3 The teacher is an organizer. She organizes the didactic challenges according to learning such as the used tools and applications.
4 A communicator is one o f teacher’s roles in the online environment.
Communication in online learning is done via e-mails, chat groups, forums, and the Internet pages.
5 The teacher should actively follow and guide the students and act as a tutor because there is no chance of face-to-face communication. Guiding is very
important in the online learning and it is based on discussion. Online learning demands strong self-steering, motivation, and empirical
atmosphere. Therefore new ways of acting are needed in evaluation. How can learning be evaluated comprehensively when the teacher and the student may
never meet? Practices on evaluation should be in the same line with other actions in an online course. In the online learning, it is possible to use various evaluation
methods by using information from forum discussions, exercises, quizzes, feedback questionnaires, learning diaries, and portfolios. One form of evaluation
is a web-examination. It is an evaluation that is done by the students by completing or doing the tasks in the website. Self-evaluation is a practical tool and
also peer evaluation can be used where students evaluate each other.
2.1.3. Industrial Internship
Industrial internship is a part of the dual system of education which is an innovation in vocational programs where the students do practical work
internship in a business or industry as an integral part of the process in vocational education and training. Dual education system is a form of education
professional expertise, which combines a systematic and synchronized between education programs in schools and exploitation program obtained through
direct work activities in the workplace to achieve a level of professional expertise. Where the professional expertise can only be established through the three main
elements: knowledge, technique and experience. Knowledge and technique can be learned and mastered at school but experience only can be got directly by practice
in the workshop. Wena 1996 stated that the objective of implementation of education and
training at vocational school with industrial internship are created professional employments that have the expertise, the manpower that have the knowledge,
skills, and work ethic accordance with the demands of employment. Improve and strengthen linkages and conformity link and match between educational
institutions and the world of work. Improving the efficiency of education and training the process to create qualified and professional employments. Give
recognition and appreciation of work experience as a process of education.
2.1.4. English Language in Vocational School
In vocational high schools, the lessons are grouped into three groups: normative, adaptive, and productive. The lessons in the normative group focus to
teach the students learn norm, attitude, and behavior so that the students can be accepted and live together in the society. The subjects are religions, Indonesian
language, Sports, and Civics. The students learn the English language as an adaptive lesson, together with mathematics, physics, chemistry, entrepreneurship,
and some others. They learn the concepts and principles of science and technology
that can be applied in their daily lives or that become basis of working competencies. The third group is productive lessons which are given to students
according their skill programs. The skill programs are based on the National Standard of working competencies.
The objectives of English language for vocational education are to make students understand the basic skills of English to help them reach the vocational
competence and to make the students able to apply their abilities and skills in English to communicate spoken and written.
Vocational Schools in Indonesia uses a curriculum called School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan KTSP. English syllabus is
divided into three levels based on the standards of competencies. The first level is Novice Level. Normally it is for level ten grade or the first year students of
vocational school. For the first semester it has eight basic competencies and for the second semester it has seven basic competencies. The second level is
Elementary Level. It is for the second year students or level eleven grade. It has ten basic competencies in the first semester and nine basic competencies in the
second semester. The third level is Intermediate Level for twelve grade students. For this level there are seven basic competencies which are not clearly separated
for the first semester and the second semester because there are two factors which influence the application of the syllabus. The first factor is that the third year
students or level twelve have a period for doing internship for three months. They leave school and go to industrial places to have internship. The second factor is
that the second semester does not fully have effective lesson hours because the program will end in late of March by having National Examination.
2.1.5. Instructional Design Model
