Table 4.6 Meaning of score criteria 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
Highgood 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
The Competence-based English Learning encourages students to have
more interactions with others.
37 164
4.43 Very High
4
The Competence-based English 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
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.
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
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.
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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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
