Table 31 clearly shows that 51.85 students or in other words, majority of the students believed that they should actively participate in the class activity.
2. The Syllabus
After the needs analysis had been done, the next step was to create the syllabus. The syllabus was used as a guideline to design the arrangement of the
contents of the learning material. The contents of the learning material were grouped in the form of units. When creating the syllabus, there are some aspects
that were taken into consideration by the researcher, such as: the result of the need analysis, the core competences, and the basic competences for the eleventh
grade students of vocational high school which were taken from the Curriculum 2013. The syllabus consists of Unit name and title, indicators, inputs, and
activities. The complete explanation about the syllabus can be seen in appendix C.
a. Syllabus of Unit 1 The syllabus of Unit 1 is derived from core competences 1, 2, 3, 4 and
basic competences 1.1, 2.3, 3.9, 4.14. The title of Unit 1 is “What is Metal?” This unit focuses on report texts about the characteristics of metals. The main
goal of this unit is to make students be able to describe characteristics of metals whether orally or in written form. The focus of the grammar are simple present
tense and passive voice. b. Syllabus of Unit 2
The syllabus of Unit 2 is derived from core competences 1, 2, 3, 4 and basic competences 1.1, 2.3, 3.6, 4.9, 4.10. The title of Unit 2
is “How to Weld
Metal.” This unit focuses on procedure texts about the procedures to weld metals. The main goal of this unit is to make students able to describe how to
weld metals whether orally or in written form. The focus of the grammar is procedure text and imperative sentences.
c. Syllabus of Unit 3 The syllabus of Unit 3 is derived from core competences 1,2,3,4 and
basic competences 1.1, 2.3, 3.1, 4.10. The title of Unit 3 is “I Suggest You to….”
This unit focuses on the expressions of asking for and giving suggestions. The main goal of this unit is to make students able to use the expressions of asking
for and giving suggestions for solving a problem whether orally or in written form.
3. The Unit Design
