that their wedding will be perfect because they know that they have laid the details of their wedding upon the hands of a professional. Indeed, there could be no better person who really knows the ins and outs of wedding planning more than what the wedding organizer can do (p. 19).
Presenting a calmness in the middle of rush by a wedding organizer can make the clients more trustful to the wedding organizer they hired. Furthermore, having a confidence booster can also be a way to strengthen the chemistry between the clients and the wedding organizers themselves.
Related to the service that a wedding organizer provides, it needs several skills to maintain the effectiveness of the work of the wedding organizer. According to Bricker (2011), the top five skills every wedding planner should
(42)
have are (1) outstanding communication, (2) appreciation for details, (3) ingenuity, (4) peace that passes all understanding, and (5) always expect the best and plan for the worst (p. 26). For the sake of communicating with clients, communication should be outstanding. Since the purpose of the wedding organizer is to get dealt with the clients and also plan the wedding preparation together, the wedding organizer should communicate very well. As planning a wedding requires lots of detail things, the wedding organizer should also be ready for handling every single thing. Remaining calm is also needed to avoid any possible chaotic conditions. The last thing is related to the awareness and readiness of the wedding organizer. If plan A does not work, a wedding organizer definitely has plan B to Z to do.
b. Wedding Vendors
The success of wedding day might depend on the supports from all related wedding vendors. As Lefevre (2010) states that:
Professional and reliable vendors are available in all areas and for all budgets. Researching their qualifications and making sure you and the vendor have a good rapport in terms of personality and style are important steps in ensuring wedding day success (p. 13).
Choosing a vendor does not only on the opportunity to choose which one is the best in town, yet a wedding organizer as well as the clients should also be skeptical to see any references of vendors. Therefore, it is a task for wedding organizer to be a place where the clients might consult any difficulty in choosing which one is suitable for their budget. According to Lefeve (2012), to know if a vendor is a reliable and trustworthy, the clients can ask the wedding organizer for
(43)
recommendation (p. 26). When the clients are in doubt in looking for vendors, a wedding organizer can come to give the enlightenment.
As previously said, choosing vendors also deals with a good rapport. When the clients can feel the hospitality, the vendors already give the first impression that could lead the clients to a big deal. Lorette (2013) argues that
“two factors in choosing the right vendor are first, the vendor can provide you with what you need and second, choosing a vendor is rapport” (p. 135).
Furthermore, Wilkolaski and Phillips (2006) state that “when dealing with a vendor, keep in mind that the vendor is the expert in their field. If you work with the best vendors, your business will be a success” (p. 51).
Since choosing the right vendors can lead to a success of wedding day and the wedding planner, therefore, vendors are considered as important parts in planning wedding. Hagen (2007) has listed some wedding vendors to be considered (p. 9). Those vendors are wedding consultant, ceremony site, officiant, reception site, caterer, liquor services, wedding gown, tuxedo rental, photographer, videographer, stationer, music: ceremony, music: reception, florist, bakery, decorations, ice sculpture, party favors, balloonist, transportation, rental & supplies, gift suppliers, etc.
4. Communicative Skills in English at the Workplace
A kind of English required for those who work is definitely communicative English that deal with ESP perspective. According to Robinson
(44)
teaching, discourse analysis, and others, have all been associated with ESP” (p. 1). The skills in communicative English teaching might cover the important of productive skills as the learners will use it at workplace. Several studies found that workers are demanded to be more proficient in productive skills (speaking and writing) rather than receptive skills (listening and reading) (Juhdi et al., 2006; Hafizoah et al., 2010). Furthermore, Chew (2005) adds that “employers in the business sectors have also reported specific oral and written communication sub-skills that graduates should possess. Crosling & Ward (2002) argue that “oral communicative skills are also the most vital skills for job success and promotion.
The importance of productive skills at the workplace proposed by several studies above will influence the selection of the learning activities. Adapted from
Sarudin et al.’s study (2013), there are several possible activities that support the
communicative learning. Some studies have found that the following oral-based activities bring success to the communicative learning: teleconferencing (Adler & Elmhorst, 2002; Hafizoah et a., 2010); telephoning (Leong, 2001); informal work-related discussions (Kaur & Lee, 2006; Ng et al., 2009; Hafizoah et al., 2010); chairing and speaking in meetings (Kaur & Clarke, 2009; Leong, 2001); oral presentations and public speaking (Kaur & Clarke, 2009); interviewing (Maes et al., 1997); seminars and exhibitions (Leong, 2001); and networking for contacts for advice and information (Kaur & Lee, 2006).
