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CHAPTER II LITERATURE REVIEW, RELEVANT STUDIES, AND CONCEPTUAL
FRAMEWORK
Based on the research objectives, this chapter presents some theories of English in Vocational High Schools, English for Specific Purposes, The Theory of
Learning: ZPD, Task-based Language Teaching, Materials Development, Unit Design Development, Task Design Development, Materials Evaluation, and
Assessing the four skills. This chapter also presents the relevant studies and at the end of the chapter, the whole process of materials development will be
summarised in conceptual framework.
A. Literature Review
1. English in Vocational High School
a. English in Vocational High School
As stated in
Badan Standar Nasional Pendidikan
2006: 384, English in Vocational High School is an adaptive lesson aimed to equip students with
communication skills, both spoken and written, which match with their program skills in daily life context based on the global demand.
There are two main objectives of English in Vocational High School as follows:
1 Mastering the basic knowledge and skill to support the competency
attainment of the program skills, and
2 Applying the skills of English to communicate both spoken and written in
intermediate level. English in Vocational High School is divided into three different levels
namely 1 novice level for the first graders, 2 elementary level for the second graders, and 3 intermediate level for the third graders.
b. Competence
Because of having the different aims from other schools, vocational high school has the different basic competences and standard competences.
Below is presented the standard competence and basic competences of level novice in Vocational High School used in the developed materials
Badan Standar Nasional Pendidikan
, 2006: 385-386:
Table 2.1: Standard Competence and Basic Competence of Level Novice of Vocational High School Used in the Developed Materials
Standard Competence Basic Competences
1. Communicating in
English at
Level Novice
1.2 Mentioning things, people, characteristics,
time, days, months, and years 1.3
Describing things, people, characteristics, time, days, months, and years
1.4 Producing simple expressions for the basic
functions 1.6
Understanding memos and simple menus, schedules of public transportations, and
traffic signs
There are some micro-skills for each skill in each basic competence used to develop the materials. Below is the table describing the micro skills
for each basic competence adapted from Brown 2000.
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