In terms of competencies, it included particular knowledge, skills, and attitude to achieve. Based on the table, point 1 and 2 represented the achievement of
knowledge. Point 2 represented the achievement of skills. Meanwhille, point 4 and 5 represented the achievement of attitude. After all, the concept of the
development product of the Competence-based English Syllabus Model was designed.
B. THE PRESENTATION OF THE DEVELOPMENT PRODUCT
The presentation of the Competence-based English Syllabus for Socio- cultural Divisions of Vocational High School would answer the second question
in the problem formulation. In presenting the model, this research followed the five steps from Borg and Gall 1983: developing the preliminary form of product,
preliminary field testing, main product revision, mail field testing, and final product revision. There were also four steps of ADDIE that were included,
namely: design, development, implementation, and evaluation.
1. Developing the Preliminary Form of Product
The conceptual model was used as the basis in developing the preliminary form of the product. In this step the first version of the product was designed. It
would be divided into two, namely: the three-year syllabus and a sample unit.
a. The Three-Year Syllabus Layout Design
The three-year syllabus was presented to show the whole program of the learning model. It was expected that users could understand the goals, the content,
the strengths or advantages of the product. Besides, users could see the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
continuation of the product from grade X, grade XI, and grade XII. The three-year syllabus consisted of several parts, which were the title page, the product
description, the summary, and the syllabus. The following subchapters would describe all those parts.
1 Title Page
The first page of the syllabus would be the title page. The major title was written as “Syllabus for English Subject in the Vocational High School”. Under
the major title, it was “For Socio-cultural Divisions including four specialized programs, namely: Business and Management, Tourism, Performing Arts, and
Painting and Crafts. This title page would inform users that the product would not only be used by a single program. It could be used by four specialized
programs as they were written. The appearance of the title page is presented below.
Figure 4.1 The Appearance of the Title Page see App9.1
2 Product Descriptions
The second part was the description of the product. It aimed to help users to know the product before utilizing it. The description was under the subtitle
“About the Syllabus”. The appearance of the product description is presented below.
Figure 4.2 The Description of the Syllabus see App9.1
3 The Summary
The following part was the summary. This part provided the summary of core competencies and the summary of learning topics. It aimed to help users to
understand the model. Moreover, it helped experts to assess and give comments. The summary is illustrated in the following tables.
About the Syllabus
This syllabus is designed to meet the needs of students under socio- cultural divisions of the Vocational High School. The learning objectives
listed on core competencies were composed based on three learning aspects: the first one is the knowledge, the second is the skills, and last is the attitude.
Basic competencies contain some general situations in which students will use
English. They are designed as a continuous program based on the students’ needs on the working demands. Therefore, core competencies and basic
competencies in grade X, XI, XII are interrelated. The syllabus is differentiated by its level of difficulties; Grade X is easy, Grade XI is medium,
and Grade XII is difficult. Each basic competency requires at least three learning indicators. The-three learning indicators show the achievement of
knowledge, skills, and attitude from the student. In terms of knowledge, students should recognize some aspects of the language by identifying the
samples for example: expressions, common words, and grammatical knowledge. In terms of skills, students should practice using the language.
Meanwhile in terms of attitude, students should show their sincerity and respects in the process of learning. The materials are mainly samples of
materials which can be in the form of written dialogues, videos, letters, etc. Students need to analyze those samples and recognize the language aspects
used in the samples until finally they understand the concepts. At the end of the learning process, students perform what they have learnt. Teachers guide
them by giving feedbacks. The amount of time for each grade is calculated based on 36 effective weeks per year times 4 learning hours per week. It is
expected that there will be around 12 learning hours spent on quizzes and repetitions reviews. Finally, the syllabus is designed for 132 learning hours
Table 4.3.1 The Summary of Core Competencies See App9.1 Core Competencies for Grade X
1. Identifying the language knowledge used in these situations: expressing simple utterances used in a meeting, describing things needed
to hold an exhibition, describing prices and menus used in buying and selling, describing a job vacancy, writing simple letters, expressing simple utterances used when students work in a company, and expressing simple utterances used when students meet
tourists.
2. Implementing the skills of using the language used in these situations: expressing simple utterances used in a meeting, describing
things needed to hold an exhibition, describing prices and menus used in buying and selling, describing a job vacancy, writing simple letters, expressing simple utterances used when students work in a company, and expressing simple utterances used when students
meet tourists.
3. Showing the attitude of sincerity, caring, responsibility, and confidence during the process of learning English.
Core Competencies for Grade XI 1.
Identifying the language knowledge used in these situations: negotiating with clients in a meeting, presenting products in an exhibition, negotiating prices in buying and selling, writing documents for applying a job, serving customers in a company, and
explaining information to tourists.
2. Implementing the skills of using the language used in these situations: negotiating with clients in a meeting, presenting products in an
exhibition, negotiating prices used in buying and selling, writing documents for applying a job, serving customers in a company, and explaining information to tourists.