Furthermore, Leong (2001) and Hafizoah et al. (2010) support some alternatives written activities through the following written product: written messages (letters, faxes, telexes, and emails), writing assessment and progress
(45)
reports, quotations, informal and instructional memos, sales and product and marketing proposals. Increasingly, some studies note the following activities that are involved in both oral and written communication: oral as well as written translations, note-taking skills, handling customer complaints, conflict resolution
skills, negotiation skills, persuading skills and promoting one’s own strengths and
abilities (Maes et al., 1997; Chew, 2005).
The optimal usage of classroom activities should be supported also by appropriate methods of instruction. Some studies mention several methods to support the communicative skills such as: process and project-oriented design models (Long & Crookes, 1992); hands-on practices, internship programs, real
document samples, case studies from companies’ daily operations; and
collaborative writing (Hafizoah et al., 2010). Furthermore, some studies also consider the advantage of teamwork (Jacobs, 1994; Ng et al., 2009; Hafizoah et al., 2010; Nayan, 2010) and work experience in real-world (Zhu, 2008).
5. Project-Based Learning
In this research, the researcher acquires Project-Based Learning (PBL) as one alternative model that organizes learning through projects. Furthermore, as previously mentioned in the previous section that project-oriented design model can support the communicative skills at the workplace. Stated in Becket & Miller (2006), PBL is considered as an appropriate approach to content-based second language education (Stoller, 1997), English for specific purposes (Fried-Booth, 2002), project-based computer assisted English as foreign language (EFL)
(46)
education (Fang & Warschauer, 2004), community-based language socialization (Eyring, 2001), and teaching the critical and higher order thinking and problem-solving skills (Beckett, 2005). Furthermore, PBL also brings successful incorporation into classrooms with general, vocational, academic, and specific language aims (Allen, 2004; Gu, 2004; Lee, 2002; Levine, 2004; Moulton & Holmes, 2000; Wicks, 2000). As the kind of English in this research is English for specific purposes, therefore, appointing PBL to be the learning approach is seen as appropriate.
PBL is a learning approach that deals with accomplishment of projects, starting from planning up to performing the projects. According to Doyle (1986),
“PBL is a teaching and learning model that uses projects to engage students and
focus their learning” (p. 404). Furthermore, Weinsten (1999) as quoted in Beckett
& Miller (2006) state that “project-based learning is an approach in which learners
investigate a question, solve a problem, plan an event, or develop a product” (p.
161). Projects are big tasks that are complex which demand the students through decision-making, problem-solving, and investigative activities. A group of learners, who learn and is responsible to the same job in this research, requires a project-based learning. Since a project-based learning can support communicative language teaching and most ESP types of ESP class, furthermore, this kind of
learning also can enhance students’ English proficiency through the processes
within, particularly on the scaffolding activities to finish the project. As Kennedy
and Bolitho (1984) state that “an EOP project could involve interviewing, the
(47)
case, for instance, in a market research project”. Beneficial projects to support their professions can be set out using communicative English.
Adopted from Project-Based Learning Handbook published by Ministry of Education Malaysia, the following figure represents some components in PBL.
Figure 2.3. Project-Based Learning at a Glance (Ministry of Education Malaysia, 2006: p. 5)
From the figure above, PBL deals with product and task orientation, authentic assessment, skills-based learning, engaged learning, and systematic teaching and learning method. The explanation of each point includes the alternative planning that can be used. In product and task orientation, the researcher can use planning products, construction products, training products, media products, technology products, presentation products, and written reports. In authentic assessments, the research can use the following assessments such as using rubrics, process oriented, end product, conform to standards, and also both formative and summative evaluation. Furthermore, alternative skills that can be trained through PBL are resources skill, interpersonal skill, information skill, system skill, technology skill, basic skill, listening, reading, speaking, writing
(48)
skills, thinking skill, and personal qualities. As a form of an engaged learning, the learners in PBL can contribute to the learning process through searching, active exploration, problem solving, creating, and sharing. Moreover, systematic teaching and learning methods in PBL is as follows: question, plan, schedule, monitor, assess, and evaluate.
Different from previous teaching and learning methods in PBL, Patton (2012) comes with an alternative method. Looking back at the definition of PBL,
according to Patton (2012), “PBL refers to students designing, planning, and
carrying out an extended project that produces a publicly-exhibited output such as
a product, publication and presentation” (p. 13). Furthermore, Patton (2012)
suggests that the execution of PBL has a method such as get an idea, design the project, tune the project, do the project, and exhibit the project (p. 33). This kind of method is considered simpler than the previous one. However, these two methods have the same basic, which is on the planning, doing, and implementing.
