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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
easy since it involved less people in communication, simple grammatical knowledge, and aimed to fulfill the students’ self-needs. Meanwhile Grade XI
was categorized as intermediate since it involved more people, more complex grammatical knowledge, and prepare students to have a speech in front of
audiences. Meanwhile grade XII was categorized as difficult since it involved a lot of people audiences, improved leadership skills, and involved complex
grammatical knowledge. The development product of the Three-year Syllabus provided information
on the whole program from grade X until grade XII. The syllabus informed the learning goals, learning process, assessment, time allocation, and also learning
resources. The materials were mainly in the form of samples. It encouraged students to be actively involved in the learning process. They should analyze the
samples, find the language knowledge, and then produce the language. Meanwhile, the sample unit provided information on the kinds of materials
and how to conduct the teaching and learning activity. It consisted of eight activities. The Set Your Goals part informed students the goals of what they are
learning. The Share Your Thoughts was an activity intended to grab the students’
attention on the topic. The Guess the Words part was a description of vocabulary they might find in the previous discussion. The Read Out Loud part consisted of
some samples of dialogues related to the topic. Students needed to analyze the samples based on the instructions. The Language Notes was used to clarify the
aspect of language they found in the samples. The Let’s Practice was the pre
activity before the performing activity. It consisted of some exercises. The next is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Let’s Perform. After getting feedbacks from the teachers, students should perform the dialogue. It was intended to let students know the kinds of situation in the real
context. The last part was Review which was to see the achievements of learning indicators.
This research conducted preliminary field testing to evaluate the development product of Comptence-based English Syllabus Model. The result
gained score 4.15 from the scale 5.00. It indicated that the model was very good. After that the implementation was done in two classes. The questionaires
were distributed for students after the class was over. The result gained score of 4.27 from the scale 5.00. It also indicated that the model was very good.
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.
B. IMPLICATIONS
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