A COMPETENCE-BASED ENGLISH SYLLABUS MODEL FOR … · Developing the Preliminary Form of Product ......

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A COMPETENCE-BASED ENGLISH SYLLABUS MODEL FOR SOCIO-

CULTURAL DIVISIONS OF THE VOCATIONAL HIGH SCHOOL

A THESIS

Presented as a Partial Fulfillment of the Requirements

to Obtain the Magister Humaniora (M.Hum.) Degree

in English Language Studies

by

Tiara Pawestri

Student Number: 146332037

THE GRADUATE PROGRAM OF ENGLISH STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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ACKNOWLEDGEMENTS

First of all, I would like to express my praise to Allah Subhanahu wa

Ta’ala for the blessings, guidance, and for always listening to my prayer and

making my wishes come true.

I am also very much indebted to Dr. J. Bismoko my thesis sponsor for his

guidance, patience, careful correction and criticism. I thank him for supporting

and motivating me to finish my thesis. I would also like to thank F.X Mukarto,

Ph.D., Dr. Fr. B. Alip, M.Pd., M.A., and Dr. B.B. Dwijatmoko, M.A. for

reviewing my thesis and giving very useful feedbacks for the betterment of my

thesis. I would also like to thank all ELS lecturers of Sanata Dharma University

who have enriched me with invaluable knowledge which contributes to my

development. I would also like to thank all staff in the secretariat.

My deepest gratitude goes to my beloved family, Bapak Sugiman and

Ibu Siti Suyatinah. I thank them for mentioning my name in every prayer. I

would also like to thank my brother Dodi Gunawan for loving me.

I also give my greatest appreciation to the Headmaster of SMK Putra

Tama, SMK N 1 Kasihan, and SMK N 3 Kasihan for giving me the opportunity to

do my research in their schools. I also thank Ibu MM. Mawarti Rahajeng, S.Pd.,

Ibu Erni Cahya Utami, S.S., Ibu Dinar Ratnasari, S.Pd., M.Hum., Ibu Tri Retni,

S.Pd., and Bapak Sadono, S.Pd., who have participated in my research. Last but


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notleast, I would like to thank my special ones, my beloved husband Jefri

Patiahsa and our little son Abimanyu Patiahsa.

Tiara Pawestri


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This graduate thesis is dedicated to my beloved son,

ABIMANYU PATIAHSA


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TABLE OF CONTENTS

TITLE PAGE ........................................................................................................... i

APPROVAL PAGE ................................................................................................ ii

DEFENSE APPROVAL PAGE ............................................................................. iii

STATEMENT OF ORIGINALITY ....................................................................... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK

KEPENTINGAN AKADEMIS ................................................................................. v

ACKNOWLEDGEMENTS ................................................................................... vi

DEDICATION PAGE .......................................................................................... viii

TABLE OF CONTENTS ....................................................................................... ix

ABSTRACT ......................................................................................................... xiii

ABSTRAK……………………………………………………………………......xiv

CHAPTER I ........................................................................................................... 1

A.BACKGROUND ............................................................................................. 1

B. PROBLEM IDENTIFICATION .................................................................... 4

C. PROBLEM LIMITATIONS ........................................................................... 5

D. PROBLEM FORMULATION ....................................................................... 6

E. RESEARCH GOALS ..................................................................................... 6

F. PRODUCT SPECIFICATION ........................................................................ 7

G. RESEARCH BENEFITS ................................................................................ 7

1. Scientific Benefits for Readers and Future Researchers ............................... 7

2. Practical Benefits for English Teachers and Students of Socio-cultural

Divisions ........................................................................................................... 8

CHAPTER II ......................................................................................................... 9

A.THEORETICAL REVIEW ............................................................................. 9

1. A Syllabus Model ......................................................................................... 9

a. The Description of a Syllabus Model ........................................................ 9

b. Principles Used in Developing Syllabus ................................................. 10

2. Competence-Based Learning ...................................................................... 12

a. The Description of Competence-based Learning .................................... 12

b. Roles of Students and Teachers in CBL ................................................. 13

c. Essential Features in CBL ....................................................................... 14


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3. Socio-Cultural Divisions ............................................................................ 16

4. Vocational High School .............................................................................. 17

a. The Description of Vocational High School ........................................... 18

b. Students in the Vocational High School ................................................. 20

5. Curriculum in the Vocational High School ................................................ 21

a. 1947 - 2004 Curriculum .......................................................................... 21

b. 2006 Curriculum ..................................................................................... 23

c. 2013 Curriculum...................................................................................... 24

6. ADDIE Instructional Design Model ........................................................... 28

a. Analyzing ................................................................................................ 29

b. Designing ................................................................................................ 29

c. Developing .............................................................................................. 30

d. Implementing .......................................................................................... 30

e. Evaluating ................................................................................................ 31

f. Effective Model ....................................................................................... 31

B.THEORETICAL FRAMEWORK ................................................................. 33

CHAPTER III ..................................................................................................... 38

A.RESEARCH METHOD ................................................................................ 38

1.The Process of Developing the Conceptual Model ..................................... 38

a. Research and information collecting ....................................................... 39

b. Planning .................................................................................................. 39

2.The Process of Developing the Development Product ................................ 40

a. Developing the Preliminary Form of Product ......................................... 40

b. Preliminary field testing .......................................................................... 40

c. Main Product Revision ............................................................................ 41

d. Main Field Testing .................................................................................. 41

e. Final Product Revision ............................................................................ 41

B.RESEARCH DESIGN ................................................................................... 43

1. Data Gathering Technique in Designing Conceptual Model ...................... 43

2. Data Gathering Technique in Improving the Development Product .......... 43

C. RESEARCH PARTICIPANTS .................................................................... 44

1. The Participants of the Research and Information Collecting .................... 44

2. The Participants of the Preliminary Field Testing ...................................... 45

3. The Participants of the Main Field Testing ................................................ 46

D. DATA GATHERING INSTRUMENTS ...................................................... 47

1.Document Analysis ...................................................................................... 47

2.Interview ...................................................................................................... 47

3. Questionnaire .............................................................................................. 47

E. DATA ANALYSIS TECHNIQUE ............................................................... 58


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1.Data Analysis Technique for the Conceptual Model ................................... 58

a.The Closed Questionnaire ........................................................................ 58

b.The Open Questionnaire and Interview ................................................... 60

2.Data Analysis Technique for the Practice of the Development Product ..... 61

a. The Closed Questionnaire ....................................................................... 61

b. The Open Questionnaire ......................................................................... 63

CHAPTER IV ...................................................................................................... 64

A. THE CONCEPT OF THE DEVELOPMENT PRODUCT .......................... 64

1. Research and Information Collecting ......................................................... 64

a. Needs Analysis Data from Document Analysis ...................................... 65

b. Needs Analysis Data from Closed Questionnaires ................................. 67

c. Needs Analysis Data from Open Questionnaires .................................... 70

d. Needs Analysis Data from Interviews..................................................... 71

2. Planning ...................................................................................................... 74

a. Goals and General Purposes .................................................................... 74

b. Learning Objectives ................................................................................ 77

B. THE PRESENTATION OF THE DEVELOPMENT PRODUCT ............... 78

1. Developing the Preliminary Form of Product ............................................ 78

a. The Three-Year Syllabus Layout Design ................................................ 78

1) Title Page ........................................................................................... 79

2) Product Descriptions .......................................................................... 79

3) The Summary ..................................................................................... 80

4) The Syllabus ....................................................................................... 87

b. The Sample Unit Layout Design ............................................................. 88

1) Title Page ........................................................................................... 88

2) Learning Goals ................................................................................... 89

3) Share Your Thoughts ......................................................................... 90

4) Guess the Meanings ........................................................................... 91

5) Read Out Loud ................................................................................... 91

6) Language Notes .................................................................................. 92

7) Let’s Practice ...................................................................................... 93

8) Let’s Perform ..................................................................................... 94

9) Review ............................................................................................... 95

2. Preliminary Field Testing ........................................................................... 96

3. Implementing and Evaluating the Model ................................................. 103

CHAPTER V ..................................................................................................... 108

A. CONCLUSIONS ........................................................................................ 108

B. IMPLICATIONS ........................................................................................ 110

C. SUGGESTIONS ......................................................................................... 111


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1. Suggestions for Future Researchers .......................................................... 111

2. Suggestions for Teachers .......................................................................... 111

3. Suggestions for Students ........................................................................... 112

BIBLIOGRAPHY ............................................................................................. 113

APPENDICES ................................................................................................... 117

Appendix 1. Letters of Permission .................................................................. 118

Appendix 1A A Letter of Requesting Permission for SMK 1 Kasihan & SMK

3 Kasihan ...................................................................................................... 118

Appendix IB A Letter of Requesting Permission for SMK Putra Tama ...... 119

Appendix IC The Letter of Statement from SMK 1 Kasihan ....................... 120

Appendix 1D The Letter of Statement from SMK 3 Kasihan ...................... 121

Appendix 2. Needs Analysis Questionnaires .................................................. 122

Appendix 2A Needs Analysis Questionnaires for Grade X ......................... 122

Appendix 2B Needs Analysis Questionnaires for Grade XI ........................ 126

Appendix 2C Needs Analysis Questionnaires for Grade XII ....................... 130

Appendix 3. Results of Needs Analysis Questionnaires ................................. 134

Appendix 3A Results of Closed Questionnaire ............................................ 134

Appendix 3B Results of Open Questionnaires ............................................. 142

Appendix 4. Results of Interview .................................................................... 146

Appendix 4A The Result of Interview with the English teacher from SMK

Putra Tama Bantul ........................................................................................ 146

Appendix 4B The Result of Interview with the English teacher from SMK

Negeri 1 Kasihan .......................................................................................... 151

Appendix 4C The Result of Interview with the English teacher from SMK

Negeri 3 Kasihan .......................................................................................... 155

Appendix 5. Experts Validation Questionnaire ............................................... 159

Appendix 6. The Results of Experts Validation .............................................. 162

Appendix 6A The Result of Closed Questionnaire ...................................... 162

Appendix 6B The Result of Open Questionnaire ......................................... 166

Appendix 7. The Users Validation Questionnaire ........................................... 169

Appendix 8. The Results of Users Validation ................................................. 172

Appendix 8A The Result of Closed Questionnaire ...................................... 172

Appendix 8B The Result of Open Questionnaire ......................................... 174

Appendix 9. The Presentation of the Development Product ........................... 177

Appendix 9A The Presentation of the Three-year Syllabus Model .............. 177

Appendix 9B The Presentation of the Sample Unit ...................................... 178


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ABSTRACT

Pawestri, Tiara, 2016. A Competence-Based English Syllabus Model for Socio-

Cultural Divisions of the Vocational High School. Yogyakarta: The

Graduate Program of English Studies, Sanata Dharma University.

Indonesia has officially issued ten different curricula since 1947 up to

now. A curriculum will always change over time. Despite the curriculum changes,

the aim of a vocational high school remains the same. It prepares students to be

ready-to-work graduates. Therefore, learning materials in the vocational high

school should be significantly related to the work place. It means there should be

specific English learning materials.

The English syllabus model aims to give teachers and students suitable

learning materials related to the prospective work places. Students will be

accustomed to use English in some particular working situations. This research

will answer two research questions: 1) What is the conceptual model of the

Competence-based English Syllabus for Socio-cultural divisions like? 2) What is

the development product of the Competence-based English Syllabus Model for

Socio-cultural divisions like? Therefore, this research includes both theoretical

and empirical truth.

This research used ADDIE's steps to develop which refer to analyze,

design, develop, implement and evaluate (Danks, 2011) to comprise Research and

Development (R & D) method. The needs analysis data were gained from the

assumed needs gathered from the documents. The data then were clarified using

questionnaires and interviews. The expert validations’ data were from one lecturer

and three English teachers of vocational high school. Meanwhile, the data for the

implementation was gathered by distributing questionnaires for thirty eight

students of a vocational high school.

Theoretically, the concept of the development product employed

Competence-based learning. It included the knowledge, skills, and attitude in the

learning goals. The syllabus model consisted of a three-year syllabus and a sample

unit. The three-year syllabus included learning goals, learning process, and

learning components. The sample unit included Learning Goals, Share Your

Thoughts, Guess the Meanings, Read Out Loud, Language Notes, Let’s Practice,

Let’s Perform, and Review. Empirically, the result of expert’s validation showed

score which was 4.15. It indicated that the model was very good and did not need

revision. Besides, the implementation of the model got the score 4.27.It indicated

that students gave positive responses to the model.

Keyword: Competence-based learning, English syllabus model, vocational high

school


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ABSTRAK

Pawestri, Tiara, 2016. A Competence-Based English Syllabus Model for Socio-

Cultural Divisions of the Vocational High School. Yogyakarta: Program

Studi Kajian Bahasa Inggris, Universitas Sanata Dharma.

Indonesia secara resmi telah menggunakan sepuluh kurikulum yang

berbeda sejak tahun 1947 sampai saat ini. Perubahan kurikulum akan terus terjadi

sepanjang waktu. Diluar dari perbubahan kurikulum yang ada, tujuan sekolah

menengah kejuruan akan tetap sama yaitu mempersiapkan siswa menjadi lulusan

yang siap bekerja. Oleh karena itu, materi pembelajaran di sekolah menengah

kejuruan seharusnya berkaitan dengan lingkungan pekerjaan. Dengan kata lain

materi yang dibutuhkan adalah materi bahasa Inggris yang khusus.

Model Silabus Bahasa Inggris ini bertujuan untuk memberi siswa dan

guru materi pembelajaran yang sesuai dengan pekerjaan siswa nantinya. Siswa

diharapkan mampu terbisa menggunakan bahasa Inggris dalam beberapa situasi

pekerjaan. Penelitian ini akan menjawab dua pertanyaan: 1) Seperti apakah model

konsep dari silabus berbasis kompetensi untuk siswa sosio-kultural di sekolah

menengah kejuruan? 2) Seperti apakah pengembangan produk dari model silabus

berbasis kompetensi untuk siswa bidang keahlian sosio-kultural di sekolah

menengah kejuruan? Oleh karena peneitian ini meliputi sebuah model secara teori

dan empirik.

Penelitian ini menggunakan step dari ADDIE yang merupakan terjemahan

dari analisa, perancangan, pengembangan, implementasi, dan evaluasi (Danks,

2011) dan juga metode Research and Development (R & D). Data analisis

kebutuhan diperoleh dari asumsi kebutuhan dari analisis dokumen. Asumsi

tersebut kemudian diklarifikasi menggunakan kuesioner dan interview. Data

validasi ahli diperoleh dari satu dosen Bahasa Inggis dan tiga guru bahasa Inggris

di Sekolah Menengah Kejuruan. Data dari implementasi didapatkan dari

menyebarkan kuesioner kepada tiga puluh delapan siswa Sekolah Menengah

Kejuruan.

Secara teori, konsep dari model silabus ini menggunakan Competence-

based Learning yang melibatkan aspek pengetahuan, keterampilan, dan sikap

dalam tujuan pembelajarannya. Model silabus ini terdiri dari tiga thaun silabus

dan satu unit sampel. Tiga tahun silabus terdiri dari tujuan pembelajaran, proses

pembelajaran, dan komponen pembelajaran. Unit sampel terdiri dari Learning

Goals, Share Your Thoughts, Guess the Meanings, Read Out Loud, Language

Notes, Let’s Practice, Let’s Perform, and Review. Secara empirik, hasil dari

validasi ahli menunjukan skor 4.15. Ini berarti bahwa rancangan ini sangat bagus

dan tidak perlu revisi. Selain itu, implementasi dari model ini mendapat baik skor

4.27. Hal ini menunjukkan siswa memberikan tanggapan positif terhadap model

yang telah dirancang.

Kata Kunci: Competence-based learning, English syllabus model, vocational

high school


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CHAPTER I

INTRODUCTION

This chapter provides general information of this Research and Development

(R and D) project. It aims to ensure the validity and feasibility of this research.

The discussions will be divided into eight parts, which are the background, the

problem identification, the problem limitation, the problem formulation, the

product specification, the research goal, and research benefits.

A. BACKGROUND

Preparing students to be ready-to work graduates is the aim of Vocational

High School. Based on the Indonesian National Qualification Framework (INQF)

or Kerangka Kualifikasi Nasional Indonesia (KKNI), the graduates of vocational

high school are in the level 2, which are operator. English is an important

language to master for workers who are in the level of operator. Therefore,

English is included as a compulsory subject in vocational high school. Marsigit

(2008, p. 2) mentions that "Vocational education, sometimes called Career and

Technical Education (CTE), has its aim to prepare learners for careers that are

based in manual or practical activities, occupation or vacation, hence the term, in

which the learner participates”. Meanwhile, in the working area there is an

undeniable need for people involved in some industries to contact with the

international world due to the globalization era.


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The urgency to learn English in Vocational High School does not in line

with the smooth process in learning. In fact, vocational high school students still

face many problems in learning English. Based on the three English teachers

teaching vocational students, those problems are: the difficulties to find suitable

materials, there is not enough facilities to learn (computer, audio/video, internet

access, etc), the students are lack of vocabulary knowledge, the students are less

motivated in discussing theoretical things, and so on (seeApp4.1,App4.2,App4.3).

Those realities the researcher has been exposed to, have brought an idea to

solve one out of all problems. The problem related to English materials has

attracted this research to develop an alternative English syllabus model for

vocational high school students. It will be developed by adapting the competence-

based approach as the current approach implemented in the current curriculum in

Indonesia. The competence-based learning contains some aspects which the

researcher thinks are very significant to be included in the teaching and learning

process. This approach does not only emphasize on the development of students’

knowledge, but also the skills and attitudes.

Competence-based learning has been officially implemented in Indonesia

since 2004, changes the seven previous curricula which mainly implement what is

called materials-based learning. The curriculum is known as Competence-based

Curriculum or Kurikulum Berbasis Kompetensi (KBK) in 2004. The changes of

curriculum occured in 2006, which is named as School-based Curriculum or

Kurikulum Tingkat Satuan Pendidikan (KTSP) and in 2013, which is named as the

2013 Curriculum or Kurikulum 2013 (Kurtilas). The 2013 Curriculum as the


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newest curriculum is to be considered as the real implementation of competence-

based learning. Changes of curriculum will always be conducted by the

government to improve the quality of education in Indonesia. It is recorded that

Indonesia has implemented ten different curricula since 1947.

To meet the essential needs despite of the curriculum changes, the

alternative competence-based syllabus model proposed in this research is expected

to improve the education quality. The materials are developed to prepare the

students to use English when working. There are more than one hundred programs

in vocational high school are available. The statistical data recorded in

datapokok.ditpsmk.net shows that there are 3037 state schools and 8701 private

schools, with the total number of vocational high schools in Indonesia is 11738.

Those schools offer more than one hundred study programs. Therefore, the

researcher needs to specify the product. The researcher has chosen to develop an

English syllabus model for socio-cultural divisions. The socio-cultural divisions

include four specialized programs namely Business and Management, Tourism,

Painting and Crafts, and Performing Arts. The model was to be designed as close

as the real context and incorporate the competence-based learning as it is

implemented in the current curriculum.

This kind of issue on competence-based English learning also has been the

focus in other researches in these recent years. Three previous researches on the

similar issue focus on developing the assessment model, seeing the effectiveness,

and developing the materials. Parhusip (2015) tries to develop an assessment

model by adapting the concept of competence-based learning. She develops the


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model for the English teacher of the vocational high schools. Both closed and

open-ended questionnaires are used to gather data. The result of this project is in

the form of a manual and a workbook of the competence-based assessment model.

Meanwhile, Wong (2008) investigates some English teachers to see the

effectiveness of competence-based learning. The research intends to see how the

students respond to the competence-based learning and difficulties in

implementing the approach. Meanwhile, Istiarni (2002) focuses on developing the

materials. She adapts the competence-based learning to design a set of

instructional speaking materials for extracurricular activities in the first semester

of second grade students in senior high schools. Surveys and questionnaires are

used to gain information on the need analysis. She develops the materials into

eight units. Those researches on the competence-based learning have contributed

to the improvement of life quality especially in the efficiency in teaching and

learning English.

B. PROBLEM IDENTIFICATION

Ten different curricula have been officially issued by the government and

will always be improved in the following years. Despite of the curriculum changes

which always occur over time, the aim of a vocational high school will remain the

same. It aims to prepare students to be ready-to-work graduates. Therefore,

English materials in vocational high school should be significantly related to the

working demands.

In fact, vocational high school students still face many problems in

learning English. Based on the three English teachers teaching vocational


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students, those problems are: the need of suitable English materials, the need of

more facilities, the lack of vocabulary knowledge, the less motivation in

discussing theoretical things, and so on.

This research proposes an alternative solution to solve one out of all

problems. This research was to develop an alternative English syllabus model for

vocational high school students. It was to be developed by adapting the

competence-based approach as the current approach implemented in the current

curriculum in Indonesia. The competence-based learning contains some aspects

which the researcher thinks are very significant to be included in the teaching and

learning process. This approach does not only emphasize on the development of

students’ knowledge, but also the skills and attitudes. The development of the

model focuses on the English which the students will use when they are working.

C. PROBLEM LIMITATIONS

Five points are considered as the limitations of this research. First, the

focus of this research is only on developing a syllabus model. Therefore, there

will be no experimental study measuring the proficiency level after experiencing

the syllabus model. Second, the process of developing the model will include need

analysis step. The need analysis is conducted by having the assumed needs from

document analysis due to the time constraints the researcher has. Third, the model

will be in the form of a three-year syllabus and a sample unit. The unit aims to

provide a sample on how to conduct the teaching and learning which implements

competence-based learning. Fourth, the product of this research will be limited

only for socio-cultural divisions of vocational high school.


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D. PROBLEM FORMULATION

It is necessary to make the problems of this study clear and focused. This

research proposes two questions as the guidelines to do this research. Those

questions are:

1. What is the conceptual model of the competence-based English syllabus for

socio-cultural divisions of the vocational high school like?

2. What is the development product of the competence-based English syllabus

for socio-cultural divisions of the vocational high school like?

E. RESEARCH GOALS

There are three main goals of this research. The immediate goal is to provide

the development product of the competence-based English syllabus model for

socio-cultural divisions of vocational high school. The intermediate goal is to help

English teachers in vocational high schools to provide materials and activities for

teaching English by using the model. It is also to help students to get English

learning materials which are relevant to their study. Meanwhile, the ultimate goal

is to improve the life quality of students and teachers by having a more efficient

English syllabus model.


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F. PRODUCT SPECIFICATION

The goal of this research is to provide students with English learning

materials which are suitable for their needs. The product is named A Competence-

Based English Syllabus Model for Socio-cultural divisions of the Vocational High

School. The product is in the form of a three-year syllabus and a sample unit.

Mainly, the syllabus states particular learning objectives that students should

achieve in the learning process. Rather than stating the topics, the syllabus

provides a list of competencies. The competencies are closely related to working

demands. The students’ achievement on the competencies will be measured based

on the three aspects, namely: knowledge, skills, and attitude. Mostly, the materials

are in the form of samples. Student should analyze the samples, know the

concepts, do some practices, and perform the skills they have learnt.

G. RESEARCH BENEFITS

This research aims to provide benefits for readers and future researchers,

students of Socio-cultural divisions (including Business and Management,

Tourism, Painting and Crafts, and Performing Arts) and to English teachers of

Socio-cultural divisions. The discussion on what benefits they can gain will be

discussed in this part. The benefits are in the form of scientific benefits and

practical benefits for English Language Studies.

1. Scientific Benefits for Readers and Future Researchers

Scientifically, this research provides benefits for readers and future

researchers. It presents some information on research and development (R & D)


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project especially on developing an effective language syllabus model. Future

researchers can use the information as a reference to conduct any other research.

Meanwhile, readers can widen their knowledge on developing an English syllabus

model by adapting competence-based learning for students in vocational high

school.

2. Practical Benefits for English Teachers and Students of Socio-cultural

Divisions

Practically, this research provides benefits for English teachers and

students of socio cultural divisions. The designed English syllabus model will

help teachers with information on suitable English learning materials for students

of Socio-cultural divisions. The model provides more references to develop the

teaching learning activities. It is developed as close as it is in the real context and

will be done within the available time. Furthermore, the students will also get

benefits by having an effective model for their learning. They will be able to

imagine how to implement the knowledge someday when they are working.


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CHAPTER II

LITERATURE REVIEW

This chapter aims to clarify theories which support this research to discover

the conceptual truth. It is divided into two parts namely theoretical review and

theoretical framework. The theoretical review clarifies the theories of relevant

concepts and concepts relation of the research. The last section provides theories

to acquire all conceptual model and development product.

A. THEORETICAL REVIEW

The theoretical review clarifies five concepts namely the concepts of a

syllabus model, competence-based learning, the vocational high school, the

curriculum in the ocational high school, and the ADDIE instructional design.

1. A Syllabus Model

a. The Description of a Syllabus Model

Lessons planning is developed based on the formulation of a syllabus. The

term syllabus is defined as “general ideas, a summary, a recapitulation, or main

contents or learning materials (Salim, 1987, as cited in Majid, 2012, p. 38).

Meanwhile Yulaelawati (2004, p. 123) mentions that a syllabus is a set of lesson

plans and assessments arranged systematically and accommodate interrelated

components to achieve the basic competencies (as cited in Majid, 2012, p.39).

Therefore, a syllabus is a set of plans and rules about learning activities, class

management, and learning assessments.


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In other hand, a model is described as a simplified working system to be

used as a guideline in conducting certain activities. According to Sagala (2003, p.

175) a model is the conceptual framework used as a guideline in conducting

activities. Meanwhile Komarudin (as cited in Sagala, 2003, p.175) suggests a

model can be understood as:

1) a type or design , 2) a description or analogy used to assist in the

visualization of something which cannot be directly observed , 3) a system

of assumptions , data, and inferences used to describe an object or event

systematically, 4) a design simplified from a working system , a simplified

translation of reality , 5) a description of a system which is imaginary , and

6) the reduced presentation in order to explain and demonstrate the nature

of its original form.

Based on the discussion, a syllabus model in this research is defined as a

systematic procedure that can be used as a guide in planning the lessons by

organizing learning experiences to achieve particular goals. The syllabus model

this research will develop is expected to give benefits for teachers to imitate the

systematic procedure in teaching English.

b. Principles Used in Developing Syllabus

Related to the contents of the syllabus, Nurhadi (2004, p.142) mentions

some detailed components of a syllabus. A syllabus contains of a brief

descriptions of: 1) the subject matter, 2) the grade, 3) The arrangement of basic

competencies, 4) materials, 5) learning indicators, 6) learning strategy, 7) time

allocation, and 8) learning resources (as cited in Majid, 2012, p.40). Those would

function as a foundation in developing lesson plans, activities, and asessments.

Meanwhile Majid (2012, pp.40-41) also mentions some principles in

developing a syllabus. Firstly, it should be scientific. It means the syllabus is


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composed by experts who are concerned about the subject matter. Secondly, it

should focus on the students’ development and needs. A syllabus should have

level of difficulties and arrangement of learning topics which adapt the physical

and psychological development of the students. Thirdly, a syllabus should be

systematic. Syllabus as a system means it is a unity which has some goals and

some interrelated components. Fourthly, based on the Department of National

Education (20014, ibid) the syllabus should be relevant, consistent, and enough.

Composing a syllabus should relevant, consistent, and enough within the core

competencies, basic competencies, evaluation system, and learning resources.

The Department of National Education (2004) proposed seven steps to

develop a syllabus. First, writing the identity of the subject matter. The second is

composing the core competencies. Core competencies can be defined as a

framework explaining the basics in developing the structured learning program.

The third is composing the basic competencies. Basic competencies are the

descriptions of core competencies. The basic competencies can be described

specifically in learning indicators. They show the behavior changes of students

which indicates that they have achieved the basic competencies. The fourth is

composing the learning materials and the descriptions. Reigeluth (1987, p. 98)

classifies learning materials into: facts, concepts, principles, and procedures.

Facts are the assositations between objects, phenomena, or symbols. Concepts are

a group of objects, or phenomena, or symbols which have similar characteristics

and are identified in the similar name. Meanwhile, the principle is the cause-effect

relationship between concepts. The procedure means the steps to achieve a goal,


12

to solve particular problems, or to make particular things. The fifth is defining the

learning process. Last, defining the time allocation. Seventh, defining the learning

resources.

2. Competence-Based Learning

a. The Description of Competence-based Learning

The last eleven years up to now, Indonesia has implemented competence-

based learning in its curriculum. A Competence-based learning is an approach

which integrates knowledge, skills, and attitude, as the expected outcomes. It

requires certain measurable outcomes to be achieved by the students. Guskey

(2005) mentions that competence-based learning refers to an educational

movement which defines educational goals in terms of precise measurable

description of the knowledge, skills, and behaviors the students should possess at

the end of a course (as cited in Wong 2008, p.4). It starts with a clear picture of

what is important for students to be achieved, then organizing curriculum,

instruction, and assessment to make sure that the learning ultimately happens

(ibid). The description is also clarified by Richard & Rogers (2001, p. 141) that

the competence-based learning focuses on the outcomes of learning. It emphasizes

on what the learners are expected to do rather than on what materials they are

expected to learn. Further, Sanchez & Ruiz (2008, p. 34) define a competence-

based learning as “an approach to teaching and learning that necessarily starts

from an academic and professional profile featuring all the knowledge and

competences that need to be developed by students pursuing a given course of


13

studies”. Significant components in competence-based learning like the students,

the teachers, the syllabus, and the materials are inseparable.

b. Roles of Students and Teachers in CBL

Students in the competence-based learning have specific roles in the

learning activity. Firstly, they are demanded to be the main players to drive the

learning activity. It means it is student-centered. It is also their responsibility to

improve their cognitive strategies and cognitive goals. Moreover, they need to

build self-motivation and supervision to develop their own awareness of learning.

Sanchez & Ruiz (2008, p. 3) clarify that “in this approach students are the true

drivers of their own learning, and therefore need certain amount of self-motivation

and supervision, as well as the development of cognitive strategies and cognitive

goals that will help them learn and reflect on their learning”. Secondly, students in

competence-based learning are also demanded to perform skills that have been

learnt. Richard and Rodgers (2001) shows that the learner has an active role in

the classroom which is to perform the skills they have learnt (p. 146).The students

also exactly know what needs to be learned and for which purpose they learn

(Richards & Rodgers, 2001, p.147). Besides the students, teachers also have roles

in competence-based learning.

Teachers in competence-based learning have some roles in conducting the

teaching and learning activity. Firstly, the teacher should be aware of the students’

needs to make them feel welcome in joining the class (Richards & Rodgers, 2001,

p.146). Secondly, she or he should also provide positive and constructive


14

feedback for the improvement of the students (ibid). Thirdly, the teacher should

give clear instructions and explanations to the students. It is very important since

there will be various learning activities (ibid). However the teacher does not push

the students because the instructions are not time-based, the students’ progress is

the most important (ibid). The teacher also obligates to select learning activities

and to design a syllabus (ibid). A syllabus in a competence-based learning differs

from the traditional one. The syllabus focuses on the practical use of the language

rather than the theoretical use. Richard and Rodgers (2001, p. 144) mentions that

rather than selecting a topic, it chooses concepts, knowledge, and skills which

constitute in a topic or field of knowledge. Meanwhile, the materials are mainly

sample texts and assessment tasks (Richards & Rodgers, 2001, p.147). Therefore,

sample texts will provide significant stimulus for students in achieving the

learning goals.

c. Essential Features in CBL

Eight aspects are considered as the essential features in competence-based

learning. The first aspect is a focus on successful functioning in society. It means

the language is taught in order to prepare the students for the different demands of

the world (Richards & Rodgers, 2001, p.146). The second aspect is a focus on life

skills. It means that language is taught as a medium of communication in concrete

tasks in which specific language skills are required (ibid). The third is task- or

performance-centered orientation. The focus is on what the students can do with

the language instead of knowledge of the language (ibid). The fourth is

modularized instruction. It emphasizes that the competencies which are taught


15

have to be systematically separated into manageable parts so that both

the teacher and students can handle the content and realize their progress (ibid).

The fifth is outcomes that are made explicit a priori. “Outcomes are public

knowledge, known and agreed upon by both learner and teacher” (ibid).

Therefore, the students clearly know what behaviors and skills are expected of

them (ibid). Sixth is continuous and ongoing assessment which means that the

students are tested before the course to determine which skills they lack and after

they have had instructions in that skill they are tested again to ascertain whether

they have achieved the necessary skills or not (Richards & Rodgers, 2001, p.146).

The seventh is the demonstrated mastery of performance objectives. The

assessment is based on the students’ performance of specific behaviors instead of

traditional paper-and-pencil-tests (ibid). The eight is the Individualized, student-

centered instruction. The instructions given by the teacher are not time-based but

the focus is on the progress the individual students make at their own rate.

Therefore, the teacher has to concentrate on each student in order to support them

in those areas in which they lack of competence (ibid).

The Competence-based approach has been implemented in the education

curriculum in Indonesia since 2004. It was firstly known as a competence-based

curriculum. Then, it was renewed into Kurikulum Tingkat Satuan Pendidikan

(KTSP) or School Based Curriculum in 2006. This curriculum still implements

the concept of competence-based learning. In 2013, the government renewed the

curriculum into 2013 Curriculum (Kurtilas/K-13) which they call it as the real

implementation of competence-based curriculum.


http://teflpedia.com/Teacher

16

Based on the discussion, this research implements some aspects of

competence-based learning. Generally, those aspects are the ways in defining

goals, the roles of student, the roles of teachers, the materials, and some

significant features in competence-based learning. Specifically, this research

considers the three significant aspects of competence-based learning which are

knowledge, skills, and attitudes to define learning goals. The learning materials

would be mostly sample texts and assessment tasks. The learning process would

provide a chance for students to be students-centered. In developing the three-year

syllabus this research will refer to the practical use of the language rather than the

theoretical use.

3. Socio-Cultural Divisions

The decree of the Minister of Education and Culture (Peraturan Menteri

Pendidikan dan Kebudayaan Republik Indonesia) No 60 year 2014 announces the

regulation of the curriculum for the vocational high school (Sekolah Menengah

Kejuruan) or Madrasah Aliyah Kejuruan. In article 11, it mentions nine official

specialized programs in vocational high school. Those specialized programs are:

a. Technology and Enginering (Bidang Keahlian Teknologi dan Rekayasa);

b. Information Technology and Communication (Bidang Keahlian Teknologi

Informasi dan Komunikasi);

c. Health (Bidang Keahlian Kesehatan);

d. Agribusiness and Agrotechnology (Bidang Keahlian Agribisnis dan

Agroteknologi);

e. Fishery and Marine (Bidang Keahlian Perikanan dan Kelautan);


17

f. Business and Management (Bidang keahlian Bisnis dan Management);

g. Tourism (Bidang Keahlian Pariwisata);

h. Painting and Crafts (Bidang Keahlian Seni Rupa dan Kriya);

i. Performing Arts (Bidang Keahlian Seni Pertunjukan).

This research specifies those nine specialized programs into two major

divisions. The specification is intended to make efficiency both in preparing the

materials and also the use of the materials. The program in points (a), (b), (c), (d),

(e) belong to Technology divisions. Meanwhile point (f), (g), (h), (i) belong to

Socio-cultural divisions.

This research chooses to develop the Socio-cultural divisions. Therefore, it

includes the Business and Management program, the Tourism program, the

Painting and Crafts program, and the Performing Arts program. The syllabus

model is intended to help providing suitable materials for students under those

four programs.

4. Vocational High School

This part involves a discussion on the description of the vocational high

school and a discussion on the students in vocational high school. It is important

to know what actually a vocational high school is. It will lead to the main goal of

the school which can be the basis in producing the model. A discussion on the

students of vocational high school will refer to what kind of society they belong

to. It is to see their major characteristics which may affect in producing the

syllabus model.


18

a. The Description of Vocational High School

Vocational high school is a school which trains students for specific skills

based on the students’ interest in order to prepare them to be ready-to-work

graduates. Skills and knowledge offered for students in the vocational high school

is different from those offered in the senior high school. They are designed

specifically to face a certain specific working world. Marsigit (2008, p. 2)

mentions that "Vocational education, sometimes called Career and Technical

Education (CTE) has its aim to prepare learners for careers that are based in

manual or practical activities, occupation or vacation, hence the term, in which the

learner participates”. Meanwhile, Bern and Erickson (2001) as cited in Ratnasari

(2016, p.35) state that "vocational education means of preparing well-trained,

compliant workers for that efficient society so school should teach students the

right work and moral habits." Meanwhile, Gordon (2012) mentions that vocational

education belongs to an education that trains students for specific skill, ability,

and career (ibid). Indonesia is one of the countries which serves vocational high

school in the secondary level.