PBL is included one kind of communicative learning since one purpose of implementing PBL is on one advantage at providing a student-centered learning to the classroom. PBL was introduced into the field of second language education as a way to reflect the principles of student-centered learning (Hedge, 1993: p. 86; Hedge, 2000: p. 365; Fried-Booth, 2002: p. 45). Furthermore, PBL has been closely related to the learner autonomy (Fried-Booth, 2005; van Lier, 2005).
Another evidence that make PBL become a part of communicative learning is on bringing the real world in the process. Skehan (1998) states that “it has been suggested that the tangible end product associated with project work,
(49)
often shared with a real audience, leads students to take their formal accuracy
more seriously” (p. 274). Furthermore, PBL aims to engage students in the
investigation of real-life problems and develop students’ creativity, problem -solving skills, and lifelong learning (Barron, 1998; Blumenfeld et al., 1991; Breault & Breault, 2005). Alan and Stoller (2005) also propose that a real-world project is designed for intermediate and high intermediate EFL students. Real world that is brought in PBL can be supported by authentic tasks given by task-based learning (TBL).
In implementing PBL in the research, the project in the teaching and learning process can differ from three types of classifications, which are based on roles of instructor and learners in deciding the project-related activities (Henry, 1994, as quoted in Stoller, 1997: 5), data collection techniques and sources of information (Stoller, 1997: 5), and way of informatin is reported (Stoller, 1997: 6). Firstly, the project might be differed from the roles of the instructor and learning toward the project arrangement. There are three types of projects: structured, unstructured, and semi-structured projects. The projects are called structured when the teacher dominate the decision making particularly on the topic, materials, methodology, and presentation. Conversely, unstructured projects are projects that are defined largely by the learner only. Whereas, projects that are defined and organized by both the teacher and the learners are called semi-structured projects.
Secondly, based on the data collection techniques and sources of information, projects can be classified into research projects, text projects,
(1)
ORAL ASSESSMENT CRITERIA GRID (CEFR TABLE 3)
RANGE ACCURACY FLUENCY INTERACTION COHERENCE
Sows great flexibility reformulating ideas in differing linguistic forms to convey finer shades of meaning precisely, to give e m p h a s i s , t o differentiate and to eliminate ambiguity. Also has a good command of idiomatic expressions and colloquialisms.
Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in
mon it o ring o th er s’
reactions).
Can express him/herself spontaneously at length with a natural colloquial flow, avoiding or backtracking around any difficulty so smoothly that the interlocutor is hardly aware of it.
Can interact with ease and skill, picking up and using non-verbal and i n t o n a t i o n a l c u e s apparently effortlessly. Can interweave his/her contribution into the joint discourse with fully natural turntaking, referencing, allusion making, etc.
Can create coherent and cohesive discourse m a k i n g f u l l a n d appropriate use of a variety of organizational patterns and a wide range of connectors and other cohesive devices.
C2
Has a good command of a broad range of language allowing him/ her to select a formulation to express him/herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say.
Consistently maintains a h i g h d e g r e e o f grammatical accuracy; errors are rare, difficult to spot and generally corrected when they do occur.
Can express him/herself f l u e n t l y a n d spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language.
Can select a suitable phrase from a readily available range of discourse functions to preface his remarks in order to get or to keep the floor and to relate h i s / h e r o w n contributions skillfully to those of other speakers.
Can produce clear, smoothly flowing, well-structured speech, showing controlled use o f o r g a n i z a t i o n a l patterns, connectors and cohesive devices. C1+
C1
Has a sufficient range of language to be able t o g i v e c l e a r descriptions, express viewpoints on most general topics, without m u c h c o n s p i c u o u s searching for words, using some complex sentence forms to do so.
Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstanding, and can correct most of his/ her mistakes.
Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he or she searches for patterns and expressions, there are few noticeably long pauses.
Can initiate discourse, take his/her turn when appropriate and end conversation when he/ she needs to, though he/she may not always do this elegantly. Can help the discussion along on familiar ground c o n f i r m i n g comprehension, inviting others in, etc.
Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be
some “jumpiness” in a
long contribution. B2+
B2
Has enough language to get by, with sufficient vocabulary to express him/herself with some h e s i t a t i o n a n d circumlocutions on topics such as family, hobbies and interests, work, travel, and current events.
