Concluding remarks SOFT SKILLS EDUCATION FOR PREPARING VOCATIONAL SECONDARY HIGH SCHOOL IN PRODUCING SKILLED GRADUATES

performances, and improve quality of national workforces that will help country’s prosperity. In the past, material forces were dominant in national growth, prestige, and power; now products of the mind take precedence. Previously, developed countries were thinking hard about how to continuously improve the quality of products while the developing countries were focusing on producing cheaper products. In this era, where knowledge economy is getting more dominant, the dichotomy between “head” or thinking countries and “body” or manufacturing countries including the types of work that TVET graduates perform is getting blur. The results of this blurring dichotomy are new and productive partnerships between developed or nations, which design products, and the developing nations Brown Lauder, 2010. TVET, therefore, can be the mediator between developed and developing nations by exchanging their workforces and expertise to complement each other. In this 21st century where technological changes are fast moving and labour mobility is continuously increasing, TVET should be able to address the current trends and issues. From the ten selected trends and issues identified by SEAMEO VOCTECH, CPSC, and UNESCO-UNEVOC, this paper offers some initiatives in response; among others are the needs to integrate 21st century skills in the curriculum. To integrate these skills, TVET institutions should integrate academic learning with technical learning across the curriculum, maintain high academic standards for all students, and focus on careers in growing or emerging industries. To address TVET efficiency and effectiveness, we can introduce articulation, both horizontal and vertical, initiate National Qualification Framework, enhance partnership with industry, and reaching the unreached especially by using ICTs. Allowing students to earn college credit for college-level courses taken in high school can promote TVET and attract students. Continuous improvement of TVET through research and sharing should be encouraged, starting from institutional research, classroom action research, and can be expanded to applied research. This 21st century is an era full of challenges; innovations are happening all the times and in large scale; the world becomes “smaller” and “flatter” in the sense that people can access to information easier and can participate in collaborative works across nations regardless of their differences. To face this era, TVET practitioners should think and practice differently to prepare graduates with competencies, not only relevant skills but also general knowledge that can be applied in the fast changing working environment. References: [1] Atchoarena, D. UNESCO. 2010. Strategies for school-to-work transition. A paper presented at HR Forum, Seoul, Korea. 26-28 October 2010. [2] Brown, P. Lauder, H. 2010. Globalization, Corporate Strategies and the Future of Work. A paper presented at HR Forum, Seoul, Korea. 26-28 October 2010. [3] Directorate of Management for Secondary Technical and Vocational Education PSMK. 2006. Education Strategic Plan. Jakarta: Department of National Education [4] Friedman, T.L. 2005. The world is flat: A brief history of the twenty- first century. New York: Farrar,. Straus and Giroux. [5] ILO2011. Decent work agenda. Retrieved on July 3, 2011, fromhttp:www.ilo.orgglobalabout-the- ilodecent-work-agendalang--enindex.htm [6] Inkson, K. Arthur, M. 2001. How to Be a Successful Career Capitalist. Organizational Dynamics 301: 48-61. [7] Khambayat, R.P. Majumdar, S. 2010. Preparing teachers of today for the learners of tomorrow. Journal of Engineering, Science and Management Education, 2, 9-16. [8] Landes, David S. 1998. The Wealth and Poverty of Nations: Why Some Are So Rich and Some So Poor. New York: W.W. Norton [9] Majumdar, S. 2010. TVET Response to global trends in Colombo Plan region. Manila: CPSC. [10] National Quality Council TVET Australia. 2010. Foundation skills in VET products for the 21 st century. [11] Parson, T.L. 2008. Definition: Soft Skills. Retrieved on July 1, 2011 from http:searchcio.techtarget.comdefinitionsoft-skills [12] Paryono Benjamin, Q. 2010. Meta-analysis of ICT Integration in Vocational and Technical Education in Southeast Asia. A paper presented at International Conference on VTET Research and Networking 2010, SEAMEO VOCTECH, Brunei Darussalam on 23-24 June 2010. [13] Roseveare, D. 2010. VTET for skills and green growth: OECD perspectives paper presented and Global. A paper presented at HR Forum, Seoul, Korea. 26-28 October 2010. 77 [14] Route 21. Building 21 st century Skills. Retrieved on June 1, 2011, from http:www.p21.orgroute21index.php?option=com _contentview=articleid=5Itemid=2 [15] Omar, S. Paryono. 2008. Current trends and issues in VTET: SEAMEO VOCTECH’s response. SEAMEO VOCTECH Journal, pp: 38-49. [16] Smartbean 2009. What are 21 st century skills? Retrieved on July 3, 2011, from http:www.thesmartbean.commagazine21st- century-skills-magazinewhat-are-21st-century- skills [17] Treet, T. 2010. Process, proximity, and collaboration: Industry ties tovocational education and workforce development. Conference proceedings from International Seminar on Vocational Education and Training, 18 May 2010. Yogyakarta: Graduate School Yogyakarta State University. [18] Trilling, B., Fadel, C. 2009. 21st century skills: learning for life in our times. San Francisco, CA: Jossey-Bass. http:www.21stcenturyskillsbook.comindex.php [19] UNESCO 2005. TVET for All: Advocacy. Retrieved on July 3 rd , 2011 from http:portal.unesco.orgeducationenev.php- URL_ID=32676URL_DO=DO_TOPICURL_S ECTION=201.html [20] UNESCO-UNEVOC. 2006. Orienting Technical and Vocational Education and Training for Sustainable Development. A discussion paper Series 1. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, Bonn, Germany. [21] UNESCO-UNEVOC 2008. Final Report UNESCO-UNEVOC International Experts Seminar. Dublin Institute of Technology, 15 December 2008. 78 INCORPORTATING CHARACTER BUILDING AND DEVELOPMENT OF ENGLISH PROFICIENCY FOR VOCATIONAL SCHOOL STUDENTS GRADE X MAJORING AT OFFICIAL ADMINISTRATION Agustina Ari Wisudawati Yogyakarta State University ag_ariwisudawati88yahoo.com Abstract Being able to communicate in English as well as possessing the good working ethos is part among many criteria which the labor force graduated from Vocational School majoring at official administration grade X need to attend. English proficiency level is necessary to be developed among them since it serves as the medium of communication in their future working field. In addition, character building offers the base of the working ethos among the professional labor force. Unfortunately, there were still a lot of Vocational School’s students grade X, majoring at official administration are difficult to achieve sufficient English language aptitude. Moreover, English teaching was separated to the character building among the students. Teaching English became the discrete learning aimed only to facilitate the students to be exposed to the cognitive aspect of learning. Therefore, this paper addressed two questions 1 how to develop an English learning material which was integrated with character building for Vocational School students majoring at official administration? 2 How is the presentation of English learning material which is integrated with character building for Vocational School’s students majoring at official administration? In developing the English learning material integrated with character building some steps to do are a conducting need analysis b stating the learning objectives c deciding the subject content and d considering the learning activities. The presentation of English learning material integrated with characters building are a getting ready, moving forward b act it out c checking your competence d and making reflection Keywords: character building, English proficiency, vocational school, official administration.