In Indonesia, the vocational high school (Sekolah Menengah Kejuruan) is one

form of formal education unit which is organized as the continuation of the junior

high school (Sekolah Menengah Pertama), or Madrasah Tsanawiyah (MTs), or

other forms which are equals (the Law No. 20 /2003). It has nine specialized

programs namely a. Technology and Engineering; b. Information Technology and

Communication; c. Health; d. Agribusiness and Agro Technology; e. Fishery and

Marine; f. Business and Management; g. Tourism; h. Painting and Crafts; and i.


19

Performing Arts. The programs suit the needs of the working world. The level of

vocational skills program also adjusts the public demand and the market.

Students graduated from vocational school should be qualified with

standards that are written in the Indonesia National Qualification Framework

(Kerangka Kualifikasi Nasional Indonesia). It is a framework that regulates

education, work training and work experience to give an admission of working

competence which is appropriate with working structure in various sectors. It

separates qualification level into nine levels in which level 1 is the lowest and

level 9 as the highest level. The nine qualification levels are categorized into three

main functions; operator, technician and specialist level.

Based on the Indonesian National Qualification Framework (INQF),

graduates of the vocational school are involved in the level of operator. Those

who belong to that level should be able to do a particular duty using a tool,

information, and usual working procedures. They are also demanded to be able to

show their measure performance under their superior. They must own knowledge

of basic operational and factual knowledge on a particular working area, so they

can choose an appropriate problem solving for usual occurred problem. They are

also demanded to be responsible for their own work and can be responsible in

guiding the others.

Based on the discussion, this research considers that vocational high

school students are prepared to be ready-to-work graduates. Therefore, they need

to be equipped with any learning materials related to their needs in the working


20

field. This research will consider this important information in developing the

product.

b. Students in the Vocational High School

The vocational high school students as the participants of the target user

belong to adolescent learners. Referring to the theory of adolescent learners is

very important for this study since it deals a lot with the participants'

characteristics. Bastable and Dart (2007, p.21) state "adolescence refers to 12-19

years of age and marks transition from childhood to adulthood." Students on those

ages might have some particular characteristics.

Adolescents have some characteristics which may differ from other learners.

Harmer (207, p. 83) mentions that adolescents recognize their learning needs, the

goal of their learning, and they are responsible to do what they are asked to do,

they look for identity and need for self-esteem. However he also mentions that

"adolescences are seen as problem students." They are sometimes difficult to

handle.

Some circumstances may influence the learning process of adolescents.

Beamon (2001, p.6) explains those supporting circumstances into seven main

points. The first is to encounter learning that is appropriate to their developmental

level and is presented in interesting manner. Second, they are intellectually

intrigued by tasks that are authentic and perceived as challenging and relevant to

their own lives. Third, they are allowed to share and discuss ideas, and to work

together on tasks, projects, and problems. Fourth, they are afforded with multiple

strategies to acquire, integrate and interpret knowledge meaningfully, to


21

demonstrate understanding, and to apply knowledge to new situations. Fifth, they

are provided with opportunities to develop and use strategic thinking skills, such

as reasoning and problem solving. Last, they are in a safe, supportive environment

where value is given to personal ideas and negative emotions, such as fear of

punishment and embarrassment.

5. Curriculum in the Vocational High School

a. 1947 - 2004 Curriculum

This part will first clarify on what curriculum is, and then the discussion on

the current curriculum implemented in vocational high school will be in the

following sub chapters. The word curriculum is originally from Latin with its first

meaning is a running, a race, or a course, and its secondary meaning is a race-

course or a career (Egan, 2003, p. 10). Most educators have the concept of

curriculum as “the body of subjects or subject matters set out by teachers for

students to cover” (Tanner & Tanner, 1995, p.151). Meanwhile, Yalden (1987, p.

18) mentions that the curriculum includes the goals, objectives, content,

processes, resources, and means of evaluation of all the learning experiences

planned for pupils both in and out of school and community through classroom

instruction and related program. Moreover, Dubin and Olshtain (1986, pp. 34-35)

define a curriculum as “a broad description of general goals by indicating an

overall educational cultural philosophy which applies across subjects”. In

Indonesia, curriculum is defined as a set of plans and arrangements which cover

education goals, contents, learning materials and learning methods intended to

serve as the guidelines in implementing the teaching and learning process to


22

achieve the goals that have been set (Undang-Undang No. 20/2003).Therefore,

curriculum is a set of instructional activities consisting several important elements

namely purpose, content, procedures, resources and tool of assessment.

In Indonesia, based on Dit. PSMP (Direktorat Pembinaan Sekolah Menengah

Pertama/ Directorate of Junior High School Development (2009) as cited in Nur

& Madkur (2014, pp.121-124) show the government has officially issued 10

different curricula since 1947 up to now. The first curriculum was Rencana

Pelajaran in 1947. It implemented the principles of Pancasila. This curriculum

had been officially implemented in 1950 because of the revolution war. In 1952,

this curriculum was then revised by Rentjana Pelajaran Terurai 1952. The focus

is on how to relate the materials with everyday activities.

In 1964, the government revised the curriculum with the Educational Plan

(Rentjana Pendidikan) 1964. It focuses on the development of creativity, sense,

initiative, work and moral. The fourth was the 1968 Curriculum. It belonged to

separate-subject curriculum in which the subject content was logically and

systematically sequenced, and the subject is separated from each other. The next

revision is through the establishment of the 1975 Curriculum. It aimed to develop

four language skills (listening, speaking, reading, and writing). This concept was

then revised with the 1984 curriculum in which the teaching of English aimed at

putting back the true goals of learning English, which were to achieve

meaningfulness and communicative functions.

In 1984, a curriculum intended to complete the 1975 curriculum was made. It

was called Student Active Learning/Cara Belajar Siswa Aktif (SAL/CBSA)


23

curriculum. This curriculum made the students as the subjects of learning. It was

oriented to instructional purpose, in which the limited time of teaching and

learning in classroom should be able to provide learning opportunities for

students. This was at the end intended to create effective and beneficial learning

opportunities for all students. The next curriculum was the 1994 curriculum,

which offered an idea that English syllabus should be developed by a team in

order that adequate subject contents could be ensured in the development of the

school curriculum (Dit. PSMP, 2009, as cited in Nur & Madkur, 2014, p. 123).

The English curriculum then adopted the schematic representation of

communicative competence due to the global changes and science and technology

development (Nur & Madkur, 2014, p. 123). Then in 2004, the Competence-based

curriculum or Kurikulum Berbasis Kompetensi (KBK) was established. This

curriculum was criticized not to provide opportunity for teachers to get involved

in the development of the curriculum. As a consequence, the government

attempted to improve the curriculum through the establishment of School-based

Curriculum (SBC) or Kurikulum Tingkat Satuan Pendidikan (KTSP) in 2006. This

curriculum provides opportunities for schools to develop local subjects based on

students’ needs. Then in 2013, the new curriculum was released. The discussion

on the last two curricula namely 2006 Curriculum and 2013 Curriculum will be

discussed in these following subchapters.

b. 2006 Curriculum

2006 Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP) or school-

based curriculum is a decentralized curriculum where schools can develop the


24

curriculum according to regions and learners characteristics (Permendiknas No.

22, 2006). In this curriculum, teachers have opportunity to develop syllabus and

lesson plan which are suitable to the learners’ needs. This curriculum involves

Core Competencies and Basic Competencies. The development of Standard

Competencies and Basic Competencies can be done by teachers based on the

characteristics of the learners.

Three essential parts are involved in the 2006 Curriculum (Department of

National Education, 2006). The first part is discourse competence. It is the ability

to create and produce oral or written text which is involved in four skills:

listening, speaking, reading, and writing. The second part is the ability to

understand and produce the formal and informal written and spoken texts in daily

life. The last scope of English deals with the support competences, namely

linguistic competence (using grammar, vocabulary, pronunciation, and writing),

sociocultural competence (using formal expressions and grammar in every

communication context), strategic competence (overcoming problems in many

ways which appear through the process of communication so that the

communication still take place, and discourse competence (using discourse

instrument).

c. 2013 Curriculum

The 2013 curriculum is a curriculum implemented by the government as

the extension of the previous one namely School-based Curriculum (Kurikulum

Tingkat Satuan Pendidikan) which has been implemented since 2006. The trials

have been conducted by some pilot schools in 2013. However, in 2014 the


25

Minister of Education and Culture, Anies Baswedan stopped the implementation

of this curriculum; as it is stated in an online daily news on December 5, 2014, "I

decide to stop the implementation of Curriculum 2013 in the schools which newly

set one semester of that since the school year 2014/2015" (author’s translation, as

retrieved from news.detik.com). Anies instructed the schools to re-use the

curriculum 2006 which will begin in the second semester of the school year

2014/2015. Anies asserted that the various concepts in the Curriculum 2013 have

been accommodated in the Curriculum 2006. Meanwhile, schools which have

implemented this curriculum for 3 semesters since the school year 2013/2014,

they were expected to continue using the curriculum and serve as the pilot

schools. Anies emphasized that there would be some fundamental improvements

to the curriculum 2013 in order to run well by teachers (ibid). The previous

minister has settled a certain fundamental goal in 2013 curriculum which may

differ from the previous curriculum.

The goal of the implementation of Curriculum 2013 based on the decree of

the Minister of Education and Culture no. 60/2014 is to prepare the Indonesian

people to have the ability to live as individuals and citizens who are devout,

productive, creative, innovative, and affective and able to contribute to society,

nation, state, and world civilization. This framework has been supported by

Government Regulations Number 32 Year 2013 (The revision of Government

Regulations Number 19 Year 2005 about the National Standards of Education).

This regulation is elaborated by Education and Culture Minister’s Regulations

Number 67, 68, 69, and 70 on Fundamental Framework and Curriculum Structure


26

from Elementary to Senior Secondary and Vocational Secondary School. Those

goals of 2013 curriculum are specified into specific values. The values in 2013

Curriculum emphasizes on the character building. Ahmad (2014, p. 7) mentions

that the values can be tracked from the Core Competencies or Kompetensi Inti,

abbreviated with KI. KI-1 is designed for spiritual competence, KI-2 for social

competence, KI-3 refers to knowledge competence and KI-4 is for learning

process. The Basic Competency which is abbreviated with KD is the reference for

teachers to develop achievement indicators.

Teachers have several roles in implementing the 2013 curriculum. Nur and

Madkur (2014, p. 127) mention four roles the teachers should have. First, a

teacher is a learning designer. He designs learning plans which will be conducted

in the classroom. Second, the teacher is a learning motivator. It is to maintain the

willingness of students to explore the learning materials as much as possible.

Motivation, as revealed in many studies, is a very potential factor to make

students excited to learn optimally. Third, the teacher is a learning mediator. He

serves as an intermediary actor between the sources of learning and students. The

teacher presents the subject matter to students' learning and students receive,

examine, and discuss the matter so that it becomes theirs. The teacher interposes

something within the environment with which the students interact. Fourth, the

teacher is the learning inspiration. Teachers become a major source of inspiration

for students in managing the subject matter. Thinking and strategy delivered by

the teacher will encourage students to learn independently and creatively.


27

According to Nur and Madkur (2014, p. 127) the 2013Curriculum is good

since it is developed by some principles. First, the 2013 English Curriculum is

brings back the true goal of English teaching which is the meaningfulness and

communicative functions. The final goal of English teaching is the development

of communicative competence in the English language. Second, the 2013 English

Curriculum is expected to shift from being very teacher-centered to being more

student-centered. Third, students learn the social function, text structure, and

lexicon grammar. Topics are closely related to the students’ life at school, home

and society. Fourth, students learn English by observing, questioning, exploring,

associating, and communicating. Those processes are expected to promote

students to have critical, analytic, investigational, procedural and communicative

competences. Fifth, the teacher plays as a model of language user and language

learner. Sixth, students use authentic and non-authentic texts, spoken and written

from various sources, including English textbook and textbooks for other subjects.

Seventh, students are empowered for the availability of texts. Eight, students are

expected to learn English interpersonal, transactional, functional communication.

Ninth, students should learn attitude, knowledge, and skills. The last is the

students learn English by activities, real texts, and using the language. However

the implementation of this curriculum is still debatable. Some agree and some

prefer to the previous curriculum.

The debate on the implementation of the 2013 Curriculum has been a

discussion on a seminar conducted by one of private universities in Yogyakarta,

The Magister Program of English Language Studies, Sanata Dharma University.


28

The seminar was held on November 14, 2015 with Helena I.R Agustien, M.A,

Ph.D. as the presenter. She said that English for vocational high school is much

better in 2006 curriculum than in 2013 curriculum. The 2006 curriculum provides

English materials which are related to the working demands compares to the 2013

Curriculum which provides more general English. Moreover, the syllabus in 2006

Curriculum is designed by the teachers. The assumption is that the teacher is the

person who knows well the students’ needs. Meanwhile, the syllabus in 2013

curriculum has been given by the government. The Jakarta Post article by Kunto

Nurcahyoko on July 20 2013 mentions that “this step will potentially jeopardize

teachers’ creativity. The book and curriculum have been fully set up by central

government. Having said that, this curriculum will value the individuality and

local context of learning less”. He also mentions that the reason to justify such

implementation of the new curriculum is because the ministry wants to restore

character education and improve students’ creative thinking. Ms Helena also

shares her opinion on this issue. She thinks that the creative thinking as it is

proposed in curriculum 2013 will not be achieved without having any

constructional model. The teachers’ guidance will still be needed to make them

able to perform a particular objective.

6. ADDIE Instructional Design Model

Instructional design is used as a planning in designing the model. This

study uses ADDIE model in designing materials. The reason is that this

instructional design model is flexible enough as an instruction to develop teaching


29

learning activities. ADDIE refers to analyze, design, develop, implement and

evaluate (Danks, 2011).

a. Analyzing

In this step, need analysis is conducted. Basically, the essence of having

needs analysis is to determine the goal of learning. Since the goals have already

been composed by the government, therefore the need for having needs analysis is

if to some extent the goals need some improvements or additions. Needs analysis

in this step is used to obtain students' needs, problems, learning environment, and

learning characteristics. Those can be the basis of designing in this research. By

analyzing, what should be needed in designing can be identified and classified so

that the design will be suitable with the need.

In this research, needs analysis is done through document analysis to

collect data about vocational high school students' needs.This research also

delivers some questionnaires and conducts interviews. After getting the data from

needs analysis, the researcher formulated the assumed needs to be used as the

basis in designing the model.

b. Designing

Designing refers to create the version of the model. The data gathered from

Analyzing is used as the basis in creating the model. This step includes defining

learning objectives, learning topics, learning activities, learning materials, and

assessments. Here, the model prototype is being designed. What the goal is, what

the activities are, and how to assess should be included in the model prototyped.


30

In this research, designing is done after needs analysis. The learning objectives

and the topics are composed based on the needs analysis data. Besides, materials

and activities are selected based on the students’ needs and facilities. After that,

the first version of the model is designed

c. Developing

The next step is developing the model prototype. This step requires some

revisions, feedbacks and suggestions to develop the model prototype. After

getting feedbacks and suggestions, the model prototype is revised. The two steps

Analyzing and Designing are used to make the actual product. After all, the actual

product is presented.

In this research, expert validation is needed to find suggestions and to develop

the first model. Expert validation is conducted by distributing questionnaires to

people who are considered to be expert in language teaching learning. After

gaining data from expert validation, the first model is revised to be main model.

d. Implementing

After developing the model, the next step is implementing. Implementing

means to put the design into action. In this part, the model is implemented in the

classroom. The model is distributed to students. The activities and materials

presented in the model are applied in the classroom.

In this research, the model is implemented in the classroom. The researcher

implements this model to students of vocational high school. In the class, students

practice activities and learn materials in the model.


31

e. Evaluating

Evaluating is needed for the revision of the model. There are two evaluations.

They are formative evaluation and summative evaluation. According to Dick and

Carey (2009, pp.7-8) the formative evaluation is to facilitate in improving the

instructional process and product and the summative evaluation is culminating

evaluation and is not the part of designing the process. Therefore, this research

uses formative evaluation in designing. After implementing, the evaluation is used

as suggestion to improve the actual model or product in order to make the model

better.

In this research, evaluating is done after implementing. After implementation,

the researcher distributes questionnaires to students in order to know their opinion

on the model and to know whether the model needs to be revised. The data gained

shows the good result, so the main model or product revision is not necessary.

f. Effective Model

The ADDIE's steps mentioned above will be conducted to create an effective

model. Effective means that it will be helpful and it brings good result for students

in their learning. Besides, the model discussed in this research refers to the

products which are a three-year syllabus and a sample unit. Therefore, this

research aims to present an effective model which is helpful and useful for

students

In conclusion, this research conducts five steps of the ADDIE’s steps in

designing the model. The first step is analyzing which is to identify students'


32

needs and problems. The second step is designing. In this step, the model is

planned and designed. The third step is developing. The model is revised based on

the suggestions and feedbacks from experts. The fourth step is implementing. The

model is implemented in the classroom with the target users or students as the

participants. The last step is evaluating. It is done if it is necessary to improve and

revise the model.


33

B. THEORETICAL FRAMEWORK

A Vocational high school as a school which offers special skills to the

students related to their interests need a proper syllabus model to follow.

Yulaelawati (2004, p. 123) mentions that a syllabus is a set of lesson plans and

assessments arranged systematically and accommodate interrelated components to

achieve the basic competencies (as cited in Majid, 2012, p.39). Meanwhile

Marsigit (2008, p. 2) mentions that "vocational education, sometimes called

Career and Technical Education (CTE), has its aim to prepare learners for careers

that are based in manual or practical activities, occupation or vacation, hence the

term, in which the learner participates”. Therefore, the model developed in this

research will be a set of lessons plans which is closely related to the working

demands.

Since 2004 up to now Indonesia has implemented what is called

competence-based learning. Richard and Rogers (2001, p. 141) mention that the

competence-based learning focuses on the outcomes of learning. It emphasizes on

what the learners are expected to do rather than on what materials they are

expected to learn. This approach is relevant to the needs of vocational students

who should be competent when they work. Therefore this research will implement

the concept of competence-based learning in the model.

In designing the model, the writer uses the ADDIE’s steps. The reason is

that this instructional design model is flexible enough as an instruction to develop

teaching learning activities. ADDIE refers to analyze, design, develop, implement


34

and evaluate (Danks, 2011). Needs analysis is used in gaining students’ needs so

that the design can be suitable with students’ needs and the goals of learning. In

design step, the model prototype is designed. In the development step, the model

prototype is developed based on analyzing step. The media and instructions are

involved in this step. For implementation, the final product is implemented to the

students of vocational high school. Then, evaluation is the step for evaluating and

revising the model. Revision is made as needed.

Theoretically, the Competence-based English Syllabus model involves

the goal, the procedure, and the content. The goal of the model is to enable

students under socio-cultural divisions to use English related to the working

demands. Specifically, this research aims to provide materials and activities

related to competence-based learning. The model is in the form of a three-year

syllabus and a sample unit. The three-year syllabus provides information on the

whole program. Meanwhile the sample unit provides more specific information

related to the materials and activities. Related to the contents of the syllabus,

Nurhadi (2004, p.142) mentions some detailed components of a syllabus. A

syllabus contains of a brief descriptions of: 1) the subject matter, 2) the grade, 3)

The arrangement of basic competences, 4) materials, 5) learning indicators, 6)

Learning strategy, 7) time allocation, and 8) learning resources (as cited in Majid,

2012, p.40).

The syllabus is designed to provide particular competencies the students

should achieve within the available time. The learning goals in the syllabus are

written as core competencies, basic competencies, and learning indicators. In


35

defining the goals, this research focuses on what the students should be able to do.

Based on Richard & Rogers (2001, p. 141) that the competence-based learning

focuses on the outcomes of learning. It emphasizes on what the learners are

expected to do rather than on what materials they are expected to learn.

Meanwhile, the materials will be mainly in the form of samples. Richards &

Rodgers mentions that.the materials are mainly sample texts and assessment tasks

which are related to the competency (2001, p.147). Students should actively

analyze the samples and find the concept by themselves. Teachers will guide them

by giving feedbacks (Richards & Rodgers, 2001, p.146). Secondly, she or he

should also provide positive and constructive feedback for the improvement of the

students. At the end of the meeting students are required to perform the skills they

have learnt. Richard and Rodgers (2001) shows that the assessment is based on

the students’ performance of specific behaviors instead of traditional paper-and-

pencil-tests (p. 146).

The sample unit provides seven main parts. It begins with the Set Your

Goals part. It informs students the learning goals. Richards & Rodgers (2001,

p.147) mention that the students also exactly know what needs to be learned and

for which purpose they have to use the competencies. It impelements the the fifth

feature in CBL, “outcomes are public knowledge, known and agreed upon by both

learner and teacher” (146). The next is Share Your Thoughts part. It aims to set the

students to get ready to learn a new topic. This section let the students find some

difficult words used in expressing the situation. Those difficulties are expected to

enhance their curiousity to know deeper about the topic. It aims to meet the


36

purpose of a student-centered learning. Guess the Words part would help learners

to solve problems in the previous chapter. It will also help students to enhance

their vocabulary knowledge. Read Out Loud part is a part in which the samples of

texts are provided. It adapts the concept of materials in Competence-based

learning which mostly in the form of samples to analyze. Language Notes part

will clarify if any particular aspect of language in the text need to discuss. The

discussion will be guided by the teacher. Let’s Practice part is for exercises. After

gaining the knowledge of the expressions used in the dialogues and some aspects

of language in the language Notes, students will practice to enhance their skills in

that particular topic. This part will also serve as a pre activity before the

production part. The Let’s Perform part would be the production part. After some

activities conducted before, the students were expected to have the ability to

produce the similar thing as it was discussed. They were expected to write and to

perform a dialogue of the topic being discussed. Last is Review. It is to see

wheteher the competencies have been achieved.

The figure 2.1 shows the concept of the development product. It covers

the goal, the content, and the design of the model. The goal of the model is to

enable students under socio-cultural divisions to use English related to the

working demands. The procedures follow the ADDIE’s steps. The content of the

model is related to the competence-based learning.


37

Figure 2.1 The Concept of the Development Product

Review

Students of socio-cultural divisions are able to

use English related to their working demands.

Competence-based syllabus model

A Three-year Syllabus

(198 Meetings)

A Sample Unit

(2 Meetings)

Core Competencies

Basic Competencies

Learning Materials

Learning Process

Assessments

Learning Resources

Learning Indicators

Share Your Thoughts

Guess the Meanings

Read Out Loud

Language Notes

Let’s Practice

Let’s Perform

Learning Goals

G

P

C


38

CHAPTER III

METHODOLOGY

This chapter provides information on the elaboration of methodology that

is used to conduct the study. It is delivered into five parts namely research

method, research design, research participants, data gathering instrument, data

analysis and interpretation.

A. RESEARCH METHOD

This research aimed to develop a competence-based English syllabus model.

Therefore in order to present the practical model, the researcher used the method

proposed by Walter R. Borg and Meredith Damien Gall (1983) namely research &

development (R&D). R and D is a process used to develop and validate

educational products (Borg and Gall (1983, p.772). There are ten major steps to

conduct an R & D research based on Borg and Gall (1983). However, this

research involved only seven steps of R&D steps for designing the model which

later were classified into two main focuses. The first was the focus on developing

the conceptual model and the second was the focus on the development product.

In this research, the R & D was combined with ADDIE's steps by Danks (2011).

Those seven major steps based on Borg and Gall (1983, pp. 775-776), combined

with ADDIE's steps are:

1. The Process of Developing the Conceptual Model

In developing the conceptual model, this study involved two major steps from

Borg and Gall (1983). They were research and information collecting and

planning.


39

a. Research and information collecting

The first step was research and information collecting. In this part, the first

step of ADDIE namely Analysis was conducted. This step aimed at gathering

necessary knowledge to set the product. Borg and Gall (1983) mentions that in

this step the researcher collects data which are the learners' needs, lacks, interests

and learning styles (p. 776). “This step includes review of literature, class

observation, and preparation of report of state of the art" (Borg and Gall, 1983, p.

775).

This part was then named as “Needs Analysis”. Needs analysis aimed to

find out needs which were used as a basis of designing the model. The needs

analysis in this study was conducted by analyzing some documents related to

vocational high school students’ needs. The result of the document analysis was

used as the assumed needs. The assumed needs needed to be clarified by

delivering questionnaires and conducting interviews with some target-users.

Those instruments was also used to discover needs which were not really

assumed.

b. Planning

After gaining the necessary data, planning then is conducted. Here, the

second step of ADDIE which was Design was applied. Borg & Gall (1983, p.

781) argue that a good plan can be helpful in avoiding wasted work in the

implementation of the design. Thus, planning is necessary in R & D cycle. Borg

and Gall (1983, p. 779) explain that the most important point in planning is the

particular objectives that want to be achieved by the design. In this step, some

preparations of materials and devices were done to support the implementation.


40

This step included stating the general purposes, specifying the learning objectives,

listing topics and determining sequences. The researcher used data obtained from

the previous step to determine the goals.

2. The Process of Developing the Development Product

In developing the development product, this study used the result of the

two previous steps and continued with the next five major steps from Borg and

Gall (1983). They were developing the preliminary form of product, preliminary

field testing, main product revision, main field testing, and main product revision.

For the iconic model, there were four steps of ADDIE that were included. They

were design, development, implementation, and evaluation.

a. Developing the Preliminary Form of Product

The product was developed in this step. According to Borg and Gall

(1983) developing the form of product involves any procedures for evaluation and

its purpose is to structure the product to permit obtaining a lot of feedback as

possible from the field test (p. 779). The step of ADDIE which is Design is

conducted here. It involved the development of materials, activities and devices.

b. Preliminary field testing

This step was also known as expert validation. The third step of ADDIE

which refered to Development was involved in this part.It was a step to get

feedbacks and suggestions to develop the product before it was implemented.

According to Borg and Gall (1983) the purpose of the preliminary field testing is

to obtain an initial qualitative evaluation of the new education product (p. 783).

In this step, the researcher delivered questionnaires to gain evaluations, opinions,


41

comments, and suggestions from the experts. The questionnaires werein the form

of open-ended and close-ended questionnaires. The results were used to revise and

improve the designed model.

c. Main Product Revision

The researcher then revised and improved the designed model based on the

results of the preliminary field testing. It aimed to make a final version before the

designed model will be tried-out. According to Borg and Gall (1983), after the

preliminary field testing, all the data are compiled and analyzed. Some additions,

omissions, or improvements might occur based on the respondents’ comments

and suggestions.

d. Main Field Testing

The Implementation in ADDIE’s step was conducted here. This step aimed to

implement the designed model to the target-users. It was also to improve the

model by gaining some feedbacks from the target-users. The model was tried-out

to some socio-cultural classes.

e. Final Product Revision

After conducting the main field testing, the researcher revised the product. The

revision was done if it was necessary. Then the last version of the competence-

based English syllabus model for socio-cultural sciences of vocational high school

served as an iconic model.


42

Figure 3.1. Combination of R&D Cycle and ADDIE Model

ADDIE R & D

Analysis

Design

Development

Implementation

Evaluation

Research and

information collecting

Planning

Developing the

preliminary form of

product

Preliminary field testing

Main product revision

Main field testing

Final product revision

The

Concept

of the

Develop

ment

Product

The

Practice

of

Develop

ment

Product


43

B. RESEARCH DESIGN

It was very important to prepare the research design that will lead to do the

right steps to meet the goal of this project. The goal of this research was to

develop an alternative English syllabus model for socio-cultural divisions of

vocational high school. In order to achieve the goal of this research project, the

researcher performed some processes below:

1. Data Gathering Technique in Designing Conceptual Model

a. The researcher conducted needs analysis by analyzing some documents related

to the needs of students in vocational high school.

b. The researcher clarified the data from the document analysis by having

interviews with some English teachers and distributing questionnaires to some

students of socio-cultural divisions.

c. The researcher determined the name of the product, the objectives of the

product, and the learning topics.

2. Data Gathering Technique in Improving the Development Product

a. The researcher formulated the first version of the development product.

b. The researcher distributed questionnaires to some experts to evaluate the first

version of the product.

c. The researcher revised the first version of the product based on the feedbacks

given by the experts.

d. The researcher implemented the product in class.

e. The researcher distributed questionnaires to the students.


44

f. The researcher revised the designed product through the last improvement if it

was necessary.

C. RESEARCH PARTICIPANTS

The participants in this research were categorized into three groups. They

were the participants of research and information collecting, the preliminary field

testing, and the main field testing.

1. The Participants of the Research and Information Collecting

This research involved participants in research and information collecting

in which the needs analysis was conducted. After conducting document analysis

in the needs analysis step, the researchers distributed questionnaires to the

students. Those were 60 students of grade X, 62 students of grade XI, and 62

students of grade XII. Those participants were expected to clarify the assumed

needs gained from document analysis and give deeper information on the

vocational high school students’ needs.

Table 3.1.1 The Descriptions of Participants for Needs Analysis

(Questionnaire)

Grade Schools Total

SMK N 1 Kasihan SMK N 3 Kasihan SMK Putra Tama

X March 5, 2016

23 students

March 17, 2016

22 students

March 2, 2016

17 students

62

XI March 14, 2016

22 students

March 17, 2016

21 students

March 4, 2016

17 students

60

XII March 16, 2016

22 students

March 17, 2016

20 students

March 4, 2016

18 students

60


45

Moreover, this research also conducted interviews for three English

teachers. Those were an English teacher from SMK Putra Tama Bantul, an

English teacher from SMKN 1 Kasihan (SMKI), and an English teacher from SMK

3 Kasihan (SMSR).

Table 3.1.2 The Descriptions of Participants for Needs Analysis (Interview)

Participants Gender Educational

Background

Teaching

Experience

(in year)

F M S1 S2 S3 1-5 6-10 >10

Teacher 1 ( February16, 2016) V V V

Teacher 2 (February 22, 2016) V V V

Teacher 3 (March 17, 2016) V V V

2. The Participants of the Preliminary Field Testing

This research involved participants in evaluating or in preliminary field

testing in which experts' validation was required. The participants were expected

to give comments and feedbacks on the first version of the designed model. Thus,

the participants of the evaluation were three English teachers in SMK Putra Tama

and also one lecturer from Sanata Dharma University.The questionnaires were

gathered back on July 11 until July 14, 2014.


46

Table 3.2 Validating Experts


Background

Teaching

Experience

(in year)

F M S1 S2 S3 1-5 6-10 >10

Three English teachers who

teach Socio-cultural divisions.

3 2 1 2 1

An English lecturer from

English Language Education of

Sanata Dharma University

1 1 1

3. The Participants of the Main Field Testing

The other participants were involved in the evaluation after implementing

the product in class. They were the eleventh grade students of socio-cultural

divisions of 2015/2016 academic year. They were chosen since they experience

the use of the designed product. They are expected to give comments and

suggestions on the designed product. The results will be use to revise and improve

the last version of the product if it was necessary. Below is the description of

participants when the implementation was conducted. Meanwhile the

questionnaires were distributed right after the meeting was done


47

Table 3.3 The Participants of the Implementation

Meeting Participants

Accounting Marketing

Meeting 1 July 28, 2016

20 students

July 29, 2016

19 students

Meeting 2 August 4, 2016

20 students

August, 5 2016

17 students

D. DATA GATHERING INSTRUMENTS

This research used three kinds of instruments namely document analysis,

interview, and questionnaires. Further explanations are presented below.

1. Document Analysis

Document analysis was conducted in research and information collecting

to gain any information on the needs of vocational high school students. It was a

need which data was document. The documents could be in the form of some

materials such as photographs, videos, films, memos, letters, diaries, clinical case

records, and memorabilia (Bogdan & Biklen, 2003, p. 57). After analyzing the

documents, the researcher proposed the assumed needs. The assumed needs were

the needs which were regarded as correct but not yet clarified empirically.

2. Interview

Interview was conducted in the research and information collecting to

clarify the assumed needs empirically. It was also to discover needs which are not

really assumed. The interview was chosen since it enables the researcher to


48

observe the interviewee as well as the situation. Ary et al. (2002) classifies

interview into two types: structured and unstructured. The structured interview is

in the form of formal situation using inflexible guideline. Meanwhile, the

unstructured one uses open-ended format which permits greater flexibility and

responsiveness (p. 25). The researcher chooses to use unstructured interview since

it permited greater responsiveness to gain more understanding on the needs.

Moreover, modifying questions in this kind of interview was also possible. The

interview was conducted to three English teachers as participants.

3. Questionnaire

Questionnaire was used in the research and information collecting (needs

analysis), and also preliminary field testing and main field testing to validate the

product. Trochim (2006) says that a questionnaire tends to be an instrument

which uses paper and pencil or pen in completing. Besides, Ary et.al (2002)

mentions two types of questionnaires: closed questionnaire and open

questionnaire. A closed questionnaire is a questionnaire which provides choices

of answers. This type enables participants to choose their best responses. On the

other hand, an open questionnaire is a questionnaire which does not provide

choices of answers. It enables participants to express their opinions.

This research used both types of questionnaires in order to give more accurate

information. The closed type was mainly used to clarify the appropriateness of

the product. The participants chose their degree of agreement on the statements.

There are five degrees of agreement, those are strongly agree, agree, doubt,


49

disagree, and strongly disagree. Meanwhile, the open type was mainly used to

give more suggestions in the form of essay for the improvement of the product.

In this research, the questionnaire was used in three activities. The first

questionnaire was distributed to some students under socio cultural divisions for

the needs analysis. The questionnaire aimed to clarify the students’ needs and to

see if there were other needs needed to consider. It consisted of some information

related to the students’ wants, students’ constraints, and students’ initial

competence. The students’ needs would be known by accommodating the

students’ wants minus constraints and competences. The questionnaire blueprint

for the needs analysis is presented on the table below.

Table 3.4 The Questionnaire Blueprint of Needs Analysis

(Closed Questions)

No

.

Aspects Purposes No Indicators

A. The Perception on the needs of Vocational High School students in

English learning

1. Goal

Vocational high

school aims to

prepare students to

be ready-to-work

graduates

(Permendiknas No.

22 year 2006)

To define

learning

goals and

kinds of

materials

1 The need of specific English

related to their study programs

2 The need of English Materials

related to their future working field

3 The need English to communicate

with clients from other countries.

4 The need English to work in an

international company

2. English Skills

English Skills

offered in 2006

To define

kinds of

skills

5 The need to speak English fluently

6 The need to listen to the

interlocutor in English well.

7 The need to read reading passages


50

Curriculum and

2013 Curriculum

(Listening,

Speaking, Reading,

writing)

in English well.

8 The need to write in English

correctly.

3. Language

Expressions

Syllabus of grade X,

XI, and XII of

English in

Vocational High

School (learning

topics taken from

2006 Syllabus &

2013 Syllabus)

To define

kinds of

learning

topics

9 The need to learn expressions used

in simple daily conversations.

10 The need to learn how to describe

things.

11 The need to learn in writing simple

invitations.

12 The need to learn recount texts

13 The need to learn narrative texts.

14 The need to learn in writing an

announcement.

B. The Students’ Perception on Competence-based Learning

1. The Importance of

Competence-based

learning

The concept of CBL

by Richards &

Rogers (2001)

To define

the

learning

approach

15 Knowledge is only one of

important aspects to learn.

16 Skills in using English need to be

involved in learning English.

17 Attitude is important to be

involved in English learning

2. The Roles of

Students

Sanchez & Ruiz

(2008, p. 3) clarify

that in CBL students

are the true drivers

of their own

learning...”

Students should

know what needs to

be learned. They

also need to perform

To define

the

students’

activities

18 The need to know the purpose of

what they learn.

19 The need to be actively involved in

the learning activity.

20 The need to perform the English

skills they have learnt

Table 3.4 Questionnaire Blueprint of Needs Analysis (contd.)


51

the skills they have

learnt (Richards &

Rodgers, 2001,

pp.146-147).

