The Results of the Document Analysis

Figure 4.6: Interview results of students’ English learning needs

c. The Results of the Document Analysis

The document that the researcher used to obtain the vocational high school students‟ data were syllabus and learning materials used by the students recently which were accessed on the national curriculum. There were several aspects written down in the syllabus, they were core competence, standard competence, learning materials, and time allocation. The syllabus used in vocational high Students’ English learning needs Speaking listening competence X: daily conversation and giving presentation XI: daily conversation, giving opinion, giving speech, and congratulating others XII: daily converstion, job interview, and giving presentation Reading and writing competence X: procedure text and daily text XI: writing postcard, writing poster, and short story. XII: writing CV and writing letter General competence X: explaining the function of things, giving direction, giving opinion, and expressing apology XI: giving suggestion, offering something, and accepting and refusing invitation. XII: convincing clients Grammar school was similar as the syllabus for senior high school because the government had decided the same goals and materials for students. The syllabus for students grade X, XI, and XII were quite different but they had similar core competences. Besides, the materials which were given to the students were based on the core competence and basic competence. In the syllabus for X, XI, and XII grade students, there were four core competences. The first was to comprehend and apply their religious doctrine. The second was to comprehend and implement the good attitude, such as honest, discipline, responsibility, caring cooperation, tolerance, peaceful, polite, responsive and proactive and show the part of the solution to various problems in interacting effectively with social and environment as well as in placing themselves as a reflection of the nation in the association world. The third was to understand, implement, and analyze the factual knowledge both conceptual and procedural, based on the curiosity about knowledge, technology, art, culture, and humanities with the insight of humanity, national, state, and civilization related to the causes of phenomena as well as implementing procedural knowledge in the specific field according to the ability and interest to solve the problems. The fourth was to process and present in the concrete and abstract realm which associated with the development of materials which were taught in schools independently and able to use the method according to the rules of science. Based on the syllabus, the learning process of the first and the second of standard competence were taught indirectly in the third and fourth of the core competences because those aspects could not be assessed separately and would be done through observation, peer assessment, and journal. Besides, core competences would be PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI developed into several basic competences, so that the government and teachers could choose the suitable materials for the students. The complete syllabus of the X, XI, and XII grade students is presented in the appendix. Based on the syllabus of X grade students, there were eleven chapters that would be discussed in a year. Every chapter must contain the core competence and basic competence as the goals that have been decided by the government and must be accomplished by students. The core competence was wider than basic competence because basic competence was the improvement of core competence and those completed each other. There were four basic competences in the first chapter. The first was showing the attitude which was appropriate with the students‟ religious doctrine. The second was showing the good behavior, such as honest, discipline, responsible, caring, polite, and confident when the students socialize with the society. In each chapter should contain the first and the second of basic competences and those basic competences were meaningful to improve the students skill, knowledge, attitude, and responsibility. Those skills could be developed by implementing a competence-based learning in developing the materials. Next, the third basic competence was analyzing the social function and the structure of self introduction text and the last was arranging written and spoken text of introducing self. There were several materials that should be discussed to achieve the goals that were written down in the basic competences and core competences, they were introducing self, greeting, and simple present tense. Those materials were necessary for the students grade X because the students must adapt with their new environment and they did not recognize the people around them. Those materials were important for students because they need to cooperate in teaching and learning process and also for improving their soft skill in having relation with others. Besides, the time allocation for learning the first chapter was four hours. The government expected that the teachers and students could finish the materials in accordance with the specified time. The second chapter, the students were expected to understand and produce the social function and the structure of text in giving compliment to others. Because of those goals, the government decided some materials which could support the students in reaching the goals, such as the expression of giving compliment to others, simple past tense, present perfect tense, and present perfect continuous tense. The time allocation for learning those materials was two hours. In the third chapter, the students were expected to understand and produce the social function and the structure of texts in showing care to others. The materials which were appropriate for those basic competences were the expressions of showing care to others. The time allocation for learning those materials was two hours. Next, the basic competences of the fourth chapter, the students were expected to analyze the social function and structure of texts in the