In conclusion, the iconic model of A Competence-Based English Learning Material Model consisted of six units or topics. Each unit provided four main
activities for students to practice, they were Vocabulary Building, Pronunciation Practice, Focus on Expression or Focus on Grammar, and Practice. The activities
were easy since the materials were familiar and related to daily life and students‟ realm. Thus, A Competence-Based English Learning Material Model was
acceptable for the tenth grade students of vocational high school.
4. Main Field Testing
After conducting some revisions based on the validation from the experts, the learning model was implemented to the targeted students. The Implementation
also belonged to the fourth step of ADDIE. The implementation was conducted in two classes or study programs which were grade X of Audio Video and grade X
of Gambar Bangunan. Besides, the participants for the questionnaire of the practice of the iconic model were fifty students from two study programs. In the
implementation, the researcher chose the fourth chapter of the learning material model. The title of this chapter was How to Pump a Tire. In this chapter, students
learned about procedure text, imperative, and linking words. After implementing the learning material model, the questionnaires were distributed to obtain
students‟ opinion related to the Competence-Based English Learning Material Model as a part of evaluating. Data from the targeted students is used to revise the
learning material model to be developed into the final iconic model. For the first part of the questionnaire, twenty items of closed questions
were presented. Those statements aimed to find out whether the learning material model was appropriate for the tenth grade students of technology divisions in
vocational high school or not. For closed questions, students should choose five options that were strongly agree SA, agree A, doubt D, disagree DA, and
strongly disagree SDA. Choosing strongly agree SA had point of agreement which was 5 points. Choosing agree A had 4 points. Choosing doubt D would
get 3 as the point of agreement. Choosing disagree DA would get 2 as the point of agreement and choosing strongly disagree SDA would get 1 point as the point
of agreement.
Table 4.13: Meaning of Point of Agreement
Score Criteria
1 Strongly Disagree
2 Disagree
3 Doubt
4 Agree
5
Strongly Agree
However, in order to make the data presentation which is based on the rule in table 4.13 clearer to understand and to read, the score interpretation of the
questionnaire result is presented in the table 4.14.
Table 4.14: Interpretation of the Degree of Agreement Widyoko, 2014: p. 238
No. Criteria
Score Meaning
1. Very good
x 4,2 No revision
2. Good
3,4 x ≤ 4,2 Conduct more exploration on the existing
part of the design based on the statement 3.
Enough 2,6 x
≤ 3,4 Add more part or modify part of the design based on the lack on the statement
4. Poor
1,8 x ≤ 2,6 Replace the rejected part of the design
5. Very poor
x ≤ 1,8
Replace almost the whole part
In the first part of the questionnaire, the respondents were required to state their degree of agreement on each of the presented statement. It could be inferred
that the more the respondents agreed with the statements, the better the learning material model was. The complete statements of the first part of the questionnaire
can be seen in table 4.15.
Table 4.15: Interpretation of the Questionnaire Result No.
Data Gathering Items Central Tendency
N M
Interpret.
1. The topics in A Competence-Based English
Learning Material Model are interesting. 50
4,32 High
2. The instructions in A Competence-Based
English Learning Material Model are understandable.
50 4,32
High 3.
The activities in A Competence-Based English Learning Material Model are various.
50 4,18
High 4.
The activities in A Competence-Based English Learning Material Model can stimulate the
students to learn more. 50
4,16 High
5. The activities in A Competence-Based English
Learning Material Model are appropriate for the technology divisions students of vocational
high school. 50
4,10 High
6. A Competence-Based English Learning
Material Model is well-designed. 50
4,28 High
7. The language use in A Competence-Based
English Learning Material Model is understandable.
50 4,22
High 8.
A Competence-Based English Learning Material Model is easy to practice.
50 4,18
High 9.
The materials in A Competence-Based English Learning Material Model is appropriate for the
technology divisions students of vocational high school.
50 4,16
High 10. The materials in A Competence-Based English
Learning Material Model are interesting and fun.
50 4,32
High 11. The materials in A Competence-Based English
Learning Material Model provide the activities which can be able to prepare the
students for working after graduating from vocational high school.
50 3,94
High
12. The materials in A Competence-Based English Learning Material Model are able to improve
50 4,24
High PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
students‟ English skill. 13. The materials in A Competence-Based English
Learning Material Model are able to improve students‟ skill, knowledge, and attitude.
50 4,24
High 14. The materials in A Competence-Based English
Learning Material Model are able to help students to communicate in English fluently, so
that the students can be more confident when working.