4. Materials

Materials in CBL

are in the form of

samples (Richards

& Rodgers, 2001,

p.147).

To define

kinds of

materials

21 The need to have materials in the

form of samples

22 The need to analyze samples

C. The Facilities and Constrains of the Students of Vocational High School

in Learning English

1. The Exposure on

English

To define

the level

of

difficulties

23 Learning English only at school

24 Rarely speak English to friends and

teachers.

2. The Access of

Internet

Connectivity

To define

the form

of

assignmen

ts

25 Easy access to connect to the

internet

26 Facilities to connect to the internet

when English learning occur

3. The Access of

Audio Video

facilities

To define

the form

of

materials

(audio/non

-audio…)

27 Access to use audio/video facilities

in school

28 Access to practice pronunciation in

English laboratory more than 2

learning hours per week.

D. The Students’ Initial Competence

1. Knowledge on

English language

To define

the level

of

difficulties

29 Know how to greet people in a

simple way.

30 Know how to mention their names

and address.

31 Know how to compose simple

present tense.



52

32 Know how to mention number.

Open Questions

No. Aspects Purpose No Indicators

A. Students

goal in

learning

English

To define

learning goals

and learning

topics

1 The goals of students in learning

English.

2 The situations they will use English.

3 People to whom students will speak

English.

After the product was designed based on the results of needs analysis, the

product then was evaluated using the second questionnaire. The questionnaire was

distributed to four experts who had experiences in teaching English and designing

syllabus. They would give comments, feedbacks, and suggestions for the

improvement of the product through the questionnaire. It consisted of the

information related to the appropriateness of the syllabus and the sample unit. The

results would be used in revising the product before it was implemented in the

classroom. The questionnaire blueprint for expert validation is presented as

follows.

Table 3.5 The Experts Validation Questionnaire Blueprint

No Aspects Purposes No. Indicators

A. The Overall Evaluation on the Competence-based English Syllabus

model

1 The goal of

the

competenc

e-based

English

Syllabus

To see the goals

of developing

the model have

been achieved

1 The Competence-based English

Syllabus Model is appropriate for

students under Socio-cultural

divisions in Vocational High

School.





53

model Syllabus Model meets students’

needs.


Syllabus Model helps students to

enhance their English skills.

2. The

Benefits of

the

Competenc

e-based

English

Syllabus

model

To see the

benefits of

developing the

model


Syllabus Model invites students to

participate in the learning process.


Syllabus Model provides learning

materials which are relevant to the

students’ future carriers.


Syllabus Model provides

opportunity to develop the

knowledge, skills, and attitudes.

A The Perception on the Three-year Syllabus

1. Core

Competenc

es, Basic

Competenc

es, and

Learning

Indicators

To see whether

the learning

objectives are

appropriate or

not.

7 Learning objectives are well-

formulated in the syllabus.

8 Learning objectives mentioned in

the syllabus are practical and

appropriate for the students under

socio-cultural divisions.

2. Learning

Topics

To see whether

the learning

topics are

relevant with

what is needed

by students.

9 The learning topics in the syllabus

help learners to achieve the learning

objectives.

10 The learning topics in the syllabus

are related to the prospective

working fields of students under


3. Learning

process

To see that the

learning process

will help learner

to achieve the

learning

objectives.

11 The learning process will motivate

studentss to learn.

12 The learning process will help

students to achieve the

competences.

4 Assessment To see that the

kinds of

13 The assessment can measure the

students' achievements on the

Table 3.5 The Experts Validation Questionnaire Blueprint (contd.)


54

assessment can

measure the

students’

achievements.

competences.

14 The assessment is applicable.

5. Time

Allocation

To see that the

time allocation is

appropriate for

each learning

topic.

15 The time allocation for each

learning topic in the syllabus is

appropriate.

16 The total amount of time is

applicable to be done within a year.

B. The Perception on the Sample Unit

1 The Unit To see the

appropriateness

of the unit.

17 The unit is well-designed.

18 The unit uses appropriate language.

19 The unit uses clear instructions.

20 The materials is relevant to the core

competence and basic competences.

21 Pictures and colors are well-

arranged.

2 Set Your

Goals

To see the

learning goals

are delivered

well.

22 The Set Your Goals part helps

students to know the purpose of

what they are learning.

23 The Set Your Goals part helps

students to know the activities they

are going to do.

3 Share Your

Thoughts

To see that this

part is

appropriate

enough as an

opening activity.

24 The Share Your Thoughts part is

interesting as an opening activity.

25 The Share Your Thoughts part

enhances the students’ curiousity

about the topic.

4 Guess the

Words

To see that this

part is

appropriate to

enhance

vobulary

knowledge.

26 The Guess the Words part helps

students to find the meaning of

some difficult words they find in

the previous discussion.

27 The Guess the Words part improves

the students’ vocabulary

knowledge.

5 Read Out

Loud

To see that this

part will give

appropriate

samples.

28 The Read Out Loud part provides

appropriate samples for students to

analyze.

29 The Read Out Loud part allows

students to relate the language to

the real context.

6 Language

Notes

To see that this

part clarifies the

language

30 The Language Notes clarifies the

aspect of language used in the

samples.



55

knowledge well. 31 The Language Notes enhances the

students’ knowledge about the

language.

7 Let’s

Practice

To see that this

part improves

the students’

skills on the

language.

32 The Let’s Practice part allows

students to improve their language

skills.

33 The Let’s Practice part is

appropriate for preparing students

to the performing activity.

8 Let’s

Perform

To see that this

part will

involves students

to perform the

skills.

34 The Let’s Perform part involves

students to perform skills they have

learnt.

35 The Let’s Perform part lets students

practice using the language as it is

in the real context.

Open Questions


A. Feedbacks

and

Suggestion

s

To gain

feedbacks and

suggestions

1 What do you think about the

Competence-based English

Syllabus model?

2 What should be improved in the

Competence-based English syllabus

model?

3 What is your suggestion to improve

the Competence-based English

Syllabus Model?

After the product was revised based on the suggestions from the experts,

the third questionnaire then was delivered for the target users. Students as the

users of the product would experience the implementation of the product. It

included the teaching and learning materials which were in the form of handouts

and also the teaching and learning process which was conducted by the researcher.

The students were expected to give comments and feedbacks related to what they



56

have experienced. The questionnaire was distributed right after the

implementation was done. The results would be used in revising the final version

of the product. The questionnaire blueprint for the user validation is presented as

follows.

Table 3.6 The Questionnaire Blueprint of the Practice of the Development

Product

Closed Questions


1. The

Appropriat

eness of

the Product

To see the

appropriateness

of the learning.


Learning is interesting for the

students.

2 The Involvement of knowledge,

skills, and attitude in the learning

is relevant to the students’ needs.


Learning encourages students to

have more interactions with others.


Learning enhances the students’

curiosity about the learning.

2. The Clarity

of

Learning

Objectives

To make sure

that the learning

objectives are

delivered well

5 Learning objectives are shared to

both the teacher and students.

6 Learning objectives are written

clearly.

3. The

Relevance

of

Learning

Materials

To see that the

materials are

appropriate to

learn

7 The materials are well-arranged.

8 The materials are related to the

prospective working fields of

students under socio-cultural

divisions.

9 The materials are relevant to the

topic being discussed.


57

10 The materials help students to

achieve the learning objectives.

4. The

Appropriat

es of

Learning

Activity

To see that the

activities help

students to learn

11 The activities help students to

understand the topic.

12 The activities encourage students

to participate.

13 The activities are relevant with the

topic being discussed.

14 The activities are fun and

motivating.

15 The activities enable students to

improve their English skills.

16 The types of activities are varied

enough.

5. The Clarity

of

Instruction

s

To see that the

instructions are

understandable

17 The instructions are written

clearly.

18 The instructions are easily

understood

6. The

appropriate

ness of the

appearance

To see that the

appearance of

the model is

interesting.

19 The appearance of the designed

model is attractive

20 Pictures and colors are well-

arranged

Open Questions

Aspects Purpose No Indicators

Feedbacks

and

Suggestion

s

To gain

feedbacks and

suggestions

1 The students’ opinion about the learning

activities and the materials

2 The students’ opinion about the learning

obstacles

3 The students’ suggestions for the learning

activities and materials

Table 3.6 The Questionnaire Blueprint of the Practice of the Development

Product (contd.)


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E. DATA ANALYSIS TECHNIQUE

There were two main focuses on the data analysis technique. The first was

the focus on data analysis technique for the concept of the development product.

The second was the data analysis technique for the practice of the development

product.

1. Data Analysis Technique for the Conceptual Model

The Questionnaire was distributed to gain information on the students’ needs.

Moreover, the information of students’ needs were also gathered from interview.

To analyze those data, the researcher divided into two parts; the closed

questionnaire and the open questionnaire and Interview.

a. The Closed Questionnaire

The closed type questionnaire used Likert scale. The researcher used five

point scales which are Strongly Agree (SA), Agree (A), Doubt (D), Disagree

(DA), and Strongly Disagree (SDA).The five point scales can be presented as

follows:


59

Table 3.7 Score and Criteria of the Likert Scale by Best (2006)

No. Criteria Score

1. Strongly Agree 5

2 Agree 4

3 Doubt 3

4 Disagree 2

5 Strongly Disagree 1

In calculating the score to describe the results, finding the mean was needed. The

formula to get mean can be presented as follows

Notes: M: Mean (indicators of central tendency of the set of sources)

N: Number of cases (the number of respondents)

Then, the mean was categorized into certain criteria. The criteria was determined

through the calculation of the ideal mean (Mi) and ideal standard deviation (SDi).

The formulas to determine the ideal mean (Mi) and ideal standard deviation (SDi)

based on Munadi (2014) as follows:

This research also modified quantitative data conversion formula as stated by

Sudjiono (2011, p. 329):


60

Table 3.8 Meaning of Score Criteria for the Needs Analysis

Formula Score Range Criteria

Mi + 1.5 SDi= 3 + 1.5 x 0.6= 3.9

Mi + 1.5 SDi= 3 + 0.5 x 0.6= 3.3

Mi - 0.5 SDi= 3 - 0.5 x 0.6= 2.7

Mi - 1.5 SDi= 3 - 1.5 x 0.6= 2.1

≥ 4 Very high/ very good

3.4 – 3.9 High/good

2.8 – 3.3 Fair

2.2 – 2.7 Low

≤ 2.1 Poor

Mean as indicators of central tendency of each indicator and each aspects

of required information aimed to decide what the researcher should do. For the

needs analysis the researcher considered only on the high and very high statement.

Other than that the researcher considered about other alternatives of activities.

b. The Open Questionnaire and Interview

Information related to the students’ needs through open ended

questionnaire and interview used interpretation in analyzing the qualitative data. It

was by drawing conclusions based on the participants’ statements in answering

the questions. The use of coding in each statement would helped this research to

categorize and conclude the statements. Finally, the results would be in the form

of written paragraphs.


61

2. Data Analysis Technique for the Practice of the Development Product

Questionnaire was also distributed to validate the product and to revise

and improve the designed syllabus model. The questionnaire consisted of two

parts; closed questions and open questions. To analyze the questionnaire results,

the researcher divided into two parts; the closed questions and open questions:

a. The Closed Questionnaire

The closed type questionnaire used Likert scale. The researcher used five

point scales which are Strongly Agree (SA), Agree (A), Doubt (D), Disagree

(DA), and Strongly Disagree (SDA).The five point scales can be presented as

follows:

Table 3.9 Score and Criteria of the Likert Scale (Best, 2006)

No. Criteria Score

1. Strongly Agree 5

2 Agree 4

3 Doubt 3

4 Disagree 2

5 Strongly Disagree 1

In calculating the score to describe the results, finding the mean was needed. The

formula to get mean can be presented as follows

Notes:

M: Mean (indicators of central tendency of the set of sources)

N: Number of cases (the number of respondents)


62

Then, the mean was categorized into certain criteria. The criteria was

determined through the calculation of the ideal mean (Mi) and ideal standard

deviation (SDi). The formulas to determine the ideal mean (Mi) and ideal standard

deviation (SDi) based on Munadi (2014) as follows:

This research also modified quantitative data conversion formula as stated by

Sudjiono (2011, p. 329):

Table 3.10 Meaning of score criteria for the practice of the iconic model

(Sudijono, 2011)


Mi + 1.5 SDi= 3 + 1.5 x 0.6=

3.9

Mi + 1.5 SDi= 3 + 0.5 x 0.6=

3.3

Mi - 0.5 SDi= 3 - 0.5 x 0.6= 2.7

Mi - 1.5 SDi= 3 - 1.5 x 0.6= 2.3



2.8 – 3.3 Fair

2.2 – 2.7 Low

≤ 2.1 Poor


63

Mean as indicators of central tendency of each indicator and each aspects

of required information aimed to decide what the researcher should do. The

researcher put it into four categories which helped the researcher to decide what to

do with the development product. The interpretation is presented in the following

table.

Table 3.11 The Interpretation of the Score

Score

Range

Interpretation

≥4 No revision

3.4 – 3.9 Conduct more exploration on the existing part of the designed

model based on the statement

2.8 – 3.3 Modify more part of the designed model based on the lack on the

statement

0.0 – 2.7 Replace the rejected part of the designed model

b. The Open Questionnaire

Comments and suggestions of the development product through open

ended questionnaire used interpretation in analyzing the qualitative data. It was by

drawing conclusions based on the participants’ statements in answering the

questions. The feedbacks which the participants give were used to revise the

product.


64

CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter consists of two parts. The first part is the results of the needs

analysis and the presentation of the conceptual model. This part answers the first

question in the problem formulation. The second part is the presentation of the

development product. It answers the second question in the problem formulation.

A. THE CONCEPT OF THE DEVELOPMENT PRODUCT

The conceptual model of the product included the products’ name, goal,

and content. The content of the product which later was named as A Competence-

Based English Learning Model for Socio-Cultural Divisions of Vocational High

School was formulated from the related theories and knowledge from the research

and information collecting. The theories were gathered for the literature review

which covered the English syllabus model, competence-based learning, vocational

high school, curriculum in vocational high school, and instructional design. As

stated in the review of literature and research method, the researcher followed the

R & D steps combined with the instructional design steps. Those are: (1) Needs

Analysis (2) Planning (3) Developing a Form of Product (4) Preliminary Field

Testing (5) Main Product Revision (6) Main Field Testing (7) Main Product

Revision. The first two steps were used to make the conceptual model.

1. Research and Information Collecting

Research and Information Collecting or Needs Analysis was conducted to

gather information on what Vocational High School students’ needs toward an


65

English syllabus model. Basically, needs analysis was conducted to define the

goals. Meanwhile, the goals of English learning in Vocational High School had

actually been explored by the government. They were already documented.

Therefore document analysis was needed to define the goal. The documents being

analyzed were intended to show the government’s expectation in accommodating

the students’ needs. After gaining the information from document analysis, the

researcher needed to clarify the truth of students’ needs and also needed to gain

additional information if any using closed and open questionnaires, and also

interview.

a. Needs Analysis Data from Document Analysis

Initially, this research referred to the national goal of a vocational high

school to make it relevant with the goals of English learning. Based on The decree

of the Minister of Education and Culture (Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia) No. 22 year 2006,

“Vocational High School aims to enhance students’ knowledge, skills, and

attitude based on their study programs. In order to be able to work

effectively, they should be good in stamina, skillful in their fields of study,

and be able to communicate based on the working demands.”

This citation informs the education institution or in this case Vocational

High School that the government demands vocational high school graduates to be

ready to work. Based on the citation, this research drew an assumption that

English learning in vocational high school should provide materials related to the

fields the graduates will work. Therefore, the knowledge must be practical rather

than theoretical. The students are expected to use the knowledge when working


66

either in a national company or international company or even in

entrepreneurship.

After that, this research considered the syllabuses used by vocational high

schools. They were used as the parameter to develop the materials for the content

of the designed model. The government implemented two different syllabuses:

syllabus designed by teachers in 2006 curriculum and syllabus designed by the

government in 2013 curriculum. Therefore this research tried to find information

based on the list of Core Competencies (Standar Kompetensi) and Basic

Competencies (Kompetensi Dasar) in 2006 Curriculum. Besides, it also

considered the syllabus in 2013 Curriculum.

Based on list of Core Competencies and Basic Competencies in 2006,

Grade X students should be able to mention some expressions used in daily

conversation, mention names of things and date, describe things, describe a

present event, describe signs and memos, use some simple and basic grammatical

knowledge, and write a simple invitation. Grade XI students should be able to

understand some conversations by non-native speakers, understand jobs

descriptions and education background, describe past occupation and plan future

occupations, describe feelings, understand simple instructions, and write simple

short messages. Meanwhile grade XII students should be able to understand some

monologues, understand simple conversations by native speakers, write a manual,

some technical documents, business letters, and simple reports. Overall, materials

in 2006 Curriculum were practical. They were something students could directly

practice in daily activities.


67

Based on the syllabus in 2013 Curriculum, grade X students should

analyze and produce some texts related to introducing one-self, complimenting,

showing cares, and greeting people. They also learn to write past experiences,

describing people, announcement, recount texts, and narrative texts. They learn to

understand simple songs. Grade XI students analyze and produce some texts

related to suggestions and offers, wishes, formal invitations, private letters,

manual and tips. They also learne to deliver an opinion and if clauses. They learn

to write factual report, exposition texts, biography, and songs. Meanwhile grade

XII students learn some expressions in asking and offering helps, offering a

service, giving surprises, job application, captions, factual reports, imperatives,

facts and opinion, if clauses, procedure texts, and songs. Basically, 2013 syllabus

is always begun by analysis. Then it is followed by production step. Different

from 2006 curriculum, 2013 syllabus has more reading and writing texts like

narrative, recount, and report.

b. Needs Analysis Data from Closed Questionnaires

After that, needs analysis questionnaires were distributed to find out the

information on the students’ needs, interests, facilities, and their initial

competence. It was intended to see the students’ needs from their own point of

view. It was conducted on March 5th, 2016 until March 17th, 2016. The following

tables and descriptions present the result of the need analysis questionnaire:


68

Table 4.1.1 The Result of Needs Analysis Questionnaire for Grade X

( see App3.1.1)

The result shows that most students of grade X had high awareness on the

needs to have something relevant with their future career. They were interested in

acquiring four skills of English namely, listening, speaking, reading, and writing.

Some topics have attracted their attention, those were: simple daily conversations,

describing things, invitations, and announcement. However, they had less interest

in learning recount texts and Narrative texts. The main concept of Competence-

based learning was also in line with the students’ opinion. The result also showed

that students of grade X had limited exposure to English. Related to the facilities,

most students had easy access to connect to the internet. They also had

audio/video facilities in schools. However, students had limited access to practice

pronunciation in English laboratory. The result also shows that they knew how to

greet people in a simple way, mention their names and addresses, compose simple

present tense, and mention number. Those fundamental aspects would be used as

the basis in composing the model.


69

Table 4.1.2 The Result of Needs Analysis Questionnaire for Grade XI

( see App3.1.2)

Related to the learning goals, English skills, opinion about competence-

based learning, exposures, and facilities, students of grade XI proposed same

ideas with students from Grade X. Meanwhile, students of grade XI were

interested in some topics like: short messages, describing jobs, and simple

instructions. “If clauses” got fair attention by the students. Meanwhile Exposition

texts and biography texts got less attention by the students. The result also shows

that they knew some knowledge of English. They knew how to describe things,

mention number completely, mention time and date, and compose simple present

tense. Those fundamental aspects would be used as the basis in composing the

model.

Table 4.1.3 The Result of Needs Analysis Questionnaire for Grade XII

(see App3.1.3)


70

Related to the learning goals, English skills, opinion about competence-

based learning, exposures, and facilities, students of grade XII proposed same

ideas with students from Grade X and XI. Meanwhile, students of grade XII were

interested in some topics like: how to present a manual in front of audiences, write

business letters, and understand some technical documents. The topic

“Imperatives” got fair attention by the students. Based on the result, students in

grade XII knew how to write mailing address. However, half of them did not

know how to give a speech. Students knew how to ask apologize. They also knew

the expressions used to buy something. Those fundamental aspects would be used

as the basis in composing the model.

c. Needs Analysis Data from Open Questionnaires

The first question dealt with the goal of learning English. Based on the

result (see App3.2), generally students learned English to prepare them to work.

Specifically they will need it to: to communicate with working partners, to

enhance knowledge of other languages, to work in other countries, to study

abroad, to be a tour guide, to understand any information, to pass the national

exam, to gain new knowledge, to be an international artist, to sell

products/paintings, to join in an international company, to tell foreigners about the

dances they perform., to have an international exhibition, and to be a receptionist.

The second question dealt with the kinds of situation the students would

use English. The results were varied. Those situations were, such as working in

other countries, presenting a product to foreigners , meeting an international

animator, studying abroad, applying a particular job in an international company,


71

having a show in other countries, meeting tourists in a cultural performance,

introducing themselves to foreigners, discussing a business project, joining an

international event, describing about their paintings, having interview in an

international company, selling products, and talking with the employer and other

employees.

Third question was related to whom students would use English. Mainly,

students would use English to people around their working place. Specifically,

they would use English with: the owner of international animation movie, the

audiences, the working partners, the foreigners, the teacher, friends, people who

do not understand their language, collectors from other countries, tourists who

watch their performances, the boss, and the person who wants to buy their

paintings.

d. Needs Analysis Data from Interviews

After that the interview was conducted to find out any other information

related to the students’ needs. It included the information on the students’ learning

goals, students’ learning needs, students’ learning facilities, teaching learning

obstacles, and students’ initial competence. This research attained some useful

information to define the needs of students in vocational high school. The analysis

of the interview was presented in the following paragraphs.

The first question was what the students’ goals in learning English were.

Teachers’ responses were varied, but mainly the result showed a similar response

toward the students’ opinion. The main goal was to prepare them in an


72

international working industry in which they would be involved after graduated

from vocational high school. A teacher said that students would need English to

involve MEA or Masyarakat Ekonomi ASEAN (see App4.1No3). Meanwhile,

another teacher said that being performers would have big chances to meet

audiences from other countries. Therefore, English was needed (see App4.2No3).

Another teacher mentioned that the goal depended on the students. Some students

were really motivated to learn since they really wanted to improve themselves.

However some students learned English because of the duty to pass the

examination (see App4.3No3). Those who were really motivated are:

“Ya… For example being an international animator. Then they will work in a

company. Some of them also want to be an entrepreneur. Being an

entrepreneur will also need English because perhaps their customers usually

are from other countries” (App2.3No3).

The second question dealt with the students’ learning needs. The three

teachers responded the same ideas. Mainly, students in vocational high school

need specific English related to their future carrier. Topics on daily conversation

would mostly be needed. Moreover, related to the students’ characteristics,

students needed something simple and practical. They did not really like reading

long passages (see App4.1No4, App4.2No4, App4.3No4). The teacher said,

“I think they need materials which will be used in daily conversations. It

should be also related to their jobs… The materials should be something

simple and practical. Hmm I mean it does not contain a lot of reading

passages. Something they will use in daily life” (App4.1No4).

The third question was related to the students’ learning facilities. The result

showed some additional information instead of the data gaining from the


73

questionnaires. It showed that those three schools had language laboratories. They

had also the access to use the audio and video facilities. However, it did not

guarantee that they can use those facilities once in a week or more than two

learning hours in a week. Teachers will use it anytime it was needed by an

agreement with other teachers before (see App4.1No5, App4.2No5, App4.3No5).

Related to the internet access, students in those three schools were already

familiar to use internet. The schools also provided internet connectivity. Teachers

also sometimes asked them to browse materials in the internet (see App4.1No5,

App4.2No5,App4.3No.5). A teacher said, “We have them already. We have a

projector, LCD, and also a speaker. But we share it to all teachers. Thus, we

should have an agreement first before using it” (App4.1No5). Another teacher

said, “We have internet access, sometimes I ask them to browse the materials in

the internet” (App4.2No5).

The fourth question was about the teaching learning obstacles. The results

were varied. The similar responses go to the lack of interest in reading long

passages (See App4.1No6, App4.2No6, and App4.3No6). Other problems were

related the students’ attitude, such as being not really motivated (see App4.2No6)

and being busy with their cell phones (see App4.3No6). Problems related to

English learning were the lack of vocabulary knowledge (see App4.1No6) and

difficulty in understanding structure (see App4.3No6).

The last question was related to the students’ initial competence. The first

school contained students from different area in Indonesia. They had different

level of English competence. Basically, most of them were good enough.


74

However, some people knew little about English (see App4.1No6). Meanwhile,

the other two schools showed that the students had good competence. They knew

the knowledge of composing simple present tense. Specifically, they were able to

introduce themselves using English (seeApp4.2No7, App4.3No7).

2. Planning

In this part, the second step of ADDIE which was design was conducted.

The model would be developed based on the needs analysis results. Therefore,

this part would determine the goals, general purposes, and learning objectives.

a. Goals and General Purposes

The researcher adapted the results of needs analysis in determining goals.

Mainly, students under Socio-cultural divisions would need English in these kinds

of situations: having a meeting with clients, attending/holding an exhibition or a

show, applying a job, working in an international company, and meeting tourists.

Those situations would be divided into three different level of diffculties, namely:

easy for grade X., intermediate for grade XI, and difficult for grade XII. The goals

are formulated based on the expected outcomes of knowledge, skills, and attitude.

Therefore, the goals are presented as follows:


75

Table 4.2 The Goals (Core Competencies)

Core Competencies for Grade X

1. Identifying the language knowledge used in these situations: expressing

simple utterances used in a meeting, describing things needed to hold an

exhibition, describing prices and menus used in buying and selling,

describing a job vacancy, writing simple letters, expressing simple

utterances used when students work in a company, and expressing simple

utterances used when students meet tourists.

2. Implementing the skills of using the language used in these situations:

expressing simple utterances used in a meeting, describing things needed to

hold an exhibition, describing prices and menus used in buying and selling,

describing a job vacancy, writing simple letters, expressing simple

utterances used when students work in a company, and expressing simple


3. Showing the attitude of sincerity, caring, responsibility, and confidence

during the process of learning English.

Core Competencies for Grade XI

1. Identifying the language knowledge used in these situations: negotiating

with clients in a meeting, presenting products in an exhibition, negotiating

prices in buying and selling, writing documents for applying a job, serving

customers in a company, and explaining information to tourists.


negotiating with clients in a meeting, presenting products in an exhibition,

negotiating prices used in buying and selling, writing documents for

applying a job, serving customers in a company, and explaining

information to tourists.



Core Competencies for Grade XII

1. Identifying the language knowledge used in these situations: moderating a

meeting, delivering a speech in an exhibition, writing some documents

used in buying and selling, answering some typical questions in a job

interview, understanding some business letters used in a company, talking

about important occasions in a company, telling personal plans and

experiences to tourists.


moderating a meeting, delivering a speech in an exhibition, writing some

documents used in buying and selling, answering some typical questions in

a job interview, understanding some business letters used in a company,


76

talking about important occasions in a company, telling personal plans and

experiences to tourists.



Generally, students of grade X were required to do some simple things

related to their basic needs in communication. The goals were categorized as easy

since it involved less people in communication, used basic grammatical

knowledge, and aimed to fulfill students’ self-needs. The general objectives

adjusted the situations in which students would do specific things related to the

working demands, such as: the ways how to start a conversation, how to express

the feelings, how to describe things, and so on.

Students of grade XI would continue what they have learnt in grade X into

more challenging goals. The goals in grade XI were categorized as intermediate. It

involved more people in communication, involved negotiation, involved more

complex grammatical knowledge, and this grade also prepare them to speak in

front of audiences. The general objectives were the continuation from the general

objectives in grade X, such as: the ways how to ask and give suggestions, how to

greet audiences, how to present things, and so on.

Similar from the previous discussion, goals written in grade XII were also

the continuation from grade XI. It provided more challenging activities than the

previous grades. Students of grade XI would deal a lot with audiences and more

specific working demands. This grade involved a lot of people in communication,

involved leadership skills, and involved complex grammatical knowledge. The


77

general objectives for grade XII were such as: delivering a speech, lead a meeting,

telling about plans and experiences, write some business letters, and so on.

b. Learning Objectives

In this step, learning objectives were set. Goals and general purposes

mentioned above were specified into several learning objectives. Determining

learning objectives to be achieved was the most important part in designing (Borg

& Gall, 1983, p. 779). The learning objectives of the Competence-based English

Syllabus Model are presented as follows.

Table 4.3 A Sample of Learning Objectives

Learning objectives or learning indicators presented above was converted

by taking one of the learning topics in the syllabus with its descriptions of

learning indicators. It also represented the learning indicators on the following

topics. Learning indicators aimed to set particular things to achieve at the end of

the meeting. Basically, the learning indicators were set as close as the real context.


78

In terms of competencies, it included particular knowledge, skills, and attitude to

achieve. Based on the table, point 1 and 2 represented the achievement of

knowledge. Point 2 represented the achievement of skills. Meanwhille, point 4

and 5 represented the achievement of attitude. After all, the concept of the

development product of the Competence-based English Syllabus Model was

designed.

B. THE PRESENTATION OF THE DEVELOPMENT PRODUCT

The presentation of the Competence-based English Syllabus for Socio-

cultural Divisions of Vocational High School would answer the second question

in the problem formulation. In presenting the model, this research followed the

five steps from Borg and Gall (1983): developing the preliminary form of product,

preliminary field testing, main product revision, mail field testing, and final

product revision. There were also four steps of ADDIE that were included,

namely: design, development, implementation, and evaluation.

1. Developing the Preliminary Form of Product

The conceptual model was used as the basis in developing the preliminary

form of the product. In this step the first version of the product was designed. It

would be divided into two, namely: the three-year syllabus and a sample unit.

a. The Three-Year Syllabus Layout Design

The three-year syllabus was presented to show the whole program of the

learning model. It was expected that users could understand the goals, the content,

the strengths or advantages of the product. Besides, users could see the


79

continuation of the product from grade X, grade XI, and grade XII. The three-year

syllabus consisted of several parts, which were the title page, the product

description, the summary, and the syllabus. The following subchapters would

describe all those parts.

1) Title Page

The first page of the syllabus would be the title page. The major title was

written as “Syllabus for English Subject in the Vocational High School”. Under

the major title, it was “For Socio-cultural Divisions (including four specialized

programs, namely: Business and Management, Tourism, Performing Arts, and

Painting and Crafts). This title page would inform users that the product would

not only be used by a single program. It could be used by four specialized

programs as they were written. The appearance of the title page is presented

below.

Figure 4.1 The Appearance of the Title Page (see App9.1)

2) Product Descriptions

The second part was the description of the product. It aimed to help users

to know the product before utilizing it. The description was under the subtitle

“About the Syllabus”. The appearance of the product description is presented

below.


80

Figure 4.2 The Description of the Syllabus (see App9.1)

3) The Summary

The following part was the summary. This part provided the summary of

core competencies and the summary of learning topics. It aimed to help users to

understand the model. Moreover, it helped experts to assess and give comments.

The summary is illustrated in the following tables.

About the Syllabus This syllabus is designed to meet the needs of students under socio-

cultural divisions of the Vocational High School. The learning objectives

listed on core competencies were composed based on three learning aspects:

the first one is the knowledge, the second is the skills, and last is the attitude.

Basic competencies contain some general situations in which students will use

English. They are designed as a continuous program based on the students’

needs on the working demands. Therefore, core competencies and basic

competencies in grade X, XI, XII are interrelated. The syllabus is

differentiated by its level of difficulties; Grade X is easy, Grade XI is medium,

and Grade XII is difficult. Each basic competency requires at least three

learning indicators. The-three learning indicators show the achievement of

knowledge, skills, and attitude from the student. In terms of knowledge,

students should recognize some aspects of the language by identifying the

samples (for example: expressions, common words, and grammatical

knowledge). In terms of skills, students should practice using the language.

Meanwhile in terms of attitude, students should show their sincerity and

respects in the process of learning. The materials are mainly samples of

materials which can be in the form of written dialogues, videos, letters, etc.

Students need to analyze those samples and recognize the language aspects

used in the samples until finally they understand the concepts. At the end of

the learning process, students perform what they have learnt. Teachers guide

them by giving feedbacks. The amount of time for each grade is calculated

based on 36 effective weeks per year times 4 learning hours per week. It is

expected that there will be around 12 learning hours spent on quizzes and

repetitions (reviews). Finally, the syllabus is designed for 132 learning hours

for every grade.


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Table 4.3.1 The Summary of Core Competencies (See App9.1)


1. Identifying the language knowledge used in these situations: expressing simple utterances used in a meeting, describing things needed

to hold an exhibition, describing prices and menus used in buying and selling, describing a job vacancy, writing simple letters,

expressing simple utterances used when students work in a company, and expressing simple utterances used when students meet

tourists.

2. Implementing the skills of using the language used in these situations: expressing simple utterances used in a meeting, describing

things needed to hold an exhibition, describing prices and menus used in buying and selling, describing a job vacancy, writing simple

letters, expressing simple utterances used when students work in a company, and expressing simple utterances used when students

meet tourists.

3. Showing the attitude of sincerity, caring, responsibility, and confidence during the process of learning English.


1. Identifying the language knowledge used in these situations: negotiating with clients in a meeting, presenting products in an

exhibition, negotiating prices in buying and selling, writing documents for applying a job, serving customers in a company, and

explaining information to tourists.

2. Implementing the skills of using the language used in these situations: negotiating with clients in a meeting, presenting products in an

exhibition, negotiating prices used in buying and selling, writing documents for applying a job, serving customers in a company, and




1. Identifying the language knowledge used in these situations: moderating a meeting, delivering a speech in an exhibition, writing some

documents used in buying and selling, answering some typical questions in a job interview, understanding some business letters used

in a company, talking about important occasions in a company, telling personal plans and experiences to tourists.

2. Implementing the skills of using the language used in these situations: moderating a meeting, delivering a speech in an exhibition,

writing some documents used in buying and selling, answering some typical questions in a job interview, understanding some business

letters used in a company, talking about important occasions in a company, telling personal plans and experiences to tourists.



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Table 4.3.2 The Summary of the Three-year Syllabus

Grade X Grade XI Grade XII

Themes Learning

Topics

Time

(hours)

Themes Learning

Topics

Time

(hours)

Themes Learning

Topics

Time

(hours)

SEMESTER I SEMESTER I SEMESTER I

1. Expressing

simple

utterances

used in a

meeting.

Greeting

people

2 1. Negotiating

with clients in

a meeting.

Opinion 4 1. Moderating

a meeting.

Moderating a

meeting

4

Self-

Introduction

4 Suggestions 4 Delivering a

Presentation

6

Introducing

Others

4 Agreement 4

Describing

Feelings

4 Necessity 4

Regrets &

Apologize

4

Thanking 2

2. Describing

things needed

to hold an

exhibition/ a

show.

Time and

date

2 2. Presenting

products in an

exhibition/ a

show.

Greeting

audiences

4 2. Delivering a

speech in an

exhibition/ a

show.

Presenting a

manual

4

Informal

invitation

4 Product

presentation

6 Delivering a

speech

8

Formal

Invitation

4 Writing a

manual

6

A Response

to Formal

4 Complimenting 4


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Invitation

Description

of an event

4 Congratulating 4

Description

of the

products

4

A poster of

an exhibition

4

3. Describing

prices and

menus used in

buying and

selling.

Describing

Prices

4 3. Negotiating

in buying and

selling.

Buying and

selling

4 3. Writing

some

documents

used in buying

and selling.

Invoices 4

Writing a

Catalogue

4 Bargaining 4 Order letter 4

Describing

Menu

4 Convincing and

persuading

4 Receiving

order letter

4

Preference 4 Making and

Receiving an

Order

4 Advertisement

s

4

Comparison 4 Brochures 4

SEMESTER II

4. Describing

a job vacancy.

Reading

Vacancy

Advertiseme

nts

2 4. Writing

documents for

applying a job.

Writing a CV 4 4. Answering

some typical

questions in a

job interview.

Capabilities 4

Telling about

job vacancy

4 Writing an

Application

6 Education

Background

4


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Letter

Reading Job

Requirements

2 Personal

Character

4

Telling about

job

requirements

4 Interests 4

Future

Employment

4

Visions &

Missions

4

SEMESTER II SEMESTER II

5. Writing

simple letters

used in a

company.

Writing

Memo

2 5. Serving

customers in a

company.

Guest handling 4 5.

