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given evaluation. Morrison et al. 2011 suggest that “some objectives are easily assessed by any kinds of methods such as multiple-
choice test items or portfolio” p. 17. This step of the instructional design will be conducted when the researcher
implements the materials. By looking at the figure, the instructional design model also has two outer
ovals. The elements involved are presented in a different way since they are in ongoing processes. Refer to the nine elements in inner oval, the elements in the
two outer ovals can be utilized in whenever they are needed. The presentation of the elements will make the figure more flexible to be conducted. The elements in
two outer ovals are planning and project management, support services, formative evaluation and revision, implementation, summative evaluation, and confirmative
evaluation. The first element is planning and project management. According to
Morris on et al. 2011, “these two processes are essential for developing and
managing the schedule an d budget for a project” p.17. These two processes are
the processes for the implementation of the materials. Determining the syllabus and timeline of the teaching and learning program will be done at this element.
The second element is support services. Since this research develops only seven steps of R D, therefore, it is considered as a small project. Morrison et al.
2011 suggest that “for smaller projects and those with a short time frame, the instructional designed might provide all the services required, from typographer to
evaluator to graphic artist” p. 17. Here, students’ book, as well as teacher’s book and students’ workbook can be considered as support services.
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Formative evaluation and revision are included in the third element. According to Morrison et al. 2011, “this evaluation can start with the problem
identification step to ensure that you have correctly identified the problem” p. 17. This formative evaluation can be used directly after the researcher has done
the prototype of the materials. After gathering the evaluation, the revision is needed.
The purpose of implementation as the fourth element is to improve the materials through involvement of the participants Morrison et al., 2011: p. 18.
This can be done after the development of the instructions. Moreover, the implementation includes evaluation instruments.
The fifth element is summative evaluation. This kind of evaluation is executed in the end of the program. It is aimed at evaluating the effectiveness of
the final version of the materials Morrison et al., 2011, p. 18. In obtaining the evaluation, the researcher can collaborate with the learners to assess the materials
after the implementation of the materials is finished. Confirmative evaluation, which is included in the sixt element, is a long-
term evaluation. Morrison et al. 2011 state that “the purpose of this evaluation is
to determine whether a course or instruction remains appropriate over time” p. 17.
When it comes to the meaning of “over time”, it means that the materials should have been implemented many times. Nonetheless, there is no confirmative
evaluation in the research. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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9. Materials Adaption
In designing the materials, material adaption is utilized due to the learners’
specific characteristics. Furthermore, it is aimed at selecting some eligible materials related to wedding organizer. The word “adaption” here means that the
researcher takes the materials and make some adjustments if possible to suit learners’ needs. Tomlinson and Masuhara 2004 state that “materials adaption is
adjusting and or changing the existing materials into the suitable one which depends on the need of the learners, students and the situation” p. 10.
The researcher, as the material designer, reserves the right to adapt the materials as long as it supports the process to achieve the learning goal. As
supported by Dudley 1998, “a good provider of materials will be able to: select appropriately from what is available, be creative with what is available, modify
activities to suit learners’ needs, and supplement by providing extra activities” p. 260. Furthermore, according to Graves 2000, “materials development means
creating, choosing or adapting, and organizing materials and activities so that students can achieve the objectives that will help them reach the goals of the
course” p. 150. By employing the researcher’s creativity, it is expected to collect the materials adapted from various reliable sources.
The focuses of the two principles of the materials adaption are on the requirement of effective and
durable learning and learners’ attention that should be drawn to linguistic features of the input Tomlinson and Masuhara: 2004, p.
13. In adapting the materials, the researcher should focus on meaning first and on PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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language later on. Maintaining the deep of processing of language is an obligation in seeking for all of the appropriate materials for the learners.
There are three main techniques in materials adaption. According to Tomlinson and Masuhara 2004, the techniques are Plus +, Minus -, and Zero
0 Category p. 16. As the name of each category, ‘plus’ means adding the
materials, ‘minus’ means deleting some possible parts of the materials, and ‘zero’
means adding or deleting no materials, but only replace the parts of the materials. In Plus + Category, there are addition and expansion technique. The addition
technique allows the researcher to add different texts and or activities. In expansion techniques, the researcher may expand the texts and activities by
increasing the length, difficulty, and depth of the materials. Deletion, subtraction, and reduction are the techniques included in Minus
- Category. The researcher may delete some texts, decrease the number of sentences in a text or part of an activity, and reduce the length, difficulty, and
depth of the materials. Furthermore, in Zero 0 Category, the techniques are modification, replacement, reorganization, re-sequencing, and conversion. Here,
the researcher might modify, replace, reorganize, re-sequence, and converse parts of the materials. Although there are many techniques in adapting the materials, the
researcher selects some materials through the implementation of several techniques only depending on the needs of the learners and classroom context.