willingness to do something and the last was to produce the spoken and written texts of willingness to do something. The materials which were appropriate to achieve the goals of the fourth chapter were the expressions and the written and spoken texts of willingness to do something. The time allocation for finishing this chapter was four hours. In the fifth chapter, the students were expected to analyze and produce the social function and structure of congratulating others text. The materials for this chapter were the expressions and the written and spoken texts of congratulating others. The time allocation which was given by the government was four hours. Based on the data in syllabus and materials, in the second until fifth chapters, the students have learned some expressions which would be important for their life because learning English was not only about grammar but also about the expressions which would be important for students in communicating with others because students were expected to be able to communicate in English with other people. Next, the basic competences for the sixth chapter were analyzing and creating written and spoken texts of actions which happened in the past. The materials for this chapter were simple past tense and present perfect tense. Besides, the time allocation for finishing this chapter was four hours. In this chapter, the students must compare simple past tense and present perfect tense because those tenses would be used in the next chapters. Next, the basic competences of the seventh chapter, the students were expected to understand the social function and structure of the texts of describing tourism objects and historical places. The second was to analyze the descriptive texts about tourism objects and historical places. The third was to write the descriptive texts about tourism objects and historical places. The materials which were appropriate to achieve the goals of the seventh chapter were descriptive text and some adjectives to describe something, such as quite, very, and extremely. On the other hand, the basic competences of the eighth chapter were to understand the social function and structure of the announcement. After the students understand the announcement, they must write the announcement based on the situation provided. The materials in chapter eight were announcement, active and passive voice, and preposition of time and place. The time allocation for finishing the materials was four hours. In the ninth chapter, the first basic competence was analyzing the social function and structure of recound texts, the second was comprehend the meaning of recount text, and the last was creating recount text. The material which was appropriate for this chapter was recount text about students‟ experience, simple past tense, past continuous tense, linking words, and adverb of time. The time allocation for finishing the materials was fourteen hours. On the other hand, in the tenth chapter, students were expected to understand the social function and the structure of folklore or narrative text. In reaching the goals, the students had to learn about narrative text. In learning narrative text, the students have to know the structure and also the grammar used in narrative text. The time allocation for finishing the materials was twelve hours. In the seventh until the tenth chapter, the students were expected to understand and produce some types of texts, such as descriptive text, announcement text, recount text, and narrative text. The government thought that learning those kinds of texts were important for students because they were expected to be able to differentiate one and another text. Besides, the students also learnt grammar, such as passive voice, simple past tense, present perfect tense, past continuous tense, linking words, preposition, and adverb of time. Grammar was also the important aspect in learning English language. By knowing the correct grammar, the students could produce the correct sentences. In the last chapter, the students were expected to understand the social function and the language used in song lyrics. After the students understand the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI song lyrics, they must analyze the meaning and the social function in the song lyrics. The materials which were appropriate for supporting the basic competences were idiom which usually found in the song lyrics. Besides, the students must understand the moral value in the song lyrics. The time allocation for learning this chapter was four hours. The governments included analyzing song lyrics because they thought that art was not only entertaining but also important for the students. The analysis of the syllabus and materials for X grade students which are composed by government and used recently are presented in table 4.1 below. Table 4.1: Syllabus of X grade students composed by government Chapter Basic Competence Materials Time Allocation 1 - Showing the good attitude which is appropriate with religious doctrine - Showing the good behavior, such as honest, discipline, responsible, caring, polite, and confident when socialize with society. - Comprehend the transactional text. - Producing the transactional text. Introducing self, greeting, possessive, simple present tense 4 hours 2 - Analyzing the social function and the structure of giving compliment texts. - Arranging the written and spoken texts of giving compliment. Expressions of giving compliment 2 hours 3 - Analyzing the social function and the structure of showing care to others. - Producing the spoken and written texts of showing care to others. Expressions of showing care to others 2 hours 4 - Analyzing the social function and the structure of showing willingness texts. - Producing the spoken and Texts and expressions of showing willingness to do 4 hours written texts of showing willingness to do something. something 5 - Analyzing the social function and the structure of congratulating others texts. - Producing the spoken and written texts of congratulating others texts. Texts and expressions of congratulating others 4 hours 6 - Comprehend the text for asking and