Understanding

some business

letters used

when students

work in a

company.

Short

Messages

4

Writing

Announceme

nt

4 Telephoning 4 Asking for

Permission

Letters

4

Reservation 4 Granting

Permission

Letter

4

Confirmation

& Cancelation

4 Promotion

Letter

4

Arrangement 4 Reports 4

6. Expressing

simple

Asking &

Giving

4 Complaints 4 SOP 4


85

utterances

used when

students work

in a company.

Permission

Giving

Commands

4 Delivering

Orders

4 MOU 4

Showing

Location

4 Reporting

messages

6 6. Expressing

utterances

used in some

important

occasions

when students

work in a

company.

Assigning

New

Employee

4

Making an

Appointment

4 Talking about

Promotion

4

Giving an

Announceme

nt

4 Talking about

Career’s Leave

4

7. Expressing

simple

utterances

used when

students meet

tourists.

Asking and

offering helps

4 6. Explaining

information to

tourists.

Descibing

Tourism Places

4 7. Telling

personal plans

and

experiences to

tourists.

Experiences 6

Showing

Directions

4 Describing

Important

Rules

4 Hopes 6

Describing

Signs

4 Describing

Safety Rules

4 Plans 6

Talking about

Health

4 Describing

Etiquettes

4 Personal Letter 8

Showing

Sympathy

4 Describing

People

4

Talking about

Take a Walk

4 Describing

Upcoming

4


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Events

Talking about

Hobbies

4 Delivering

Good/Bad

News

4

Giving Advice 4

Telling about

Transportation

4


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4) The Syllabus

The last part was the main part, the syllabus. It consisted of core

competencies, basic competencies, learning materials, learning process,

assessment, time allocation, and learning resources. In defining the goals

(generally written in core competencies, more specifically written in basic

competencies, and specifically written in learning indicators), it adapted the

concept of learning goals in CBL. Based on Richard & Rogers (2001, p. 141) that

the competence-based learning focuses on the outcomes of learning. It

emphasizes on what the learners are expected to do rather than on what materials

they are expected to learn.

Figure 4.3 The Appearance of the Syllabus (see App9.1)


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b. The Sample Unit Layout Design

The sample unit served information on the examples of the materials and

ways on how to conduct the teaching and learning activities. In the designed unit,

after the title page there were seven parts namely: Share Your Thoughts, Guess the

Words, Read Out Loud, Language Notes, Let’s Pratice, Let’s Perform, and

Review. The descriptions and illustrations would be presented as follow.

1) Title Page

The title of the unit was Making and Receiving an Order (for Grade XI).

The topic was taken from one of the learning topics in the designed syllabus.

Below is the illustration of the title page.

Figure 4.4 The Appearance of the Title page (see App9.2)


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2) Learning Goals

Learning Goals part was provided to inform students the learning goals (as

the goals were described in the syllabus). Delivering information on learning

goals was important in a Competence-based Learning (CBL) since CBL required

both teachers and students to know the purpose of what they are learning.

“Outcomes are public knowledge, known and agreed upon by both learner and

teacher” (Richard & Rodgers, 2001, p.146). Therefore, this part was presented on

the first section. Due to the importance of this section, the goals were written in

Bahasa Indonesia as the students’ first language to make sure that the content was

well-delivered. Letting the students know the learning goals would help them do

things on the right track to achieve the goal. Below is the illustration of the

Learning Goals part.

4.5 The Appearance of Learning Goals part (see App9.2)


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3) Share Your Thoughts

Share Your Thoughts part belonged to the warming up activity. It aimed to

set the students to get ready to learn a new topic. Since it was the beginning

activity, the activity was designed as interesting as possible by using some

pictures.This part would provide a situation in which students would use the

knowledge in a real context. They should discuss in English with classmates. This

section let the students find some difficult words used in expressing the situation.

Those difficulties they found were expected to enhance their curiousity to know

deeper about the topic. It aimed to meet the purpose of a student-centered

learning. Sanchez & Ruiz (2008, p. 3) clarify that students in CBL are the true

drivers of their own learning, and therefore need certain amount of self-motivation

and supervision, as well as the development of cognitive strategies and cognitive

goals that will help them learn and reflect on their learning.

4.6 The Appearance of Share Your Thoughts part (see App9.2)


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4) Guess the Meanings

Guess the Meanings part would helped learners to solve problems in the

previous chapter. It would also helped students to enhance their vocabulary

knowledge. However, it would not directly give them the answer of every

difficulty they found. It would be in the form of discussing the meanings of some

words which mostly used in the topic being discussed. This part let the students

open the dictionary and some other sources.

4.7 The Appearance of Guess the Meanings part (see App9.2)

5) Read Out Loud

Read Out Loud part was a part in which the samples of texts were

provided. It adapted the concept of materials in Competence-based learning which

mostly in the form of samples. Richards & Rodgers mentions that.the materials

were mainly sample texts and assessment tasks which were related to the

competency (2001, p.147). In this part, students may find answers of several

expressions or words they found difficult in the previous section. There were three

samples of texts. After that they read the texts with classmates, they should list


92

some expressions which mostly appeared in the texts. They should also list the

noun phrases appeared in the texts. These activities were intended to meet the

student-centered concept in which anything was found by the students.

4.8 The Appearance of Read Out Loud part (see App9.2)

6) Language Notes

Language Notes part would clarify if any particular aspect of language in

the text needed to discuss. In this case, the aspect of arranging noun phrases was

discussed. Students would compare the noun phrases they have written in the

previous section with the rules of arranging noun phrases in the Language Notes.

The discussion would be guided by the teacher. It adapted one of the roles of a


93

teacher in Competence-based Learning. Richards and Rodgers (2001, p.146)

mentioned that theacher in CBL guide students by giving feedbacks.

4.9 The Appearance of Language Notes part (see App9.2)

7) Let’s Practice

Let’s Practice part was for exercises. After gaining the knowledge of the

expressions used in the dialogues and some aspects of language in the language

Notes, students would practice to enhance their skills in that particular topic. This

part would also served as a pre activity before the production part. Below is the

presentation of the Let’s Practice part.


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4.11 The Appearance of Let’s Practice part (see App9.2)

8) Let’s Perform

Let’s Perform part would be the production part. After some activities

conducted before, the students were expected to have the ability to produce the

similar thing as it was discussed. They were expected to write and to perform a

dialogue of the topic being discussed. Richard and Rodgers (2001) showed that

the assessment is based on the students’ performance of specific behaviors instead

of traditional paper-and-pencil-tests (p. 146).


95

4.12 The Appearance of Let’s Perform part (see App9.2)

9) Review

Review part was intended to see that the learning goals have been

achieved. The teacher would ask students some questions related to the materials

the students have learnt. Then, teachers would know whether the goals have been

successfully achieved or not. The teacher then decided to continue or to repeat the

materials. Below is the appearance of the Review part.


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4.13 The Appearance of Review part (see App9.2)

2. Preliminary Field Testing

After designing, the third step of ADDIE which referred to development

was conducted. It aimed to describe things which needed improvements. The

information was important to develop the product before implementing.

Questionnaires were distributed for three English teachers and a lecturer of

English Language Study Program. The participants of expert validation is

presented as follows.

Table 4.3 Validating Experts


Background

Teaching

Experience

(in year)

F M S1 S2 S3 1-5 6-10 >10

English Lecturer 1 1 1

English Teachers 3 2 1 2 1

The data gathered from three participants. They were chosen based on

their expertise. They were considered fully understand about teaching English.

The evaluators were three English teachers of vocational high school of SMK

Putra Tama Bantul and one lecturer of English Language Education program in

Sanata Dharma University, Yogyakarta. Their teaching experiences were varied

from 5 until >10 years. All participants should fill in the questionnaire which

consisted of twenty items of closed questions and three items of open questions.


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Table 4.4 Interpretation of the degree of agreement for experts’ validation

Range Interpretation

≥4 No Revision.

3.4 - 3.9 Conduct more exploration on the existing part of the designed

model based on the statement.

2.8 – 3.3 Add more part or modify part of the designed model based on

the lack of the statement.

0.0 – 2.7 Replace the rejected part of the designed model.

The data was interpreted to identify the results of the closed-ended

questionnaire. The interpretation of the degree of agreement for experts’

validation is presented in table above. Moreover, the experts’ validation results

can be summarized as follows.

Table 4.5 Experts’ Validation Result

No Statements Central Tendency

N Mean Criteria

1 The competence-based English Syllabus Model is

appropriate for students under Socio-cultural

divisions in Vocational High School.

4 4.25 Very

High

2 The Competence-based English Syllabus Model

meets students’ needs.

4 4.25 Very

High


helps students to enhance their English skills.

4 4.00 Very

High


invites students to participate in the learning

process.

4 4.50 Very

High


provides learning materials which are relevant to

the students’ future carriers.

4 4.50 Very

High


provides opportunity to develop the knowledge,

skills, and attitudes.

4 4.25 Very

High

7 Learning objectives are well-formulated in the

syllabus.

4 4.00 Very

High


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8 Learning objectives mentioned in the syllabus are

practical and appropriate for the students under


4 4.25 Very

High

9 The learning topics in the syllabus help learners to

achieve the learning objectives.

4 4.00 Very

High

10 The learning topics in the syllabus are related to the

prospective working fields of students under socio-

cultural divisions.

4 4.50 Very

High

11 The learning process will motivate studentss to

learn.

4 4.00 Very

High

12 The learning process will help students to achieve

the competences.

4 4.00 Very

High

13 The assessment can measure the students'

achievements on the competences.

4 4.00 Very

High

14 The assessment is applicable. 4 4.00 Very

High

15 The time allocation for each learning topic in the

syllabus is appropriate.

4 4.25 Very

High

16 The total amount of time is applicable to be done

within a year.

4 4.25 Very

High

17 The unit is well-designed. 4 4.25 Very

High

18 The unit uses appropriate language. 4 4.00 Very

High

19 The unit uses clear instructions. 4 4. 00 Very

High

20 The materials is relevant to the core competence

and basic competences.

4 4.00 Very

High

21 Pictures and colors are well-arranged. 4 4.25 Very

High

22 The Set Your Goals part helps students to know the

purpose of what they are learning.

4 4.50 Very

High

23 The Set Your Goals part helps students to know the

activities they are going to do.

4 4.25 Very

High

24 The Share Your Thoughts part is interesting as an

opening activity.

4 4.00 Very

High

25 The Share Your Thoughts part enhances the

students’ curiousity about the topic.

4 4.00 Very

High

26 The Guess the Words part helps students to find the

meaning of some difficult words they find in the

previous discussion.

4 4.00 Very

High


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27 The Guess the Words part improves the students’

vocabulary knowledge.

4 4.25 Very

High

28 The Read Out Loud part provides appropriate

samples for students to analyze.

4 4.25 Very

High

29 The Read Out Loud part allows students to relate

the language to the real context.

4 4.25 Very

High

30 The Language Notes clarifies the aspect of

language used in the samples.

4 4.00 Very

High

31 The Language Notes enhances the students’

knowledge about the language.

4 4.25 Very

High

32 The Let’s Practice part allows students to improve

their language skills.

4 4.00 Very

High

33 The Let’s Practice part is appropriate for preparing

students to the performing activity.

4 4.00 Very

High

34 The Let’s Perform part involves students to

perform skills they have learnt.

4 4.00 Very

High

35 The Let’s Perform part lets students practice using

the language as it is in the real context.

4 4.25 Very

High

The table shows the opinion on the syllabus model from an English

lecturer and three English teachers. They choose five points namely strongly

disagree (1), disagree (2), doubt (3), agree (4), and strongly disagree (5). The table

4.15 shows the mean for each item started from point 4.00 until 4.50. Therefore, it

was found that the average point of central tendency was 4.15 from the scale 5.00.

The average point of 4.15 was found by counting all means from each item and

then divided by total items. The average point of central tendency belonged to

range ≥4 which meant that the designed model was no revision. The learning

model was indicated as acceptable. Therefore the syllabus model would be

implemented in the classroom.

Meanwhile the data from the open questions shows the participants’

opinion and suggestions. The results would be discussed into three main focuses.


100

First, most participants mentioned that the syllabus model was good enough. It

was because of some reasons, such as: the learning topics were already good as

they were what needed by students, the use of technology devices in the learning

activities is a good point, the syllabus was well-arranged, the syllabus was

appropriate for students’ competencies since it involves knowledge, skills, and

attitudes in the learning activities, the topics were appropriate for SMK students,

the unit provided activities that invite students to produce language like speaking

and writing, and it encouraged students to communicate. Second, some points

were considered weak in the model. Those weaknesses were: there are some

repetitions in the exercises, some of the words are mistyped, the head of the

column does not break in every continual page, and the numbering is not well-

arranged. Third, participants also gave some suggestions for the betterment of the

model. They suggested to make different exercises for the students to have

broader exposure, give a thought on the word ‘knowledge’ so that it will not miss

the concept of competence-based, recheck about the time allocation, provide

pictures or real photos, divide activities into some parts, and check the minimal

requirements, such as: typing, consistency, and numbering.

Overall, the results of experts’ validation showed the Competence-based

English Syllabus model was considered as very good and was acceptable to be

implemented. The good things from the model were the model provided materials

which were relevant to the students’ future carrier, it invited the students to

participate in the production of the language, it used technology devices, and it

involved knowledge, skills, and attitudes. However the model could be improved


101

by adding some more various exercises, designing more interesting layout, and

providing some more authentic pictures.

Based on the suggestions and feedbacks from experts’ validation, the

model could be improved. The unit was printed in colors. The syllabus was

covered by a simple cover. The presentation of the development product is

presented as follows.

Figure 4.7 Cover of the Three-year Syllabus


102

Figure 4.8 Cover of the Sample Unit

Finally, the development product of the Competence-based English

Syllabus was in the form of a three-year syllabus and a sample unit. The product

was specially designed for Socio-cultural divisions as it was written on the cover.

The three-year syllabus was intented to provide students the whole program of

competence-based English learning from grade X until grade XII. Meanwhile, the

Sample Unit provided the example of the materials and how to conduct the

teaching and learning activities. The unit provided eight activities. Mainly the

activities were classified into setting learning goals, warming up activity, main

activity, and producing activity. Those activities were named as: Share Your


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Thoughts, Guess the Words, Read Out Loud, Language Notes, Let’s Practice, and

Let’s Perform, and Review.

3. Implementing and Evaluating the Model

After revising the designed model, the next step from ADDIE namely

Implementation was conducted. The one-detailed unit was implemented to two

classes of students under Business and Management division in SMK Putratama

Bantul. Those classes were XI Accounting 1 and XI Marketing. The first meeting

was conducted on July 28 and July 29, 2016 and the second meeting was

conducted on August 4 and August 5, 2016.

In implementing the unit, the researcher divided into two main activities.

The first meeting was for analysis. They worked on part A into E in the unit. The

next meeting was for production. They worked on part F until G. After

implementation, the questionnaires were distributed in order to gain opinion from

the students’ point of view related to the model. They were distributed right after

the last meeting was over. It was on August 4, 2016 and August 5, 2016.The

participants were thirty seven students from two classes.

The questionnaire included twenty items of closed questions and three

items of open questions. For closed questions, students should choose five points

of agreement. Those were strongly disagree (1), disagree (2), doubt (3), agree (4),

strongly agree (5). The results were counted using the score criteria. The meaning

of score criteria can be presented as follows.


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Table 4.6 Meaning of score criteria


Mi + 1.5 SDi= 3 + 1.5 x 0.6= 3.9

Mi + 1.5 SDi= 3 + 0.5 x 0.6= 3.3

Mi - 0.5 SDi= 3 - 0.5 x 0.6= 2.7

Mi - 1.5 SDi= 3 - 1.5 x 0.6= 2.1



2.8 – 3.3 Fair

2.2 – 2.7 Low

≤ 2.1 Poor

After calculated the data, the score were interpreted using the score

criteria. Then, the questionnaire results of the implementation is presented as

follows.

Table 4.7 The Questionnaire result of the practice of the development

product

No Statements Central Tendency

Result N Total Mean

1

The Competence-based English

Learning is interesting for the

students. 37 161

4.35 Very High

2

The Involvement of knowledge,

skills, and attitude in the learning is

relevant to the students’ needs. 37

159 4.30 Very High

3


Learning encourages students to have

more interactions with others. 37

164 4.43 Very High

4


Learning enhances the students’

curiousity about the learning. 37

162 4.38 Very High

5 Learning objectives are shared to both

the teacher and students. 37

156 4.22 Very High

6 Learning objectives are written

clearly. 37

158 4.27 Very High


105

7 The materials are well-arranged. 37 160 4.32 Very High

8

The materials are related to the

prospective working fields of students

under socio-cultural divisions. 37

169 4.57 Very High

9 The materials are relevant to the topic

being discussed. 37

157 4.24 Very High

10 The materials help students to achieve

the learning objectives. 37

153 4.14 Very High

11 The activities help students to

understand the topic. 37

157 4.24 Very High

12 The activities encourage students to

participate. 37

165 4.46 Very High

13 The activities are relevant with the

topic being discussed. 37

150 4.05 Very High

14 The activities are fun and motivating. 37 152 4.11 Very High

15 The activities enable students to

improve their English skills. 37

161 4.35 Very High

16 The types of activites are varied

enough. 37

150 4.05 Very High

17 The instructions are written clearly. 37 153 4.14 Very High

18 The instructions are easily understood 37 152 4.11 Very High

19 The appearance of the designed

model is attractive 37

160 4.32 Very High

20 Pictures and colors are well-arranged 37 159 4.30 Very High

Based on the results written in table 4.17, this research drew the

conclusions. The table shows that the mean for each item started from point 4.00

until 4.35. Therefore, it was found that the average point of central tendency was

4.27 from the scale 5.00. The average point of 4.27 was found by counting all

means from each item and then divided by total items. The average point of

central tendency belonged to range ≥4 which meant that the designed product was

very high. It indicated that the model was appropriate.


106

Moreover, the students also gave comments and suggestions by answering

three questions of open questions. After interpreting, the students’ opinion can be

summarized into three points. First, most students said that the learning was

relevant to reality of their future working fields. It encouraged to have more

interactions with classmates. The samples provided in the product was helpful.

Therefore, it was indicated as practical and helpful. Second, students gave

comments on the obstacles when conducting the learning process. Most students

mentioned that the learning process was interesting. However, they found some

difficulties when they found some difficult words. They were also not confident

enough to perform because they have problems in reminding the sentences. Third,

they also gave suggestions for the betterment of the designed product. The

students suggested that the researcher should give more exercises. The researcher

should give more explanation on the difficult words. Moreover, they suggested to

add some pictures to make it more meaningful.

Overall, the participants gave positive responses to the development

product. The relevant topics of their future working fields helped them relate the

language into reality. They could imagine how they would practice the knowledge

when they worked. Moreover, they could have more interactions with classmates

especially for discussing the materials. Students could analyze and produce the

language by themselves. The model needed to be conducted in every meeting to

make them being independent in learning. Meanwhile, this research would also

considered on the students’ suggestions to improve the designed model to be a


107

better model. The result of the last version of the three-year Syllabus can be seen

in Appendix 9.1. Meanwhile the sample unit can be seen in Appendix 9.2.


108

CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

This chapter discusses three main parts. The first discusses the conclusion

of this research. The second part discusses the implications. The third part

provides suggestions for readers and future researchers, English teachers, and

students.

A. CONCLUSIONS

This research was conducted to answer two research questions. Those

were: (1) What is the conceptual model of a competence-based English syllabus

for socio-cultural divisions of vocational high school like? 2) What is the

development product of a competence-based English syllabus for socio-cultural

divisions of vocational high school like? Therefore, this research employed R & D

steps combined with ADDIE’s steps to answer the research questions.

Conceptually, the competence-based English syllabus model employed the

concept of Competence-based Learning. It was designed to achieve at least three

learning goals, such as: the achievement of knowledge, the achievement of skills,

and the achievement of attitude. The syllabus was practical rather than theoretical.

Therefore, the larning goals focused on what they could do with the language they

have learnt. The model was designed to be closely related to the students’ working

needs. It was in the form of a three-year syllabus and a sample unit. The grades

were differentiated based on three level of difficulties, namely: easy for grade X,

intermediate for grade XI, and difficult for grade XII. Grade X was categorized as


109

easy since it involved less people in communication, simple grammatical

knowledge, and aimed to fulfill the students’ self-needs. Meanwhile Grade XI

was categorized as intermediate since it involved more people, more complex

grammatical knowledge, and prepare students to have a speech in front of

audiences. Meanwhile grade XII was categorized as difficult since it involved a

lot of people (audiences), improved leadership skills, and involved complex

grammatical knowledge.

The development product of the Three-year Syllabus provided information

on the whole program from grade X until grade XII. The syllabus informed the

learning goals, learning process, assessment, time allocation, and also learning

resources. The materials were mainly in the form of samples. It encouraged

students to be actively involved in the learning process. They should analyze the

samples, find the language knowledge, and then produce the language.

Meanwhile, the sample unit provided information on the kinds of materials

and how to conduct the teaching and learning activity. It consisted of eight

activities. The Set Your Goals part informed students the goals of what they are

learning. The Share Your Thoughts was an activity intended to grab the students’

attention on the topic. The Guess the Words part was a description of vocabulary

they might find in the previous discussion. The Read Out Loud part consisted of

some samples of dialogues related to the topic. Students needed to analyze the

samples based on the instructions. The Language Notes was used to clarify the

aspect of language they found in the samples. The Let’s Practice was the pre

activity before the performing activity. It consisted of some exercises. The next is


110

Let’s Perform. After getting feedbacks from the teachers, students should perform

the dialogue. It was intended to let students know the kinds of situation in the real

context. The last part was Review which was to see the achievements of learning

indicators.

This research conducted preliminary field testing to evaluate the

development product of Comptence-based English Syllabus Model. The result

gained score 4.15 from the scale 5.00. It indicated that the model was very

good. After that the implementation was done in two classes. The questionaires

were distributed for students after the class was over. The result gained score of

4.27 from the scale 5.00. It also indicated that the model was very good.

Overall, the participants gave positive responses to the development

product. The relevant topics of their future working fields helped them relate the

language into reality. They could imagine how they would practice the knowledge

when they worked. Moreover, they could have more interactions with classmates

especially for discussing the materials. Students could analyze and produce the

language by themselves. The model needed to be conducted in every meeting to

make them being independent in learning.

B. IMPLICATIONS

Basically, this syllabus model provides materials and activities according

to the needs of students under socio-cultural divisions in vocational high school.

The model involves three significant aspects of learning: knowledge, skills, and

attitude. The materials are in the form of samples. The students should analyze the

samples and find the knowledge of the language by themselves. Thus, this model


111

applies the student-centered concept. Therefore, teachers in vocational high school

can apply this syllabus model for their students. This research also can be used as

a reference in case that other researchers need particular information related to

this R & D research. Moreover, by using the product, students can practice

English and improve their skills. The materials are also related to their future

working fields. Therefore, they can experience the application in the real context.

C. SUGGESTIONS

This part is for suggestions. It provides suggestions for future researchers,

English teachers, and students. The suggestions are presented as follows.

1. Suggestions for Future Researchers

This part provides suggestions for future researchers in response to the

weaknesses of this research. Due to some constraints related to time and money,

the effectiveness of the development product has not been measured. Therefore,

future researchers on the effectiveness of the model are welcome. Moreover, the

researcher recommends future researchers to develop a syllabus model for the

other divisions. They can add some more respondents for the need analysis.

2. Suggestions for Teachers

This part provides suggestions for English teachers. The result of this

research shows that the involvement of knowledge, skills and attitude in the

syllabus model brings benefits for students. Therefore, the researcher suggests to

consider these aspects when they teach. Moreover, this research shows that

encouraging students to participate in the learning process is good to present a


112

students-centered class. Experiencing the learning process will help students learn

better. Teachers should also know the students’ needs and wants, so they will find

suitable materials and activities to teach.

3. Suggestions for Students

This part provides suggestions for students. The research shows that the

roles of students determine the success of the syllabus model and its learning

process. Competence-based learning will not be successfully conducted without

any active-involvement from students. It is a students-centered learning.

Therefore, the researcher suggests students who are accustomed to be passive in

class to motivate themselves to actively involve in the learning process. The

researcher also suggests them to keep practicing English.


113

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117

APPENDICES

1. Letters of Permission

2. Needs Analysis Questionnaire

3. Results of Needs Analysis Questionnaire

4. Results of Interview

5. Experts Validation Questionnaire

6. The Results of Experts Validation

7. The Users Validation Questionnaire

8. The Results of Users Validation Questionnaire

9. The Presentation of the Development Product


118

Appendix 1. Letters of Permission

Appendix 1A A Letter of Requesting Permission for SMK 1 Kasihan & SMK

3 Kasihan


119

Appendix IB A Letter of Requesting Permission for SMK Putra

Tama


120

Appendix IC The Letter of Statement from SMK 1 Kasihan


121

Appendix 1D The Letter of Statement from SMK 3 Kasihan


122

Appendix 2. Needs Analysis Questionnaires

Appendix 2A Needs Analysis Questionnaires for Grade X

KUESIONER

(untuk siswa kelas X)

Kuesioner ini dimaksudkan sebagai pengumpulan data analisis kebutuhan untuk

Tesis berjudul A COMPETENCE-BASED ENGLISH SYLLABUS MODEL FOR

SOCIO-CULTURAL DIVISIONS OF THE VOCATIONAL HIGH SCHOOL.

Mohon untuk dilengkapi dan dijawab sesuai dengan petunjuk yang ada. Jawaban

anda tidak akan berpengaruh terhadap nilai Bahasa Inggris anda.

Nama :

Kelas : X/ XI/ XII

Jenis Kelamin : Laki-laki/Perempuan*

*coret jawaban yang tidak diperlukan

A. Berilah tanda centang ( V ) pada salah satu kolom yang sesuai dengan

pendapat anda!

Catatan: 1: Sangat tidak setuju 2: Tidak setuju 3: Ragu-ragu

4: Setuju 5: Sangat Setuju

No. Pernyataan 1 2 3 4 5

1. Saya ingin mempelajari Bahasa

Inggris sesuai dengan bidang

keahlian yang saat ini saya tekuni.


Inggris yang berkaitan dengan

lingkungan pekerjaan saya nanti.

3. Saya membutuhkan bahasa

Inggris untuk berkomunikasi

dengan rekan kerja saya nanti.


123

4. Saya membutuhkan bahasa Inggris

untuk bekerja di perusahaan

internasional.

5. Saya ingin berbicara bahasa

Inggris dengan lancar.

6. Saya ingin mendengarkan dengan

baik lawan bicara yang

menggunakan bahasa Inggris.

7. Saya ingin membaca dan

memahami bacaan bahasa Inggris

dengan baik.

8. Saya ingin menulis menggunakan

bahasa Inggris dengan tepat.

9. Saat ini saya ingin mempelajari

beberapa ungkapan sederhana

yang biasa digunakan sehari-hari.


bagaimana mendeskripsikan suatu

benda.


cara menulis undangan sederhana.


cara penulisan teks berbentuk

recount.



narrative.


cara penulisan sebuah

pengumuman.

15. Menurut saya pengetahuan bukan

satu-satunya aspek penting dalam

pembelajaran.

16. Menurut saya aspek keterampilan

dalam berbahasa Inggris perlu

dilibatkan dalam pembelajaran.

17. Menurut saya aspek sikap penting

untuk dilibatkan dalam proses

pembelajaran.

18. Saya perlu mengetahui tujuan dari


124

setiap pembelajaran.

19. Saya ingin aktif terlibat dalam

proses pembelajaran.

20. Saya merasa perlu menampilkan

keterampilan yang telah selesai

saya pelajari.

21. Saya membutuhkan materi bahasa

inggris dalam bentuk sampel atau

contoh.

22. Saya tertarik menganalisa berbagai

sampel.

23. Saya hanya mempelajari bahasa

Inggris di sekolah.

24. Saya jarang berkomunikasi

menggunakan bahasa Inggris

dengan guru maupun teman.

25. Saya memiliki akses mudah untuk

terkoneksi dengan internet.

26. Sekolah menyediakan akses

internet saat pembelajaran bahasa

Inggris.

27. Saya dapat menggunakan fasilitas

audio/video di sekolah .

28. Saya dapat berlatih pengucapan di

laboratorium bahasa lebih dari dua

jam per minggu.

29. Saya mengetahui cara sederhana

untuk menyapa seseorang dalam

bahasa Inggris.

30. Saya mengetahui cara

menyebutkan nama dan alamat

dalam bahasa Inggris.

31. Saya mengetahui cara menyusun

kalimat dalam bentuk simple

present tense.

32. Saya mampu menyebutkan angka

dalam bahasa Inggris.


125

B. Jawablah pertanyaan di bawah ini sesuai dengan pendapat anda!

1. Apa tujuan anda mempelajari Bahasa Inggris?

………………………………………………………………………………………

………………………………………………………………………………………

1. Dalam situasi seperti apa anda nantinya (setelah lulus) menggunakan bahasa

Inggris?

………………………………………………………………………………………

………………………………………………………………………………………

2. Dengan siapa nantinya (setelah lulus) anda akan menggunakan bahasa

Inggris?

………………………………………………………………………………………

………………………………………………………………………………………


126

Appendix 2B Needs Analysis Questionnaires for Grade XI

KUESIONER

(untuk siswa kelas XI)






Nama :

Kelas :




pendapat anda!
















127

internasional.








dengan baik.




cara penulisan pesan pendek.


bagaimana mendeskripsikan suatu

pekerjaan.


cara memberikan perintah.


cara mengungkapkan pengandaian.



eksposisi.


cara penulisan teks biografi.


satu-satunya aspek pentingdalam

pembelajaran.






pembelajaran.





20. Saya perlu menampilkan


128


saya pelajari.



contoh.


sampel.


Inggris di sekolah.








Inggris.





jam per minggu.


mendeskripsikan suatu benda



menyebutkan angka secara

lengkap menggunakan bahasa

Inggris.

31. Saya mengetahui cara menyusun

dan menyebutkan waktu dan

tanggal menggunakan bahasa

Inggris.

32. Saya mampu menyusun kalimat

dalam bentuk simple past tense.


129



………………………………………………………………………………………

………………………………………………………………………………………


Inggris?

………………………………………………………………………………………

………………………………………………………………………………………

3. Dengan siapa nantinya (setelah lulus) anda akan menggunakan bahasa Inggris?

………………………………………………………………………………………

………………………………………………………………………………………


130

Appendix 2C Needs Analysis Questionnaires for Grade XII

KUESIONER

(untuk siswa kelas XII)






Nama :

Kelas :




pendapat anda!
















131

internasional.








dengan baik.




cara penulisan manual/ prosedur

penggunaan suatu alat tertentu



penulisan surat-surat bisnis



beberapa dokumen teknis



cara membedakan sebuah opini

dan fakta.


cara penulisan teks factual reports.


cara penulisan kalimat

imperatives.


satu-satunya aspek pentingdalam

pembelajaran.






pembelajaran.




132



20. Saya perlu menampilkan


saya pelajari.



contoh.


sampel.


Inggris di sekolah.








Inggris.





jam per minggu.

29. Saya mengetahui cara menuliskan

alamat dalam surat menggunakan

bahasa Inggris.

30. Saya mengetahui cara berpidato



mengungkapkan permintaan maaf


32. Saya mengetahui cara membeli

sesuatu menggunakan bahasa

Inggris.


133



………………………………………………………………………………………

………………………………………………………………………………………


Inggris?

………………………………………………………………………………………

………………………………………………………………………………………

3. Dengan siapa nantinya (setelah lulus) anda akan menggunakan bahasa Inggris?

………………………………………………………………………………………

………………………………………………………………………………………


134

Appendix 3. Results of Needs Analysis Questionnaires

Appendix 3A Results of Closed Questionnaire

3.A.1 The Result of Closed Questionnaire for Grade X

No Statements Respondents

N Total Mean Result 1 2 3 4 5

1

The need of specific

English materials

related to their

study programs

0 0 0 49 13 62 261 4.21 Very

High

2

The need of English

Materials related to

their future working

field

0 0 0 54 8 62 256 4.13 Very

High

3

The need of English

to communicate

with clients from

other countries.

0 0 0 50 12 62 260 4.19 Very

High

4

The need English to

work in an

international

company

0 0 10 43 9 62 247 3.98 High

5

The need to speak

English fluently 0 1 2 48 11 62 255 4.11 Very

High

6

The need to listen to

the interlocutor in

English well. 0 3 4 49 6 62 244 3.94 High

7

The need to read

reading passages in

English well. 0 6 6 44 6 62 236 3.81 High

8

The need to write in

English correctly. 0 0 0 54 8 62 256 4.13 Very

High

9

The need to learn

expressions used in

simple daily

conversations.

0 0 1 35 26 62 273 4.40 Very

High

10 The need to learn

how to describe 0 0 0 40 22 62 270 4.35

Very

High


135

things.

11

The need to learn in

writing simple

invitations.

0 0 12 32 18 62 254 4.10 Very

High


recount texts 14 18 12 12 6 62 164 2.65 Low


narrative texts. 7 29 11 10 5 62 163 2.63 Poor

14

The need to learn in

writing an

announcement.

2 5 8 30 17 62 241 3.89 High

15

Knowledge is only

one of important

aspects to learn.

0 2 2 37 21 62 263 4.24 Very

High

16

Skills in using

English need to be

involved in learning

English.

0 0 6 32 24 62 266 4.29 Very

High

17

Attitude is

important to be

involved in English

learning

0 0 0 40 22 62 270 4.35 Very

High

18

The need to know

the purpose of what

they learn.

0 1 7 47 7 62 246 3.97 High

19

The need to be

actively involved in

the learning

activity.

0 0 10 32 20 62 258 4.16 Very

High

20

The need to

perform the English

skills they have

learnt

0 2 5 43 12 62 251 4.05 Very

High

21

The need to have

materials in the

form of samples

0 1 10 42 9 62 245 3.95 High

22 The need to

identifying samples 0 2 14 40 6 62 236 3.81 High

23 Learning English

only at school 1 5 0 49 7 62 242 3.90 High

24

Rarely speak

English to friends

and teachers.

0 2 7 39 14 62 251 4.05 Very

High


136

25

Easy access to

connect to the

internet

0 5 6 40 11 62 243 3.92 High

26

Facilities to connect

to the internet when

English learning

occur

6 7 14 24 11 62 213 3.44 High

27

Access to use

audio/video

facilities in school

0 0 2 47 13 62 259 4.18 Very

High

28

Access to practice

pronunciation in

English laboratory

more than 2

learning hours per

week.

14 32 16 0 0 62 126 2.03 Poor

29

Know how to greet

people in a simple

way.

0 0 0 45 17 62 265 4.27 Very

High

30

Know how to

mention their names

and address.

0 0 0 23 39 62 287 4.63 Very

High

31

Know how to

compose simple

present tense.

0 0 5 47 10 62 253 4.08 Very

High

32 Know how to

mention number. 0 0 8 49 5 62 245 3.95 High

3.A.2 The Result of Closed Questionnaire for Grade XI



1

The need of

specific English

related to their

study programs

0 0 0 42 18 60 258 4.30 Very

High

2

The need of

English Materials

related to their

future working

field

0 0 0 42 18 60 258 4.30 Very

High

3

The need English

to communicate

with clients from

other countries.

0 0 0 48 12 60 252 4.20 Very

High


137

4

The need English

to work in an

international

company

0 0 12 39 9 60 237 3.95 High

5

The need to speak

English fluently 0 0 0 50 10 60 250 4.17 Very

High

6

The need to listen

to the interlocutor

in English well. 0 0 0 45 15 60 255 4.25

Very

High

7

The need to read

reading passages

in English well. 0 4 9 35 12 60 235 3.92 High

8

The need to write

in English

correctly. 0 0 4 46 10 60 246 4.10

Very

High

9

The need to learn

in writing short

messages

0 2 4 43 11 60 243 4.05 Very

High


in describing jobs. 7 8 12 25 8 60 199 3.32 High

11

The need to learn

in giving simple

instructions.

0 0 9 44 7 60 238 3.97 High


if clauses. 4 20 13 16 7 60 182 3.03 Fair


exposition texts. 18 19 10 10 3 60 141 2.35 Low


biography texts. 10 23 14 9 4 60 154 2.57 Low

15

Knowledge is

only one of

important aspects

to learn.

