IMPLICATIONS Berilah tanda centang V pada salah satu kolom yang sesuai dengan pendapat anda

Let’s Perform. After getting feedbacks from the teachers, students should perform the dialogue. It was intended to let students know the kinds of situation in the real context. The last part was Review which was to see the achievements of learning indicators. This research conducted preliminary field testing to evaluate the development product of Comptence-based English Syllabus Model. The result gained score 4.15 from the scale 5.00. It indicated that the model was very good. After that the implementation was done in two classes. The questionaires were distributed for students after the class was over. The result gained score of 4.27 from the scale 5.00. It also indicated that the model was very good. Overall, the participants gave positive responses to the development product. The relevant topics of their future working fields helped them relate the language into reality. They could imagine how they would practice the knowledge when they worked. Moreover, they could have more interactions with classmates especially for discussing the materials. Students could analyze and produce the language by themselves. The model needed to be conducted in every meeting to make them being independent in learning.

B. IMPLICATIONS

Basically, this syllabus model provides materials and activities according to the needs of students under socio-cultural divisions in vocational high school. The model involves three significant aspects of learning: knowledge, skills, and attitude. The materials are in the form of samples. The students should analyze the samples and find the knowledge of the language by themselves. Thus, this model PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI applies the student-centered concept. Therefore, teachers in vocational high school can apply this syllabus model for their students. This research also can be used as a reference in case that other researchers need particular information related to this R D research. Moreover, by using the product, students can practice English and improve their skills. The materials are also related to their future working fields. Therefore, they can experience the application in the real context.

C. SUGGESTIONS

This part is for suggestions. It provides suggestions for future researchers, English teachers, and students. The suggestions are presented as follows.

1. Suggestions for Future Researchers

This part provides suggestions for future researchers in response to the weaknesses of this research. Due to some constraints related to time and money, the effectiveness of the development product has not been measured. Therefore, future researchers on the effectiveness of the model are welcome. Moreover, the researcher recommends future researchers to develop a syllabus model for the other divisions. They can add some more respondents for the need analysis.

2. Suggestions for Teachers

This part provides suggestions for English teachers. The result of this research shows that the involvement of knowledge, skills and attitude in the syllabus model brings benefits for students. Therefore, the researcher suggests to consider these aspects when they teach. Moreover, this research shows that encouraging students to participate in the learning process is good to present a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI students-centered class. Experiencing the learning process will help students learn better. Teachers should also know the students’ needs and wants, so they will find suitable materials and activities to teach.