1. Introduction

Vocational School must do better job at educating the future workforce. One of the problems is student’s preparation for the workplace Buchman and Huisinga, 2008; Shulz and Charles, 2011; Mifa, 1994. One aspect which needs to be prepared in encountering the job is building the character Benawa, 2008. Besides, developing the English language proficiency is also needed Hutchinson, 1987. This study will discuss about incorporating the character building and the development of language proficiency for the students of Vocational High School majoring at official administration of SMKN 1 Godean Sleman Sekolah Menengah Kejuruan Public Vocational School I Godean Sleman. The students of Vocational School need to develop the good character before entering the working field due to some reasons. First, official administration students will possesses the huge extended impact in their future working field and responsibility Suseno, 2008; Hardiman, 2008. That means that what he or she does will influence others. Besides, what they do require the important responsibilities Marianti, 2007. Besides building the character, English is chosen as the main concern of this study due to the fact that they need English in the future working field Hutchinson, 1987. In fact, the English mastery of the students majoring at official administration SMK I Godean Sleman still needs to be developed. Students need to be encouraged to communicate spontaneously. Moreover, The English teaching learning seems to be discrete for the students majoring at official administration of SMKN 1 Godean Sleman. English is not yet incorporated with the character building. On the other hand, character building and language learning needs to be integrated. Considering to the current phenomenon, the writer intends to develop the English Learning for the students majoring at official administration Grade X SMKN I Godean Sleman. There are two main questions which this study addresses namely 1 How to develop an English learning material which is integrated with character building for students of SMKN 1 Godean majoring at official administration? 2 How is the presentation of English learning material which is integrated with character building for SMKN 1 Godean Sleman majoring at official administration? 79