0 3 3 40 14 60 245 4.08 Very

High

16

Skills in using

English need to

be involved in

learning English.

0 0 0 37 23 60 263 4.38 Very

High

17

Attitude is

important to be

involved in

0 0 0 45 15 60 255 4.25 Very

High


138

English learning

18

The need to know

the purpose of

what they learn.

0 1 2 49 8 60 244 4.07 Very

High

19

The need to be

actively involved

in the learning

activity.

0 2 4 34 20 60 252 4.20 Very

High

20

The need to

perform the

English skills

they have learnt

0 2 8 37 13 60 241 4.02 Very

High

21

The need to have

materials in the

form of samples

2 2 10 31 15 60 235 3.92 High

22

The need to

identifying

samples

3 1 6 44 6 60 229 3.82 High

23 Learning English

only at school 9 22 1 11 17 60 185 3.08 Fair

24

Rarely speak

English to friends

and teachers.

2 8 0 39 11 60 229 3.82 High

25

Easy access to

connect to the

internet

0 3 5 30 22 60 251 4.18 Very

High

26

Facilities to

connect to the

internet when

English learning

occur

0 2 15 27 16 60 237 3.95 High

27

Access to use

audio/video

facilities in school

0 0 2 40 18 60 256 4.27 Very

High

28

Access to practice

pronunciation in

English

laboratory more

than 2 learning

hours per week.

12 44 4 0 0 60 112 1.87 Poor

29 Know how to

describe things. 0 0 7 37 16 60 249 4.15

Very

High

30 Know how to

mention number 0 0 2 54 4 60 242 4.03

Very

High


139

completely.

31

Know how to

mention time and

date.

0 0 5 45 10 60 245 4.08 Very

High

32

Know how to

compose simple

past tense.

0 0 8 46 6 60 238 3.97 High

3.A.3 The Result of Closed Questionnaire for Grade XII



1

The need of

specific English

related to their

study programs

0 0 0 43 17 60 257 4.28 Very

High

2

The need of

English Materials

related to their

future working

field

0 0 0 38 22 60 262 4.37 Very

High

3

The need English

to communicate

with clients from

other countries.

0 0 0 50 10 60 250 4.17 Very

High

4

The need English

to work in an

international

company

0 0 10 36 14 60 244 4.07 Very

High

5

The need to

speak English

fluently 0 0 1 45 14 60 253 4.22

Very

High

6

The need to listen

to the interlocutor

in English well. 0 0 0 52 8 60 248 4.13

Very

High

7

The need to read

reading passages

in English well. 0 1 4 48 7 60 241 4.02

Very

High


140

8

The need to write

in English

correctly. 0 0 1 44 15 60 254 4.23

Very

High

9

The need to learn

a manual on how

to do a certain

thing

0 0 0 47 13 60 253 4.22 Very

High

10

The need to learn

some business

letters

0 0 7 32 21 60 254 4.23 Very

High

11

The need to learn

some technical

documents

0 0 2 40 18 60 256 4.27 Very

High

12

The need to learn

the differences

between facts

and opinion

17 18 14 8 3 60 142 2.37 Low


factual reports 3 26 19 11 1 60 161 2.68 Low


imperatives 4 15 17 16 8 60 189 3.15 Fair

15

Knowledge is

only one of

important aspects

to learn.

0 1 2 35 22 60 258 4.30 Very

High

16

Skills in using

English need to

be involved in

learning English.

0 0 3 40 17 60 254 4.23 Very

High

17

Attitude is

important to be

involved in

English learning

0 0 2 39 19 60 257 4.28 Very

High

18

The need to know

the purpose of

what they learn.

0 0 8 37 15 60 247 4.12 Very

High

19

The need to be

actively involved

in the learning

activity.

0 0 6 31 23 60 257 4.28 Very

High

20

The need to

perform the

English skills

they have learnt

0 4 7 37 12 60 237 3.95 High


141

21

The need to have

materials in the

form of samples

0 2 12 35 11 60 235 3.92 High

22

The need to

identifying

samples

1 2 8 42 7 60 232 3.87 High

23 Learning English

only at school 10 20 2 22 6 60 174 2.90 Fair

24

Rarely speak

English to friends

and teachers.

4 5 4 32 15 60 229 3.82 High

25

Easy access to

connect to the

internet

0 0 7 30 23 60 256 4.27 Very

High

26

Facilities to

connect to the

internet when

English learning

occur

1 0 12 34 13 60 238 3.97 High

27

Access to use

audio/video

facilities in

school

0 0 0 54 6 60 246 4.10 Very

High

28

Access to

practice

pronunciation in

English

laboratory more

than 2 learning

hours per week.

15 37 6 2 0 60 115 1.92 Poor

29

Know how to

write mailing

address.

0 12 18 23 7 60 205 3.42 High

30 Know how to

give a speech. 2 11 23 16 8 60 197 3.28 Fair

31 Know how to ask

apologize. 0 2 17 39 2 60 221 3.68 High

32 Know how to buy

something. 0 0 13 35 12 60 239 3.98 High


142

Appendix 3B Results of Open Questionnaires

Aspects Answers

1. Students’ learning

goals

Grade X

To communicate with foreigners

To communicate with working partners

To enhance knowledge of other languages

To work in other countries

To study abroad

To be a tour guide

To make friends

To understand any information

To pass the national exam

Grade XI

To communicate with working partners

To speak English fluently

To gain new knowledge

To cooperate with foreigners in business

industry

To be an international artist

To sell my products/paintings

Grade XII

To join in an international company

To communicate with foreigners

To tell foreigners about the dances we


143

perform.

To study abroad

To have an international exhibition

To be a receptionist

2. The situations the

students will use

English

Grade X

Discussing a certain project with foreigners

Working in other countries

Presenting my product to foreigners

Meeting an international animator

When studying abroad

Applying a particular job in an

international company

Having a show in other countries

Meeting tourists in a cultural performances

Grade XI

Talking with working partners

Studying abroad

Introducing myself to foreigners

Discussing a business project

Joining an international event

Having an exhibition

Describing about my paintings

Grade XII

Having interview in an international


144

company

Selling products

Having an exhibition

Talking with the employer and other

employees

Studying in university

Studying abroad

3. The person with

whom the

students will talk

to using English

Grade X

To the owner of international animation

movie

To the audiences

To the working partners

To foreigners

To the teacher

People around us

Grade XI


To friends

To foreigners

To people who do not understand our

language.

To collectors from other countries

To tourists who watch our performances

Grade XII

To foreigners


145

To the boss


To the person who wants to buy my

painting

To the collectors

To the audiences from other countries


146

Appendix 4. Results of Interview

Appendix 4A The Result of Interview with the English teacher from SMK

Putra Tama Bantul

(date: Feb 16, 2016)

Construct mapping for need analysis interview:

a. What are the goals of the students?

b. What are the needs of the students?

c. What facilities does this school have?

d. What are the obstacles in the teaching and learning process?

e. How is the competence of the students?

Number Question and Answer Remarks

1. T : Good afternoon Bu Ajeng?

A : Afternoon. I’m sorry, I’m a little bit nervous

to have this kind of interview.

T : No worries Bu. Because of the limited time

should we go to the point?

A : Sure.

Greeting

2 T : How long have you been teaching in

vocational high school?

A : 7 years in total. But only the last 2 years I

spent for VHS. Before that I taught in

elementary school and some courses.

Teacher’s

Experience

3 T : In your opinion, what is the goal of the

students in learning English?

A : They are preparing for MEA in which they

will compete and cooperate with people from

other countries. If they don’t have good English,

it’s very difficult for them to involve in that kind

of industry.

T : Anything else?

Students’ Goals


147

A : After graduated from this school, they may

apply some jobs in an international company.

Therefore, English is needed here.

T : related to that reality, do you think they need

specific English rather than the general English?

A : Of course mbak. Therefore, this schools

changes the curriculum from 2013 back to 2006.

T : Why? Is the 2006 Curriculum better?

A : Yes. It’s more appropriate for VHS. The

materials are relevant with their needs.

Meanwhile in 2013, the students are too difficult

to learn because there are too many reading

passages.

4. T : What is the need of the students do you

think?

A : I think they need materials which will be

used in a daily conversation. It should also

related to their jobs.

T : What else?

A : The materials should be something simple

and practical. Hmm I mean it does not contain

lot of reading passage. Something they will use

in daily life.

T: So, Bu ajeng. I will develop a syllabus model

for socio-cultural divisions. It will consist of a

three-year syllabus and one-detailed unit. I plan

to make it specific related to the working needs.

What do you think? Will it be useful?

A : Great… That’s what we need.

Students’ Needs

5. T : What facilities does this school have? Does it Facilities


148

have any language library?

A : Yes, it has. But it’s still under renovation.

T : What about the audio or video facilities?

A : We have them already. We have a projector,

LCD, and also a speaker. But we share it to all

teachers. Thus, we should have an agreement

first before using it.

T : Can students access the internet when they

are in the class?

A : Yes, they can. I also give them assignments

which to be sent via email. But not all the time,

since not all students have laptop with them.

6. T : Do you face any other teaching learning

obstacles?

A : When this school firstly used the 2013

Curriculum, the obstacle is about the materials.

In K13, they have already provided the books.

The materials in the book are too general. First,

they do not like the materials. Second, they do

not like reading long reading passages there.

Third, the language used is too difficult. But

after the curriculum changes back to 2006, the

students and I feel much better.

T : Do you face some other problems?

A : Hmm… I think their lack of vocabulary

knowledge makes them not really confident to

speak English.

Teaching and

Learning Obstacles

7. T : How is the competence of the students?

A: (laugh). You know the reality is that this

school consists of students from different

Students’ Initial

Competence


149

background. Half of them are from East

Indonesia and the rest are from Java. I don’t

want to say this actually, but the reality shows it.

T : Could you please tell me more?

A: Well as you have experienced, there is a gap

between the students’ competence. Students

from East follow the learning process slower

than others. Sometimes they know nothing about

English.

T : Yap, I felt so at that time.

A : But in particular classes, there are also

students from East who are mostly good.

T : What about the Javanese students?

A : (laugh). Actually they are good, but

sometimes we should have smart ways to teach

them.

T : What about their English?

A : Some students are good enough.

T : Do they can introduce themselves in English?

A : Yes they can. They have knowledge on

simple present tense already.

8. T: Then, how do you conduct the teaching and

learning so far?

A : I usually ask students who have higher

competence to join in a group consisting

students who have lower competence. Then the

smarter will share and help others in learning.

T : Is it effective?

A : Yes. They are so enthusiast. Perhaps, it is

because they can learn from their classmates.

T : Do you ask them to perform in front of the

Teaching and

Learning Process


150

class?

A : Yes, usually I ask them to go in front.

Sometimes, the performance is in the form of an

assignment. So, for example I ask them to send a

CV via email. For me, it’s also a performance.

9. T : Ok Bu, I have gathered enough information.

A : Oh yes, you may call me anytime.

T : Thank you so much Bu.

A : Ya

Closing


151

Appendix 4B The Result of Interview with the English teacher from SMK

Negeri 1 Kasihan

(date: Feb 22, 2016)








1. T : Good morning Bu Erni?

E : Good morning mbak Tiara.

T : I have some basic questions related to

students’ needs. Are you ready Bu?

A : Yes, sure.

Greeting

2 T : How long have you been teaching in

vocational high school?

E : Since 1999 mbak.

T : What classes you teach?

E : Seni Tari, Pedalangan, and Teater.

Teacher’s

Experience

3 T : In your opinion, what is the goal of the

students in learning English?

E : It is to support their future carrier. As we

know that performers will be really closed to

tourism. The chances to meet people from other

countries are very big.

T : In what situation they will use English?

E : For example some of them will join in an Art

school and some of their students may come

from other countries.

Students’ Goals


152

T : Is there anything else?

E : Ya mostly they will use English to

communicate. The audiences when they perform

are mostly foreigners. Thus, whenever they need

to communicate with them, English is needed.

4. T : What do you think about the students’ needs

in learning English? I mean do you think they

will need general or specific English?

E : Specific English of course. I try to relate

English with their programs.

T : Do you use 2006 curriculum or 2013?

E : Last semester we use 2013, but now we use

2006.

T : Why?

E : We are not ready enough to use the 2013

curriculum. Moreover, 2006 Curriculum is more

suitable for vocational high school especially the

English lesson.

T : Why is it so?

E : In my experience, students here are already

busy with the practical activities like having

some rehearsals. Thus whenever I ask them to

read, they are not really enthusiastic.

T : So the problem is on the reading activity?

E : Yap, therefore 2006 curriculum is more

appropriate since it is more concise and related

to their daily needs.

Students’ Needs

5. T : What about the facilities in this school?

E : So, this room is our English laboratory. We

have listening activities in here.

Facilities


153

T : How often do you use this room/

E : Anytime when it is needed. Because this

room is also used by other classes especially for

grade XII.

T : What about the internet access?

E : We have internet access, sometimes I ask

them to browse the materials in the internet.

T : How often do you use the internet in class?

E : Only sometimes mbak. Usually I ask them to

browse the materials for the next meeting in the

internet, but it is done in home.

6. T : Bu Erni, do you have any teaching and

learning obstacles so far?

E : So far the teaching learning process run well.

Perhaps the problem is on their learning

motivation. I try to conduct the learning to be

students-centered, but it is a little bit

challenging. What I do so far is still feeding

them.

T : Do you have any other problems?

E : As I said before, students in here have a lot

of practical activities related to their programs,

thus they have less interest in reading, especially

a long reading passage.

T : What do you do then?

E : I try to simplify the materials and make it

relevant with their needs.

Teaching and

Learning Obstacles

7. T : What about their competence Bu?

E : Every student has different characteristics,

but mostly they are good enough.

Students’ Initial

Competence


154

8. T : The last question, how do you conduct the

teaching and learning process?

E : I implement what is called P3.

T : What is that?

E : Presentation, practice, and production. I also

ask them to work in a group. Sometimes I also

use games.

Teaching and

Learning Process

9. T : Ok Bu, thank you for the information. It

helps me a lot.

E : My pleasure. You may also ask Bu Tea,

another teacher teaching there if you need.

T : Oh ya, later when I need some more

information.

Closing


155

Appendix 4C The Result of Interview with the English teacher from SMK

Negeri 3 Kasihan

(date: March 17, 2016)








1. T : Good morning Bu Retni. How are you?

R : Good morning mbak Tiara. I’m feeling great.

T : Ya as I have told that I’m going to develop a

learning model in the form of a syllabus and one

detailed unit. Do you mind helping me to share

some information related to the students’ needs?

R : Ya that’s ok mbak.

Greeting

2. T : Bu Retni, how long have you been teaching

in vocational high school?

R : Started from 2002 mbak in this school.

T: What classes do you teach?

R : Grade X. XI. XII

Teacher’s

Experience

3. T : Bu Retni, what do you think about students’

goals in learning English?

R : It actually depends on the students. Some

students are really motivated to learn because

they really want to go international. But some

are only because of the duty to pass the national

examination.

Students’ Goals


156

T : What do you mean by going international?

What will they do?

R : Ya for example being an international

animator. Then they will work in a company.

Some of them also want to be an entrepreneur.

Being an entrepreneur will also need English

because perhaps their customers usually are from

other countries.

T : Do you mean they will use it in a trading?

R : Yes, it can be. Mostly they will sell their

designs.

T : Oh I see.

4. T : What kind of materials do the students need?

R : I think something that they will use in daily

activities.

T : Do you think they need something specific

related to their programs?

R : Of course. Ussualy in the very beginning it is

started with what they need in the daily

activities. Then, it becomes more and more

specific related to their jobs later.

Students’ Needs

5. T : What about the facilities in this school?

R : This school has a simple laboratory. I mean,

the laboratory in here is rarely used.

T : Why?

R : It is used by grade XII students because they

are preparing for the examination. So grade X

and XI rarely use it.

T : What about the internet access?

R : Yes, they have. Some of them have laptop

Facilities


157

with them. I often ask them to open online

dictionaries or some other materials in the

internet. Like for example what we do today,

you can see that they bring some pictures of

signs. Those are taken from the internet, and we

will discuss it today.

6. T : What obstacles do you find so far?

R : Mostly the problem is about self-discipline.

Many students use their hand phones in class. It

really disturbs the process.

T : What else? What about the problem in

English lesson itself?

R : Mostly they have problem in structure.

T : What do you do to overcome this?

R : I usually do so many times of repetitions. I

need to always remind her anytime.

T : Do you use 2006 curriculum?

R : Yes, but last semester we use 2013

curriculum.

T : What do you think about those two curricula?

R : They are more or less the same. But in 2013

there are too many difficult words. The materials

are the same with SMA. For SMK students it’s

hard to follow. The most difficult part is the

choice of words which I think too difficult.

T : Do you mean the words in the reading

passage?

R : Yes, that’s what I mean.

Teaching and

Learning Obstacles

7. T : What about their initial competence Bu?

R : Students entering in SMK usually can

Students’ Initial

Competence


158

introduce themselves in English.

T : What else Bu? Do they fluent in using simple

present tense?

R : Ya they can. For simple past tense they

sometimes forget, but overall they have the

knowledge already.

8. T : So how do you conduct the learning process?

R : It is varied mbak, depends on the students’

needs. Mostly I do lecturing and discussing.

Teaching and

Learning Process

9. T : Thak you so much Bu Retni for the time and

also the information.

R : You’re welcome mbak.

Closing


159

Appendix 5. Experts Validation Questionnaire

EXPERTS VALIDATION QUESTIONNAIRE

This questionnaire aims to provide information for the betterment of the designed

model. The designed model would be used as a partial fulfillment to complete the

graduate thesis entitled A COMPETENCE-BASED ENGLISH SYLLABUS

MODEL FOR SOCIO-CULTURAL DIVISIONS OF THE VOCATIONAL HIGH

SCHOOL. Please fill in the questionnaire based on the instructions.

Name :……………………………………………………………

A. Give a thick ( V) in one of the columns based on your opinion!

Notes: 1: Strongly disagree 2: Disagree 3: Doubt

4: Agree 5: Strongly agree


1 2 3 4 5

The Perception on the Competence-based English Learning Model (An

Overall Evaluation)

1

The competence-based English Syllabus Model

is appropriate for students under Socio-cultural

divisions in Vocational High School.

2 The Competence-based English Syllabus

Model meets students’ needs.

3

The Competence-based English Syllabus

Model helps students to enhance their English

skills.

4


Model invites students to participate in the

learning process.

5


Model provides learning materials which are

relevant to the students’ future carriers.

6


Model provides opportunity to develop the

knowledge, skills, and attitudes.

The Perception on the Three-year Syllabus

7 Learning objectives are well-formulated in the

syllabus.


160

8

Learning objectives mentioned in the syllabus

are practical and appropriate for the students

under socio-cultural divisions.

9 The learning topics in the syllabus help

learners to achieve the learning objectives.

10

The learning topics in the syllabus are related

to the prospective working fields of students

under socio-cultural divisions.

11 The learning process will motivate students to

learn.

12 The learning process will help students to

achieve the competences.

13 The assessment can measure the students'

achievements on the competences.

14 The assessment is applicable.

15 The time allocation for each learning topic in

the syllabus is appropriate.

16 The total amount of time is applicable to be

done within a year.

The Perception on the Sample Unit

17 The unit is well-designed.

18 The unit uses appropriate language.

19 The unit uses clear instructions.

20 The materials is relevant to the core

competence and basic competences.

21 Pictures and colors are well-arranged.

22 The Set Your Goals part helps students to know

the purpose of what they are learning.

23 The Set Your Goals part helps students to know

the activities they are going to do.

24 The Share Your Thoughts part is interesting as

an opening activity.

25 The Share Your Thoughts part enhances the

students’ curiousity about the topic.

26

The Guess the Words part helps students to

find the meaning of some difficult words they

find in the previous discussion.

27 The Guess the Words part improves the

students’ vocabulary knowledge.

28 The Read Out Loud part provides appropriate

samples for students to analyze.

29 The Read Out Loud part allows students to


161

relate the language to the real context.

30 The Language Notes clarifies the aspect of

language used in the samples.

31 The Language Notes enhances the students’

knowledge about the language.

32 The Let’s Practice part allows students to

improve their language skills.

33 The Let’s Practice part is appropriate for

preparing students to the performing activity.

34 The Let’s Perform part involves students to

perform skills they have learnt.

35 The Let’s Perform part lets students practice

using the language as it is in the real context.

B. Please answer some questions below!

1. What do you think about the Competence-based English Syllabus Model?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………….

2. What should be improved in the Competence-based English Syllabus Model?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………….

3. What is your suggestion to improve the Competence-based English Syllabus

Model?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………….

THANK YOU


162

Appendix 6. The Results of Experts Validation

Appendix 6A The Result of Closed Questionnaire



1

The competence-

based English

Syllabus Model is

appropriate for

students under

Socio-cultural

divisions in

Vocational High

School.

0 0 0 3 1 4 17 4.25 Very

High

2

The Competence-

based English

Syllabus Model

meets students’

needs.

0 0 0 3 1 4 17 4.25 Very

High

3

The Competence-

based English

Syllabus Model

helps students to

enhance their

English skills.

0 0 0 4 0 4 16 4.00 Very

High

4

The Competence-

based English

Syllabus Model

invites students to

participate in the

learning process.

0 0 0 2 2 4 18 4.50 Very

High

5

The Competence-

based English

Syllabus Model

provides learning

materials which are

relevant to the

students’ future

carriers.

0 0 0 2 2 4 18 4.50 Very

High

6

The Competence-

based English

Syllabus Model

provides opportunity

to develop the

0 0 0 3 1 4 17 4.25 Very

High


163

knowledge, skills,

and attitudes.

7

Learning objectives

are well-formulated

in the syllabus.

0 0 0 4 0 4 16 4.00 Very

High

8

Learning objectives

mentioned in the

syllabus are practical

and appropriate for

the students under

socio-cultural

divisions.

0 0 0 3 1 4 17 4.25 Very

High

9

The learning topics

in the syllabus help

learners to achieve

the learning

objectives.

0 0 0 4 0 4 16 4.00 Very

High

10

The learning topics

in the syllabus are

related to the

prospective working

fields of students

under socio-cultural

divisions.

0 0 0 2 2 4 18 4.50 Very

High

11

The learning process

will motivate

studentss to learn.

0 0 0 4 0 4 16 4.00 Very

High

12

The learning process

will help students to

achieve the

competences.

0 0 0 4 0 4 16 4.00 Very

High

13

The assessment can

measure the students'

achievements on the

competences.

0 0 0 4 0 4 16 4.00 Very

High

14 The assessment is

applicable. 0 0 0 4 0 4 16 4.00

Very

High

15

The time allocation

for each learning

topic in the syllabus

is appropriate.

0 0 1 1 2 4 17 4.25 Very

High

16 The total amount of

time is applicable to 0 0 0 3 1 4 17 4.25

Very

High


164

be done within a

year.

17 The unit is well-

designed. 0 0 0 3 1 4 17 4.25

Very

High

18

The unit uses

appropriate

language.

0 0 0 4 0 4 16 4.00 Very

High

19 The unit uses clear

instructions. 0 0 0 4 0 4 16 4.00

Very

High

20

The materials is

relevant to the core

competence and

basic competences.

0 0 0 4 0 4 16 4.00 Very

High

21 Pictures and colors

are well-arranged. 0 0 0 3 1 4 17 4.25

Very

High

22

The Set Your Goals

part helps students to

know the purpose of

what they are

learning.

0 0 0 2 2 4 18 4.50 Very

High

23

The Set Your Goals

part helps students to

know the activities

they are going to do.

0 0 0 3 1 4 17 4.25 Very

High

24

The Share Your

Thoughts part is

interesting as an

opening activity.

0 0 0 4 0 4 16 4.00 Very

High

25

The Share Your

Thoughts part

enhances the

students’ curiousity

about the topic.

0 0 0 4 0 4 16 4.00 Very

High

26

The Guess the

Words part helps

students to find the

meaning of some

difficult words they

find in the previous

discussion.

0 0 0 4 0 4 16 4.00 Very

High

27

The Guess the

Words part improves

the students’

vocabulary

knowledge.

0 0 0 3 1 4 17 4.25 Very

High


165

28

The Read Out Loud

part provides

appropriate samples

for students to

analyze.

0 0 0 3 1 4 17 4.25 Very

High

29

The Read Out Loud

part allows students

to relate the

language to the real

context.

0 0 0 3 1 4 17 4.25 Very

High

30

The Language Notes

clarifies the aspect of

language used in the

samples.

0 0 0 4 0 4 16 4.00 Very

High

31

The Language Notes

enhances the

students’ knowledge

about the language.

0 0 0 3 1 4 17 4.25 Very

High

32

The Let’s Practice

part allows students

to improve their

language skills.

0 0 0 4 0 4 16 4.00 Very

High

33

The Let’s Practice

part is appropriate

for preparing

students to the

performing activity.

0 0 0 4 0 4 16 4.00 Very

High

34

The Let’s Perform

part involves

students to perform

skills they have

learnt.

0 0 0 4 0 4 16 4.00 Very

High

35

The Let’s Perform

part lets students

practice using the

language as it is in

the real context.

0 0 0 3 1 4 17 4.25 Very

High


166

Appendix 6B The Result of Open Questionnaire

Aspects Answers

1. Opinion about the

Competence-

based English

Syllabus Model

Expert 1

- Good!

Expert 2

- I think the Syllabus Model is really

appropriate for students because the aspect

of attitude is very important in learning.

Expert 3

- The learning topics are already good as

they are what needed by students.

- The use of technology devices is already

occurred.

Expert 4

- The syllabus is well-arranged

- The syllabus is appropriate for students’

competencies since it involves knowledge,

skills, and attitudes in the learning

activities.

- The topics are appropriate for SMK

students.

- The unit provides activities that invite

students to produce language like speaking

and writing. It encourages students to

communicate.

2. Things should be

improved

Expert 1

- There are some repetitions in the exercises.

Expert 2


167

- I think you need to improve the questions

in the dialogues.

Expert 3

- Some of the words are mistyped.

- The head of the column does not break in

every continual page.

- The word ‘knowledge’ as in the core

competences seems mislead with the word

“competence-based”

Expert 4

- The numbering is not well-arranged.

3. The suggestions

to improve the

designed model

Expert 1

- Make different exercises for the students to

have broader exposure.

Expert 2

- Some more additional and varied exercises

would be good.

Expert 3

- Check more on the typing.

- Give a thought on the word ‘knowledge’ so

that it will not miss the concept of

competence-based.

- Need more consistency in writing LHs to

Time (Hours).

- Put table of content.

Expert 4

- Give proper number on each activity.

- You may divide activities into some parts.


168

- You can provide pictures or real photos

that describe about the topic. So, it will

look authentic.

- Don’t forget to use fulstop.


169

Appendix 7. The Users Validation Questionnaire

KUESIONER

Kuesioner ini dimaksudkan sebagai pengumpulan data untuk perbaikan model

pembelajaran yang telah dirancang. Model pembelajaran tersebut akan digunakan

sebagai salah satu bagian dalam tesis berjudul A Competence-based English

Syllabus for Socio-cultural Divisions of Vocational High School. Mohon untuk

dilengkapi dan dijawab sesuai dengan petunjuk yang ada. Jawaban anda tidak

akan berpengaruh terhadap nilai Bahasa Inggris anda.

Nama :

Kelas :



pendapat anda!



No Pernyataan Tanggapan

1 2 3 4 5

1. Pembelajaran Bahasa Inggris berbasis

kompetensi seperti ini menarik bagi saya.

2.

Keterlibatan aspek pengetahuan,

keterampilan, dan sikap dalam

pembelajaran ini bermanfaat untuk

kemajuan belajar saya.

3.

Saya banyak berinteraksi dengan teman

saat menggunakan metode pembelajaran

ini.

4.

Pembelajaran berbasis kompetensi seperti

ini meningkatkan rasa ingin tahu saya

dalam belajar.


170

5. Saya mengetahui tujuan pembelajaran

saat ini.

6. Tujuan pembelajaran dijelaskan dan

tertulis dengan jelas.

7. Bahan ajar yang diberikan tersusun

dengan baik.

8. Bahan ajar yang diberikan berkaitan

dengan dengan pekerjaan kami nanti.

9. Bahan ajar yang diberikan sesuai dengan

judul topik yang sedang dibahas.

10. Bahan ajar yang diberikan membantu

kami mencapai tujuan pembelajaran.

11.

Berbagai kegiatan pembelajaran

membantu kami memahami materi

pembelajaran.

12. Kegiatan dalam pembelajaran mengajak

kami untuk aktif berpartisipasi.

13.

Kegiatan pembelajaran sesuai dengan

topik yang sedang dibahas.

14. Kegiatan pembelajaran seperti ini

menarik dan memotivasi.

15.

Kegiatan pembelajaran seperti ini

membantu kami meningkatkan

ketrampilan berbahasa Inggris.

16. Aktivitas pembejaran cukup bervariasi.

17. Perintah dalam lembaran handouts

tertulis dengan jelas.

18. Perintah dalam lembaran handouts mudah

dimengerti.

19. Penampilan handouts menarik.

20. Gambar dan warna dalam handouts

tersusun dengan baik.


171

B. Jawablah pertanyaan berikut sesuai dengan pendapat anda!

1.Apa pendapat anda tentang kegiatan pembelajaran dan bahan ajar Bahasa

Inggris berbasis kompetensi seperti ini?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………….

2. Kesulitan apa saja yang anda temukan saat proses pembelajaran ini?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………….

3. Apa saran anda untuk perbaikan kegiatan pembelajaran dan bahan ajar ini?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………….

THANK YOU


172

Appendix 8. The Results of Users Validation

Appendix 8A The Result of Closed Questionnaire



1

The Competence-

based English

Learning is

interesting for the

students.

0 0 0 24 13 37 161 4.35 Very

High

2

The Involvement

of knowledge,

skills, and attitude

in the learning is

relevant to the

students’ needs.

0 0 0 26 11 37 159 4.30 Very

High

3

The Competence-

based English

Learning

encourages

students to have

more interactions

with others.

0 0 0 21 16 37 164 4.43 Very

High

4

The Competence-

based English

Learning enhances

the students’

curiousity about

the learning.

0 0 1 21 15 37 162 4.38 Very

High

5

Learning

objectives are

shared to both the

teacher and

students.

0 0 0 29 8 37 156 4.22 Very

High

6

Learning

objectives are

written clearly.

0 0 0 27 10 37 158 4.27 Very

High

7 The materials are

well-arranged. 0 0 0 25 12 37 160 4.32

Very

High

8

The materials are

related to the

prospective

working fields of

0 0 0 16 21 37 169 4.57 Very

High


173

students under

socio-cultural

divisions.

9

The materials are

relevant to the

topic being

discussed.

0 0 0 28 9 37 157 4.24 Very

High

10

The materials help

students to achieve

the learning

objectives.

0 0 0 32 5 37 153 4.14 Very

High

11

The activities help

students to

understand the

topic.

0 0 0 28 9 37 157 4.24 Very

High

12

The activities

encourage students

to participate.

0 0 0 20 17 37 165 4.46 Very

High

13

The activities are

relevant with the

topic being

discussed.

0 0 0 35 2 37 150 4.05 Very

High

14

The activities are

fun and

motivating.

0 0 0 33 4 37 152 4.11 Very

High

15

The activities

enable students to

improve their

English skills.

0 0 0 24 13 37 161 4.35 Very

High

16

The types of

activites are varied

enough.

0 0 0 35 2 37 150 4.05 Very

High

17 The instructions

are written clearly. 0 0 0 32 5 37 153 4.14

Very

High

18

The instructions

are easily

understood

0 0 1 31 5 37 152 4.11 Very

High

19

The appearance of

the designed

model is attractive

0 0 0 25 12 37 160 4.32 Very

High

20 Pictures and colors

are well-arranged 0 0 0 26 11 37 159 4.30

Very

High


174

Appendix 8B The Result of Open Questionnaire

Student

Number

Responses

Question 1 Question 2 Question 3

1

Menurut saya ada

banyak contoh jadi

lebih mudah

diingat.

Soalnya banyak

Menggunakan

video supaya lebih

bagus.

2

Pembelajaran ini

menarik.

Tidak punya laptop

untuk mengerjakan.

Menurut saya,

contoh-contohnya

bisa dibuat berbeda-

beda misalnya

menggunakan

video.

3 Bagus Tidak ada internet. Tidak ada.

4

Praktek di depan

kelas. Kurang pede.

Pertanyaan-

pertanyaannya

dikurangi.

5

Pembelajaran

Bahasa Inggris

berbasis kompetensi

ini bagus.

Internetnya nggak

ada. Sudah bagus.

6

Pembelajaran

Bahasa Inggris

berbasis kompetensi

seperti ini menarik

bagi saya.

Kata-katanya ada

yang sulit. Diajari pelan-pelan

7

Menurut saya,

materinya sesuai

dengan pekerjaan.

Menurut saya tidak

ada kekurangan. Memberi tugas

8

Kegiatannya sesuai

dengan topik yang

ada.

Internetnya gak ada. Guru lebih banyak

mengajari siswa

9

Lebih semangat

karena gambarnya

bagus-bagus. Sudah bagus miss.

Memberi tugas

untuk melatih

berbicara Bahasa

Inggris

10

Jika teman-teman

maju dan

membacanya, saya

bisa lebih mengerti.

Tidak tahu.

Diberikan kamus

untuk kata-kata

sulit.

11

Bisa bekerja dengan

teman sekelompok.

Waktu maju jadi

lupa

percakapannya.

Tidak tahu.

12 Menarik Menurut saya sudah

bagus.

Kata yang sulit

diartikan.


175

13

Contohnya ada

banyak lalu setelah

itu dipraktekkan.

Tidak ada

kekurangan. Tidak ada saran.

14

Menurut saya, saya

jadi lebih tau nanti

kalau saat bekerja.

Menurut saya,

semuanya sudah

bagus.

Tidak ada.

15

Baik

Tidak ada.

Mungkin dijelaskan

terlebih dulu arti

dari kata-katanya.

16 Banyak sekali

contohnya.

Ada beberapa kata

yang sulit. Tidak ada.

17 Ada kosa kata baru

Tidak ada. Kata-kata yang baru

dijelaskan satu satu.

18

Menarik

Tidak tahu.

Menurut saya,

diperbanyak latihan

soalnya.

19

Bahan ajar sesuai

dengan pekerjaan.

Tidak biasa diskusi

pakai Bahasa

Inggris

Diajarin pelan pelan

20

Banyak belajar kata

baru.

Malu Melatih siswa untuk

berbicara

menggunakan

Bahasa Inggris

21

Bahan ajar ini bisa

dipraktekkan nanti

saat bekerja.

Agak sulit karena

tidak hafal

percakapnnya

Menurut saya, guru

memberikan arti

dari kata kata yang

sulit.

22

Materinya sesuai

dengan pekerjaan.

Harus latihan dulu Berkomunikasi

dengan siswa

menggunakan

Bahasa Inggris

23

Diskusi dengan

teman.

Kurang pede kalau

disuruh maju ke

depan, seharusnya

tidak usah

Melatih siswa terus

untuk selalu

menggunakan

Bahasa Inggris

24

Bagus karena ada

percakapan

Harus buka kamus

dulu supaya bisa

bikin percakapan

Seharusnya murid

dibimbing satu per

satu

25

Berbicara dan

latihan

Karena kosa kata

sedikit jadi susah

untuk berbicara

Dibantu dalam

mencari arti kata

26

Pementasan drama

dengan teman

sebangku

Awalnya saja yang

sulit tapi lama lama

biasa

Sering diberi

percakapan seperti

ini supaya terbiasa

27 Bisa dipraktekkan

kalau sudah

Pengucapaannya

sulit

Lebih sering

bekerja dengan


176

bekerja. teman sekelompok

28

Membaca contoh

contoh lalu latihan

Tidak terbiasa

menggunakan

Bahasa Inggris

Tidak ada

29

Bisa berbicara

menggunakan

Bahasa Inggris

Menerjemahkan ke

Bahasa Inggrisnya

susah

Tidak ada

30

Baik karena sesuai

sama pekerjaan

Harus sering-sering

latihan

Bisa dikasih

tambahan gambar

supaya lebih jelas

31

Baik karena sesuai

sama pekerjaan

Tidak tahu artinya Siswa diajak

berbicara

menggunakan

Bahasa inggris

supaya terpancing

32

Menurut saya bagus Tidak tahu artinya Belajar di luar

ruang kelas saja

supaya lebih rileks

33

Bagus karena bias

berbicara

menggunakan

Bahasa Inggris

Sering lupa

Sudah bagus

34 Tanya jawab

dengan gurunya

Tidak percaya diri Berlatih dengan

teman sebangku

35

Dapat perbaikan Sering keliru

pengucapannya

Terus berlatih

berbicara dengan

teman

36

Menurut saya ini

bagus

Waktu maju di

depan

Latihan

mengucapkan kata

kata

37 Berbicara lalu

diskusi dan praktek

Harus bekerja sama

dengan teman Diperbanyak latihan


177

Appendix 9. The Presentation of the Development Product

Appendix 9A The Presentation of the Three-year Syllabus Model


2

TABLE OF CONTENTS

TITLE PAGE ...................................... ERROR! BOOKMARK NOT DEFINED.