3. Suggestions for Students

This part provides suggestions for students. The research shows that the roles of students determine the success of the syllabus model and its learning process. Competence-based learning will not be successfully conducted without any active-involvement from students. It is a students-centered learning. Therefore, the researcher suggests students who are accustomed to be passive in class to motivate themselves to actively involve in the learning process. The researcher also suggests them to keep practicing English. 113 BIBLIOGRAPHY Ahmad, D. 2014. Understanding the 2013 Curriculum of English teaching through the teachers and policymakers perspectives. International Journal of Enhanced Research in Educational Development IJERED. 2014 6-15. Alsayed, M. 2003. Factors that contribute to success in learning English as a foreign language. Damascus University Journal. Volume 19, 2003 1-2. Ary, D., Jacobs, L. C., Razavieh, A. 2002. Introduction to research in education 6 th ed.. California: Wadsworth. Bastable, S. B., Dart, M. A. 2007. Developmental stage of learner. Retrieved 10 November 2015, from http:www.jblearning.comsamples076375137546436_CH05_000_000.p df Best, J. W., Kahn, J. V. 1986. Research in Education 5 th ed.. London: Prentice-Hall. Best, J. W., Kahn, J. V. 2006. Research in Education 10 th ed. Boston: Pearson Educational Inc. Biklen, S. Bogdan, R. 2003. Qualitative research for education. New York: Pearson Education Group. Borg, W. R., Gall, M. D. 1983. Educational research: An introduction. New York: Longman Inc. Cahyono, B., Widyawati, U. 2011. The teaching of English as a foreign language in Indonesia. Malang: State University of Malang Press. Danks, S. 2011. The ADDIE model: designing, evaluating instructional coach effectiveness. ASQ Primary and Secondary Education Brief. Volume 4, 2011 6-9. Dharmastuti, H. 2014. Mendikbud Anies Baswedan putuskan kurikulum 2013 dihentikan. Retrieved October 11, 2015, from http:news.detik.comberita2769275mendikbud-anies-baswedan- putuskan-kurikulum-2013-dihentikan Docking, R. 1994. Competency-based curricula – the big picture. Prospect. Volume 9, 1994 11-15. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Dubin, F., Olshtain, E. 1986. Course design: Developing programs and materials for language learning. Cambridge: Cambridge University Press. Egan, K. 2003. What is curriculum? Journal of the Canadian Association for Curriculum Studies. Volume 1, 2003 9-16. Everwijn, S. E., Bomers, G. B., Knubben, J. A. 1993. Ability or competence- based education: Bridging the gap between knowledge acquisition and ability to apply. Higher Education. Volume 25, 1993 425-438. Gall, M. D., Gall, J. P., Borg, W. 2007. Educational research: An introduction 8th ed.. New York: Longman Inc. Graves, K. 2000. Designing language courses: A guide for teachers. Boston, MA: Heinle Heinle Pulishers. Harmer, J. 2007. The practice of English language teaching 4 th ed.. Edinburgh: Pearson Longman. Huda, N. 1999. Language learning and teaching: Issues and trends. Malang: IKIP Malang Publisher. Indonesia. 1989. Law Number 2 about national education. Secretariat of Nation: Jakarta. Indonesia. 2003. Law Number 20 about teacher and lecturer. Secretariat of Nation: Jakarta. Indonesia. 2006. The decree of the Minister of Education and Culture. Jakarta: Kementrian Pendidikan dan Kebudayaan. Indonesia. 2014. The decree of the Minister of Education and Culture. Jakarta: Kementrian Pendidikan dan Kebudayaan. Isjoni. 2009. Model-model pembelajaran yang inovatif. Yogyakarta: Pustaka Pelajar. Istiarni, E. 2002. Designing a set of instructional speaking materials used in extracurricular activities for the first semester of second grade senior high school students adapted to the competency based curriculum. Yogyakarta: English Language Education. Majid, A. 2012. Perencanaan pembelajaran mengembangkan standar kompetensi guru. Bandung: PT. Remaja Rosdakarya. Munadi, S. 2004. Bahan Perkuliahan Statistika. Yogyakarta: Pascasarjana Universitas Negeri Yogyakarta. Nguyen, H. T., Warren, W., Fehring, H. 2014. Factors affecting English language teaching and learning in higher education. English Language teaching. Volume 7, 2014 16-19. Nur, M. R., Madkur, A. 2014. Teachers voices on the 2013 curriculum for English instructional activities. IJEE. Volume 1, 2014 5-8. Nurcahyoko, K. 2013. Curriculum 2013: The next oasis or mirage? Retrieved 8 November 2015, from Jakarta Post: http:www.thejakartapost.comnews20130720curriculum-2013-the- next-oasis-or-mirage.htmlsthash.40DU3F8F.dpuf Parhusip, I. P. 2015. A competence-based self-assessment model for the English teacher of the vocational high school. Yogyakarta: The Graduate Program of English Language Studies, Sanata Dharma University. Ratnasari, D. 2015. A communication practice model for vocational high school. Yogyakarta: The Graduate Program of English Language Studies, Sanata Dharma University. Richards, J., Rodgers, T. 2001. Approaches and methods in language teaching. New York: Cambridge University Press. Sagala, S. 2003. Konsep dan makna pembelajaran. Bandung: CV Alfabeta. Sanchez, A. V., Ruiz, M. P. 2008. Competence-based learning: A proposal for the assessment of generic competences. Bilbao: University of Deusto. Schunk, D. H. 2012. Learning theories: An educational perspective 6th ed.. Boston: Pearson Education, Inc. Sudijono, A. 2011. Pengantar Evaluasi Pendidikan. Jakarta: PT Raja Grafindo Persada Sundari, E. 2008. Pembelajaran Bahasa Inggris untuk Tujuan Profesidi Sekolah Menengah Kejuruan Negeri 6 Jakarta. Depok: Universitas Indonesia. Sugiyanto. 2008. Model-model pendekatan inovatif. Surakarta: UNS Press. Tanner, D., Tanner, L. N. 1995. Curriculum development: Theory into practice 3 rd ed.. Englewood Cliffs, NJ: MerrillPrentice-Hall. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Weddel, K. S. 2006. Competency based education and content standards. Nothern Colorado Literacy Resource Center. Retrieved 8 November, 2015, from http:www.cde.state.co.uscdeadultdownloadpdfCompetencyBasedEduc ation.pdf Wong, R. M. 2008. Competence-based english teaching and learning: Investigating pre-service teachers of Chineses learning experience. Porta Linguarum. Volume 9, 2008 179- 198. Yalden, J. 1987. The Communicative syllabus. Englewood Cliffs: Prentice-Hall. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 117 APPENDICES 1. Letters of Permission 2. Needs Analysis Questionnaire 3. Results of Needs Analysis Questionnaire 4. Results of Interview 5. Experts Validation Questionnaire 6. The Results of Experts Validation 7. The Users Validation Questionnaire 8. The Results of Users Validation Questionnaire 9. The Presentation of the Development Product PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Appendix 1. Letters of Permission Appendix 1A A Letter of Requesting Permission for SMK 1 Kasihan SMK 3 Kasihan PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Appendix IB A Letter of Requesting Permission for SMK Putra Tama Appendix IC The Letter of Statement from SMK 1 Kasihan Appendix 1D The Letter of Statement from SMK 3 Kasihan Appendix 2. Needs Analysis Questionnaires Appendix 2A Needs Analysis Questionnaires for Grade X KUESIONER untuk siswa kelas X Kuesioner ini dimaksudkan sebagai pengumpulan data analisis kebutuhan untuk Tesis berjudul A COMPETENCE-BASED ENGLISH SYLLABUS MODEL FOR SOCIO-CULTURAL DIVISIONS OF THE VOCATIONAL HIGH SCHOOL. Mohon untuk dilengkapi dan dijawab sesuai dengan petunjuk yang ada. Jawaban anda tidak akan berpengaruh terhadap nilai Bahasa Inggris anda. Nama : Kelas : X XI XII Jenis Kelamin : Laki-lakiPerempuan coret jawaban yang tidak diperlukan