50 4,30
High
15. The display of A Competence-Based English Learning Material Model is interesting.
50 4,36
High 16. I have more opportunity to communicate with
other students in English when using A Competence-Based English Learning Material
Model. 50
3,96 High
17. I have more opportunity to communicate with teachers in English when using A Competence-
Based English Learning Material Model. 50
4,04 High
18. A Competence-Based English Learning Material Model is more interactive.
50 4,14
High 19. A Competence-Based English Learning
Material Model can improve students‟
performance when communicate in English. 50
4,06 High
20. A Competence-Based English Learning Material Model help the students to cooperate
with others. 50
4,16 High
The table above implied that the students agreed that the learning model made them experience some benefits such as they could learn using appropriate
materials that had connection with technology and also could improve students ‟
skill, knowledge, and attitude. Besides, students also agreed that A Competence- Based English Learning Material Model has successfully expanded the interaction
among the students and also with the teachers. The score which is interpreted in table 4.14 comprises five categories, they are very high, high, fair, low, and poor.
The score is categorized high when most of the respondents agree with the statements provided in the questionnaire. The discussion in this survey design is
developed based on the score interpretation from table 4.15. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
In order to support the findings and analysis, the students also gave comments and suggestions by answering three open questions. After processing
the obtained data, the students‟ opinion can be summarized into three points.
1 The Learning Material Model was Acceptable.
The first part of the questionnaire asked about the students ‟ opinion about
A Competence-Based English Learning Material Model. Based on the students‟
answers, it could be concluded that the learning material model was acceptable because it was valid, reliable, and practical for students. Besides, it could improve
the teaching and learning results. A Competence-Based English Learning Material Model was helpful for the students because it helped them to communicate with
other students and teachers, it could prepare the students for working, it could increase the students‟ confidence when they had to compete with other human
resources in the future, and it was more effective for students 19S6,161. When students learnt using the helpful materials, it could help the students to have the
better life quality in the future. Next, the materials were interesting for the students because the activities
in the materials were various and fun. The various and fun learning material model could motivate students for learning English. If students had willingness to
learn English, it would help them to understand the materials faster and it had the good effect for students.
Moreover, a Competence-Based English Learning Material Model was simple because it used the simple language that was familiar for vocational high
school students, the instruction also clear and understandable, and the vocabulary in the learning material model had connection with technology. The vocational
high school students had the different ability and need from senior high school students. It was better for them to learn using the materials which were suitable
with their ability and need so that students‟ could get the better results.
2 The Learning Material Model was be a User-Friendly Model
The second part of the questionnaire asked about the students‟ opinion toward the benefits of A Competence-Based English Learning Material Model.
Based on the result of the questionnaire, there were some benefits of the learning material model, such as; it gave opportunities for students to practice, it was easy
to be understood so that students could learn English faster, it could improve students‟ English skill, it could help students to cooperate with other students, it
had some activities which had connection with technology, the students could learn while play games from the materials provided, and it was effective for
technology division students 20S27, 332. Based on the information obtained, the researcher could conclude that the
designed model was be a user-friendly model. User-friendly model means that the model is easy to use, understandable, and relevant to the students and teachers so
that they can be more productive. By using this product, teacher can have less burdensome process in preparing the materials and the students can get the higher
results in learning English because the materials are more focus and have clearer goals.
3 The Suggestion to Improve the Learning Material Model
The third part of the questionnaire aske d about the students‟ suggestions to
improve A Competence-Based English Learning Material Model. Based on the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
result of the questionnaire, there were some suggestions from students, such as the researcher should try to use other media like film or video, try to use other
methods, give more pictures, give more materials, and give more questions to students. Those suggestions were helpful for improving the learning material
model so that the researcher tried to improve the design model by using the students‟ suggestions.
In conclusion, the result of the implementation showed that A Competence-Based English Learning Material Model for Technology Division
Students of Vocational High School was acceptable for the targeted students. Besides, the participants gave positive responses to the iconic model which was A
Competence-Based English Learning Material Model. Students thought that the learning material model was helpful for improving their English skill. Besides,
learning through this user-friendly model could help students to know the vocabulary which had connection with technology so that they could be more
confidence when they had to compete with other human resources from Indonesia and abroad, moreover the students could be ready for facing their future jobs.
C. THE DISCUSSIONS OF A COMPETENCE-BASED ENGLISH
LEARNING MODEL
A Competence-Based English Learning Material Model was acceptable for the technology division students of vocational high school because the
materials could fulfil the students‟ needs. The materials were more specific than
general English and it had connection with students‟ realm so that students not
only learnt the materials for daily life but also learnt the materials about technology. After learning by using the designed model, the students became