TABLE OF CONTENTS ........................................................................................ 2

ABOUT THE SYLLABUS .................................................................................... 3

THE SUMMARY OF THE SYLLABUS ............................................................... 4

THE SYLLABUS FOR GRADE X ...................................................................... 12

THE SYLLABUS FOR GRADE XI .................................................................... 60

THE SYLLABUS FOR GRADE XII ................................................................. 103


3

About the Syllabus

This syllabus is designed to meet the needs of students under socio-cultural divisions of the Vocational High School. The

learning objectives listed on core competencies were composed based on the results of need analysis. They contain some general

situations in which students will use English. They are designed as a continuous program based on the students’ needs on the working

demands. Therefore, core competencies in grade X, XI, XII are interrelated. The syllabus is differentiated by its level of difficulties;

Grade X is easy, Grade XI is medium, and Grade XII is difficult. Each core competency has some basic competencies. Each basic

competency requires at least three learning indicators. The-three learning indicators show the achievement of knowledge, skills, and

attitude from the student. In terms of knowledge, students should recognize some aspects of the language by identifying the samples

(for example: expressions, common words, and grammatical knowledge). In terms of skills, students should practice using the

language. Meanwhile in terms of attitude, students should show their sincerity and respects in the process of learning. The materials

are mainly samples of materials which can be in the form of written dialogues, videos, letters, etc. Students need to analyze those

samples and recognize the language aspects used in the samples until finally they understand the concepts. At the end of the learning

process, students perform what they have learnt. Teachers guide them by giving feedbacks. The amount of time for each grade is

calculated based on 36 effective weeks per year times 4 learning hours per week. It is expected that there will be around 12 learning

hours spent on quizzes and repetitions (reviews). Finally, the syllabus is designed for 132 learning hours for every grade.


4

The Summary of the Syllabus Table 1.1 The Summary of Core Competencies


1. Identifying the language knowledge used in these situations: expressing simple utterances used in a meeting, describing things

needed to hold an exhibition, describing prices and menus used in buying and selling, describing a job vacancy, writing simple

letters, expressing simple utterances used when students work in a company, and expressing simple utterances used when

students meet tourists.

2. Implementing the skills of using the language used in these situations: expressing simple utterances used in a meeting,

describing things needed to hold an exhibition, describing prices and menus used in buying and selling, describing a job

vacancy, writing simple letters, expressing simple utterances used when students work in a company, and expressing simple





exhibition, negotiating prices in buying and selling, writing documents for applying a job, serving customers in a company, and


2. Implementing the skills of using the language used in these situations: negotiating with clients in a meeting, presenting products

in an exhibition, negotiating prices used in buying and selling, writing documents for applying a job, serving customers in a


5

company, and explaining information to tourists.



1. Identifying the language knowledge used in these situations: moderating a meeting, delivering a speech in an exhibition, writing

some documents used in buying and selling, answering some typical questions in a job interview, understanding some business

letters used in a company, talking about important occasions in a company, telling personal plans and experiences to tourists.

2. Implementing the skills of using the language used in these situations: moderating a meeting, delivering a speech in an

exhibition, writing some documents used in buying and selling, answering some typical questions in a job interview,

understanding some business letters used in a company, talking about important occasions in a company, telling personal plans

and experiences to tourists.



6

Table 1.2 The Summary of the Three-year Syllabus

Grade X Grade XI Grade XII

Themes Learning

Topics

Time

(hours)

Themes Learning

Topics

Time

(hours)

Themes Learning

Topics

Time

(hours)

SEMESTER I SEMESTER I SEMESTER I

1. Expressing

simple

utterances

used in a

meeting.

Greeting

people

2 1. Negotiating

with clients in

a meeting.

Opinion 4 1. Moderating

a meeting.

Moderating a

meeting

4

Self-

Introduction

4 Suggestions 4 Delivering a

Presentation

6

Introducing

Others

4 Agreement 4

Describing

Feelings

4 Necessity 4

Regrets &

Apologize

4


7

Thanking 2

2. Describing

things needed

to hold an

exhibition/ a

show.

Time and

date

2 2. Presenting

products in an

exhibition/ a

show.

Greeting

audiences

4 2. Delivering a

speech in an

exhibition/ a

show.

Presenting a

manual

4

Informal

invitation

4 Product

presentation

6 Delivering a

speech

8

Formal

Invitation

4 Writing a

manual

6

A Response

to Formal

Invitation

4 Complimenting 4

Description

of an event

4 Congratulating 4

Description

of the

products

4

A poster of

an exhibition

4

3. Describing

prices and

Describing

Prices

4 3. Negotiating

in buying and

Buying and

selling

4 3. Writing

some

Invoices 4


8

menus used in

buying and

selling.

Writing a

Catalogue

4 selling.

Bargaining 4 documents

used in buying

and selling.

Order letter 4

Describing

Menu

4 Convincing and

persuading

4 Receiving

order letter

4

Preference 4 Making and

Receiving an

Order

4 Advertisement

s

4

Comparison 4 Brochures 4

SEMESTER II

4. Describing

a job vacancy.

Reading

Vacancy

Advertiseme

nts

2 4. Writing

documents for

applying a job.

Writing a CV 4 4. Answering

some typical

questions in a

job interview.

Capabilities 4

Telling about

job vacancy

4 Writing an

Application

Letter

6 Education

Background

4

Reading Job

Requirements

2 Personal

Character

4

Telling about

job

4 Interests 4


9

requirements

Future

Employment

4

Visions &

Missions

4

SEMESTER II SEMESTER II

5. Writing

simple letters

used in a

company.

Writing

Memo

2 5. Serving

customers in a

company.

Guest handling 4 5.

Understanding

some business

letters used

when students

work in a

company.

Short

Messages

4

Writing

Announceme

nt

4 Telephoning 4 Asking for

Permission

Letters

4

Reservation 4 Granting

Permission

Letter

4

Confirmation

& Cancelation

4 Promotion

Letter

4

Arrangement 4 Reports 4

6. Expressing Asking & 4 Complaints 4 SOP 4


10

simple

utterances

used when

students work

in a company.

Giving

Permission

Giving

Commands

4 Delivering

Orders

4 MOU 4

Showing

Location

4 Reporting

messages

6 6. Expressing

utterances

used in some

important

occasions

when students

work in a

company.

Assigning

New

Employee

4

Making an

Appointment

4 Talking about

Promotion

4

Giving an

Announceme

nt

4 Talking about

Career’s Leave

4

7. Expressing

simple

utterances

used when

students meet

tourists.

Asking and

offering helps

4 6. Explaining

information to

tourists.

Descibing

Tourism Places

4 7. Telling

personal plans

and

experiences to

tourists.

Experiences 6

Showing

Directions

4 Describing

Important

Rules

4 Hopes 6

Describing

Signs

4 Describing

Safety Rules

4 Plans 6


11

Talking about

Health

4 Describing

Etiquettes

4 Personal Letter 8

Showing

Sympathy

4 Describing

People

4

Talking about

Take a Walk

4 Describing

Upcoming

Events

4

Talking about

Hobbies

4 Delivering

Good/Bad

News

4

Giving Advice 4

Telling about

Transportation

4


12

SYLLABUS

Subject : English Language

Grade : X

Time Allocation : 132 x 45 minutes

Core Competences :

1. Identifying the language knowledge used in these situations: expressing simple utterances used in a meeting, describing things

needed to hold an exhibition, describing prices and menus used in buying and selling, describing a job vacancy, writing

simple letters, expressing simple utterances used when students work in a company, and expressing simple utterances used

when students meet tourists.

2. Implementing the skills of using the language used in these situations: expressing simple utterances used in a meeting,

describing things needed to hold an exhibition, describing prices and menus used in buying and selling, describing a job

vacancy, writing simple letters, expressing simple utterances used when students work in a company, and expressing simple




13

Basic

Competenci

es Learning Indicators Learning Materials Learning Process Assessment

Time

Allocati

on

(Hours)

Learning

Resources

1. Students

are able to

greet clients

in a meeting.

1. Identifying some

expressions and language

notes used in greeting and

leave taking when students

meet clients/working

partners in a meeting.

2. Composing a written

dialogue related to greeting

and leave taking used in a

meeting.

3. Performing a role play of

greeting and leave taking

with partners.

4. Showing sincerity in

learning English related to

Expressions:

Good morning…

Welcome to our

annual meeting…

How are you?... I’m

fine thanks… …Nice

to meet you….See you

on the next meeting…

Language notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

1. Listening/

watching some

examples related to

greeting and leave

taking.

2. List some

expressions used in

greeting and leave

taking from the

examples.

3. Find other

possible

expressions from

other sources.

4. Composing a

written dialogue of

Knowledge:

1. Mentioning

the expressions

used in greeting

and leave taking.

2. Composing a

written dialogue

of greeting and

leave taking with

partners.

Skills:

3. Performing a

role play of

greeting and

leave taking with

2 Textbooks

/handouts,

videos, a

laptop, a

projector,

an LCD,

etc


14

greeting and leave taking.

5. Showing the attitude of

caring, responsibility, and

confidence in the learning

process.

greeting and leave

taking.

5. Getting

feedbacks from the

teacher.

5. Performing a role

play of greeting and

leave taking with

partners.

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

2. Students

are able to

introduce

themselves in

front of

people in a

meeting.

1. Identifying some


notes used in self-

introduction.

2. Arranging a written text

of self-introduction using

good composition.

3. Introducing themselves in

Expressions:

Let me introduce

myself… Allow me to

introduce myself…

My name is... I’m ... I

live in ... I have … I

like…

Language Notes:

1. Analyzing some

videos related to

self-introduction.

2. List some

expressions used in

self-introduction

from the videos.

3. Find other

possible

Knowledge:

1. Mentioning

some basic

expressions used

in self-

introduction.

2. Composing a

text of self-

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


15

front of people.



self-introduction.




process.

1. Words related to

family, occupations,

hobbies, and interests.

2. Pronunciation,

grammar, diction,

spelling and

intonation.

expressions from

other sources.

4. Composing the

written text of self-

introduction.

5. Getting

feedbacks from the

teacher.

6. Performing in

front of the class.

introduction.

Skills:

3. Performing

self-introduction

in front of the

class.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

3. Students

are able to

Introduce

people in a

1. Identifying some


notes used in introducing

Expressions:

Let me introduce our

new friend… Allow

1. Analyzing some

videos related to

introducing others.

Knowledge:

1. Mentioning

some basic

4 Textbook/

handouts,

videos, a

laptop, a


16

meeting. others.

2. Introducing others in

front of people.

3. Asking questions about

one-self’s profile.

4. Answering questions

about one-self profile.



introducing others.




process.

me to introduce

himself… His name

is…He lives in…

Questions:

Where do you live?

Do you have any

siblings?

What is your hobby?

Language Notes:

1. Words related to


hobbies, and interests.

2. Question tags:

What? Who? Which?

Where? When?

4. Yes/No Questions

5. Pronunciation,

grammar, diction,

spelling and

intonation.

2. List some

expressions used in

introducing others

from the videos.

3. Find other

possible

expressions from

other sources.

4. Asking one of

the classmates

about his profile.

5. Introducing the

classmate in front

the class.

6. Getting

feedbacks from the

teacher.

expressions used

in introducing

others.

Skills:

3. Asking and

answering

questions about

one-self’s

profile.

4. Performing

introducing

others in front of

the class.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

projector,

an LCD,

etc


17

and confidence

in the learning

process.

4. Students

are able to

describe their

feelings

when they

meet clients

in a meeting.

1. Identifying some


notes used in describing

feelings.


dialogue related to

describing feelings using

good composition.


describing feelings with

partners.

4. Showing sincerity of


expressing feelings.




process.

Expressions:

I am very glad to see

…I am disappointed to

know that…I am

bored…

Language notes:

1. Adjectives related

to feelings

2. Adjectives –ed vs –

ing

3. Pronunciation,

grammar, diction,

spelling and

intonation.

1. Watching some

examples related to

describing feelings.

2. List some

expressions used in

describing feelings

from the examples.

3. Find other

possible

expressions from

other sources.

4. Doing exercises

on composing a

sentence using

adjectives.

5. Composing a

written dialogue of

describing feelings.

Knowledge:

1. Mentioning

some basic

expressions used

in describing

feelings.

2. Arranging a

sentence using

adjectives.

3. Composing a

written dialogue

of describing

feelings with

partners.

Skills:

4. Performing a

role play of

describing

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


18

5. Getting

feedbacks from the

teacher.


play of describing

feeling from with

partners.

feelings with

partners.

Attitude:

5. Showing

sincerity in

learning English.

6. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

5. Students

are able to

express

regrets and

apologizes

when they

meet clients

in a meeting.

1. Identifying some


notes used in expressing

regrets & apologizes.


dialogue of regrets &

apologizes using good

composition.

Expressions:

I am sorry for ...

Please forgive me …

Excuse me, I’ll be

more…Pardon me,

I’ll…

Language Notes:

1. Analyzing some

written texts related

to regrets &

apologizes.

2. List some

expressions used in

regrets &

apologizes from the

Knowledge:

1. Mentioning

some basic

expressions used

in expressing

regrets and

apologizes.

2. Composing a

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


19


regrets & apologizes in

front of the class.



expressing regrets and

apologizes.




process.

1. Gerund

2. Pronunciation,

grammar, diction,

spelling and

intonation.

texts.

3. Find other

possible

expressions from

other sources.

4. Composing a

written dialogue of

regrets and

apologizes.

5. Getting

feedbacks from the

teacher.

6. Performing in

front of the class.

written dialogue

of regrets and

apologizes with

partners.

Skills:

3. Performing a

role play of

regrets and

apologizes with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.


20

6. Students

are able to

express

thanking

when they

meet clients.

1. Identifying some


notes used in thanking.


dialogue of thanking using

good composition.


thanking.



expressing thanking.




process.

Expressions:

Thank you for

coming… Thank you

for your

cooperation…Thank

you very much…You

are welcome… My

pleasure…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some

texts related to

thanking.

2. List some

expressions used in

thanking from the

texts.

3. Find other

possible

expressions from

other sources.

4. Composing a

written dialogue of

thanking based on

the situation given

by the teacher.

5. Getting

feedbacks from the

teacher.

6. Performing in

front of the class.

Knowledge:

1. Mentioning

some

expressions used

in thanking.

2. Composing a

written dialogue

of thanking with

partners.

Skills:

3. Performing a

role play of

thanking with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

2 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


21

caring,

responsibility,

and confidence

in the learning

process.

1. Students

are able to

describe time

and date of

an

exhibition/ a

show.

1. Identifying some


notes used in mentioning

date and time.

2. Writing date and time

correctly.

3. Mentioning date and time

correctly.



time and date.




process.

Expressions:

The exhibition is on

Monday, at 4 p.m… It

is seven o’clock…

Sunday, 1st of

May…July 14,

2006…Tomorrow…Y

esterday

Language Notes:

1. Terms in a clock

(past, to, half, quarter)

2. Nouns showing

days and months.

3. Simple present

tense

1. Analyzing some

texts related to time

and date.

2. Highlight the

cardinal and ordinal

numbers.

3. Find the

differences of those

numbers.

4. Highlight some

expressions

showing time and

date.

5. Find the

differences of the

expressions.

Knowledge:

1. Mentioning

time and date

correctly.

Skills:

2. Asking and

answering the

date and time of

an exhibition.

Attitude:

3. Showing

sincerity in

learning English.

4. Showing the

attitude of

2 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


22

2. Preposition of time.

3. Cardinal and ordinal

number (ten, twenty,

first, fifth, …)

4. Pronunciation,

diction, spelling and

intonation.

6. Giving students a

piece of paper

contains exhibitions

which will be held

on a particular date

and time

7. Asking and

answering

questions from

other students about

the date and time of

their exhibition

(written in the

paper).

caring,

responsibility,

and confidence

in the learning

process.

2. Students

are able to

invite people

to an

exhibition

informally.

1. Identifying some


notes used in an informal

invitation.


dialogue of informal

invitation using good

composition.

Expressions:

Will/ Couid you come

with me to the

exhibition?... Is it

possible for you to

attend my exhibition?

Language Notes:

1. Analyzing some

dialogues related to

informal invitation.

2. List some

expressions used in

informal invitation

from the dialogues.

3. Find other

Knowledge:

1. Mentioning

some basic

expressions used

in an informal

invitation.

2. Composing a

written dialogue

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


23


an informal invitation in

front of the class.







process.

1. Time and date

2. Pronunciation,

grammar, diction,

spelling and

intonation.

possible

expressions from

other sources.

4. Composing the

written dialogue of


5. Getting

feedbacks from the

teacher.


play in front of the

class.

of an informal

invitation with

partners.

Skills:

3. Performing a

role play of an

informal

invitation with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.


24

3. Students

are able to

write a

formal

invitation.

1. Identifying components,

some expressions and

language notes used in a

formal invitation.

2. Arranging a formal

invitation based on the time

and events mentioned by the

teachers using good

composition.



formal invitation.




process.

Expressions:

You are invited

to…We invite you

to…The exhibition

will be held

on…at…Please bring

this invitation…

Components:

Name of the hosts

Phrasing of the

invitation

The kind of event

Date and time

Venue

Special instruction

Request to response

Language Notes:

Pronunciation,

grammar, diction,

spelling and

1. Analyzing some

formal invitations.

2. Listing some

expressions used in

formal invitation.

3. Finding other

possible

expressions from

other sources.

4. Mentioning the

components of an

invitation.

4. Composing a

formal invitation

based on the events

mentioned by the

teacher.

5. Getting

feedbacks from the

teacher.

6. Revising the

Knowledge:

1. Mentioning

some

expressions used

in a formal

invitation.

2. Mentioning

some

components of

an informal

invitation.

Skills:

3. Composing a

formal invitation

individually.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


25

intonation. letter and sending it

to friends.

attitude of

caring,

responsibility,

and confidence

in the learning

process.

4. Students

are able to

write a

response to

an invitation.

1. Identifying some

expressions components,

and language notes used in a

response to formal

invitation.

2. Composing a response

letter to an invitation.



responding to formal

invitation.




process.

Expressions:

Mr. and Mrs.

Haryanto accept with

pleasure the kind

invitation of….Mr.

and Mrs. Wibowo

regret to decline the

invitation due to….

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some

letters of responses

to an invitation.

2. Listing some

expressions used in

the letters.

3. Finding other

possible

expressions from

other sources.

4. Mentioning the

components of the

letter.

5. Composing a

response to

Knowledge:

1. Mentioning

some

expressions used

in a response to

an invitation.

2. Mentioning

the components

of a response to

an invitation.

Skills:

3. Composing a

letter of a

response to an

invitation

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


26

invitation based on

the invitation given

by friends.

5. Getting feedback

from the teacher.

6. Revising the

letter and sending it

to friends.

individually.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

5. Students

are able to

write the

description

of an event

they will

hold.

1. Identifying some


notes used in describing an

event.

2. Describing an event

based on the time and the

place of the event.



Expressions:

This annual event is…

It is an exhibition of…

The theme is…There

are around 50

paintings are

displayed…

1. Analyzing some

texts of describing

events.

2. List some

expressions used in

describing an event.

3. Find other

possible

expressions from

Knowledge:

1. Mentioning

the expressions

used in

describing an

event.

Skills:

2. Writing a

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


27

describing events.




process.

Language notes:

1. Plural and singular

2. The use of ‘be’

3. Spelling, diction,

punctuation, and

grammar.

other sources.

4. Dialogue practice

telling what’s

happening in

pictures.

5. Giving responses

to the events shown

in pictures.

6. Writing a short

paragraph about the

event on the

picture.

5. Getting

feedbacks from the

teacher.

6. Revising the

work.

short passage

about describing

an event.

Attitude:

3. Showing

sincerity in

learning English.

4. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

6. Students

are able to

write the

descriptions

1. Identifying some


notes used in describing a

Expressions:

It is…It is from…It is

made of… It is made

1. Analyzing some

texts related to

product description.

Knowledge:

1. Arranging

4 Textbook/

handouts,

videos, a

laptop, a


28

of the

products

being

displayed in

an

exhibition.

product/thing.

2. Arranging a written text

of product description using

good composition.



describing a product.




process.

from…

Language Notes:

1. Adjectives

showing physical

appearance (colours,

quality, size, shape,

age, origin, material)

and non-physical

(beautiful,

enchanting, etc)

2. Noun phrases.

3.Singular – plural

nouns (book – books,

child-children)

4. Pronunciation,


intonation.

2. List some

expressions used in

describing a

product in the texts.

3. Highlight the

noun phrases

4. Doing exercises

on noun phrases

and singular/plural.

4. Composing the

written text of


5. Getting feedback

from the teacher.

6. Revising the

written work.

noun phrases.

Skills:

2. Composing a

text of product

description.

Attitude:

3. Showing

sincerity in

learning English.

4. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

projector,

an LCD,

etc

7. Students

are able to

make a

poster of an

1. Identifying some

expressions, some

components, and language

notes used in a poster.

Expressions:

Proudly presents… An

Exhibition… by Dino

1. Analyzing some

posters of an

exhibition.

2. Listing some

Knowledge:

1. Mentioning

some basic

expressions used

4 Textbook/

handouts,

videos, a

laptop, a


29

exhibition. 2. Arranging a poster using

good composition.



making a poster.




process.

Harianto… At ...

Components:

Title of the event

Time and place

Ticket information

…

Language Notes:

1. Date and time

2. Grammar, diction,

and spelling.

expressions used in

a poster.

3. Finding other

possible

expressions from

other sources.

3. Mentioning the

components of a

poster.

4. Listing the

components of a

poster.

5. Making a poster.

6. Displaying the

posters in the

classroom.

7. Assessing others

friends’ posters.

in a poster.

Skills:

2. Making a

poster of an

exhibition.

3. Assessing

friends’ posters.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

projector,

an LCD,

etc


30

Students are

able to

describe

prices in

buying and

selling.

1. Identifying some


notes used in pricing.


dialogue of pricing using

good composition.


pricing in front of the class.



pricing.




process.

Expressions:

How much is it?... It is

Rp. 79.000… It is fifty

thousand five hundred

rupiah…

Language Notes:

1. Numbers

2. Pronunciation,


intonation.

1. Analyzing some

texts related to

asking the prices

and the responses.

2. Listing some

expressions used in

asking the price and

the responses.

3. Finding other

possible

expressions from

other sources.

4. Writing down

any number of

prices mentioned

by the speaker.

5. Guided by the

teacher, finding out

how to mention

number/price

correctly.

Knowledge:

1. Listing some

basic expressions

used in asking

prices and the

respond.

2. Mentioning

number correctly

3. Composing a

written dialogue

of asking prices

and the

responses.

Skills:

4. Performing a

role play of

asking prices and

the response.

Attitude:

5. Showing

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


31

6. Composing the

written dialogue of

asking prices and

the respond.

7. Getting

feedbacks from the

teacher.

8. Performing the

dialogue in front of

the class.

sincerity in

learning English.

6. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

2. Students

are able to

write a

catalogue.

1. Identifying the

components, and the

language notes used in

writing a menu/catalogue.

2. Arranging a catalogue

based on the context using

good composition.



making a catalogue.


Components:

Title

Pictures

Description

Prices

Color/contrast

Language notes:

1. Numbers


1. Analyzing some

catalogues/menus.

2. Writing down the

components in the

catalogues.

4. Making a

catalogue/menu

with partners.

5. Getting feedback

from the teacher.

Knowledge:

1. Writing down

the components

of a catalogue/

menu.

Skills:

2. Arranging a

catalogue

Attitude:

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


32



process.

and spelling. 6. Revising the

catalogue/menu.

3. Showing

sincerity in

learning English.

4. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

3. Students

are able to

describe a

catalogue/me

nu.

1. Identifying the

expressions, and the


describing a

menu/catalogue.


dialogue related to

describing a menu.

3. Performing the dialogue

in front of the class.


Expressions:

Here is the

catalogue… There are

30 kinds of wooden

table, 35 kinds of

wardrobes,… The

price for this item is…

Language notes:

1. Numbers

2. Pronunciation,

grammar, diction, and

1. Analyzing some

catalogues/ menus.

3. Highlighting the

expressions to

describe a

catalogue.

4. Find some other

possible

expressions from

other sources.

4. Composing a

Knowledge:

1. Mentioning

some expression

used in

describing a

catalogue/ menu.

2. Composing a

written dialogue

of describing a

catalogue/ menu.

Skills:

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


33


describing a menu.




process.

spelling. written dialogue of

describing

catalogue with

partners.

5. Getting feedback

from the teacher.

6. Revising the

dialogue.

7. Performing the


the class.

3. Performing a

role play of

describing

catalogue/ menu

in front of the

class.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

4. Students

are able to

express

preference of

things they

1. Identifying expressions,

and language notes used in

expressing preferences.


Expressions:

I prefer wooden table

to metal one…I’d

rather buy apples than

1. Analyzing some

examples of


preferences.

Knowledge:

1. Mentioning

the expressions

of preference.

4 Textbook/

handouts,

videos, a

laptop, a

projector,


34

will buy. dialogue of preference using

good composition.


preference with partners.



expressing preferences.




process.

oranges…I like coffee

better than tea.

Language notes:

1. preferences

2. Pronunciation,


spelling.

2. Highlight the

expressions related

to preferences.

3. Finding other

possible

expressions of

preferences from

other sources.

5. Doing language

exercises on

preferences.

6. Composing a

written dialogue

with partner.

7. Getting feedback

from the teacher.


play of preference

with partner.

2. Doing

exercises/

Making

sentences using

preferences.

3. Composing a

written dialogue

of preference

with partner.

Skills:

4. Performing a

role play of

preference with

partners.

Attitude:

5. Showing

sincerity in

learning English.

6. Showing the

attitude of

caring,

an LCD,

etc


35

responsibility,

and confidence

in the learning

process.

5. Students

are able to

express

comparison

of things

when they

want to buy

something.



expressing comparison.


dialogue of comparison

using good composition.


comparison with partners.



expressing comparison.




process.

Expressions:

This wooden table is

heavier than the

rubber one…This red

dress is more beautiful

than the blue one…

Language notes:

1.Degrees of

comparison

2. Noun phrases

3. Pronunciation,


spelling.

1. Analyzing some

examples of


comparison.

2. Highlighting the

expressions related

to comparison.

3. Finding other

possible

expressions of

comparison from

other sources.

4. Composing

sentences using

degrees of

comparison.

5. Composing a

Knowledge:

1. Mentioning

the expressions

used in

comparison.

Skills:

2. Composing a

written dialogue

of comparison

with partners.

3. Performing a

role play of

comparison with

partners.

Attitude:

4. Showing

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


36

written dialogue

with partner.

6. Getting feedback

from the teacher.


play of preference

with partner.

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

1. Students

are able to

understand

the content

of a vacancy

advertisemen

t.

1. Identifying some


notes used in

advertisements.

2. Mentioning the content of

a vacancy advertisement.



telling about job vacancy.




Expressions used in an

advertisement:

Urgently needed…

seeking for the

following positions…

currently seeking…

we are looking for…

A well-established

company

Language Notes:

1. Pronunciation,

grammar, diction,

spelling and

1. Analyzing some

vacancy

advertisements.

2. Listing some

expressions used in

the advertisements.

3. Finding other

possible

expressions from

other sources.

4. Answering some

questions related to

Knowledge:

1. Mentioning

some basic

expressions used

in vacancy

advertisements.

Skills:

2. Mentioning

the content of a

vacancy

advertisement.

2 Textbook/

handouts,

a laptop, a

projector,

an LCD,

etc


37

process. intonation.

the advertisement.

5. Getting

feedbacks from the

teacher.


play with partners.

Attitude:

3. Showing

sincerity in

learning English.

4. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

2. Students

are able to

tell people

about a job

vacancy.

1. Identifying some


notes used in telling people

about a job vacancy.


dialogue of telling about a

job vacancy using good

composition.


Expressions to tell

someone else:

I am seeking for a

job… do you have any

information?... I just

read that Andi

Company is seeking

for the secretary

position…Are you

1. Analyzing some

dialogues of telling

about a job

vacancy.

2. Listing some

expressions used in

telling a job

vacancy.

3. Finding other

Knowledge:

1. Mentioning

some basic

expressions used

in telling about a

job vacancy.

2. Composing a

dialogue of

telling about a

4 Textbook/

handouts,

a laptop, a

projector,

an LCD,

etc


38

telling about a job vacancy

with partners.



telling about job vacancy.




process.

interested?...

Language Notes:

1. Pronunciation,

grammar, diction,

spelling and

intonation.

possible

expressions from

other sources.

4. Finding a

vacancy

advertisement in a

newsletter/

website/etc.

5. Composing a

written dialogue of

telling about a job

vacancy in the

newsletter/

website/etc with

partners.

6. Getting

feedbacks from the

teacher.


play with partners.

job vacancy with

partners.

Skills:

3. Performing a

role play of

telling about a

job vacancy with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

3. Students 1. Identifying some Expressions:

1. Analyzing some Knowledge: 2 Textbook/


39

are able to

understand

the content

of

requirements

/qualification

in.


notes used in the job

requirements.

2. Mentioning the content of

a job requirements.



job requirements.




process.

Male/Female

Age between…and…

Graduated

from…majoring…

At least…years of

experience in related

field

Computer literate

Language Notes:

1. Pronunciation,

grammar, diction,

spelling and

intonation.

texts of job

requirements.

2. Listing some

expressions used in

job requirements.

3. Finding other

possible

expressions from

other sources.

4. Answering some

questions related

the content of the

job requirements.

5. Getting

feedbacks from the

teacher.


play with partners.

1. Mentioning

some basic

expressions used

in job

requirements.

Skills:

2. Mentioning

the content of

job

requirements.

Attitude:

3. Showing

sincerity in

learning English.

4. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


40

4. Students

are able to

tell people

about job

requirements.

1. Identifying some


notes used in telling people

about job requirements.


dialogue of telling about job

requirements using good

composition.


telling about job

requirements with partners.



telling about job

requirements.




process.

Expressions:

Is there any

requirement for that

position?... You must

be at least a vocational

high school

graduate… you have

to be familiar with

Microsoft office…

Language Notes:

1. Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some

dialogues of telling

about a job

description.

2. Listing some

expressions used in

telling job

requirements.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

telling about a job

requirements with

partners.

5. Getting

feedbacks from the

teacher.

6. Performing the

Knowledge:

1. Mentioning

some basic

expressions used

in telling about

job

requirements.

2. Composing a

written dialogue

of telling about

job requirements

with partners.

Skills:

3. Performing

the dialogue in

front of the class.

Attitude:

4. Showing

sincerity in

learning English.

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


41


the class.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

1. Students

are able to

write a

memo used

when they

work in a

company.



notes used in memos.

2. Writing a memo.



writing a memo.




process.

Expressions:

Dear…Please submit

your…Thank

you…Regards…

Components:

Letter head/title

Body/Content

Date and time

Closing

1. Analyzing some

memos.

2. Highlighting the

expressions used in

the memos.

3. Finding other

possible

expressions from

other sources.

4. Composing a

memo.

5. Getting

feedbacks from the

teacher.

Knowledge:

1. Mentioning

the expressions

used in memos.

Skills:

2. Writing a

memo.

Attitude:

3. Showing

sincerity in

learning English.

4. Showing the

attitude of

2 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


42

Language notes:


and spelling.

6. Giving the memo

to friends.

caring,

responsibility,

and confidence

in the learning

process.

2. Students

are able to

write an

announceme

nt used when

they work in

a company.



notes used in

announcements.

2. Writing an

announcement.



writing an announcement.




process.

Expressions:

Announcement…We

inform that…We

announce that…We

apologize for the

inconvenience…

Components:

Letter head/title

Body/Content

Date and time

Closing

1. Analyzing some

announcement

texts.

2. Highlighting the

expressions used in

the announcements.

3. Finding other

possible

expressions from

other sources.

4. Composing an

announcement text.

5. Getting

feedbacks from the

teacher.

6. Display the

Knowledge:

1. Mentioning

the expressions

used in an

announcement.

Skills:

2. Writing an

announcement.

Attitude:

3. Showing

sincerity in

learning English.

4. Showing the

attitude of

caring,

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


43

Language notes:


and spelling.

announcement

around the class.

responsibility,

and confidence

in the learning

process.

1. Students

are able to

ask and give

permission

when they

work in a

company.

1. Identifying some


notes used in asking for and

giving permission.


dialogue of asking for and

giving permission using

good composition.


asking for and giving

permission in front of the

class.



asking and giving

permission.

Expressions:

May I use the … May

I leave the…Yes,

please…You may use

it…Of course…

Language Notes:

1. Pronunciation,


intonation.

1. Analyzing some

examples related to

asking for and

giving permission.

2. Listing some

expressions used in

asking for and

giving permission.

3. Finding other

possible

expressions from

other sources.

4. Composing the

written dialogue of

asking for and

giving permission

Knowledge:

1. Mentioning

some basic

expressions used

in asking for and

giving

permission.

2. Composing a

dialogue of

asking for and

giving

permission with

partners.

Skills:

3. Performing a

role play of

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


44




process.

with partners.

5. Getting feedback

from the teacher.


play with partners.

asking for and

giving

permission with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

2. Students

are able to

give and

respond to

give

commands

when they

1. Identifying some


notes used in giving and

responding to commands.


dialogue of giving and

Expressions:

Send me the proposal

please!... Submit it to

my box please…Yes

sir…Thank

you…Definitely

1. Analyzing some

texts related to

giving and

responding to

commands.

2. Listing some

Knowledge:

1. Mentioning

some basic

expressions used

in giving and

responding to

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,


45

work in a

company.

responding to commands



giving and responding to

commands with partners.



giving and responding to

commands.




process.

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

expressions used in

giving and

responding to

commands.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

giving and

responding to

commands with

partners.

5. Getting feedback

from the teacher.


play with partners.

commands.

2. Composing a

dialogue of

giving and

responding to

commands with

partners.

Skills:

3. Performing a

role play of

giving and

responding to

commands in

front of the class.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

etc


46

responsibility,

and confidence

in the learning

process.

3. Students

are able to

describe

where things

are placed.



showing where things are

placed.


dialogue of showing

location using good

composition.


showing location with

partners.



showing location.




Expressions:

Where do you put the

proposal?....Where is

the drafts?.... Do you

know where the pen

is?... It is on the

table… It is below

the…

Language notes:

1. Preposition

2. Pronunciation,


spelling.

1. Analyzing some

examples of


showing location.

2. Highlighting the

expressions related

to showing

location.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue

with partner.

6. Getting feedback

from the teacher.

Knowledge:

1. Mentioning

the expressions

used in showing

location.

2. Composing a

written dialogue

of showing

location with

partners.

Skills:

3. Performing a

role play of

showing location

with partners.

Attitude:

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


47

process. 6. Performing a role

play of showing

location with

partner.

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

4. Students

are able to

make an

appointment

when they

work in a

company.



making an appointment.


dialogue of making an

appointment using good

composition.


making an appointment with

partners.


Expressions:

I’d like to make an

appointment to see

Mr…Just a moment,

please…May I know

whatit is in connection

with?...I’d like to

discuss…

Language notes:

1. Pronunciation,

1. Analyzing some

examples of


making an

appointment.

2. Highlighting the

expressions related

to making an

appointment.

3. Finding other

possible

expressions from

Knowledge:

1. Mentioning

the expressions

used in making

an appointment.

2. Composing a

written dialogue

of making an

appointment

with partners.

Skills:

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


48


making an appointment.




process.


spelling.

other sources.

