Limitation of the Problems

phonemes, grammatical units clauses, phrases, sentences, grammatical operations adding, shifting, joining, or transforming elements, and lexical items function and structure words. On the other hand, functional view defines language as “... a vehicle for the expression of functional meanin g.” It is implied that language is used as a tool to convey meaning in communication. The main goal of communication is to get the meaning across and language is used to achieve that. This view considers grammar as not the only important element in language learning. Language learning materials are often categorized based on the meaning and function, in preference to the structure and grammar. The activities should have communicative purpose so students will be encouraged to get the message across while doing those activities. Robinson in Richards and Rodgers 2001: 21 also added that the revival of ESP is urged by this theoretical view on functional account of learner needs. It implies that there should be some study to formulate what functional language the students need to learn in order to prepare them for using the language in the specific professional situation. The third view of language, the interactional view, defines language as “a tool for the creation and maintenance of social relations”. Language in the interactional view carries two important tasks, i.e. “as a vehicle for the realization of interpersonal relations” and “for the performance of social transactions between individuals.” Interactional view of language puts more focus on the patterns of moves, acts, negotiation, and interaction in conversational exchanges. Based on the explanations above, it can be concluded that there are different teaching approaches implied by each views. By applying structural view to the language teaching-learning process, language teachers believe that grammar is the key factor on language acquisition. Then in functional view, language learning is targeted on the semantic and communicative dimensions. Learning activities are based on the language functions, whether it is transactional or interpersonal. Lastly, in transactional view, the language teaching relies on the existence of specified and organized materials based on the patterns of exchange and interaction that promotes the interaction among the students as the interactors who will interact and exchange information with each other.

b. English for Vocational High School

There are two points of teaching English in vocational high school as mandated by the Curriculum 2006. The first is to enable the students to master basic English skills to back up the accomplishment of their study program. The second point is to enable the students to employ their English skills to communicate, either spoken or written, on the intermediate level. There are three aspects of teaching English in vocational school; those are Basic English communication in novice level, Basic English communication in elementary level, and Basic English communication in intermediate level. Grade eleventh of vocational high school is categorized as elementary level. At this level, the students have to be able to convey transactional or