Questionnaire Data Gathering Instruments

75 guide for the reviewer Lodico et al., 2010: 78; Patton, 2002: 343; Lichtman, 2013: 203. The existence of interview protocol appears in three steps of the research, which are research and information collecting, planning, preliminary field testing, and main field testing. 1 Interview Protocol in Research and Information Collecting The interview protocol in research and information collecting step is as a tool to interview some stakeholders of the wedding organizers. There were 15 questions provided in the interview protocol. The following table shows the blueprint of the interview protocol. The complete interview protocol can be seen in the appendix. Table 3.8. The Blueprint of the Interview Protocol Principle Topic Questions Informant’s working background Working time 1 Experience of using English 2, 3, 4 English for Specific Purposes Perception on English proficiency 5 Lacks 6 Needs 7,8,9,10 Wants 11, 12 Project-Based Learning Expectation 14, 15 2 Interview Protocol in Planning The purpose of the interview in planning step was that to adjust the contents of the materials. It is done due to each wedding organizer’s uniqueness, as well as experiences in dealing with foreign clients. By looking at the fact that each wedding organizer might encounter different challenge in using English, therefore contents adjustment is done through interview. 76 The interview protocol consists of several practical questions for each unit. The questions in the interview protocol will focus more on how the members of Denaya Production respond to the foreign clients’ needs. The way they respond to the foreign clients would be as the guideline to adjust the materials contents. 3 Interview Protocol in Preliminary Field Testing In the interview protocol used in preliminary field testing, there were five questions to be asked to the evaluators. The questions in the interview protocol were adapted from Nagle and Williams 2002. The topics of the questions covered the layout and design, activities, integration of English skills, language type, and overall appropriateness of the designed materials. The complete interview protocol for the evaluators can be seen in the appendix. 4 Interview Protocol in Main Field Testing In main field testing, the interview protocol was used as a tool to interview the students to support both formative and summative evaluation of the designed materials. The questions in the interview protocol were adapted from Kurniyati 2016. Furthermore, the interview protocol was also used to deal with both task- based and project-based learning. Firstly, the interview protocol in formative evaluation consisted of 14 questions. In task-based learning, ten questions covered ten topics: learning objectives, warming up activities, learning input, comprehension check activities, English skills, examples, activities, instructions, level of language, and layout and design. Moreover, in project-based learnining, four questions cover four topics: instructions, results, obstacles, and teacher’s help. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 77 Secondly, the interview protocol in summative evaluation contained 5 questions. The questions were adapted from Ontario Adult Literacy Curriculum Framework OALCF 2011. The questions about the materials dealth with the content, quality of content, potential effectiveness as a teaching-learning tool, ease of use, and comments and suggestions. Meanwhile, in dealing with the interview protocol for project-based learning, there were seven questions adapted from Edwards, 2002; quoted in Railsback, 2002. The questions covered the project’s successes, the improvement of the project, the learning goals’ successness, the surprised things encountered, the best team effort, the skills used, and final evaluation on the project.

c. Field Notes

The use of field notes will be beneficial as they contribute in giving the researcher detailed information, as well as comments and suggestions about particular units of the m aterials. Gall et al. 2007 state that “observers should strive to write field notes that are detailed and concrete” p. 281. The detailed and concrete field notes will support the results of other data, so that the materials being evaluated will be revised based on well-arranged suggestions. Field notes in the research appear in both preliminary field testing and main field testing. In preliminary field testing, the field notes were given by the evaluators. The field notes would help to complete the data of the assessment of the materials in form of detailed comments and suggestions. Based on the field notes, the guidelines to revise the materials were completed. The field notes might be written specifically on the materials. Meanwhile, in main field testing, the field PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 78 notes were written by the researcher herself as the practitioner of the materials. The field notes also function as concrete suggestions related to what happened in the classroom as well as the suggestions to the a better version of the designed materials.

d. Test Worksheet

There were two kinds of tests in main field testing. They were pre-test and post-test. Since the course includes the integrated skills, in addition, the tests were also skill-integrated. The idea of test items in pre-test and post-test that cover four English skills was adapted from Linguapeace Test in English 2002. In developing the questions, questions in pre-test were different with questions in post-test. The following table contains the blueprint of the pre-test and post-test. Table 3.9. The Blueprint of Pre-Test and Post-Test Skills Pre-Test Post-Test Time Allocation Listening Part 1: The students write down five vocabulary items they listen to. 5 items 20’ Part 2: The students fill in the blanks related to the sentences they listen to. 10 items Part 3: The students listen to a short dialogue. The students will answer two questions based on the short dialogue they listen to. 2 items Speaking Part 1: The students pronounce five words. 5 items 30’ Part 2: The students answer three questions about their own experiences in becoming wedding organizer. 3 items Part 3: The students describe the wedding brochure with their own words. Reading Part 1: The students do an exercise about TrueFalse statements based on the wedding package. 5 items 30’ Part 2: The students answer questions based on a very short passage. 3 items Writing The students write a short paragraph about particular topic given. 20’ Total 100’