4. Composing a

written dialogue of

making an

appointment with

partners.

5. Getting

feedbacks from the

teacher.


play of making an

appointment with

partners.

3. Performing a

role play of

making an

appointment

with partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

5. Students

are able to

give

announceme

nt when they

work in a



giving announcement.

2. Giving announcement in

front of the class.

Expressions:

Attention please…

Good afternoon ladies

and gentlemen. …We

would like to inform

1. Analyzing some

examples of giving

announcement.

2. Highlighting the

expressions related

Knowledge:

1. Mentioning

the expressions

used in giving

announcement.

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,


49

company. 3. Showing sincerity in


giving announcement.


caring, responsi, and

confident in the learning

process.

that the conference

will begin on five

minutes. ..So please

have a seat…Thank

you …Due to some

technical problems,

the meeting will be

delayed about one

hour… We apologize

for the inconvenience

Language notes:

1. Pronunciation,


spelling.

to giving

announcement.

3. Finding other

possible

expressions from

other sources.

4. Arranging a

written text of

giving

announcement.

5. Getting

feedbacks from the

teacher.

6. Giving

announcement in

front of the class.

2. Arranging a

written text of

giving

announcement.

Skills:

3. Giving

announcement in

front of the class.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

etc

1. Students

are able to

1. Identifying some

expressions and language Expressions:

1. Analyzing some


Knowledge: 4 Textbook/

handouts,


50

ask and offer

helps to

tourists.

notes used in asking and

offering helps.


dialogue of asking and

offering helps using good

composition.


asking and offering helps in

front of the class.



asking and offering helps.




process.

May I help you, sir?

… Can you help me

please? ... Let me help

you…

Language Notes:

1. Pronunciation,

grammar, diction,

spelling and

intonation.

asking and offering

helps.

2. Listing some

expressions used in

asking and offering

helps.

3. Finding other

possible

expressions from

other sources.

4. Composing the

written dialogue of

asking and offering

helps with partners.

5. Getting feedback

from the teacher.


play with partners.

1. Mentioning

some

expressions used

in asking and

offering helps.

2. Composing a

written dialogue

of asking and

offering helps

with partners.

Skills:

3. Performing a

role play of

asking and

offering helps in

front of the class.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

videos, a

laptop, a

projector,

an LCD,

etc


51

attitude of

caring,

responsibility,

and confidence

in the learning

process.

2. Students

are able to

show

directions to

tourists.

1. Identifying some


notes used in showing

directions.


showing direction with

partners.



showing directions.




process.

Expressions:

Can you show me the

way to Malioboro? …

It is near the post

office… Go

ahead…turn

right…turn left…

Language Notes:

1. Words related to

names of buildings.

2. Words related to

directions.

2. Pronunciation,


intonation.

1. Analyzing some

texts related to

showing directions.

2. List some

expressions used in

showing directions.

3. Finding other

possible

expressions from

other sources.

4. Showing the

students a big map

of Yogyakarta.

5. Ask two students

to come in front.

Knowledge:

1. Mentioning

some

expressions used

in showing

directions.

Skills:

2. Performing a

role play of

showing

directions in

front of the class.

Attitude:

3. Showing

sincerity in

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


52


play as a tourist

who asks direction

and a person who

shows the direction

based on the map.

7. Getting

feedbacks from the

teacher.

learning English.

4. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

3. Students

are able to

tell about

signs and

symbols to

tourists.

1. Identifying some



signs and symbols.

2. Making an artwork of a

sign or a symbol.

3. Describing the signs and

symbols correctly.



describing signs and

symbols.

Expressions:

Look at the sign! The

picture of a cigarette is

crossed. What does it

mean? …. It means

you are not allowed to

smoke here…

Language Notes:

1. Words related to

signs and symbols

2. Pronunciation,

1. Analyzing some


describing signs

and symbol.

2. Mentioning the

expressions to

describe every sign

and symbol.

3. Find other

possible

expressions from

other sources.

Knowledge:

1. Mentioning

the expressions

used in telling

signs and

symbols.

2. Mentioning

the meanings of

some signs and

symbols.

Skills:

3. Describing an

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


53




process.

grammar, diction,

spelling and

intonation.

4. Doing exercises

on signs and

symbols.

5. Working in a

group to make an

artwork about sign

and symbol.

6. Showing and

describing the

artwork in front of

the class.

7. Getting

feedbacks from the

teacher.

artwork of signs

and symbols in

front of the class.

Attitude:

5. Showing

sincerity in

learning English.

6. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

4. Students

are able to

ask and tell

about health

to tourists.

1. Identifying some



telling about health.



telling about health using

Expressions:

Are you okay, sir? …

You look pale today ...

I am okay… You’d

better to take a rest…

Language Notes:

1. Analyzing some


asking and telling

about health.

2. Listing some

expressions used in

asking and telling

Knowledge:

1. Mentioning

some

expressions used

in asking and

telling about

health.

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


54

good composition.


asking and telling about

health in front of the class.



describing signs and

symbols.




process.

1. Words related to

aches.

2. Pronunciation,

grammar, diction,

spelling and

intonation.

about health.

3. Finding other

possible

expressions from

other sources.

4. Composing the

written dialogue of

asking and telling

about health with

partners.

5. Getting

feedbacks from the

teacher.


play with partners.

2. Composing a

written dialogue

of asking and

telling about

health with

partners.

Skills:

3. Performing a

role play of

asking and

telling about

health in front of

the class.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,


55

and confidence

in the learning

process.

5. Students

are able to

show

sympathy to

tourists.

1. Identifying some



sympathy to tourists.


dialogue of showing

sympathy to tourists using

good composition.


showing sympathy in front

of the class.



expressing symphaty.




process.

Expressions:

Did something terrible

happen?... What’s

wrong with you?... My

sister got an

accident… I am sorry

to hear that

Language Notes:

1. Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some


showing sympathy.

2. Listing some

expressions used in

showing sympathy.

3. Finding other

possible

expressions from

other sources.

4. Composing the

written dialogue of

showing sympathy

with partners.

5. Getting

feedbacks from the

teacher.


Knowledge:

1. Mentioning

some

expressions used

in showing

sympathy.

2. Composing a

written dialogue

of showing

sympathy with

partners.

Skills:

3. Performing a

role play of

showing

sympathy in

front of the class.

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


56

play with partners. Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

6. Students

are able to

talk about

invitation to

take a walk

to tourists.

1. Identifying some


notes used in responding to

an invitation to take a walk.


dialogue of an invitation to

take a walk using good

composition.


invitation to take a walk

Expressions:

When will you go this

afternoon?… Are you

free on tomorrow

morning?... Where

shall we go?... Let’s

go around the lake…

Language Notes:

Pronunciation,

grammar, diction,

1. Analyzing some


invitation to take a

walk.

2. Listing some

expressions used in

an invitation to take

a walk.

3. Finding other

possible

Knowledge:

1. Mentioning

some

expressions used

in an invitation

to take a walk.

2. Composing a

written dialogue

of an invitation

to take a walk

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


57

about health in front of the

class.



responding to an invitation

to take a walk.




process.

spelling and

intonation.

expressions from

other sources.

4. Composing the

written dialogue of

invitation to take a

walk with partners.

5. Getting

feedbacks from the

teacher.


play with partners.

with partners.

Skills:

3. Performing a

role play of an

invitation to take

a walk in front of

the class.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.

7. Students

are able to

ask and tell

1. Identifying some



Expressions:

Do you like fishing?...

1. Analyzing some


asking and telling

Knowledge:

1. Mentioning

4 Textbook/

handouts,

videos, a


58

about

hobbies to

tourists.

telling about hobbies.



telling about hobbies using

good composition.



hobbies in front of the class.




hobbies.




process.

What do you like

doing in your spare

time?...Swimming is

my hobby… I usually

go fishing twice a

week…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

about hobbies.

2. Listing some

expressions used in

asking and telling

about hobbies.

3. Finding other

possible

expressions from

other sources.

4. Composing the

written dialogue of

asking and telling

about hobbies with

partners.

5. Getting

feedbacks from the

teacher.


play with partners.

some

expressions used

in asking and

telling about

hobbies.

2. Composing a

written dialogue

of asking and

telling about

hobbies with

partners.

Skills:

3. Performing a

role play of

asking and

telling about

hobbies in front

of the class.

Attitude:

4. Showing

sincerity in

laptop, a

projector,

an LCD,

etc


59

learning English.

5. Showing the

attitude of

caring,

responsibility,

and confidence

in the learning

process.


60

SYLLABUS


Grade : XI


Core Competencies :


exhibition, negotiating prices in buying and selling, writing documents for applying a job, serving customers in a company,

and explaining information to tourists.

2. Implementing the skills of using the language used in these situations: negotiating with clients in a meeting, presenting

products in an exhibition, negotiating prices used in buying and selling, writing documents for applying a job, serving

customers in a company, and explaining information to tourists.



61

Basic

Competenci

es Learning Indicators Learning Materials Learning Process Assessment

Time

Allocati

on

(Hours)

Learning

Resources

1. Students

are able to

deliver an

opinion to

clients in a

meeting.

1. Identifying some


notes used in delivering an

opinion.


dialogue related to delivering

an opinion using good

composition.


delivering an opinion with

partners.


learning English.




Expressions:

I think it’s a good

idea, but…I

suppose…In my

opinion…what do

you think?...

Language notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

1. Listening/

watching some

examples related to

delivering an

opinion.

2. Imitate the

expressions used in

delivering an

opinion from the

examples.

2. List some

expressions used to

deliver an opinion

from the examples.

3. Find other

possible

Knowledge:

1. Mentioning

some basic

expressions used

in delivering an

opinion.

2. Composing a

written dialogue

of delivering an

opinion with

partners.

Skills:

3. Performing a

role play of

delivering an

opinion with

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


62

process. expressions from

other sources.

4. Composing a

written dialogue of

delivering an

opinion with

partners.

5. Getting

feedbacks from the

teacher.


play with partners.

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

2. Students

are able to

ask and give

suggestions

to clients in a

meeting.

1. Identifying some



giving suggestions.



giving suggestions using

good composition.

Expressions:

Do you have any

suggestion?

Why don’t you…

What about …?

You should …

1. Analyzing some


to asking and

giving suggestions.

2. Mentioning some

expressions used in

asking and giving

suggestions.

Knowledge:

1. Mentioning

some basic

expressions used

in asking and

giving

suggestions.

2. Composing a

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


63


giving suggestions with

partners.


learning English.




process.

You can ….

Do you need ….?

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

3. Find other

possible

expressions from

other sources.

4. Composing a

written dialogue of

asking and giving

suggestions with

partners.

5. Getting feedback

from the teacher.


play with partners.

dialogue of

asking and giving

suggestions with

partners.

Skills:

3. Performing a

role play of

asking and giving

suggestions with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.


64

3. Students

can express

an agreement

to clients in a

meeting.

1. Identifying some


notes used in agreeing and

disagreeing.


dialogue of agreeing and

disagreeing using good

composition.


agreeing and disagreeing

with partners.


learning English.




process.

Expressions:

You’re right…I’m

afraid you’ve got

wrong information,

Sir...Yes, but don’t

forget ...That may be

so but ...

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some

videos related to

agreeing and

disagreeing.

2. List some

expressions used in

agreeing and

disagreeing.

3. Find other

possible

expressions from

other sources.

4. Composing the

written dialogue of

agreeing and

disagreeing.

5. Getting

feedbacks from the

teacher.


play of agreeing

Knowledge:

1. Mentioning

some basic

expressions used

in agreeing and

disagreeing.

2. Composing a

written dialogue

of agreeing and

disagreeing with

partners.

Skills:

3. Performing a

role play of

agreeing and

disagreeing with

partners.

Attitude:

4. Showing

sincerity in

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


65

and disagreeing.

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

4. Students

are able to

express

necessity to

clients in a

meeting.

1. Identifying some



necessity.


dialogue of expressing

necessity using good

composition.


expressing necessity with

partners.


learning English.


Expressions:

We must focus on

this issue … It is

necessary for us to

finish this project on

time…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some


to necessity.

2. Mentioning some

expressions used in

necessity.

3. Find other

possible

expressions from

other sources.

4. Composing a

written dialogue of

expressing

necessity with

Knowledge:

1. Mentioning

some basic

expressions used

in expressing

necessity.

2. Composing a

dialogue of

expressing

necessity with

partners.

Skills:

3. Performing a

role play of

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


66



process.

partners.

5. Getting

feedbacks from the

teacher.


play with partners.

expressing

necessity with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

1. Students

are able to

greet

audiences on

a stage of a

show/ an

exhibition.

1. Identifying some


notes used in greeting

audiences.

2. Identifying the attitude of

a good greeting in front of

audiences.

3. Arranging a written text of

Expressions:

Good morning ladies

and

gentlemen…Good

afternoon the

honorable minister

of…Welcome to

our….

1. Analyzing some


to greeting

audiences.

2. Listing some

expressions used in

greeting audiences.

3. Identifying the

Knowledge:

1. Mentioning

some basic

expressions used

in greeting

audiences.

2. Composing

written dialogue

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


67

greeting audiences using

good composition.

3. Performing a speech of

greeting audiences in front of

the class.


learning English.




process.

The attitude:

Gestures

Eye contact

…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

attitude to greet

audiences.

4. Finding other

possible

expressions from

other sources.

5. Composing a

written text of

greeting audiences

individually.

6. Greeting

audiences in front

of the class.

7. Getting

feedbacks from the

teacher.

of greeting

audiences

individually.

Skills:

3. Performing a

speech of greeting

audiences.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

2. Students

are able to

present

products in

1. Identifying some


notes used in presenting a

Expressions:

I would like to

present…Let me

1. Analyzing some

videos related to

product

Knowledge:

1. Mentioning

some expressions

6


68

front people

in an

exhibition.

product.

2. Arranging a written text of

presenting a product.

3. Performing a speech of

product presentation.


learning English.




process.

introduce this new

product…This is a…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

presentation.

2. Listing some

expressions used in

presenting a

product.

3. Finding other

possible

expressions from

other sources.

4. Making/ bringing

a product.

5. Writing about the


6. Performing a

speech of product

presentation in

front of the class.

6. Getting feedback

from the teacher.

used in presenting

a product.

2. Composing a

text of product

presentation.

Skills:

3. Performing a

speech of product

presentation.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.


69

3. Students

are able to

write a

manual of a

particular

product in

the

exhibition.

1. Identifying some

expressions components, and


writing a manual (ways on

how to

make/install/operate/take

care things.

2. Arranging a text of a

manual using good

composition.


learning English.




process.

Expressions:

This product is…

First, please turn on

the right

button…Second…N

ext…Then…Finally

Language Notes:

1. The structure of a

procedure text

(manual)

2. Conjunctions

3. Diction, spelling

and intonation.

1. Analyzing some


to manual.

2. Mentioning some

expressions used in

writing a manual.

3. Finding other

possible

expressions from

other sources.

5. Making/Bringing

a product or a

picture of a

product.

6. Writing the way

how to

make/install/take

care products.

7. Getting

feedbacks from the

Knowledge:

1. Mentioning

some basic

expressions used

in writing a

manual.

Skills:

2. Composing a

text of a manual.

Attitude:

3. Showing

sincerity in

learning English.

4. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

6 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


70

teacher.

8. Displaying the

manual beside the

product.

process.

4. Students

are able to

give

compliments

to the

products

displayed in

an

exhibition.

1. Identifying some


notes used in giving

compliments.

2. Complimenting others’

products.


learning English.




process.

Expressions:

It’s a great

painting….Fantastic

…It looks

great…It’s really

well

organized…Good

job…Thank you...

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some

videos related to

giving

compliments.

2. Listing some

expressions used in

giving

compliments.

3. Finding other

possible

expressions from

other sources.

4. Bringing a

particular product.

5. Giving

compliment to at

least four products

Knowledge:

1. Mentioning

some expressions

used in giving

compliments.

Skills:

2. Giving

compliments to

others friends’

products.

Attitude:

3. Showing

sincerity in

learning English.

4. Showing the

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


71

brought by their

friends.

6. Getting

feedbacks from the

teacher.

attitude of caring,

responsibility,

and confidence in

the learning

process.

5. Students

are able to

congratulate

people who

create the

products in

an

exhibition.

1. Identifying some


notes used in congratulating.


dialogue of congratulating



congratulating with partners.


learning English.




process.

Expressions:

Please accept my

congratulations…

Congratulations on

your success!...

Congratulation, it is

a great exhibition…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some

texts related to

giving

congratulating.

2. Listing some

expressions used in

congratulating.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

congratulating with

partners.

5. Getting

Knowledge:

1. Mentioning

some expressions

used in

congratulating.

2. Composing a

written dialogue

of congratulating.

Skills:

3. Performing a

role play of

congratulating.

Attitude:

4. Showing

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


72

feedbacks from the

teacher.


play of

congratulating with

partners.

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

1. Students

are able to

buy and sell

a certain

product.

1. Identifying some


notes used in buying and

selling.


dialogue of buying and

selling using good

composition.


buying and selling with

partners.


learning English.

Expressions:

I want a …. What

size do you want?...

I want medium

size… How much is

this?... Ok I’ll take

this…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some

texts related to

buying and selling.

2. Listing some

expressions used in

buying and selling

from the texts.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

Knowledge:

1. Mentioning

some basic

expressions used

in buying and

selling.

2. Composing a

written dialogue

of buying and

selling with

partners.

Skills:

3. Performing a

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


73




process.

buying and selling

with partners.

5. Getting

feedbacks from the

teacher.


play of buying and

selling with

partners.

role play of

buying and

selling with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

2. Students

are able to

bargain in

buying and

selling.

1. Identifying some


notes used in bargaining.


dialogue of bargaining using

good composition.


Expressions:

Is there any discount

for this shirt?...How

about fifty thousand

rupiahs?...

Language Notes:

1. Analyzing some

texts related to

bargaining.

2. Listing some

expressions used in

bargaining.

3. Finding other

Knowledge:

1. Mentioning

some expressions

used in

bargaining.

2. Composing a

dialogue of

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


74

bargaining.


learning English.




process.

Pronunciation,


intonation.

possible

expressions from

other sources.

4. Composing a

written dialogue of

bargaining with

partners.

5. Getting

feedbacks from the

teacher.


play of bargaining

with partners.

bargaining with

partners.

Skills:

3. Performing a

role play of

bargaining with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

3. Students

are able to

convince and

persuade

1. Identifying some


notes used in convincing and

Expressions:

Why don’t you try

our special drink.…

1. Analyzing some

texts related to

convincing and

Knowledge:

1. Mentioning

some expressions

4 Textbook/

handouts,

videos, a

laptop, a


75

people to buy

their

products.

persuading.


dialogue of convincing and

persuading using good

composition.


convincing and persuading

with partners.


learning English.




process.

If I were you, I

would buy… I’m

sure you choose the

right one…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

persuading.

2. Listing some

expressions used in

convincing and

persuading from the

texts.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

convincing and

persuading with

partners.

5. Getting

feedbacks from the

teacher.


play of convincing

and persuading

used in

convincing and

persuading.

2. Composing a

written dialogue

of convincing and

persuading with

partners.

Skills:

3. Performing a

role play of

convincing and

persuading with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

projector,

an LCD,

etc


76

with partners. and confidence in

the learning

process.

4. Students

are able to

make and

receive an

order.

1. Identifying some


notes used in making and

receiving an order.

2. Arranging a written

dialogue of making and

receiving an order using

good composition.


making and receiving an

order with partners.


learning English.




process.

Expressions:

What would you like

to order? … Our

company would like

to order some… Our

company will

deliver your order

on…

Language Notes:

1. Noun Phrases

2. Determiner

3. Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some

texts related to

making and

receiving an order.

2. Listing some

expressions used in

making and

receiving an order

from the texts.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

making and

receiving an order.

5. Getting

Knowledge:

1. Mentioning

some basic

expressions used

in making and

receiving an

order.

2. Arranging

noun phrases and

determiners in a

good order.

3. Composing a

written dialogue

of making and

receiving an order

with partners.

Skills:

4. Performing a

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


77

feedbacks from the

teacher.


play of making and

receiving an order

with partners.

role play of

making and

receiving an order

with partners.

Attitude:

5. Showing

sincerity in

learning English.

6. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

1. Students

are able to

write a

Curriculum

Vitae to

apply a job.

1. Identifying components


writing a Curriculum Vitae

(CV).

2. Writing a Curriculum

Vitae (CV) and sending it via

email.

Components:

Students’ profile

Education

background

Working

experiences

1. Analyzing some

examples of

Curriculum Vitae

(CV).

4. Writing a

Curriculum Vitae

(CV).

Knowledge:

1. Mentioning the

components of a

Curriculum Vitae

(CV).

Skills:

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


78


learning English.




process.

Language Notes:

1. Words related to


hobbies, and

interests.


and spelling.

5. Sending the

Curriculum Vitae

(CV) to the teacher

via email.

6. Getting

feedbacks from the

teacher.

2. Writing a

Curriculum Vitae

(CV).

Attitude:

3. Showing

sincerity in

learning English.

4. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

2. Students

are able to

write a letter

of

application.

1. Identifying some

expressions, some


notes used in a letter of

application.

2. Arranging a letter of

application using good

composition.

Expressions:

I would like to apply

designer position

informed at…I am

enclosing…The

opportunity is

interesting…

1. Analyzing some

letters of

application.

2. Listing some

expressions used in

making a letter of

application.

4. Finding other

Knowledge:

1. Mentioning

some basic

expressions used

in a letter of

application.

2. Mentioning the

components of a

6 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


79


learning English.




process.

Components:

The letter head

Date

Inside address

Opening salutation

The body

Closing salutation

Signature

Language Notes:

Grammar, diction,

spelling and

intonation.

possible

expressions from

other sources.

3. Listing the

components of a

letter of application.

4. Finding a job

vacancy advertised

in a

newsletter/website/

etc.

5. Composing a

letter of application

based on the

advertisement.

6. Sending the letter

of application to the

teacher via email.

7. Getting

feedbacks from the

teacher.

letter of

application.

Skills:

3. Composing a

letter of

application.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.


80

1. Students

are able to

handle guests

in a

company.

1. Identifying some


notes used in guest handling.


dialogue of guest handling



guest handling with partners.


learning English.




process.

Expressions:

What can I do for

you, Sir?...Welcome

to our company…I

hope you enjoy

staying here…

Language Notes:

Pronunciation,


intonation.

1. Analyzing some

texts related to

guest handling.

2. Listing some

expressions used in

guest handling.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

guest handling with

partners.

5. Getting feedback

from the teacher.


play of guest

handling with

partners.

Knowledge:

1. Mentioning

some basic

expressions of

guest handling.

2. Composing a

written dialogue

of guest handling

with partners.

Skills:

3. Performing a

role play of guest

handling in front

of the class.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


81

responsibility,

and confidence in

the learning

process.

2. Students

are able to

speak using

some

expressions

of

telephoning

in a

company.

1. Identifying some


notes used in telephoning.


dialogue of telephoning



telephoning with partners.


learning English.




process.

Expressions:

Good morning,

Stella Insurance.

Can I help you?... I

am Rina the

receptionist…I will

phone you

later…Please wait a

second….

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some

texts related to

telephoning.

2. Listing some

expressions used in

telephoning.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

telephoning with

partners.

5. Getting

feedbacks from the

teacher.

Knowledge:

1. Mentioning

some basic

expressions used

in telephoning.

2. Composing a

text of

telephoning with

partners.

Skills:

3. Performing a

role play of

telephoning in

front of the class.

Attitude:

4. Showing

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


82


play of telephoning

with partners.

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

3. Students

are able to

handle a

reservation

by

customers.

1. Identifying some


notes used in a reservation.

2. Arranging a dialogue

about reservation using good

composition.

3. Performing a role play of a

reservation.


learning English.




Expressions:

Can I book two

rooms for Saturday

night, please?...

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some


reservation.

2. Listing some

expressions used in

a reservation.

4. Composing a

written dialogue of

a reservation.

5. Getting

feedbacks from the

teacher.


Knowledge:

1. Mentioning

some expressions

used in a

reservation.

2. Composing a

written dialogue

about reservation.

Skills:

3. Performing a

role play of

reservation with

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


83

process. play of reservation

with partners.

classmates.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

4. Students

are to be able

to handle a

confirmation

and a

cancelation

by

customers.

1. Identifying some


notes used in confirmation

and cancelation.


about confirmation and

cancelation using good

composition.


confirmation and

Expressions:

I’d like to confirm

my....I regret to tell

you that I have to

cancel our

appointment…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

1. Analyzing some


confirmation and

cancelation.

2. Listing some

expressions used in

confirmation and

cancelation.

4. Composing a

written dialogue of

Knowledge:

1. Mentioning

some expressions

used in

confirmation and

cancelation.

2. Composing a

written dialogue

about

confirmation and

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


84

cancelation.


learning English.




process.

intonation.

confirmation or

cancelation based

on the situation

given by the

teacher.

5. Getting

feedbacks from the

teacher.


play of

confirmation and

cancelation with

partners.

cancelation.

Skills:

3. Performing a

role play of

confirmation and

cancelation with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

5. Students

are to be able

to make an

arrangement

1. Identifying some


notes used in arrangements.

Expressions:

What about

tonight?...

1. Analyzing some


arrangements.

Knowledge:

1. Mentioning

some expressions

4 Textbook/

handouts,

videos, a

laptop, a


85

with

customers.


about arrangements using

good composition.


arrangements.


learning English.




process.

I’m sorry. I have got

something to do

tomorrow…. What

about Sunday?

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

2. Listing some

expressions used in

arrangements.

4. Composing a

written dialogue of

arrangements.

5. Getting

feedbacks from the

teacher.


play of

arrangements with

partners.

used in

arrangements.

2. Composing a

written dialogue

about

arrangements.

Skills:

3. Performing a

role play of

arrangements

with partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

projector,

an LCD,

etc


86

process.

6. Students

are to be able

to respond a

complaint

from the

customers.

1. Identifying some


notes used in responding a

complaint.


dialogue of responding a

complaint using good

composition.


responding a complaint with

partners.


learning English.




process.

Expressions:

I am very sorry,

Sir… We will fix it

tomorrow

morning… I’m sorry

for the

inconvenience…

Language Notes:

Pronunciation,


intonation.

1. Analyzing videos

related to

responding to

complaints.

2. Listing some

expressions used in

responding to

complaints.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

responding a

complaint.

5. Getting

feedbacks from the

teacher.


Knowledge:

1. Listing some

basic expressions

used in

responding to

complaints.

2. Composing a

written dialogue

of responding to

complaints with

partners.

Skills:

3. Performing a

role play of

responding to

complaints with

partners.

Attitude:

4. Showing

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


87

play of responding

a complaint with

partners.

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

8. Students

are to be able

to deliver an

order to the

customers.

1. Identifying some


notes used in delivering an

order.


dialogue of delivering an

order using good

composition.


delivering an order with

partners.


learning English.

Expressions:

Here is your

order…Does

everything look

okay?...Thanks very

much for the great

service…Would you

sign this to charge

the order

Language Notes:

Pronunciation,


intonation.

1. Analyzing some


responding

delivering an order.

2. Listing some

expressions used in


3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

Knowledge:

1. Listing some

expressions used

in delivering an

order.

2. Composing a

written dialogue

of delivering an

order with

partners.

Skills:

3. Performing a

role play of

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


88




process.


5. Getting

feedbacks from the

teacher.


play of delivering

an order with

partners.

delivering an

order with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

8. Students

are able to

repot

messages to

working

partners or

customers in

a company.

1. Identifying some


notes used in reporting a

message.


dialogue of reporting a

message using good

composition.

Expressions:

Ms Rina said that…

She asked you

to…He wanted to

know if… He asked

you to pay for....

1. Analyzing some

texts related to

reporting a

message.

2. Listing some

expressions used in

reporting a

message.

Knowledge:

1. Mentioning

some expressions

used in delivering

a reported

message.

2. Doing

exercises on

6 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


89


reporting a message with

partners.


learning English.




process.

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

3. Finding other

possible

expressions from

other sources.

4. Doing exercises

on reported speech.

5. Composing a

written dialogue of

reporting a message

with partners.

6. Getting

feedbacks from the

teacher.


play of reporting a

message with

partners.

reported speech.

3. Composing a

dialogue of

reported message

with partners.

Skills:

4. Performing a

role play of

delivering

reported

messages in front

of the class.

Attitude:

5. Showing

sincerity in

learning English.

6. Showing the

attitude of caring,

responsibility,

and confidence in

the learning


90

process.

1. Students

are able to

describe

interesting

places to

tourists.

1. Identifying some



places.


dialogue of telling about

describing places using good

composition.


telling about describing

places with partners.


learning English.




process.

Expressions:

In front of you is…

We are now coming

up to… Up ahead…

As we turn the

corner here, you will

see… It is a royal

palace… It has… It

is used to… What

building is it? …

What is it for? ... I

don’t see, can you

point out?... Are we

going to pass…?

Language Notes:

1. Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some


describing places.

2. Listing some

expressions used in

describing places.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

describing places

with partners.

5. Getting

feedbacks from the

teacher.


play with partners.

Knowledge:

1. Mentioning

some basic

expressions used

in describing

places.

2. Composing a

written dialogue

of describing

places with

partners.

Skills:

3. Performing a

role play of

describing places

with partners.

Attitude:

4. Showing

sincerity in

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


91

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

2. Students

are able to

explain some

important

rules to

tourists.

1. Identifying some


notes used in explaining

some rules.


dialogue of explaining some

rules using good

composition.


telling about explaining

some rules with partners.


learning English.


Expressions:

You are strictly

forbidden from

taking… Please stay

on the… I’m sure

this goes unsaid, but

please remember

to… Please pay

attention to the…

You’ll have some

free time to look

around… Please

meet back here in…

Language Notes:

Pronunciation,

1. Analyzing some


explaining some

rules.

2. Listing some

expressions used in

explaining some

rules.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

Knowledge:

1. Mentioning

some basic

expressions used

in explaining

some rules.

2. Composing a

written dialogue

of explaining

some rules with

partners.

Skills:

3. Performing a

role play of

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


92



process.

grammar, diction,

spelling and

intonation.

explaining some

rules with partners.

5. Getting

feedbacks from the

teacher.


play with partners.

explaining some

rules with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

3. Students

are able to

explain

safety rules

to tourists.

1. Identifying some



safety rules.


dialogue of explaining safety

rules using good

composition.

Expressions:

As a safety

precaution, please…

For your own safety,

we ask… Please do

not… Please keep…

I do not

recommend… These

1. Analyzing some


explaining safety

rules.

2. Listing some

expressions used in

explaining safety

rules.

Knowledge:

1. Mentioning

some basic

expressions used

in explaining

safety rules.

2. Composing a

written dialogue

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


93


explaining safety rules with

partners.


learning English.




process.

rules are for your

own comfort and

safety…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

explaining safety

rules with partners.

5. Getting

feedbacks from the

teacher.


play with partners.

of explaining

safety rules with

partners.

Skills:

3. Performing a

role play of

explaining safety

rules with

partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

4. Students

are able to

1. Identifying some

expressions and language Expressions:

1. Analyzing some



handouts,


94

explain

etiquettes

and customs

to tourists.


etiquettes and customs.


dialogue of explaining

etiquettes and customs using

good composition.


explaining etiquettes and

customs with partners.


learning English.




process.

It is customary in

our country to… In

this region

we…rather than…

To indicate that you

want to…simply

do…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

explaining

etiquettes and

customs.

2. Listing some

expressions used in

explaining

etiquettes and

customs.

3. Finding other

possible

expressions from

other sources.

4. Composing a

written dialogue of

explaining

etiquettes and

customs with

partners.

5. Getting

feedbacks from the

teacher.

1. Mentioning

some basic

expressions used

in explaining

etiquettes and

customs.

2. Composing a

written dialogue

of explaining

etiquettes and

customs with

partners.

Skills:

3. Performing a

role play of

explaining

etiquettes and

customs with

partners.

Attitude:

4. Showing

videos, a

laptop, a

projector,

an LCD,

etc


95


play with partners.

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

5. Students

are able to

describe

people’s

characteristic

s to tourists.

1. Identifying some



people.



describing people using good

composition.


telling about describing

people with partners.


learning English.

Expressions:

You can meet him in

this… What does

Mrs. Anne look

like?... Is she tall?...

A woman with long

blonde hair, blue

eyes, and bright

skin…

Language Notes:

1. Words related to

parts of body and its

characteristics.

1. Analyzing some


describing people.

2. Listing some

expressions used in

telling about

describing people.

3. Finding other

possible

expressions from

other sources.

4. Highlighting the

words related to

Knowledge:

1. Mentioning

some basic

expressions used

in describing

people.

2. Composing a

written dialogue

of describing

people with

partners.

Skills:

3. Performing a

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


96




process.

2. Noun phrases

3. Pronunciation,

grammar, diction,

spelling and

intonation.

people’s

characteristics.

5. Finding other

possible

characteristics from

other sources.

6. Composing the

written dialogue of

describing people

with partners.

5. Getting

feedbacks from the

teacher.


play with partners.

role play of

describing people

with partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

6. Students

are able to

describe

some

upcoming

events to

1. Identifying some



upcoming events.



Expressions:

Is there any cultural

agenda this week?...

What are the

upcoming events?

…Every Sunday

1. Analyzing some


describing

upcoming events.

2. Listing some

expressions used in

Knowledge:

1. Mentioning

some expressions

used in describing

cultural events.

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,


97

tourists. upcoming events using good

composition.


telling about upcoming

events with partners.


learning English.




process.

there is a cultural

performance in

the… What is it

about?...

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

telling about

upcoming events.

3. Finding other

possible

expressions from

other sources.

4. Composing the

written dialogue of

describing

upcoming events

with partners.

5. Getting

feedbacks from the

teacher.


play with partners.

2. Composing a

written dialogue

of describing

upcoming events

with partners.

Skills:

3. Performing a

role play of

describing

upcoming events

with partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

etc


98

7. Students

are able to

deliver good

and bad news

to tourists.

1. Identifying some


notes used in delivering good

and bad news.


dialogue of delivering good

and bad news using good

composition.


delivering good and bad

news with partners.


learning English.




process.

Expressions:

I am sorry, I have to

tell you that…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some


delivering good and

bad news.

2. Listing some

expressions used in

delivering good and

bad news.

3. Finding other

possible

expressions from

other sources.

4. Composing the

written dialogue of

delivering good and

bad news.

5. Getting

feedbacks from the

teacher.


play with partners.

Knowledge:

1. Mentioning

some basic

expressions used

in delivering good

and bad news.

2. Composing a

written dialogue

of delivering

good and bad

news with

partners.

Skills:

3. Performing a

role play of

delivering good

and bad news

with partners.

Attitude:

4. Showing

sincerity in

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


99

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

8. Students

are able to

offer some

advice to

tourists.

1. Identifying some


notes used in giving advice.


dialogue of giving advice



giving advice with partners.


learning English.




Expressions:

What should I do?...

Don’t you have any

words to say?....

Maybe you should…

I think it would be

better if you… May

I suggest you…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

1. Analyzing some


giving advice.

2. Listing some

expressions used in

giving advice.

3. Finding other

possible

expressions from

other sources.

4. Composing the

written dialogue of

giving advice.

5. Getting

Knowledge:

1. Mentioning

some basic

expressions used

in giving advice.

2. Composing a

written dialogue

of giving advice

with partners.

Skills:

3. Performing a

role play of

giving advice

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


100

process. feedbacks from the

teacher.


play with partners.

with partners.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in

the learning

process.

9. Students

are able to

give

information

about public

transportatio

n to tourists.

1. Identifying some


notes used in giving

information about public

transportation.


dialogue of giving

information about public

transportation using good

composition.

Expressions:

If you want to

get…you can take

the... (bus, taxi,

andong, becak)

Andong is a…

Negotiate the price

before you go…

Language Notes:

1. Analyzing some


giving information

about public

transportation.

2. Listing some

expressions used in

giving information

about public

transportation.

Knowledge:

1. Mentioning

some basic

expressions used

in giving

information about

public

transportation.

2. Composing a

written dialogue

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


101


giving information about

public transportation with

partners.


learning English.




process.

Pronunciation,

grammar, diction,

spelling and

intonation.

3. Finding other

possible

expressions from

other sources.

4. Composing the

written dialogue of

giving information

about public

transportation.

