Construct Validity The Test Validity

can be chosen by the students. Therefore, the students have had their own concern major based on what they want. 50 Second, the students’ poorly educated parents are more likely to attend vocational school because they do not have enough money for entering their children to the tertiary education. 51 Third, the students are ready to work after they graduate by having a specialization major if they can not continue to tertiary education. Fourth, by entering vocational school, the education ministry can increase the size of the labor force that is ready to work. 52 Regarding the problem above, the government also constructs the curriculum for vocational school. Curriculum which is used in Indonesia today is KTSP curriculum Kurikulum Tingkat Satuan Pendidikan or school-based curriculum. KTSP curriculum is an operational curriculum which is arranged and implemented by schools. Meanwhile, there is a difference between KTSP curriculum with the previous curriculum. In KTSP curriculum, school has to be able in defining the content based standard which has been stated by BSNP Badan Satuan Nasional Pendidikan becoming a good curriculum; that is relevant to the situation, vision, and mission of the school. In addition, the implementation of the content based standard has an aim for students in achieving the passing standard competence. 53 The aim of KTSP curriculum for vocational schools is to develop intelligence, knowledge, character, well behavior, students’ capability for living independently, and preparation for higher education based on certain major that students have taken. Besides, it also supposes to students in having a good capability of each profession based on students’ major, to develop students’ skills and creativity, to acquire their own major and a basic knowledge and a technology, and to communicate effectively based on certain 50 David Newhouse and Daniel Suryadarma, The Value of Vocational Education High School Type and Labor Market Outcomes in Indonesia: The World Bank Human Development Network Social Protection and Labor Division, Policy Research Working Paper, 5035, 2009, p. 5. 51 Ibid., p. 10. 52 Ibid., p. 6. 53 Sudira,op.cit., p. 14. major. 54 Therefore, KTSP curriculum for vocational school is designed for fulfilling the students’ real life after graduate. In addition, the content of KTSP curriculum for vocational schools are 1 the aim of vocational education, 2 vision, mission, and goals of each schools, 3 the passing standard competence for vocational school, 4 the passing- grade standard competence in each subjects, 5 the based competence of each subjects, 6 the based competence of compulsory subjects, 7 the structure of curriculum, 8 the education calendar, and 9 syllabus. 55

3. English Subject in Curriculum for Vocational School

English is important to be taught because of three reasons. First, English is as one of the subject which has to be learnt by the pupils in every schools whether as a second language or a foreign language, as in Indonesia. Second, English has become a compulsory subject in Senior high school which should be learnt by the pupils for acquiring four skills, there are listening, speaking, reading and writing. The last, English subject is also important to be learnt because people need to have oral and written skills for communicating each other in their social life. However, Harmer assumes that English is being important to be learnt because of the school curriculum, the improvement of people’s professional lives, the target language community, and the program of English for Specific Purposes ESP, and the culture. 56 English subject in vocational school is an adaptive subject that purposes to acquire an English knowledge and an English basic skill for supporting the achievement of major competence, and to implement the acquisition of English capability and English skill in communication whether in oral or written in intermediate level. Besides, English subject is to give a preparation for students 54 Ibid., p. 23. 55 Ibid., p. 16. 56 Jeremy Harmer, The Practice of English Language Teaching, New York: Longman Publishing, 1991, p. 1-2.