a. Goals of Vocational High School
The vocational high school deals with preparing students to work. It can be concluded from Marsigit 2008: p.2 opinions that vocational education,
sometimes called Career and Technical Education CTE has its aim to prepare learners for careers that are based in manual or practical activities, occupation or
vocation, hence the term, in which the learner participates. Thus, a vocational school is a school which offers vocational education. It means the students of the
vocational schools are taught the skills which are required to complete a particular job. Moreover, the vocational schools offer instruction and particular experience
in skill trades, such as technician, tourism, broadcasting, etc. Besides, Evans 1978 states that the goals of vocational school are to
fulfill the society‟s needs of the qualified human resources by improving students‟ knowledge and motivating students to learn more so that they can be ready to
work in particular jobs. Moreover, based on PP No. 291990, vocational high school is aimed to prepare students by improving their professionalism. Based on
the statements from some resources, it can be concluded that the goal of vocational high school is to prepare students for work by improving their skill,
knowledge, and professionalism so that they can be qualified human resources who can be compete with other human resources.
b. Curriculum of Vocational High School
Curriculum is one of the main education components stated on Undang- Undang No. 202003. The general statements of the constitution define curriculum
as a set of plans and arrangements covering education goals, contents, learning PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
materials, and learning methods intended to serve as the guidelines in implementing the teaching and learning process to achieve the goals that have
been set. Therefore, curriculum has a very important role in providing fundamental reference concerning what students should learn and achieve. Some
experts consider that curriculum and syllabus are two interchangeable concepts. However, some others distinguish curriculum from syllabus. Yalden 1987 stated
that the curriculum includes the goals, objectives, content, processes, resources, and means of evaluation of all the learning experiences planned for pupils both in
and out of school and community through classroom instruction and related program. Meanwhile, Kelly 2004 states that curriculum is used for many
different kinds of teaching programs and instructions. In other words, Dubin and Olshtain 1986 define a curriculum as a broad description of general goals by
indicating an overall educational cultural philosophy which applies across subjects. In short, curriculum serves in the level of paradigm on which the
educational practice is based. Meanwhile, syllabus is focused on realizing what is designed in curriculum. It can be said that syllabus is a part of curriculum. Based
on the definitions, curriculum means a set of teaching program and instruction which is designed to develop the educational system in a country.
1 Curriculum in 1964-2005
As cited in the document of National Department of Education in Indonesia
. The first curriculum in vocational high school begin in 1964, the
curriculum known as 1964 curriculum. The aims of this curriculum are not stated clearly. The approach use is subject matter approach; it prefers to knowledge than
action. It means that the students have to master the theory but the practice is not PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
important. Besides, the method used is one-way communication; the teachers are more active and the students tend to be the passive learners.
After 1964 curriculum, the government makes the new curriculum known as 1976 curriculum. This curriculum prepares the students to work. Besides, this
curriculum follows the Bloom‟s taxonomy to differ the cognitive, affective, and psychomotor skills of the students. Moreover, 1976 curriculum is completed by
the teaching method, evaluation system, administration guideline, and teacher‟s
guidance but the aims of this curriculum is not stated clearly so that many people especially high class society are not interested in vocational high school.
In 1984, the government changes the 1976 curriculum into 1984 curriculum. In this curriculum, the government integrates the cognitive, affective,
and psychomotor skills of the students and applies the school-based curriculum, it means that the government gives the authority to the school for arranging the
students and the school based on their needs and capability. This system is known as the supply driven system. Besides, in this curriculum, the teachers not only pay
attention to the results but also to the process because both the process and the result are important. Furthermore, the government also provides the compulsory
and the optional program for the students. After 1984 curriculum, the government decides the new curriculum known
as 1994 curriculum. In 1994 curriculum, the government focuses more on the students‟ competence than knowledge. The government starts to think about the
quality of the students. In 1999, the government improves the 1994 curriculum into 1999
curriculum. There are some principles in 1999 curriculum; broad-based PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
curriculum, competence-based curriculum, mastery learning, dual-based program, and the high quality students. The students have opportunity for practicing at least
70 while for theory maximum only 30. The 1999 curriculum is the best curriculum if it compares to the previous curriculum.
Although 1999 curriculum has been the best curriculum, but there are some weaknesses found in it so that the government decides to improve that
curriculum into 2004 curriculum. In conducting 2004 curriculum, the government works together with some teachers, lecturers, headmasters or headmistress, and
people from some companies to get the better results because the government expects that the vocational high school students can compete with other students
who graduate from other school background. There are some approaches in 2004 curriculum, such as academic approach, life-skills, competence-based curriculum,
broad-based curriculum, and production-based curriculum.
2 2006 Curriculum
The 2006 curriculum was issued in 2006 to replace the 2004 curriculum. This curriculum is also used as a guide to teach English. If the 2006 curriculum is
compared to the 2004 curriculum, it can be found that actually they are not very different. Based on Peraturan Menteri Pendidikan Nasional Permendiknas No.
22 year 2006, Kurikulum Tingkat Satuan Pendidikan KTSP or school-based curriculum is a decentralized curriculum where the schools can develop the
curriculum according to the regions and learners characteristics. Every school can develop its syllabus and lesson plan suited to the background of the school and the
students. Then, the curriculum involves Standard Competence and Basic Competence. The development of Standard Competence and Basic Competence
can be done by teachers based on the characteristics of the learners. In 2006 curriculum, teachers have opportunity to develop syllabus and lesson plan, and to
design the activities which are attractive and appropriate with the learners. According to Departemen Pendidikan Nasional 2006, there are some
scopes of English lesson based on 2006 curriculum. The scope of English lesson covers three essential parts. The first part is discourse competency that is ability to
create and produce oral or written text which is involved in four skills listening, speaking, reading, and writing to achieve functional literacy level. The second
part is the ability to understand and produce the formal and informal written and spoken texts in daily life. The last scope of English lesson deals with the support
competence, namely linguistic competence using grammar, vocabulary, pronunciation, and writing, sociocultural competence using formal expressions
and grammar in every communication context, strategic competence overcoming problems in many ways which appear through the process of communication so
that the communication still takes place, and discourse competence using discourse instrument.
3 2013 Curriculum
The newest curriculum in Indonesia is 2013 curriculum. It is the reaction to the fact that Indonesia is following the respective years of global world and its
problematic issues. The 2013 curriculum in general have many similarities with its predecessor, KTSP curriculum. However, there are some new features in this
curriculum. First, compared to KTSP, there is a concrete assessment in each aspect in the 2013 curriculum, in which indicators are provided to help teachers
easily check their students‟ achievement. The 2013 curriculum specifically PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
referring to the students of senior high school. In the previous curriculum, students select their major in the eleventh grade, while in the 2013 curriculum,
they should select their major in the tenth grade. The next difference is thematic- integrative approach implemented in the level of elementary school. This
approach facilitates the elementary students learn according to the theme, which can involve some subjects.
The main purpose of 2013 curriculum is to shape the individuals who are faithful in God, good in characters, confident, successful in learning, responsible
citizens, and positive contributors to the civilization Ministry of Education and Cultures, 2012. This framework has been supported by Government Regulations
Number 32 Year 2013 The revision of Government Regulations Number 19 Year 2005 about the National Standards of Education. This regulation is elaborated by
Education and Culture Ministerial Regulations Number 67, 68, 69, and 70 on Fundamental Framework and Curriculum Structure from Elementary to Senior
Secondary and Vocational Secondary School. The 2013 curriculum is a curriculum of values that occupied by character building. The values can be
tracked from the core competences, which are designed for spiritual competence, social competence, and knowledge competence.
2. Learning
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