5. Getting

feedbacks from the

teacher.


play with partners.

of giving

information about

public

transportation

with partners.

Skills:

3. Performing a

role play of

giving

information about

public

transportation.

Attitude:

4. Showing

sincerity in

learning English.

5. Showing the

attitude of caring,

responsibility,

and confidence in


102

the learning

process.


103

SYLLABUS


Grade : XII


Core Competencies :

1. Identifying the language knowledge used in these situations: moderating a meeting, delivering a speech in an exhibition,

writing some documents used in buying and selling, answering some typical questions in a job interview, understanding some

business letters used in a company, talking about important occasions in a company, telling personal plans and experiences to

tourists.

2. Implementing the skills of using the language used in these situations: moderating a meeting, delivering a speech in an

exhibition, writing some documents used in buying and selling, answering some typical questions in a job interview,

understanding some business letters used in a company, talking about important occasions in a company, telling personal

plans and experiences to tourists.



104

Basic

Competence Learning Indicators Learning Materials Learning Process Assessment

Time

Allocati

on

(Hours)

Learning

Resources

1. Students

are able to

moderate a

meeting.

1. Identifying some


notes used in moderating

a meeting.


dialogue related to

moderating a meeting


3. Performing a role play

of moderating a meeting

with partners.


learning English.



Expressions:

I am Riko, the

moderator of this

meeting… This

meeting will be

divided into three

sections…first…seco

nd…third… Is there

any suggestion?...

What do you think?...

Do you agree

with…?

Language notes:

1. Greeting, thanking,

1. Listening/

watching some

examples related to

moderating a

meeting.

2. Listing some

expressions used in


from the examples.

3. Finding other

possible expressions

from other sources.

4. Composing a

written dialogue of


Knowledge:

1. Mentioning some

basic expressions

used in moderating a

meeting.

2. Composing a

written dialogue of


with partners.

Skills:


play of moderating a

meeting with

partners.

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


105


process.

suggestions,

agreement, etc.

2. Pronunciation,

grammar, diction,

spelling and

intonation.

with partners.

5. Getting feedback

from the teacher.


play of moderating a

meeting with

partners.

Attitude:

4. Showing sincerity

in learning English.

5. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

2. Students

are able to

deliver a

presentation

in a meeting

1. Identifying some


notes used in delivering a

presentation of ideas/

innovation in a meeting.


text of a presentation of

ideas using good

composition.

3. Arranging power point

slides or other

presentation media with

good arrangement.

Expressions:

Good morning… I

would like to present

my new innovation

on marketing

strategy… It consists

of…It involves…

What do you think

about it? …

Presentation media:

1. Listening/

watching some

examples related to

delivering a

presentation in a

meeting.

2. Listing some

expressions used in

delivering a

presentation from the

examples.

3. Finding other


Knowledge:

1. Mentioning some

expressions used in a

presentation.

2. Composing a

written text of a

presentation

individually.

Skills:

3. Arranging power

point slides with good

6 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


106


of having a presentation

of ideas in a meeting with

partners.


learning English.




process.

1. Color and contrast

2. Word Sizing

3. Tables and graphs

4. Pointers

Etc.

Language notes:

1. Greeting, thanking,

suggestions,

agreement, etc.

2. Pronunciation,

grammar, diction,

spelling and

intonation.

from other sources.

4. Finding the criteria

of a good

presentation

slide/media.

5. Composing a

written text of a

presentation.

5. Getting feedbacks

from the teacher.

6. Delivering a

presentation (using

media, such as:

power point, video,

etc)

7. Asking friends for

suggestions,

agreement, etc.

arrangement.

4. Delivering a

presentation in front

of classmates.

Attitude:



6. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

1. Students

are able to

deliver a

1. Identifying some

expressions

attitudes/skills, and

Skills and attitudes

for delivering a

1. Analyzing some

videos related to

Knowledge:

1. Mentioning some

8 Textbook/

handouts,

videos, a


107

speech in

front of

audience in

an

exhibition.


delivering a speech.


text of a speech using

good composition.

3. Performing a speech in

front of the class.


learning English.




process.

speech:

- Open a speech

- Propose ideas

- Elaborate ideas

- Close a speech

- Handle questions

- Body language

- Eye contact

- Maintain audiences

Language Notes:

Pronunciation,


intonation.


2. Listing some

expressions used in


3. Guided by the

teacher, noticing the

attitudes of delivering

a speech (including

gestures, eye contact,

body movement, etc).

4. Finding other


and attitudes from

other sources.

5. Composing the

written text of a

speech.


from the teacher.

7. Performing a

speech in front of the

expressions used in


2. Describing good

attitudes used in


3. Composing a text

of a speech.

Skills:

4. Performing a

speech in front of the

class.

Attitude:



6. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

laptop, a

projector,

an LCD,

etc


108

class.

8. Listening to

others’ performances.

9. Giving suggestions

for the performers.

3. Students

are able to

present the

manual of a

product in

front of

audiences in

an

exhibition.

1. Identifying some

expressions

attitudes/skills, and


presenting a manual.

2. Telling people on how

to use/do/make something

in front of the class.


learning English.




Expressions:

I would like tell how

to make/use/install

this product… First,

turn on the… You

can put it on like

this…Second…

Next… Then…

Finally

Language Notes:

1. The structure of a

1. Analyzing some

videos related to


2. Mentioning some

expressions used in


3. Finding other


from other sources.

4. Bringing/ making a

product.

5. Telling friends

how to make/use the

Knowledge:

1. Mentioning some

basic expressions

used in manual.

Skills:

2. Telling people on

how to make/use a

certain product in

front of the class

using good attitudes

of delivering a

speech.

Attitude:

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


109

process. procedure text

(manual)

2. Conjunctions

3. Pronunciation,


intonation.

product in front the

class.


from friends and

teachers.



4. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

1. Students

are able to

write

invoices used

in buying

and selling.

1. Identifying some

expressions, some

components, and


invoices.

2. Arranging an invoice



learning English.




process.

Expressions:

Products sold are not

returnable, refundable

&

exchangeable…This

invoice shows the

actual price…All

particulars are true

and correct…

Components:

The letter head

1. Analyzing some

invoices.

2. Listing some

expressions used in

making an invoice.

3. Listing the

components of an

order letter.

4. Finding other


from other sources.

5. Composing an

invoice based on a

particular situation

Knowledge:

1. Mentioning some

basic expressions

used in an invoice.

Skills:

2. Composing an

invoice.

Attitude:



5. Showing the

attitude of caring,

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


110

Date

Column of Codes

Column of

description

Column of Quantity

Column of price per

unit

Column of amount

Language Notes:

1. Number

2. Date and time


spelling and

intonation.

given by the teacher.

5. Sending the

invoice to one of the

classmates.

6. Being

assessed/getting

feedbacks from the

friend receiving the

invoice.

7. Revising the

invoice.

8. Sending the final

version to the teacher

and friend.

responsibility, and

confidence in the

learning process.

2. Students

are able to

write an

1. Identifying some

expressions some

components, and

Social function:

Having good

1. Analyzing some

order letters.

Knowledge:

1. Mentioning some

4 Textbook/

handouts,

videos, a


111

order letter

used in

buying and

selling.

language notes used in an

order letter.

2. Arranging an order

letter using good

composition.


learning English.




process.

communication skill.

Expressions:

I would like to

order…

Our company is

interested to buy…

Components:

The letter head

Date

Inside address

Opening salutation

The body

Closing salutation

Signature

Language Notes:

2. Listing some

expressions used in

making an order

letter.

3. Listing the

components of an

order letter.

4. Finding other


from other sources.

4. Composing an

order letter.

5. Sending the order

letter to one of

classmates via email.

6. Being

assessed/getting

feedbacks from the

friend receiving the

email.

basic expressions

used in an order

letter.

Skills:

2. Composing an

order letter.

Attitude:



5. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

laptop, a

projector,

an LCD,

etc


112

1. Number of item

2. Date and time


spelling and

intonation.

7. Revising the letter.


version of the letter

to the teacher and

friend.

3. Students

are able to

write a

receiving

order letter

used in

buying and

selling.

1. Identifying some


notes used in receiving

order letters.

2. Arranging a receiving

order letter using good

composition.


learning English.




process.

Expressions:

We will deliver your

order on…Thank you

for ordering…

Components:

The letter head

Date

Inside address

Opening salutation

The body

Closing salutation

1. Analyzing some

texts related to

receiving order

letters.

2. Listing some

expressions used in

receiving order

letters.

3. Finding other


from other sources.

4. Composing a

receiving order letter

for a friend sending

an order letter before.

Knowledge:

1. Mentioning the

components and the

expressions used in

an order letter.

Skills:

2. Composing a

receiving order letter.

Attitude:



4. Showing the

attitude of caring,

responsibility, and

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handouts,

videos, a

laptop, a

projector,

an LCD,

etc


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Signature

Language Notes:

Grammar, diction,

spelling and

intonation.


to the friend via

email.

6. Being assessed/

getting feedbacks

from a friend

receiving the email.

7. Revising the letter.


version of the letter

to the teacher.

confidence in the

learning process.

4. Students

are able to

make an

advertisemen

t of a product

to sell.

1. Identifying some

expressions components

and language notes used

in writing an

advertisement.

2. Arranging an

advertisement.


learning English.

Expressions:

Look!...Big

Sale!...The previous

product is sold out

within hours… Get

special price…

Language Notes:


(Appearance)

1. Analyzing some

texts related to

advertisements.

2. Telling about the

content of the

advertisements.

3. Listing the

components in

advertisements.

Knowledge:

1. Telling the content

of an advertisement.

2. Mentioning the

components of an

advertisement.

Skills:

3. Arranging an

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handouts,

videos, a

laptop, a

projector,

an LCD,

etc


114




process.


and spelling.

4. Arranging an

advertisement.

5. Getting feedback

from teacher.

advertisement.

Attitude:



5. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

5. Students

are able to

write a

brochure.

1. Identifying some

expressions some

components and language

notes used in writing a

brochure.

2. Arranging a brochure.


learning English.




Components:

Business name,

business tagline or

motto, product

descriptions

Language Notes:


(Appearance)


and spelling.

1. Analyzing some

texts related to

brochures.


content of the

brochure.

3. Listing the

components in a

brochure.

4. Composing a

Knowledge:

1. Telling the content

of a brochure.

2. Mentioning the

components of a

brochure.

Skills:

3. Arranging a

brochure.

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


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process. brochure.


from the teacher.

Attitude:



5. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

1. Students

are able to

answer some

questions

related to

capabilities

when they

have a job

interview.

1. Identifying some


notes used in answering

some questions related to

capabilities.


of describing capabilities

in a job interview.


learning English.




Expressions:

Can you speak

English?... Yes, I

can… Are you good

at designing

kebaya?... I am able

to… besides I am

also good at

designing party

dresses… What

else?...

1. Listening/

watching some

examples related to

describing

capabilities.

2. Listing some

expressions used in

describing

capabilities.

3. Finding other


from other sources.

4. Choosing some

Knowledge:

1. Mentioning some

expressions used in

answering some

typical questions in

the interview.

Skills:

2. Asking and

answering some


job interview with

partners.

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


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process. Language notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

students to be

interviewers and

other students to be

interviewees.

5. Asking and

answering some


capabilities.


from the teacher.

Attitude:



4. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

2. Students

are able to

answer some

questions

related to

educational

background

when they

have a job

interview.

1. Identifying some




educational background.


of describing educational

background in a job

interview.


Expressions:

What school did you

graduate from?... I

graduated from…

What course of study

did you make best

and poorest grades

?... I was good at

Mathematics but poor

at History….What

1. Analyzing some


describing

educational

background.

2. Listing some

expressions used in

describing

educational

background.

Knowledge:

1. Mentioning some

expressions used in

answering some


describing

educational

background in the

interview.

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handouts,

videos, a

laptop, a

projector,

an LCD,

etc


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learning English.




process.

extra activities did

you join at school?...

I joined… Did you

take any courses?...

Yes, I took…Did you

get any

scholarship?... No, I

didn’t. I never got

any scholarship

Language notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

3. Finding other


from other sources.

4. Choosing some

students to be

interviewers and


interviewees.

5. Asking and

answering some


educational

background.


from the teacher.

Skills:

2. Asking and

answering some


describing

educational

background with

partners.

Attitude:



4. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

3. Students

are able to

answer some

questions

related to

1. Identifying some




personal characteristics.

Expressions:

What types of person

do you like to work

with?... I can work

with anyone… I

1. Analyzing some


describing personal

characteristics.

2. Listing some

Knowledge:

1. Mentioning some

expressions used in

answering some


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handouts,

videos, a

laptop, a

projector,


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personal

characteristic

s when they

have a job

interview.


of describing personal

characteristics in a job

interview.


learning English.




process.

prefer working to a

person who has a

strong commitment to

work hard… Do you

prefer working alone

or working in a

group? … I can work

by myself or in a

group…

Language notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

expressions used in

describing personal

characteristics.

3. Finding other


from other sources.

4. Choosing some

students to be

interviewers and


interviewees.

5. Asking and

answering some

questions with some

friends related to

personal

characteristics.


from the teacher.

personal

characteristics in the

interview.

Skills:

2. Asking and

answering some


describing personal

characteristics with

partners.

Attitude:



4. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

an LCD,

etc

4. Students

are able to

1. Identifying some


Expressions:

Are you interested in

1. Analyzing some


Knowledge:

1. Mentioning some

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handouts,


119

answer some

questions

related to

their interests

when they

have a job

interview.



interests.


of telling about interests

in an interview.


learning English.




process.

politics?... I’m

interested in business

but I don’t like

politics… How do

you spend your

leisure time?... I

usually… What’s

your favorites TV

programs? … My

favorite TV program

is… Why do you like

it?...

Language notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

describing interests.

2. Listing some

expressions used in

describing interests.

3. Finding other


from other sources.

4. Choosing some

students to be

interviewers and


interviewees.

5. Asking and

answering some

questions with some

friends related to

interests.


from the teacher.

basic expressions

used in answering

some questions

related to interests in

a job interview.

Skills:

2. Asking and

Answering some


describing interests

with partners.

Attitude:



4. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

videos, a

laptop, a

projector,

an LCD,

etc

5. Students

are able to

1. Identifying some


Expressions: 1. Analyzing some



handouts,


120

answer some

questions

related to

future

employment

and work

experience

when they

have a job

interview.



future employment and

work experience.


of describing future

employment and work

experience in a job

interview.


learning English.




process.

What type of position

do you want?... As

a… What starting

salary do you expect

to have?... I like my

first salary at seven

million rupiah per

month… Did you

have any previous

working

experience?... Yes, I

did… I worked for

PT.A for 3

years…No, I didn’t…

I am a fresh graduate.

Language notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

describing future

employment and

work experience.

2. Listing some

expressions used in

describing future

employment and

work experience.

3. Finding other


from other sources.

4. Choosing some

students to be

interviewers and


interviewees.

5. Asking and

answering some

questions with some

friends related to

future employment

1. Mentioning some

basic expressions

used in answering

some questions

related to future

employment and

work experience in

the interview.

Skills:

2. Asking and

answering some


future employment

and work experience

with partners.

Attitude:



4. Showing the

attitude of caring,

responsibility, and

videos, a

laptop, a

projector,

an LCD,

etc


121

and work experience.


from the teacher.

confidence in the

learning process.

6. Students

are able to

answer some

questions

related to

visions and

missions

when they

have a job

interview.

1. Identifying some




visions and missions.


of describing visions and

missions in a job

interview.


learning English.




process.

Expressions:

What is your mission

after completing your

high school?...I want

to be a… I would like

to work for… What is

your vision if you are

accepted to work in

this company?... My

vision is to create the

company to be able

to… Why did you

decide to seek a

position in this

company?... I want

to… What will you

do if the company

1. Analyzing some


describing visions

and missions.

2. Listing some

expressions used in

describing visions

and missions.

3. Finding other


from other sources.

4. Choosing some

students to be

interviewers and


interviewees.

Knowledge:

1. Mentioning some

basic expressions

used in answering

some questions

related to visions and

missions in a

interview.

Skills:

2. Asking and

answering some


visions and missions

with partners.

Attitude:

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handouts,

videos, a

laptop, a

projector,

an LCD,

etc


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goes bankrupt?....

Language notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

5. Asking and

answering some

questions with some

friends related to

visions and missions.


from the teacher.



4. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

1. Students

are to be able

to write short

messages to

communicate

with working

partners in a

company.

1. Identifying some


notes used in making

short messages.

2. Writing a short

message using good

composition.


learning English.




Expressions:

There will be a

meeting at 4 on the

2nd floor…I’ll be

there at…CU

later…Thanks…

Language Notes:

1. Common

abbreviation

2. Content, grammar,

punctuation, diction.

1. Analyzing some

short messages.

2. Listing some

expressions used in

short messages.

3. Finding other


from other sources.

4. Composing a short

message based on the

situation given by the

teachers.

Knowledge:

1. Mentioning some

basic expressions

used in making short

messages.

Skills:

2. Composing a short

message.

Attitude:



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handouts,

videos, a

laptop, a

projector,

an LCD,

etc


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process. 5. Sending the

message to the

teacher.


from the teacher.

4. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

2. Students

are able to

write an

asking for

permission

letter used

when they

work in a

company.

1. Identifying some



in making an asking for

permission letter.

2. Writing an asking for

permission letter using

good composition.


learning English.




process.

Expressions:

Dear…I am writing

to request permission

to…May I please

request you to allow

me to… I would like

to make a request for

your office to allow

me to have a one-day

leave…

Components:

Company name or

Letterhead, Address,

Date, Addressee,

Salutation, Content,

Closing, Language

1. Analyzing some

asking for permission

letters.

2. Listing some

expressions used in

those letters.

3. Finding other


from other sources.

4. Composing an


letter individually.


to one of classmates.


Knowledge:

1. Mentioning some

basic expressions

used in making an


letter.

Skills:

2. Composing an


letter.

Attitude:



4. Showing the

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laptop, a

projector,

an LCD,

etc


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Language Notes:

Content, grammar,

punctuation, diction,

and spelling.

from the classmates.

7. Revising the letter

and sending back to

the classmate.

attitude of caring,

responsibility, and

confidence in the

learning process.

3. Students

are able to

write a letter

of granting

permission

used when

they work in

a company.

1. Identifying some



in a letter of granting

permission.

2. Writing a letter of

granting permission using

good composition.


learning English.




process.

Expressions:

Dear Ms…You have

our permission to…

We grant you to…

We received your

request to…

Unfortunately we are

unable to grant

permission…We

require however you

to … Thank

you…sincerely

Components:

Letterhead, Address,

Addressee,

Salutation, Content,

1. Analyzing some

asking letters of

granting permission.

2. Listing some

expressions used in

those letters.

3. Finding other


from other sources.

4. Composing a letter

of granting

permission to

respond a letter of


given by others on

the previous meeting.


Knowledge:

1. Mentioning some

basic expressions

used in a letter of

granting permission.

Skills:

2. Composing a letter

of granting

permission.

Attitude:



4. Showing the

attitude of caring,

responsibility, and

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projector,

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etc


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Closing

Language Notes:

Grammar,


and spelling.

to the classmate.




and sending back to

the classmate.

confidence in the

learning process.

4. Students

are able to

write a

promotion

letter used

when they

work in a

company.

1. Identifying some



in a letter of granting

permission.

2. Mentioning the content

of the letter.

3. Writing a promotion

letter using good

composition.


learning English.



Expressions:

The management of

the company has

decided to promote

you to the position

of… It gives me great

pleasure to announce

your promotion as…

Components:

Name of the

employee

His new job title

1. Analyzing some

promotion letters.

2. Listing some

expressions used in

those letters.

3. Finding other


from other sources.

4. Composing a

promotion letter

based on a situation

given by the teacher.


Knowledge:

1. Mentioning some

basic expressions

used in a promotion

letter.

Skills:

2. Composing a

promotion letter.

Attitude:



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laptop, a

projector,

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etc


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process.

Job description

Responsibilities

Reporting officer

Salary

Effective date of

promotion

Language Notes:

Content, grammar,


and spelling.

to the classmate.




and sending back to

the classmate.

4. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

5. Students

are able to

make a

report of a

data when

they work in

a company.

1. Identifying some

expressions component,


in report.

2. Arranging a report



learning English.



Expressions:

The data shows that

the guests are

increasing

from…The executive

rooms are all booked

in the peak season…

Components:

1. Analyzing some

working reports.

2. Listing some

expressions used in

working reports.

3. Finding other


from other sources.

4. Composing a

report based on the

Knowledge:

1. Mentioning some

basic expressions

used in a report.

Skills:

2. Composing a

report.

Attitude:

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


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process.

General classification

Description

Language Notes:

Grammar, diction,

spelling and

intonation.

given situation.

6. Getting feedback

from the teacher.



4. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

6. Students

are able to

understand

the content

of a Standard

Operating

Procedure

(SOP).

1. Identifying some


notes used in Standard

Operating Procedures

(SOP).


content of Standard

Operating Procedures

(SOP).


learning English.



Samples:

Some passages of

Standard Operating

Procedures

Language Notes:

Pronunciation,


intonation.

1. Analyzing some

standard operational

procedures from a

specific workplace.

2. Finding some

difficult words which

mostly appear on the

SOP.

3. Getting the

meaning and sharing

with friends.

4. Guided by the

teacher, mentioning

Knowledge:

1. Answering


the content of the

SOP.

Skills:

2. Telling friends

about the content of

the SOP.

Attitude:


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etc


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process.

the content of the

SOP.

5. Clarifying the

contents with friends.

6. Telling a friend of

the content of an

SOP.


4. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

7. Students

are able to

understand

the content

of a

Memorandu

m of

Understandin

g (MOU).

1. Identifying some


notes used in

Memorandum of

Understanding (MOU).


content of Memorandum

of Understanding (MOU).


learning English.




Samples:

Some passages of

Memorandum of

Understanding

(MOU)

Language Notes:

Pronunciation,


intonation.

1. Analyzing some

standard

Memorandum of

Understanding

(MOU).

2. Finding some

difficult words which

mostly appear on the

MOU.

3. Getting the

meaning and sharing

with friends.

4. Guided by the

teacher, mentioning

Knowledge:

1. Answering


the content of the

MOU.

Skills:

2. Telling friends

about the content of

the MOU.

Attitude:



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handouts,

videos, a

laptop, a

projector,

an LCD,

etc


129

process. the content of the

MOU.

5. Clarifying the

contents with friends.

6. Telling a friend of

the content of an

SOP.

4. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

1. Students

are able to

talk about

assigning

new

employee.

1. Identifying some


notes used in assigning

new employee.


dialogue of assigning new

employee.


of assigning new

employee with partners.


learning English.


Expressions:

You can start

working on…

Congratulation, we

have decided to

employ you… You

will have been in

evaluation period…

Thak you, Sir… It is

a good opportunity

for me… I won’t

make you sorry…

Language is Notes:

Pronunciation,

1. Analyzing some


assigning new

employee.

2. Listing some

expressions used in

assigning new

employee.

3. Finding other


from other sources.

4. Composing the

written dialogue of

assigning new

Knowledge:

1. Mentioning some

expressions used in

assigning new

employee.

2. Composing a

written dialogue of

assigning new

employee with

partners.

Skills:


play of assigning new

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handouts,

videos, a

laptop, a

projector,

an LCD,

etc


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process.

grammar, diction,

spelling and

intonation.

employee.


from the teacher.


play with partners.

employee.

Attitude:



5. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

2. Students

are able to

talk about

promotion to

the HRD.

1. Identifying some


notes used in talking

about promotion.


dialogue of talking about

promotion using good

composition.


of talking about

promotion with partners.

Expressions:

We are thinking

about transferring

you…We need a

person who… We

evaluate your track

record…I feel better

in my current

position… Honestly,

I am not sure for that

position…

1. Analyzing some


talking about

promotion.

2. Listing some

expressions used in

talking about

promotion.

3. Finding other


from other sources.

Knowledge:

1. Mentioning some

expressions used in

talking about

promotion.

2. Composing a

written dialogue of

talking about

promotion with

partners.

4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


131


learning English.




process.

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

4. Composing the

written dialogue of

talking about

promotion.


from the teacher.


play with partners.

Skills:


play of talking about

promotion.

Attitude:



5. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

3. Students

are able to

talk about

career’s

leave.

1. Identifying some



about career’s leave.



career’s leave using good

composition.

Expressions:

I need a day off for a

day… Do you have

any reason for that?...

Company can

understand your

situation, I suggest

you take an official

leave… You have to

1. Analyzing some


talking about career’s

leave.

2. Listing some

expressions used in


leave.

Knowledge:

1. Mentioning some

expressions used in


leave.

2. Composing a

written dialogue of


4 Textbook/

handouts,

videos, a

laptop, a

projector,

an LCD,

etc


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of talking about career’s

leave with partners.


learning English.




process.

submit an official

leave form…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

3. Finding other


from other sources.

4. Composing the

written dialogue of

career’s leave.


from the teacher.


play with partners.

leave with partners.

Skills:


play of career’s leave.

Attitude:



5. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

1. Students

are able to

tell about

experiences

to tourists.

1. Identifying some


notes used in telling about

experience in visiting

places.




Expressions:

Did you ever go to

Parangtritis beach?

… Last month, I went

to … It was so … Did

you enjoy visiting

there?...

1. Analyzing some


telling experience in

visiting places.

2. Listing some

expressions used in

telling about


Knowledge:

1. Mentioning some

expressions used in

telling about


places.

2. Composing a

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projector,

an LCD,

etc


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places using good

composition.


of telling about




learning English.




process.

Language Notes:

1. Simple past tense

2. Pronunciation,

grammar, diction,

spelling and

intonation.

places.

3. Finding other


from other sources.

4. Composing the

written dialogue of

telling about



5. Getting feedback

from the teacher.


play with partners.

written dialogue of

telling about



Skills:


play of telling about



Attitude:



5. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

2. Students

are able to

tell their

hopes to

1. Identifying some



Expressions:

I hope that I will be

able to….I hope to be

1. Analyzing some


talking about hopes.

Knowledge:

1. Mentioning some

expressions used in

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videos, a

laptop, a


134

tourists. about hopes.



hopes using good

composition.


of talking about hopes

with partners.


learning English.




process.

more… I hope not

to… I am hoping

for…

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

2. Listing some

expressions used in


3. Finding other


from other sources.

4. Composing the

written dialogue of

hopes.


from the teacher.


play with partners.


2. Composing a

written dialogue of

talking about hopes

with partners.

Skills:


play with partners.

Attitude:



5. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

projector,

an LCD,

etc

3. Students

are able to

tell plans to

1. Identifying some



Expressions:

I am going to… I

will… I plan to…

1. Analyzing some


talking about plans.

Knowledge:

1. Mentioning some

expressions used in

6 Textbook/

handouts,

videos, a

laptop, a


135

tourists. about plans.



plans using good

composition.


of talking about plans

with partners.


learning English.




process.

Language Notes:

Pronunciation,

grammar, diction,

spelling and

intonation.

2. Listing some

expressions used in


3. Finding other


from other sources.

4. Composing the

written dialogue of

plans.


from the teacher.


play with partners.


2. Composing a

written dialogue of

talking about plans

with partners.

Skills:


play of talking about

plans.

Attitude:



5. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

projector,

an LCD,

etc

4. Students

are able to

make a

1. Identifying some


notes used in making a

Expressions:

Dear…

1. Analyzing some

private letters.

Knowledge:

1. Mentioning some

8 Textbook/

handouts,

videos, a


136

personal

letter to

tourists.

private letter via email.

2. Writing a private letter

via email using good

composition.


learning English.




process.

How’s life?... I am

Tina from

Indonesia… I heard

that you will visit

Jogja next month….

Regards

Components:

Opening

Body

Closing

Language Notes:

Diction and spelling.

2. Listing some

expressions used in

private letters.

3. Find other possible

expressions from

other sources.

4. Finding the

components of a

private letter.

5. Composing a

private letter and

sending it to friends

via email.

6. Replying the letter.

7. Getting feedback

from friends

receiving the email.

basic expressions

used in private letters.

Skills:

2. Composing a

private letter.

3. Replying a private

letter.

Attitude:



5. Showing the

attitude of caring,

responsibility, and

confidence in the

learning process.

laptop, a

projector,

an LCD,

etc


178

Appendix 9B The Presentation of the Sample Unit


0

MAKING

AND

RECEIVING AN ORDER


1

A. LEARNING GOALS

Source: Lacreme.ie

Tujuan Pembelajaran:

Setelah mempelajari bab ini, siswa diharapkan mampu:

1. Mengidentifikasi berbagai ungkapan dan aspek kebahasaan

yang digunakan dalam memesan dan menerima pesanan.

2. Menyusun percakapan tertulis tentang memesan dan

menerima pesanan menggunakan tata bahasa yang baik dan

benar.

3. Menampilkan drama tentang memesan dan menerima

pesanan di depan kelas.

4. Menunjukkan kesungguhan belajar Bahasa Inggris terkait

memesan dan menerima pesanan.

5. Menunjukkan perilaku peduli, percaya diri, dan tanggung

jawab dalam melaksanakan komunikasi tentang memesan

dan menerima pesanan.

(Syllabus, Grade XI/I, p. 48)


2

C. GUESS THE MEANINGS

B. SHARE YOUR THOUGHTS

Look at these pictures below. Do you know these foods? Why do you think

people like eating these foods? Imagine that next week you are going to

have a reunion. Which foods are you going to order? Discuss with your

friends sitting next to you.

Look at the words in the box. Do you know the meaning? Check your

dictionary.


3

D. READ OUT LOUD

Example 1 (FOOD)

Customer : Good afternoon.

Receptionist : Good afternoon. My name is

Resti and I am the

receptionist.

What can I do for you?

Customer : I am Claire (Shaking hands).

So, we would like to order some food for our passengers on

May 29th.

Receptionist : Of course. What would you like to order?

Customer : I have no idea yet.

Receptionist : Please have a look at our menu and choose the food you

find interesting (Giving the menu).

Customer : (Reading). I see. We would like to order 75 portions of

salmon and chips and 45 portions of green salad.

Receptionist : (Taking notes) Alright...Anything else?

Customer : I think no.

Receptionist : Very well. So, you order 75 portions of salmon and chips, 45

portions of green salads

Customer : Yes, that’s right.

Receptionist : We will deliver your order on May 29th. There must be a

payment confirmation a week before.

Customer : Alright. Thank you so much

Waiter : You’re welcome.

_______________________________________________________________________________

Example 2 (FURNITURE)

Customer : Good morning.

Receptionist : Good morning. My name is Bara and I am the receptionist.

Can I help you?

Customer : Oh, I am John (Shaking hands). Our company would like to

order some furniture.

Source: Microsoft Publisher

Task 1:

Read Example 1, 2, 3 below with friends sitting next to you. Take

turns doing the roles.


4

Receptionist : Of course. What would you like to order?

Customer : We think we would like to have 15 small round wooden

tables, 60 wooden chairs, and 3 medium cupboards.

Receptionist : (Taking notes.) Alright. Let me mention your order; 15 small

round wooden tables, 60 wooden chairs, and 3 medium

cupboards.

Customer : Yes, that’s right. When will you deliver the order?

Receptionist : Please confirm your payment via email before February 10th

Our Company will deliver your order on February 27th in the

morning then.

Customer : Very good. Thank you.

Receptionist : You’re welcome.

_______________________________________________________________________________

_________________________________________________________________

Example 3 (CLOTHES)

Receptionist : Indonesia Batik

Company.

Can I help you?

Costumer : I would like to order

some

Batik for my company’s

employees on June 3rd.

Receptionist : Of course, what would you like to order?

Customer : I would like to order 78 medium size blouses for women

and 28 small size blouses for women, and also 19 medium

size blouses for men.

Receptionist : Can I have your name and your company address, please?

Customer : I am Jane. My company is on Jalan Monjali number 41.

Receptionist : Alright. 78 medium size blouses for women and 28 small

size blouses for women, and also 19 medium blouses for

men.


Receptionist : We will deliver your order on June 3rd in the morning.

Thanks for calling Indonesia Batik Company.

Customer : You’re welcome.

Source: www.roberthalf.com


5

NOUN PHRASES

Example: Green Salad .…………………………………………………

…………………………………………………… …………………………………………………

…………………………………………………… …………………………………………………

…………………………………………………… …………………………………………………

…………………………………………………… …………………………………………………

…………………………………………………… ………………………………………………

Task 2

List some expressions of Making and Receiving an

Order you find in the examples! (You may find

from other sources)

Expressions of Receiving an

Order

Example: Alright, so you order…

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

………………….

Expressions of Making an Order

Example: Our/my company/I

would like to order some…

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

………………….


6

E. LANGUAGE NOTES

PHRASE ORDER

1. Opinion : beautiful, wonderful, magnificent, expensive, cheap, etc.

2. Size : big, small, little, huge, etc.

3. Age : old, modern, ancient, etc.

4. Shape : round, oval, rectangular, square, etc.

5. Color : red, yellow, blue, green, etc.

6. Origin : Germany, American, Indonesian, etc.

7. Material : wooden, metal, iron, paper etc.

8. Noun : vase, table, skirt, house, etc.

DETERMINER A/AN

Determiner Opinion Size Age Shape Color Origin Material Noun

the beautiful small old round green American metal vase

a/an wonderful large new rectangular red Indonesian wooden table

A AN

A book An apple

A pencil An eraser

A chair An hour

... …


7

F. LET’S PRACTICE

Practice 1. Write the description of the following things!

It is a brown leather hat


9

Practice 2. Fill the blanks with the choices provided and practice the

conversation with a friend sitting next to you.

Conversation 1

Options:

1. Have a look at our catalogue and choose the things you find

interesting.

2. So, you order order 35 sling bags, 50 clutches, and 40

handbags.

3. Our company will deliver your order on June 1st in the

morning then.

4. Can I help you?

5. You’re welcome.

Customer : Good morning.

Receptionist : Good morning. My name is Afri

and I am the receptionist.

__________________________

Customer : I am Patrice. I would like to order

some leather crafts on June 1st.

Receptionist : Of course. Here is the catalogue.

______________________________________________________

___________________________

Customer : I would like to order 35 sling bags, 50 clutches,

and 40 handbags.

Receptionist : Alright.

______________________________________________________

________________________


Receptionist :

______________________________________________________

_______________________

Customer : Very good. Thank you.

Receptionist :

______________________________________________________

____


10

G. LET’S PERFORM

Source: www.idiva.com

Part 1. With a friend sitting next to you, write a conversation related to

making and receiving an order by using the information below.

No. Receptionist Customer/

Company

Name

Orders Delivery

date

1. (Students’

name)

(Students’

name)

from

Executives

Company

65 portions of fruit salad

87 portions of grilled chicken

65 portions of pineapple juice

67 portions of apple juice

August

25th

2. (Students’

name)

(Students’

name)

from Indo

Asia

Company

54 portions of grilled chickens

37 portions of ice cream

30 boxes of milk

90 portions of syrup

15 portions of fruits

September

19th

3. (Students’

name)

(Students’

name)

from

Airlangga

Company

65 portions of grilled fish

37 fruit salad

78 boxes of milk

20 portions of coffee

60 boxes of orange juice

August

22nd


11

Part 2. Assess your friend working with you based on the statements

below! (For example: If you are “strongly agree” with the statement,

choose number between 81-100 for your friend, “95” or “84” and so on)

No. Statements Strongly

disagree

(1-20)

Disagree

(21-40)

Doubt

(41-60)

Agree

(61-80)

Strongly

Agree

(81-100)

1. My friends

actively

involved in the

learning

process.

……………. …………… ………. ………… …………….

2. My friends did

all the tasks

sincerely.

……………. …………… ………… ………… …………….

3. My friend could

cooperate in

our discussion.

……………. …………… ………… ………… …………….

4. My friend

helped me

when I got

difficulties.

……………. …………… ……….. ………… …………….

5. My friend

answered the

questions from

the teacher

confidently.

……………. …………… ………… ……….. …………….

6. My friend

performed the

dialogue

confidently.

……………. …………… ………… ……….. …………….

7. My friend

respected the

teacher.

……………. …………… ………… ………… …………….

8. My friend

respected

others.

……………. …………… ………… ………… …………….

SUM UP AND DIVIDED BY 8 Result: …………….


12

H. REVIEW

1. What do you say when you want to make an order?

2. What do you say when you want to receive an order?


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