Data Presentation and Analysis
Table 4.2: Competence Standard and Basic Competence for XI Grade Students of Vocational High School.
There were some participants in the needs analysis. Each of them was interviewed in order to obtain the needs data. The questions might be different
from other participants based on the needs. According to the English teacher, the English materials taught in
vocational high school are the same as those in senior high school, meaning that there are no specificparticular materials for vocational high school in order to
support the students in learning based on the subject matter they are learningconcerned with. In her opinion, it would be much better if the materials
used for vocational high school students are specific to the matter that the students are learning in each department. Also, she suggests that all the topics should not
totally focus on the matters the students are concerned with, rather that there are supplementary general topics. This aims to avoid students’ fatigue.
The English materials provided in the book reference, that is New Interchange by Jack C. Richards includes the integration of four skills – listening,
speaking, reading, and writing, yet, in the real teaching implementation in the class, the teacher mostly used merely 2 skills. They were speaking and writing,
while listening and reading were rarely taught. It was such burden to teach
Competence Standard
Basic Competence
2.6 Understanding simple instructions 2.7 Making short messages, instructions, and lists using
correct writing rules. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
listening as there should be detailed preparation before the class started, such as: preparing the tape recording and the cassettes moving it from upstairs to
downstairs or the students had to move to the listening class upstairs. Beside listening activities, the teacher also found that reading materials are out of date as
those were published before 1999. All the English materials in the book are also enriched with grammar focus, vocabulary, and pronunciation that are able to
support the students’ learning process. The students already had basic knowledge of grammar, vocabulary, and pronunciation when they were in the lower grade X
grade so that they could learn those three language elements easier when they were at the higher level, which was XI grade.
The teacher also found that the learning activities were very interesting. It is the teacher who becomes the key to create the learning atmosphere and
students’ enthusiasm. The students’ enthusiasm will be increased when the teacher is able to create the learning activities well and make them interesting so that the
students enjoy the learning process, for example: using teaching tools slide show, group discussion, debate, talk show, listening to the nice stories or songs,
and games. The target learning goals are able to be well achieved when the students’ enjoy their learning activities for the whole units they have to
accomplish by the end of the semester. Based on the Kurikulum Tingkat Satuan Pendidikan KTSP for vocational
high school, there are eight basic competences for XI Grade students that have to be accomplished through the allocated times two semesters. The division of the
materials units is based on the materials designer. The English teacher of SMK N2 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Depok Yogyakarta finds no difficulty in accomplishing all the materials units
through the allocated times. The next interview was with the practical teacher of the XI grade students
of industrial electronics engineering. According to him, it was very crucial for the students of industrial electronics engineering to master English well because the
book reference used as the manual book when they did the practice was written in English. All the instructions and explanations of the diagrams were written totally
in English for they were written by some foreign experts of industrial electronics engineering. Besides that reason, nowadays, the teachers of all subject courses are
required to speak in English when they are giving introduction at the beginning of the class, and if the teacher finds that it is necessary to speak in English, he she
will continue teaching using English language. The practical teacher also said that the industrial electronics students were
also required to comprehend English well because there were a lot of terms used, such as: the industrial electronics tools which were also written in English, and a
lot of terms used in explaining the diagrams or the working procedures of a machine. The materials taught to the XI grade students of industrial electronics
engineering in semester two were about Control Circuit. The students were required to read the materials a couple days before the class so that they would
have a description of the topic they were going to have in class which would help them understand the materials better when the teacher gave further explanation.
The teacher really suggested that the English materials taught for the industrial electronics engineering were able to support the students in taking the
industrial electronics subject course so that both the English materials and the industrial electronics materials were able to support each other.
The next interview went to the graduates of industrial electronics Engineering. According to them, the basic knowledge of English that they had
acquired in vocational high school did not give enough support in the area where they were working because the English materials they had learned in vocational
high school were those in general not specific so that their basic knowledge of English did not help them much when they were doing their work. In fact, they
often found many English words and terms when they were working, for example: reading the English instructions of a machine. In consequence, they needed to ask
their seniors about the instructions. It was such a waste of time for them when they had to ask their seniors frequently.
Because of this reason, they also suggested that it would be much better if the English materials taught in vocational high school were specifically based on
the subject content that the students learning in each department so that eventually they would have enough basic knowledge of English when they graduated and
worked. They would not find many difficulties related to English knowledge. In conclusion, it is obvious that specific English materials are crucially
needed for vocational high school students according to the subject content they are learning in each department. In learning English, the integration of four
skills is suggested because the students are able to comprehendlearn English better, those are – listening, speaking, reading, and writing. I also suggest that the
English basic competences for vocational high school are more specific, meaning PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
that they are not the same as those used in senior high school general English materials. I expect that there will be further research and development of
Kurikulum Tingkat Satuan Pendidikan KTSP that differentiate the basic
competences in one department with others.