giving information which happened in the past. - Producing text in simple past and present perfect tense. Simple past tense, present perfect tense 4 hours 7 - Understanding how to describe tourism objects and historical places. - Producing the text for describing tourism objects and historical places. Descriptive text 18 hours 8 - Understanding the announcement text. - Producing the announcement text. Announcement text, active and passive voice, preposition of time and place 4 hours 9 - Analyzing the recount texts. - Comprehend the meaning of recount texts. - Producing the recount text. Recount text, simple past tense, past continuous tense 14 hours 10 - Analyzing narrative texts and folklore. - Comprehend narrative texts and folklore. Narrative texts, simple past tense, past continuous tense, linking words, preposition of time, adverb of time 12 hours 11 - Understanding the language use in song lyrics. - Analysing the moral value in the song lyrics Idiom, song lyrics 4 hours Next, the researcher analyzed the syllabus for XI grade students. Based on the syllabus for XI grade students, the basic competences for XI grade students were relatively different from the basic competences for X grade students, but the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI core competences were totally similar. There were twelve chapters that would be discussed in a year. Every chapter consisted of some core competences and basic competences which have been adapted to students‟ abilities. The core competences and the basic competences could be divided into two goals. The first goal was to im prove the student‟ skill, knowledge, attitude, and responsible through the used of a competence-based learning and the second goal was to improve the students‟ English ability. In the first chapter, there were four basic competences. The first was to be grateful for the opportunity to learn English language as the international language, so that students have to learn English enthusiastically. The second was to show the good behavior, such as polite and caring when communicated with teachers and environment. The third was to analyze the social function and structure of the text in the expression of giving suggestion and offering something. The last was to produce texts of giving suggestions and offering something. The materials which were appropriate for those basic competences were written and spoken texts of the expression of giving suggestion and offering something. Besides, the time allocation for finishing the materials was four hours. In the second chapter, there were four basic competences. The first was similar as the first basic competence in the first chapter. The second was to improve the good behavior, such as honest, discipline, confident, and responsible when communicate with teachers and friends. The third was to analyze the social function and structure of texts in expression of giving opinion. The fourth was to produce written and spoken text of giving opinion. The materials which were appropriate for those basic competences were written and spoken texts in giving PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI opinion and the time allocation for finishing those materials was four hours. In the third chapter, there were four basic competences. The first and the second basic competences were similar as the basic competences in the first chapter. The third basic competence was to analyze the social function and the structure of text in expressing hope. The fourth was to produce the written and spoken texts of expressing hope. The materials that could support those basic competences were written and spoken texts of expressing hope and the time allocation which was appropriate for finishing those materials was four hours. In the first until the third chapter, the students were expected to understand and produce some expressions, such as giving suggestion, offering something, giving opinion, and expressing hopes. Those expressions were really important when students communicated with other people. On the other hand, in the fourth until sixth chapter, the students discussed the texts, such as formal invitation, personal letter, and procedure text. Those texts were considered important for students and it was connected with the students‟ future jobs. There were some possibilities that in the future the students must write invitations, letters, or steps. The fourth chapter consisted of six basic competences. The first basic competence was similar as the first basic competence in the first chapter. The second was to show the good behavior, such as responsible, caring, and cooperative when communicate with others. The third was to analyze the social function and the structure of formal invitation texts. The fourth was to understand the meaning in the formal invitation. The fifth was to paraphrase the formal invitation by concerning on the social function and structure of texts. The last was to produce the formal invitation. The materials which were appropriate for those basic competences were written and spoken texts of simple formal invitation and the time allocation for finishing those materials was six hours. Next, there were five basic competences in the fifth chapter. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the second basic competence on the fourth chapter. The third basic competence was to analyze the social function and the structure of personal letters. The fourth was to understand the personal letter and the last was to produce personal letters. The materials which were appropriate for this chapter were personal letters. The student not only produced the personal letters but also knew the structure of personal letters. The time allocation given by government to finish the learning materials was eight hours. Next, in the sixth chapter, there were five basic competences. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the second basic competence on the fourth chapter. The third basic competence was to analyze the social function and the structure of procedure texts. The fourth was to understand the procedure text and the last was to paraphrase the procedure text. The materials which supported the basic competences were procedure texts, simple present tense, imperative, and ordinal numbers. Besides, the time allocation for finishing the learning materials was eight hours. The materials in the eight and seventh chapters discussed the English grammar. There were four basic competences in the seventh chapter. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the second basic competence on the second chapter. The third basic competence was to analyze the social function and the structure of passive voice and the last was to produce the texts using passive voice. The materials which were learnt by the students were passive voice and the past participle of some verbs. The time allocation for finishing the materials was six hours. Next, there were four basic competences in the eighth chapter. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the second basic competence on the second chapter. The third basic competence was to analyze the social function and structure of the conditional sentence. The fourth was to produce written and spoken text of conditional sentence. The material in this chapter was conditional sentence. Besides, the time allocation for finishing the materials was 4 hours. Those two chapters discussed the English grammar rules that were different from the materials for X grade students because XI grade students were expected to know more English grammar and the materials for them were more challenging. Next, there were four basic competences in the ninth chapter. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the second basic competence on the second chapter. The third basic competence was to analyze the social function and structure of text in the factual report about things, animals, and natural action and the last basic competence was to understand the factual report. The materials which were appropriate for those basic competences were factual report texts and verb that could describe things, animals, and natural action. Besides, time allocation for finishing those materials was eight hours. In the tenth chapter, there were four basic competences. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the second basic competence on the second chapter. The third was to analyze the social function and structure of the analytical exposition text and the last was to understand the meaning in the analytical exposition text. The materials in the tenth chapter were analytical exposition text, simple present tense, conditional clause, and modals. Besides, the time allocation for finishing the materials was eight hours. In the eleventh chapter, there were four basic competences. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the second basic competence on the second chapter. The third was to analyze the social function and the structure of biography of famous people and the last was to understand the biography of famous people. The material in this chapter was the short biography of famous people and the time allocation given in this chapter was 8 hours. The ninth until eleventh chapter discussed some texts which were not explained before. The materials were factual report, analytical exposition, and biography. Students were expected to be able to produce some texts which were discussed in the previous materials, so that it would help students after graduating from school. The last chapter was consisted of four basic competences. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the second basic competence on the second chapter. The third was to analyze the social function and the language in song lyrics and the last was to comprehend the moral values of song lyrics. The materials for this chapter were the English song and the time allocation for finishing this chapter was four hours. The governments included analyzing song lyrics because they thought that art was not only entertaining but also important for the students for all grades. The analysis of the syllabus and materials for XI grade students which are composed by government and used recently are presented in table 4.2 below. Table 4.2: Syllabus of XI grade students composed by government Chapter Basic Competence Materials Time Allocation 1 - Being grateful for the opportunity to learn English language as the international language, so that the students have to learn English enthusiastically. - Showing the good behavior, such as polite and caring when communicate with teachers and friends. - Understanding the expressions of giving suggestion and offering something. - Producing text using the expressions of giving suggestion and offering something. Expressions of giving suggestion and offering something. 4 hours 2 - Understand the expressions of giving opinion. - Producing text using the expressions of giving opinion Expressions of giving opinion 4 hours 3 - Understand the expressions of expressing hopes. - Producing text using the expressions of expressing hopes. Expressing hope 4 hours 4 - Analyzing formal invitation - Understand formal invitation. - Paraphrasing formal invitation. - Producing formal invitation Formal invitation 6 hours PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 5 - Analyzing personal letter. - Understand personal letter. - Producing formal invitation Personal letter 8 hours 6 - Analyzing procedure texts. - Understand procedure texts. - Producing procedure text. Procedure text, simple present tense, imperative, ordinal numbers 8 hours 7 - Analyzing passive voice. - Producing passive voice text. Passive voice, past participle 6 hours 8 - Analyzing conditional sentence. - Producing conditional sentence. Conditional sentence 4 hours 9 - Analyzing the social function and structure of text in factual reports. - Producing factual reports. Factual report, simple present tense 8 hours 10 - Analyzing analytical exposition texts. - Producing analytical exposition texts. Analytical exposition text, simple present, conditional clause, modal 8 hours 11 - Analyzing the biographyof famous people. - Producing the biographyof famous people. The biographyof famous people. 