In developing a form of product, the researcher divided each chapter of a competence-based English learning model for X grade students of vocational high
school into five main parts, namely: Vocabulary Building, Pronunciation Practice, Focus on Expression or Focus on Grammar, and Practice.
a. Vocabulary Building
Vocabulary was considered important in language elements because vocabulary was a core component of language proficiency. Davies 2000: p.59
states that in communication, vocabulary is often more important than grammar. It is frustrating for intermediate learners when they discover they cannot
communicate effectively because they do not know many words they need. Besides, in the result of need analysis, the participants also requested to include
vocabulary materials into the learning material model. Based on Nation 2007: p.2 vocabulary is included in language-focused learning. Next, according to Lado
1964: pp. 121-126, he states that there are steps to be involved in teaching vocabulary, those steps also used by researcher in conducting the learning model.
1 Hearing the Word
In hearing the word step, the teacher pronounces the new words. Let the students hear the words in isolation and in a sentence. Slow pronunciation,
breaking the word into parts and building up to the whole words will help students to recognize the words. Listening is an important skill in English, so that the
students have to improve their listening skill. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2 Pronouncing the Word
Let the students pronounce the word. It will help them remember the vocabulary longer and identify it more readily when hear or see it. A few
repetitions of mispronunciation will help students to overcome the pronunciation problem. The students have to repeat the words‟ pronunciation to make those
words accustomed to the students. 3
Grasping the Meaning
Get the meaning to the class without using translation. If teacher uses the first language every time, the target language will remain a useless curiosity. That
is why the use of the native language must be minimized in the classroom. Let the class go without grasping the meaning of a word they have learned to pronounce
rather than to translate it. 4
Illustrative Sentences This step is done by giving several examples that illustrate the range and
variation of usage. The teachers can make and create the example by theirselves. They can use the example that students usually find in their environment. Using
the familiar example can help students to understand the meaning easily. They also can remember the materials longer.
5 Practice from Meaning to Expression
After knowing the word, the students are asked to practice the use of the word to reinforce the trace and turn it into a habit. The teachers can choose the
simple to the more complicated word. By using expression, the students can be more interested and motivated when join the teaching and learning English.
6 Reading the Word
After the class have heard and pronounced the word and know what it means, they should see it and read it aloud. Writing the word will also help
students to remember the spelling of the word. The teachers can ask students to repeat the words for several times and they can ask the students to read one by
one. In teaching the English vocabulary, the teachers can use their creativity to make the students more enthusiastic. Vocabulary Building is presented as follows.
Figure 4.7 Vocabulary Building b.
Pronunciation Practice
It is tempting to suggest that very first English lesson should deal with pronunciation. If students do not have an opportunity to practice good
pronunciation at the beginning of their learning, they may build their habits in the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
wrong way Kenworthy, 1987: p. 4. Pronouncing the words correctly is important to prevent misunderstanding between interlocutors. In this learning model, the
researcher provided the phonetic symbols of vocabulary lists which were discussed. Besides providing the phonetic symbols, the teachers must give
example to the students how to pronounce the words correctly and give the brief explanation about how to read the IPA symbols. After giving the example to the
students, the students must repeat the words for several times until they made no mistake. Pronunciation Practice is presented as follows.
Figure 4.8 Pronunciation Practice c.
Focus on Expression or Focus on Grammar
This part is included in Four Strands proposed by Nation 2007 in language-focused learning. Actually, this part consist of several activities not only
expression or grammar. In this part, the researcher also gave some dialogues or reading passages for the examples. Those examples could represent the meaning-
focused input and meaning-focused output depends on the activities. Besides, the target students also had much opportunity to practice for improving their listening,
speaking, reading, and writing skills. The third section in the designed model discussed Focus on Expression or
Focus on Grammar depend on the suitability of the materials, topics, and goals. Since A Competence-Based English Learning Model for Vocational High School
Students employed a competence-based learning and more focus on the technology divisions of
vocational high school students‟ needs, the learning model should really illustrate them by creating this session. This part was
contextual because it showed the expression or grammar that was used in daily life and had connection with the next sections of each chapter. This part did not
only present the model or the example of the topic but also invited students to be more active by sharing their idea related to the model or the example. Some of the
materials that would be discussed by the students were new, so that after learning this part, the students would be accustomed to the discussed materials.
Discussing expression or grammar was the third section in A Competence- Based English Learning Model For Vocational High School. It provided an
activity which introduced or presented material or topic. The activity could be discussing the expressions or grammar. This part is presented as follows.
Figure 4.9 Focus on Expression
The activity when discussing expressions began with a brief explanation about the expressions that would be discussed by teacher and students in the class.
After giving the brief explanation, it was possible to give a small discussion or give comprehension questions. Teacher should stimulate the students, so that they
had something in mind. Besides discussing expressions, sometimes the researcher chose grammar materials. Grammar materials part is presented as follows.
Figure 4.10: Focus on Grammar
The activity in discussing grammar began with a brief explanation grammar that would be discussed by teacher and students in the class. After
giving the brief explanation, it was possible to give exercises to students for checking students‟ understanding on the grammar that they had discussed.
Teacher should stimulate the students, so that they had something in mind.
d. Practice