U s e s r e a s o n a b l y accurately a repertoire of frequently used
“routines” and patterns
associated with more predictable situations.
C a n k e e p g o i n g c o m p r e h e n s i b l y , eventhough pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production.
Can initiate, maintain and close simple f a c e - t o - f a c e conversation on topics that are familiar or of personal interests. Can repeat back part of what someone has said to confirm mutual understanding.
Can link a series a shorter, discrete simple e l e m e n t s i n t o a c o n n e c t e d , l i n e a r sequence of points. B1+
B1
Uses basic sentence p a t t e r n s w i t h memorized phrases, groups of a few words and formulae in order to communicate limited information in simple everyday situations.
Uses some simple structures correctly, but still systematically makes basic mistakes.
Can make him/herself understand in very short utterances, eventhough pauses, false starts and reformulation are very evident.
Can ask and answer questions and respond to simple statements. Can indicate when he/ she is following but is r a r e l y a b l e t o understand enough to keep conversation going of his/her own accord.
Can link groups of words with simple
connections like “änd”, “but”, and “because”.
A2+
(2)
ORAL ASSESSMENT CRITERIA GRID (CEFR TABLE 3)
Has a very basic repertoire of words and simple phrases related to personal details and particular concrete situations.
Shows only limited control of a few simple grammatical structures and sentence patterns i n a m e m o r i z e d repertoire.
Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication.
Can ask and answer q u e s t i o n s a b o u t personal details. Can interact in simple way but communication is total dependent on repetition, rephrasing and repair.
Can link words or groups of words with very basic linear connectors
like änd” or “then”.
A1+
A1
Below A 1
(3)
Table 1. Speaking Self-Assessment Tool
(Smith, 2015: 54)
PRE-TEST ON SPEAKING PERFORMANCE
Reflect your speaking test that you have had and put a tick (
√
) on the description that represent your ability.
Fluency and Coherence Lexical Resource Grammatical Range and Accuracy Pronunciation I can take long turns withouthaving to try hard.
My meaning is always clear. Sometimes I pause to find the correct word grammar. I can use many different signal words and linking words flexibly.
I have enough vocabulary to talk about a variety of topics easily.
I can use some less common vocabulary and some idioms. I can use some vocabulary to show style.
I know some collocations although sometimes I make mistakes.
I can use a mix of simple and complex sentences easily.
I make few mistakes; sentences with no mistakes are common.
It is easy to understand me. I can use a wide range of contractions, stress and linked sounds to show exact meaning with few mistakes. I rarely make pronunciations mistakes.
I want to speak using long sentences and keep going, but sometimes the meaning is not clear because of repetition, self-correction or speech that is too slow. I can use several different signal words and linking words, but not always correctly.
I can talk about familiar and unfamiliar topics for a long time.
My meaning is usually clear, although sometimes I use wrong words.
I can usually paraphrase.
I can use a mix of simple and complex sentences, but not always correctly.
I make mistakes often with longer sentences, but it is u s u a l l y p o s s i b l e t o understand the meaning
I can use a range of stress, contractions and linked sounds but sometimes I make mistakes.
I can use stress to show exact meaning, but not always.
I can usually keep going, but I use slow speech, repetition and self-correction.
I over use some signal words and linking words.
My simple speech is fluent, but more complex speech causes problem.
I can talk about familiar and unfamiliar topics, but unfamiliar topics are difficult.
I try to paraphrase, but I
don’t always succeed.
I can usually use simple sentences correctly.
I can use a small mix of simple and complex grammar but these usually have mistakes and it can be difficult to understand me.
I try to use stress, but some-times make mistakes.
I can speak clearly, and I
don’t make many big
pronun-ciation mistakes.
I can usually be understood.
There are pauses when I answer.
I sometimes speak slowly with frequent repetition and self-correction.
I can link basic sentences, but I repeat the linking words so often.
Sometimes my meaning is difficult to understand.
I can talk about familiar topics, but I can only communicate basic meaning about unfamiliar topics. I often choose the wrong words.
I rarely try to paraphrase.
I can usually use correct simple grammar but longer sentences are rare.
I make lots of mistakes. It is difficult to understand my meaning.
I can use some stress and contractions.
I try to speak clearly, but I often make pronunciation mistakes.
My pronunciation mistakes sometimes make it difficult to understand me.
I can speak with long pauses. I can link simple sentences sometimes. I can give simple responses.
Often I can’t say what I
mean.
I can give persona l information with simple vocabulary.
I don’t know enough words to
talk about less common topics.