8 hours 12 - Understanding the language use in song lyrics. - Analysing the moral value in the song lyrics Song lyrics 4 hours Next, the researcher analyzed the syllabus for XII grade students. Based on the syllabus for XII grade students, the core competences were similar as the core competences for X and XI grade students and some of the basic competences were similar as the basic competences for XI grade students. The XII grade students were prepared to face the national examination, so that they could graduate from vocational high school with the good and satisfying results. There were twelve chapters that have learnt by the XII grade students. In every chapter consisted of some basic competences. After learning the materials, the students were expected to be able to reach the goals that have been decided by the government. In the first chapter, there were five basic competences. The first was similar as the basic competence of the XI grade students number one in the first chapter which was be grateful for the opportunity to learn English language as the international language, so that the students have to learn English enthusiastically. The second was also similar as the XI grade students number two in the first chapter, which was to show the good behavior, such as polite and caring when communicate with teachers and friends. The third basic competence was to analyze the social function and the structure of text in the expression of offering help and the last was to produce written and spoken text of offering help. The materials which were appropriate for this chapter were written and spoken text of offering help and the expression in offering help. The time allocation for finishing the materials was two hours. In the second chapter, there were five basic competences. The first and the second of basic competences were similar as the first and the second number of basic competences in the first chapter. The third basic competence was similar as the basic competence of the XI grade students number two in the fourth chapter which was to show the good behavior, such as responsible, caring, and cooperative when communicate with others. The fourth basic competence was to analyze the social function and the structure of text in telling news and giving surprise. The last basic competence was to produce written and spoken text of telling news and giving surprise. The materials which were appropriate in this chapter were written and spoken texts of telling news and giving surprise. Besides, the time allocation for finishing the materials was two hours. Next, the third chapter consisted of five basic competences. The first until the third basic competences were similar as the first until the third basic competences in the previous chapter. The fourth basic competence was to analyze the social function and structure of texts in asking for attention. The last basic competence was to produce written and spoken text of asking for attention. The materials in this chapter were written and spoken texts of asking for attention. The time allocation for finishing the materials was two hours. In the first until the third chapter, the students discussed some expressions, such as offering help, telling news, giving surprise, and asking for attention. The XII grade students must learn some expressions which have not discussed in the X and XI grade. The XII grade students were expected to master the all expressions that have been discussed on the previous grade, so that their English ability could compete with the ability of people from other countries. The fourth chapter consisted of six basic competences. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the third basic competence on the second chapter. The third basic competence was to analyze the social function and structure of CV and how to apply jobs. The fourth basic competence was to comprehend the meaning in the CV and job letters. The fifth basic competence was to paraphrase letter for applying job and CV and the last was to produce CV and letter for applying job. The materials in this chapter were CV and the letter for applying job. The time allocation for finishing these materials was four hours. This chapter were very useful for the XII grade students because they must work after graduating from school. The teachers must make sure that the students were able to produce their own CV correctly. The fifth chapter consisted of four basic competences. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the third basic competence on the second chapter. The third basic competence was to comprehend the caption and the last was to produce the caption. The materials in this chapter were captions and the time allocation given by the government was four hours. There were five basic competences in the sixth chapter. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the third basic competence on the second chapter. The third basic competence is to analyze the social function and the structure of factual report text. The fourth was to comprehend factual report and the last was to produce the factual report. The materials which were appropriate for this chapter were written and spoken text of factual report about things, animals, and natural actions. The time allocation for finishing the materials was twenty hours. In the seventh chapter, there were four basic competences. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the third basic competence on the second chapter. The third basic competence was to analyze the social function and the structure of texts which used supposed to. The last basic competence was to produce the written and spoken text of supposed to. The materials that were discussed in this chapter were supposed to and modals. The time allocation for finishing the materials was two hours. There were five basic competences in the eighth chapter. The first and the second of basic competences were similar as the first and the second number of basic competences in the first chapter. The third basic competence was similar as the third basic competence on the second chapter. The fourth basic competence was to analyze the social function and the structure of texts for expressing fact and opinion. The last was to produce written and spoken text for expressing fact and opinion. The materials in this chapter were written and spoken texts for expressing fact and opinion. Besides, the time allocation for finishing those materials was two hours. In the ninth chapter, there were four basic competences. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the third basic competence on the second chapter. The third basic competence was to comprehend the meaning of simple news from newspaper, radio, or TV. The last was to produce written and spoken texts of simple news from newspaper, radio, or TV. The time allocation for finishing the materials was twelve hours. There were five basic competences in the tenth chapter. The first until the third basic competences were similar as the first until the third basic competences in the previous chapter. The fourth basic competence was to analyze the social function and structure of texts in expressing and asking the conditional sentence followed by imperative. The last was to produce written and spoken text in expressing and asking the conditional sentence followed by imperative. The materials which were appropriate were written and spoken text in expressing and asking the conditional sentence followed by imperative. Besides, the time allocation for finishing those materials was two hours. The eleventh chapter consisted of four basic competences. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the third basic competence on the second chapter. The third basic competence was to analyze the social function and the structure of procedure text and the last basic competence was to comprehend procedure text. The materials in this chapter were procedure texts. In the procedure texts, the students must know the goals, ingredients, and steps. The time allocation for finishing the materials was eight hours. The last chapter consisted of four basic competences. The first basic competence was similar as the first basic competence on the first chapter and the second basic competence was similar as the third basic competence on the second chapter. The third basic competence was to comprehend the moral value in the song lyrics and the last was to understand the social function and the language in the song lyrics. The teachers used the song lyrics as the media for the students and the time allocation for discussing the materials was four hours. Some materials for the XII grade students were repeating the materials that hve been discussed in the X and XI grade but using the higher level of difficulty. The analysis of the syllabus and materials for XII grade students which are composed by government and used recently are presented in table 4.3 below. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.3. The syllabus of XII grade students composed by government Chapter Basic Competence Materials Time Allocation 1 - Being grateful for the opportunity to learn English language as the international language, so that the students have to learn English enthusiastically. - Showing the good behavior, such as polite and caring when communicate with teachers and friends. - Understanding the expressions of offering help. - Producing text using the expressions of offering help. Expressions of offering help 2 hours 2 - Analyzing telling news and giving surprise text. - Producing telling news and giving surprise text. Telling news and giving surprise 2 hours 3 - Understanding the expressions asking for attention. - Producing text using the expressions of asking for attention. Expressions of asking for attention 2 hours 4 - Analyzing the social function and the structure of CV and job letters. - Paraphrasing CV and job letters. - Producing CV and job letters. CV and job letters 4 hours 5 - Understanding the captions. - Producing the captions. Captions 4 hours 6 - Analyzing the factual report text. - Understanding the factual report text. - Producing the factual report text. Factual report texts 20 hours 7 - Analyzing the use of supposed to. Supposed to, modals 2 hours PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - Producing the use of supposed to. 8 - Analyzing the text for expressing fact and opinion. - Producing the text for expressing fact and opinion. Written and spoken text to express fact and opinion 2 hours 9 - Understanding the simple news from newspaper, radio, or TV. - Producing the simple news from newspaper, radio, or TV. Simple news from newspaper, radio, or TV. 12 hours 10 - Analyzing the conditional sentence followed by imperative. - Producing the conditional sentence followed by imperative. Written and spoken text of conditional sentence which is followed by imperative. 2 hours 11 - Analyzing the procedure texts. - Producing the procedure texts. Procedure text goals, ingredients, steps 8 hours 12 - Understanding the language use in song lyrics. - Analysing the moral value in the song lyrics. Song lyrics 4 hours To sum up the need analysis, the technology divisions students of vocational high school need more specific English materials that could fulfil the students‟ needs so that they could reach the goals. Some of the goals were be able to communicate in English so that they could be more confident when applying some jobs and they could be ready for work after graduating from school. Besides, the students are expected to be able to compete with other human resources so that they could get the better job. Besides, the students had willingness to learn the materials that had connection with technology and the materials for X, XI, and XII grade students must be various but continuous from the easier one to the more difficult one. 2 Planning After obtaining the necessary data, then the researcher developed the framework of the materials to be designed which consist of the general objective and competence standard of the materials, the learning topics, the learning indicators, and the organization of the subject content. The framework was designed based on the result of interviewing the English teachers, investigating the questionnaire, and analyzing the important documents, such as syllabus and learning materials.

a. Stating