8
CHAPTER II LITERATURE REVIEW, RELEVANT STUDIES AND
CONCEPTUAL FRAMEWORK
This chapter presents the literature review and the conceptual framework of the research. In the literature review, the researcher examines some theories
underlying the research, while in the conceptual framework the researcher relates those theories to the research.
A. Literature Review
1. The Curriculum of Vocational High School
a. Curriculum 2006 in Vocational High School
Curriculum is defined as a set of plan and regulation about goals, contents, and materials and also the techniques andor methods used as the
guidelines of teaching and learning process to acquire certain education objectives, according to the Indonesian Education Act No. 20 Year 2003
about National Education System. Brown 2000:171 says that a curriculum is a design to deliver a particular language programme. It is
developed and used in every type of school in Indonesia. Curriculum 2006 or the School-Based Curriculum Kurikulum Tingkat
Satuan Pendidikan is developed by educational institutions based on the relevancies in each institution with the Ministry of National Education as
the supervisor. Each school has different implementation about the
curriculum as well as the subject matter. Vocational high schools has many subjects to be taught to the students beside the vocational subjects, one of
them is English.
b. English in Vocational High School
The curriculum of English in vocational high school is really important to be considered. In this type of school, English is considered an
adaptive subject, which is used to equip the vocational high school students with English communication skills, both spoken and written,
according to their skill programme’s context BSNP, 2006. English subject is taught to achieve the aims of the study, which are:to understand
the basic knowledge and skills of English to support the skill programme achievement; and to implement the skills and knowledge so that the
students can communicate well by using both spoken and written English at the intermediate level BSNP, 2006.
The goals of studying English subject in vocational high schools are set in the standard of competences and basic competences. The standard of
competences is divided into three levels; novice, elementary, and intermediate levels BSNP, 2006. Each level of competence has seven or
eight basic competences that show the target needs of the students.
Table 1: The Standard of Competences and Basic Competences of English Curriculum for Vocational High School
Standard of Competence Basic Competence
Novice Level 1.1 Comprehending basic expressions for
the daily social interaction 1.2 Mentioning the name of things, persons,
characteristics, time, days, months, and year 1.3 Describing the name of things, persons,
characteristics, time, days, months, and year 1.4 Producing simple conversation for the
basic function 1.5 Explaining a continous activity in a
simple way 1.6 Comprehending simple memo and
menu, schedule of public transportation, and traffic signs
1.7 Comprehending foreign words and terms and also simple words in correct order
1.8 Writing a simple invitation
Elementary Level 2.1 Comprehending simple daily
conversation in the profesionaland individual context with non-native speakers
2.2 Making short note or simple messages in the direct interaction and using device
2.3 Specifying jobs and educational background in written and spoken form
2.4 Talking about past event and future plan 2.5 Expressing different kinds of intentionj
2.6 Understanding simple instructions 2.7 Making short messages, directions and
list by acceptable dictions, spelling and punctuation
Intermediate Level 3.1 Comprehending monologue in a certain
situation of job 3.2 Comprehending limited conversation
with native speakers
Standard of Competence Basic Competence
3.3 Presenting a report 3.4 Comprehending a manual instruction
3.5 Comprehending simple business letter 3.6 Comprehending technical documents
3.7 Writing a simple business letter and a report
c. Pharmacy Study Programme
Kategori