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10. Materials Evaluation
As the products of RD are to be field-tested evaluated Gall et al., 2007: 589, therefore, materials evaluation are required. According to Murphy
1985 as cited by Zohrabi 2011 , “materials should be evaluated ‘in the light of
current needs’ and objectives” p. 12. In the research, the process of the materials evaluation done by the evaluators is matched also with the students’ needs and
objectives of the materials. Furthermore, Tomlinson 2011, as cited by Asadi et al. 2006, adds that there is no perfect course book due to different situation of
the students who have different objectives, needs, wants, proficiency level, and cultural background. The evaluators, moreover, would like to see if the materials
are suitable with the students’ background as well as needs, wants, and proficiency level as wedding organizers. Therefore, materials evaluation is
necessary to determine the appropriateness of the materials toward particular programs Brown, 1995: 159.
Materials evaluation can be carried out in different stages of evaluation into pre-use, whilst-in use, and post-use McGrath, 2002. Firstly, according to
Tomlinson 2003, “pre-use evaluations can facilitate the textbook selection
process by gaining an impression as to the potential educational value of the texbook” p. 23. Rubdy 2003 adds that this kind of evaluation is aimed at
measuring any potential that the teachers and learners can do with the materials p. 42. In the research, pre-use evaluation is conducted by selected evaluators
before the materials are implemented in the classroom. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Secondly, whilst-in-use evaluation is done when the materials are being used by
both the teacher and students. Mukundan 2007 states that “whilst-in-use evaluations can help to examine the suitaility of the textbook while using themor
by observing how it is actually being used p. 24. Later on, the existence of this whilst-in-use evaluation in the research can be seen right after each unit being
implemented in the classroom. Lastly, post-use evaluations are done after the whole materials are being implemented. According to McDonough Shaw
2003, “post-use evaluations are important in establishing how successful learning materials are” p. 71.
In evaluating materials, some cheklists might be used as references. In Cunningsworth’s 1995 model, the checklist consists of 45 questions. The
questions cover criteria of aims, design, language content, skills, methodology, and practical considerations. Whereas, Sheldon’s 1988 checklist contains 53
questions. The questions cober 17 major criteria and appraise content factors such as accessibility, content, layout and authenticity p. 240. Furthermore, the
checklist proposed by Tok 2010 consist of 30 questions p. 512-516. The questions are categorized into layout and design, activities, skills, language type,
subjects and content, and whole aspect. Meanwhile, the research utilized materials evaluation checklist proposed by Demir Ertos 2014. The checklist consists of
54 questions which cover subject and contents, skills, sub-skills, layout and physical make-up, and practical considerations. The reasons why this checklist is
utilized are first, this checklist is the most up to date cheklist, which is 2014, and second, the chekclist combines either questions or statements from other 23
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different checklists proposed by experts. Therefore, it is expected that the data that are gathered through this checklist will be the complete and complex ones.
11. Related Studies
This research is considered as a rare research of materials design. The researcher found it difficult to find any other similar research whose research
target is wedding organizers. Therefore, seven related studies that the researcher use to be the references are only on the researches whose focuses are on specific
purposes of English. The first research used as a reference
is the researcher’s undergraduate thesis entitled A Set of English Instructional Materials Using Task-Based
Learning for News Production Management Study Program in STMM “MMTC” Yogyakarta Wicita, 2014. The undergraduate thesis that the researcher
conducted in English Language Education Study Program Sanata Dharma University utilized the same method and approach in designing the materials,
which are R D, task-based learning, and instructional design model. Since the researcher have already conducted similar research in ESP and program and
materials design, this research hopefully can bring a more complex research through the implementation of the materials.
The second research is from the research conducted by the researcher’s senior in English Language Studies Sanata Dharma University, who is by
Kurniyati 2016. The title of the graduate thesis is A Model of English Materials for Chemistry University Students. Different with previous research which has no