3. Showing the attitude of sincerity, caring, responsibility, and confidence during the process of learning English.
Core Competencies for Grade XII 1.
Identifying the language knowledge used in these situations: moderating a meeting, delivering a speech in an exhibition, writing some documents used in buying and selling, answering some typical questions in a job interview, understanding some business letters used
in a company, talking about important occasions in a company, telling personal plans and experiences to tourists.
2. Implementing the skills of using the language used in these situations: moderating a meeting, delivering a speech in an exhibition,
writing some documents used in buying and selling, answering some typical questions in a job interview, understanding some business letters used in a company, talking about important occasions in a company, telling personal plans and experiences to tourists.
3. Showing the attitude of sincerity, caring, responsibility, and confidence during the process of learning English.
82
Table 4.3.2 The Summary of the Three-year Syllabus Grade X
Grade XI Grade XII
Themes Learning
Topics Time
hours Themes
Learning Topics
Time hours
Themes Learning
Topics Time
hours SEMESTER I
SEMESTER I SEMESTER I
1. Expressing simple
utterances used in a
meeting. Greeting
people 2
1. Negotiating with clients in
a meeting. Opinion
4 1. Moderating
a meeting. Moderating a
meeting 4
Self- Introduction
4 Suggestions
4 Delivering a
Presentation 6
Introducing Others
4 Agreement
4 Describing
Feelings 4
Necessity 4
Regrets Apologize
4 Thanking
2 2. Describing
things needed to hold an
exhibition a show.
Time and date
2 2. Presenting
products in an exhibition a
show. Greeting
audiences 4
2. Delivering a speech in an
exhibition a show.
Presenting a manual
4 Informal
invitation 4
Product presentation
6 Delivering a
speech 8
Formal Invitation
4 Writing a
manual 6
A Response to Formal
4 Complimenting
4 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Invitation Description
of an event 4
Congratulating 4
Description of the
products 4
A poster of an exhibition
4 3. Describing
prices and menus used in
buying and selling.
Describing Prices
4 3. Negotiating
in buying and selling.
Buying and selling
4 3. Writing
some documents
used in buying and selling.
Invoices 4
Writing a Catalogue
4 Bargaining
4 Order letter
4 Describing
Menu 4
Convincing and persuading
4 Receiving
order letter 4
Preference 4
Making and Receiving an
Order 4
Advertisement s
4 Comparison
4 Brochures
4
SEMESTER II
4. Describing a job vacancy.
Reading Vacancy
Advertiseme nts
2 4. Writing
documents for applying a job.
Writing a CV 4
4. Answering some typical
questions in a job interview.
Capabilities 4
Telling about job vacancy
4 Writing an
Application 6
Education Background
4 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Letter Reading Job
Requirements 2
Personal Character
4 Telling about
job requirements
4 Interests
4
Future Employment
4 Visions
Missions 4
SEMESTER II SEMESTER II
5. Writing simple letters
used in a company.
Writing Memo
2 5. Serving
customers in a company.
Guest handling 4
5. Understanding
some business letters used
when students work in a
company. Short
Messages 4
Writing Announceme
nt 4
Telephoning 4
Asking for Permission
Letters 4
Reservation 4
Granting Permission
Letter 4
Confirmation Cancelation
4 Promotion
Letter 4
Arrangement 4
Reports 4
6. Expressing simple
Asking Giving
4 Complaints
4 SOP
4 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
utterances used when
students work in a company.
Permission Giving
Commands 4
Delivering Orders
4 MOU
4 Showing
Location 4
Reporting messages
6 6. Expressing
utterances used in some
important occasions
when students work in a
company. Assigning
New Employee
4
Making an Appointment
4 Talking about
Promotion 4
Giving an Announceme
nt 4
Talking about Career’s Leave
4
7. Expressing simple
utterances used when
students meet tourists.
Asking and offering helps
4 6. Explaining
information to tourists.
Descibing Tourism Places
4 7. Telling
personal plans and
experiences to tourists.
Experiences 6
Showing Directions
4 Describing
Important Rules
4 Hopes
6
Describing Signs
4 Describing
Safety Rules 4
Plans 6
Talking about Health
4 Describing
Etiquettes 4
Personal Letter 8
Showing Sympathy
4 Describing
People 4
Talking about Take a Walk
4 Describing
Upcoming 4
Events Talking about
Hobbies 4
Delivering GoodBad
News 4
Giving Advice 4
Telling about Transportation
4 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4 The Syllabus
The last part was the main part, the syllabus. It consisted of core competencies, basic competencies, learning materials, learning process,
assessment, time allocation, and learning resources. In defining the goals generally written in core competencies, more specifically written in basic
competencies, and specifically written in learning indicators, it adapted the concept of learning goals in CBL. Based on Richard Rogers 2001, p. 141 that
the competence-based learning focuses on the outcomes of learning. It emphasizes on what the learners are expected to do rather than on what materials
they are expected to learn.
Figure 4.3 The Appearance of the Syllabus see App9.1
b. The Sample Unit Layout Design