materials for X, XI, and XII grade students must be various but continuous from the easier one to the more difficult one.
2 Planning
After obtaining the necessary data, then the researcher developed the framework of the materials to be designed which consist of the general objective
and competence standard of the materials, the learning topics, the learning indicators, and the organization of the subject content. The framework was
designed based on the result of interviewing the English teachers, investigating the questionnaire, and analyzing the important documents, such as syllabus and
learning materials.
a. Stating
Core Competence, Basic Competence, and Unit
From the results of interview, questionnaire, and document analysis, the researcher noted that the core competences of English language for vocational
high school students should be different from senior high school students because they had different needs. The core competences which were formulated by the
researcher were implementing a competence-based learning for improving students‟ skill, knowledge, attitude, responsibility, and religious when interacting
with environment, giving the more specific materials which could prepare students for working in technology realm, giving more opportunity to students for
learning and practicing English language in the classroom by providing the effective materials which could
improve the students‟ English skill. During the teaching and learning process, students would be introduced to the materials
which would be used in the students‟ working environment in the future. Besides,
the materials which were learnt in the previous grade still become contributing factors to the successful achievements of students‟ English ability though. A
competence-based model was to provide vocational high school students with the efficient and suitable materials to learning skills, strategies, and knowledge that
were necessary for succeeding in the teaching and learning process at school and also meaningful for students‟ working environment in the future. It could also
help the vocational high school students to get the better life quality. The researcher compared the core competence from the syllabus written by the
government and the core competence written by the researcher based on the need analysis. The comparison was shown in the following table.
Table 4.4: Comparison of the Core Competences
No. Core Competence
Senior and Vocational High School Written by the Indonesia
Government Vocational High School Written
by the Researcher
1. Applying the students‟ religious
doctrine. Implementing a competence-based
learning for improving students‟ skill, knowledge, attitude,
responsibility, and religious when interacting with environment.
2. Implementing the good attitude,
such as honest, discipline, responsibility, caring, polite,
resposive, and proactive in interacting with environment.
Giving the more specific materials which can prepare students for
working in technology realm.
3. Implementing and analyzing the
factual knowledge based on the curiosity in knowledge,
technology, art, culture, and humanity.
Giving more opportunity to students for learning and practicing English
language in the classroom by providing the effective materials
which can improve the students‟ English skill.
4. Processing and presenting the
concrete and abstract realm which associated with the development
of materials.
The core competence for senior high school must be different from vocational high school because the expectation to the students after graduating
from school was also different. Vocational high school students must be ready for working and competing with other human resources after graduating from school,
but senior high school students were prepared for continuing their study before they work. Vocational high school students needed more specific materials, so
that the expectation for the students could be accomplished. After the core competences were formulated, the researcher determined
the basic competences and topics to be presented in the designed model. In the result, the researcher compared the basic competences, topics, and materials
which was written by the goverment and written by the researcher. In the researcher‟s design, there were 12 chapters in a year that will be discussed by X
grade students. The materials had been chosen based on the results of interview, questionnaire, and document analysis. The topics were considered general, but the
researcher would include the specific materials that had connect ion with students‟
major and could prepare students before they worked in the company that were suitable with st
udents‟ skill. The materials were designed to facilitate the students in reaching the goals of vocational high school itself, which was be ready for
work after graduating from school. The materials for X grade students were considered easier if it compared with the materials for XI and XII grade students
because X grade students need to adapt with their new environment. Besides, the teaching and learning process and materials in junior high school and vocational
high school were quite different, so that X grade students needed to accustom with PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
their new environment. The comparison of the basic competence, topics, and materials for X grade students was shown in the attachment.
Next would be the basic competence and topics for XI grade students. In a year, there were 12 chapters that would be discussed by XI grade students. The
materials had been chosen based on the results of interview, questionnaire, and document analysis. The topics were considered general, but the researcher would
include the specific materials that had connect ion with students‟ major and could
prepare students before they worked in the company that were suitable with students‟ skill. Besides, the materials were designed to facilitate the students in
reaching the goals of vocational high school itself, which was be ready for work after graduating from school. The materials for XI grade students had the medium
level of difficulty because the students had been familiar with the methods in vocational high school and their English skill were considered higher than X
grade students. The comparison of the basic competence, topics, and materials for XI grade students was shown in the attachment.
In a year, there were 12 chapters that would be discussed by XII grade students. The materials had been chosen based on the results of interview,
questionnaire, and document analysis. The topics were considered general, but the researcher would include the specific materials that had connection with stud
ents‟ major and could prepare students before they worked in the company that were
suitable with students‟ skill. Besides, the materials for XII grade students were designed to facilitate the students in reaching the goals of vocational high school
itself, which was be ready for work after graduating from school. The materials for XII grade students had to be able to prepare students to face national
examination that would be held by Indonesia government. The students had to be ready in the national examination, so that they could graduate from vocational
high school with the satisfying results, after that they could get a job which was appropriate with their passion. The comparison of the basic competence, topics,
and materials for XII grade students was shown in the attachment.
b. Specifying the Learning Indicators and Learning Activities