2. Theoretical Review

2.1 Figures and Tables

In order to develop an instructional design for the students, the writer follows the steps proposed by Kemp 1997. There are some steps to follow. The steps are 1 deciding the goal, topic and general purposes; instructional design model can be started with deciding the broad goal. The broad goal is from on school system and institution goal which derived from society, students and subject areas 2 Considering learners’ characteristic; learner’s characteristic should be taken into account such as academic and non academic factors; maturity, attention span, special talents, physical and emotional handicaps, and socioeconomic situation, what the learner’s want 3 stating learning objectives. Learning objective is the teaching-learning outcome which can be measured. Learning objective serves as a means to evaluate the students learning and effectiveness of an instructional design. 4 Deciding subject content; subject content should be in line with learning objectives. It is arranged in logical organization, from the simplest into the most complex one.

2.2 English for Specific Purpose

According to the theory of ESP English for Specific Purpose, one of the approach to course material design, there are at least three factors to consider for an instructional design. Those factors are necessities, lacks and wants Waters and Hutchinson, 1987; Macalister, 2010 Necessities defined as the demand of the target situation. In other words, necessities are what the learners have to know in order to function effectively in the target situation. For example a teacher should be able to know how to conduct teaching learning classroom interaction in English or a businessman has to know the business letter in English and so on. Lack refers to the discrepancy between what the target situation demand and what learners have already known in order to fulfill the demand of target situation. A designer should be able to identify the lacks to bridge the discrepancy between the target situation and the learner’s ability. Identifying what the learner’s wants is the main concerns of ESP. Learners wants play an important role to encourage learner’s motivation. Not taking into account learners’ wants means ignoring their motivation which contribute to their learning succeed.

2.3 Teaching Language

The recent view argues that teaching language is an integrated teaching. There are some skills which language teaching deal with namely speaking, listening, reading and writing. In speaking there are some obstacles which the students may encounter. They often had no idea to speak, were lack of vocabulary and were reluctant to speak. Therefore, relating speaking with the students’ background knowledge and give them the ideas to speak by providing them with the video and reading passage can be employed as an alternative for speaking activity. In addition, a teacher can employ the used of the group work and interactive activities. The second one is dealing with listening and reading. There are two common principles for teaching listening and reading. The first one is bottom up process the second one is the top down process. In bottom up process, the students were given some vocabularies or utterances which will appear in the passage. The top down processes utilize the use of the students’ background knowledge in order to understand the passage. The writing process consists of some steps namely brainstorming, drafting the idea, developing the paragraph and revising Richard and Renandya, 2010.

2.4 Character Building

Character building of the working force became the main issue in these recent days due to the fact that the character which the worker possessed will determine the success or failure of the team Latief, 2007; Lie, 2007. According to Koesoema 2007a and 2007b, there are some ways to teach the character building. The first way is through presenting or to make salient of what character is to be understood by the students. In this case, the character building requires the students to have the awareness on what they have done or whether what they do is in line with particular values. The second ways is doing an action. After the character which they need to possess and why they need to possess particular character is developed, implementing the character is the next step for the students. Implementing the values that the students have acquired can be done through many tasks which are incorporated with the teaching learning process. Therefore, instead of only accomplishing the particular tasks, the students need to be able to implement the values which they have learned. Since the nature of the character building is creating the students’ awareness, therefore, reflecting on how far they have been able to live the value they learn should be conducted. Through having the reflection, the students are able to see in themselves. Thus, they can assess themselves in order to seek for improvement Benawa, 2008; Koesoema, 2007. There are also values which workforce needs to develop such as cooperating, serving the customers well, building the good communication, 80