32 Know how to mention number.
Open Questions No.
Aspects Purpose
No Indicators A.
Students goal in
learning English
To define learning goals
and learning topics
1 The goals of students in learning
English.
2 The situations they will use English.
3 People to whom students will speak
English.
After the product was designed based on the results of needs analysis, the product then was evaluated using the second questionnaire. The questionnaire was
distributed to four experts who had experiences in teaching English and designing syllabus. They would give comments, feedbacks, and suggestions for the
improvement of the product through the questionnaire. It consisted of the information related to the appropriateness of the syllabus and the sample unit. The
results would be used in revising the product before it was implemented in the classroom. The questionnaire blueprint for expert validation is presented as
follows.
Table 3.5 The Experts Validation Questionnaire Blueprint No
Aspects Purposes
No. Indicators
A. The Overall Evaluation on the Competence-based English Syllabus
model
1 The goal of
the competenc
e-based English
Syllabus To see the goals
of developing the model have
been achieved 1
The Competence-based English Syllabus Model is appropriate for
students under Socio-cultural divisions in Vocational High
School.
2
The Competence-based English
Table 3.4 Questionnaire Blueprint of Needs Analysis contd.
model Syllabus Model meets students’
needs. 3
The Competence-based English Syllabus Model helps students to
enhance their English skills.
2.
The Benefits of
the Competenc
e-based English
Syllabus model
To see the benefits of
developing the model
4 The Competence-based English
Syllabus Model invites students to participate in the learning process.
5
The Competence-based English Syllabus Model provides learning
materials which are relevant to the
students’ future carriers. 6
The Competence-based English Syllabus Model provides
opportunity to develop the knowledge, skills, and attitudes.
A The Perception on the Three-year Syllabus
1. Core
Competenc es, Basic
Competenc es, and
Learning Indicators
To see whether the learning
objectives are appropriate or
not. 7
Learning objectives are well- formulated in the syllabus.
8 Learning objectives mentioned in
the syllabus are practical and appropriate for the students under
socio-cultural divisions.
2. Learning
Topics To see whether
the learning topics are
relevant with what is needed
by students. 9
The learning topics in the syllabus help learners to achieve the learning
objectives.
10 The learning topics in the syllabus
are related to the prospective working fields of students under
socio-cultural divisions.
3. Learning
process To see that the
learning process will help learner
to achieve the learning
objectives. 11
The learning process will motivate studentss to learn.
12 The learning process will help
students to achieve the competences.
4 Assessment To see that the
kinds of 13
The assessment can measure the students achievements on the
Table 3.5 The Experts Validation Questionnaire Blueprint contd.
assessment can measure the
students’ achievements.
competences. 14
The assessment is applicable. 5.
Time Allocation
To see that the time allocation is
appropriate for each learning
topic. 15
The time allocation for each learning topic in the syllabus is
appropriate.
16 The total amount of time is
applicable to be done within a year.
B. The Perception on the Sample Unit