A. Berilah tanda centang V pada salah satu kolom yang sesuai dengan pendapat anda

Catatan: 1: Sangat tidak setuju

2: Tidak setuju 3: Ragu-ragu

4: Setuju 5: Sangat Setuju

No. Pernyataan 1 2 3 4 5 1. Saya ingin mempelajari Bahasa Inggris sesuai dengan bidang keahlian yang saat ini saya tekuni. 2. Saya ingin mempelajari Bahasa Inggris yang berkaitan dengan lingkungan pekerjaan saya nanti. 3. Saya membutuhkan bahasa Inggris untuk berkomunikasi dengan rekan kerja saya nanti. 4. Saya membutuhkan bahasa Inggris untuk bekerja di perusahaan internasional. 5. Saya ingin berbicara bahasa Inggris dengan lancar. 6. Saya ingin mendengarkan dengan baik lawan bicara yang menggunakan bahasa Inggris. 7. Saya ingin membaca dan memahami bacaan bahasa Inggris dengan baik. 8. Saya ingin menulis menggunakan bahasa Inggris dengan tepat. 9. Saat ini saya ingin mempelajari beberapa ungkapan sederhana yang biasa digunakan sehari-hari. 10. Saat ini saya ingin mempelajari bagaimana mendeskripsikan suatu benda. 11. Saat ini saya ingin mempelajari cara menulis undangan sederhana. 12. Saat ini saya ingin mempelajari cara penulisan teks berbentuk recount. 13. Saat ini saya ingin mempelajari cara penulisan teks berbentuk narrative. 14. Saat ini saya ingin mempelajari cara penulisan sebuah pengumuman. 15. Menurut saya pengetahuan bukan satu-satunya aspek penting dalam pembelajaran. 16. Menurut saya aspek keterampilan dalam berbahasa Inggris perlu dilibatkan dalam pembelajaran. 17. Menurut saya aspek sikap penting untuk dilibatkan dalam proses pembelajaran. 18. Saya perlu mengetahui tujuan dari setiap pembelajaran. 19. Saya ingin aktif terlibat dalam proses pembelajaran. 20. Saya merasa perlu menampilkan keterampilan yang telah selesai saya pelajari. 21. Saya membutuhkan materi bahasa inggris dalam bentuk sampel atau contoh. 22. Saya tertarik menganalisa berbagai sampel. 23. Saya hanya mempelajari bahasa Inggris di sekolah. 24. Saya jarang berkomunikasi menggunakan bahasa Inggris dengan guru maupun teman. 25. Saya memiliki akses mudah untuk terkoneksi dengan internet. 26. Sekolah menyediakan akses internet saat pembelajaran bahasa Inggris. 27. Saya dapat menggunakan fasilitas audiovideo di sekolah . 28. Saya dapat berlatih pengucapan di laboratorium bahasa lebih dari dua jam per minggu. 29. Saya mengetahui cara sederhana untuk menyapa seseorang dalam bahasa Inggris. 30. Saya mengetahui cara menyebutkan nama dan alamat dalam bahasa Inggris. 31. Saya mengetahui cara menyusun kalimat dalam bentuk simple present tense. 32. Saya mampu menyebutkan angka dalam bahasa Inggris. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

B. Jawablah pertanyaan di bawah ini sesuai dengan pendapat anda

1. Apa tujuan anda mempelajari Bahasa Inggris? ……………………………………………………………………………………… ……………………………………………………………………………………… 1. Dalam situasi seperti apa anda nantinya setelah lulus menggunakan bahasa Inggris? ……………………………………………………………………………………… ……………………………………………………………………………………… 2. Dengan siapa nantinya setelah lulus anda akan menggunakan bahasa Inggris? ……………………………………………………………………………………… ……………………………………………………………………………………… PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Appendix 2B Needs Analysis Questionnaires for Grade XI KUESIONER untuk siswa kelas XI Kuesioner ini dimaksudkan sebagai pengumpulan data analisis kebutuhan untuk Tesis berjudul A COMPETENCE-BASED ENGLISH SYLLABUS MODEL FOR SOCIO-CULTURAL DIVISIONS OF THE VOCATIONAL HIGH SCHOOL. Mohon untuk dilengkapi dan dijawab sesuai dengan petunjuk yang ada. Jawaban anda tidak akan berpengaruh terhadap nilai Bahasa Inggris anda. Nama : Kelas : Jenis Kelamin : Laki-lakiPerempuan coret jawaban yang tidak diperlukan

A. Berilah tanda centang V pada salah satu kolom yang sesuai dengan pendapat anda