I can try to make sentences. Sometimes my grammar is
good, I can repeat things I’ve
memorized.
I make lots of mistakes expect when I have memorized me sentences.
I can sometimes use stress. I try to speak clearly, but I make pronunciation mistakes almost all the time.
It is usually difficult to understand me.
Problems I encounter when speaking:
………
………
………
………...
...
...
...
...
(4)
Table 1. Speaking Self-Assessment Tool
(Smith, 2015: 54)
POST-TEST ON SPEAKING PERFORMANCE
Reflect your speaking test that you have had and put a tick (
√
) on the description that represent your ability.
Fluency and Coherence Lexical Resource Grammatical Range and Accuracy Pronunciation I can take long turns withouthaving to try hard.
My meaning is always clear. Sometimes I pause to find the correct word grammar. I can use many different signal words and linking words flexibly.
I have enough vocabulary to talk about a variety of topics easily.
I can use some less common vocabulary and some idioms. I can use some vocabulary to show style.
I know some collocations although sometimes I make mistakes.
I can use a mix of simple and complex sentences easily.
I make few mistakes; sentences with no mistakes are common.
It is easy to understand me. I can use a wide range of contractions, stress and linked sounds to show exact meaning with few mistakes. I rarely make pronunciations mistakes.
I want to speak using long sentences and keep going, but sometimes the meaning is not clear because of repetition, self-correction or speech that is too slow. I can use several different signal words and linking words, but not always correctly.
I can talk about familiar and unfamiliar topics for a long time.
My meaning is usually clear, although sometimes I use wrong words.
I can usually paraphrase.
I can use a mix of simple and complex sentences, but not always correctly.
I make mistakes often with longer sentences, but it is u s u a l l y p o s s i b l e t o understand the meaning
I can use a range of stress, contractions and linked sounds but sometimes I make mistakes.
I can use stress to show exact meaning, but not always.
I can usually keep going, but I use slow speech, repetition and self-correction.
I over use some signal words and linking words.
My simple speech is fluent, but more complex speech causes problem.
I can talk about familiar and unfamiliar topics, but unfamiliar topics are difficult.
I try to paraphrase, but I
don’t always succeed.
I can usually use simple sentences correctly.
I can use a small mix of simple and complex grammar but these usually have mistakes and it can be difficult to understand me.
I try to use stress, but some-times make mistakes.
I can speak clearly, and I
don’t make many big
pronun-ciation mistakes.
I can usually be understood.
There are pauses when I answer.
I sometimes speak slowly with frequent repetition and self-correction.
I can link basic sentences, but I repeat the linking words so often.
Sometimes my meaning is difficult to understand.
I can talk about familiar topics, but I can only communicate basic meaning about unfamiliar topics. I often choose the wrong words.
I rarely try to paraphrase.
I can usually use correct simple grammar but longer sentences are rare.
I make lots of mistakes. It is difficult to understand my meaning.
I can use some stress and contractions.
I try to speak clearly, but I often make pronunciation mistakes.
My pronunciation mistakes sometimes make it difficult to understand me.
I can speak with long pauses. I can link simple sentences sometimes. I can give simple responses.
Often I can’t say what I
mean.
I can give persona l information with simple vocabulary.
I don’t know enough words to
talk about less common topics.
I can try to make sentences. Sometimes my grammar is
good, I can repeat things I’ve
memorized.
I make lots of mistakes expect when I have memorized me sentences.
I can sometimes use stress. I try to speak clearly, but I make pronunciation mistakes almost all the time.
It is usually difficult to understand me.
Improvement of my speaking ability that I got:
………
………
………
………...
...
...
...
...
(5)
A List of Questions to Evaluate the Accomplished Projects
(Edwards, 2002; quoted in Railsback, 2002: 21)
PROJECT EVALUATION FORM
Answer the following reflective questions:
1.
What were the project’s successes?
………
………
………
………...
...
………
………...
...
2. What might I do to improve the project?
………
………
………
………...
...
………
………...
...
3. How well did I meet the learning goals? What was most difficult about meeting goals?
………
………
………
………...
...
………
………...
...
4. What surprised me most about working on the project?
………
………
………
………...
...
………
………...
...
5.
What was my group’s best team effort? Worst team effort?
………
………
………
………...
...
………
………...
...
6. What were the skills I used during this project? How can I practice these skills in the future?
………
………
………
………...
...
………
………...
...
7. What was my final project evaluation rating? Horrible, OK, pretty good, great? Why?
………
………
………
………...
...
………
………...
...
(6)