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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
A. Lite rature Review
In this chapter, several theories and the conceptual framework of this study are presented. The literature review covers the issue of Curriculum 2013 for
vocational high schools, English for Specific Purposes, learning materials, materials development, and unit development. The review of relevant study
presents the summary of the research related to this study. Also, the conceptual framework covers the concept of developing the materials.
1. Curriculum 2013 for Vocational High Schools
Based on the Act of the Republic Indonesia Number 20 Year 2003 on National Education System, curriculum is a set of regulations of the aims,
contents and materials of lessons and the method utilized as the guidelines for the implementation of learning activities in achieving given education objectives.
In Indonesia, the change of curriculum has become an agenda for the government in order to keep improving the quality of the current education.
Curriculum is modified and developed continuously as the world keeps changing from the sides of technology, teaching and learning methods, students‟ needs,
trends, and so forth. It is a fact that those aspects are different compared to the past ones. Therefore, curriculum should be altered and developed constantly in
order to make it relevant to the present situation.
8 After going through many changes, the government arrived at the decision
on the new curriculum which is considered to be the most suitable one to be applied in the current education world. It is called Curriculum 2013. The main
characteristic which distinguishes Curriculum 2013 from the previous ones is that it emphasizes character education in the teaching and learning process. The other
characteristic is the content which consists of competencies in the form of core competence KI and basic competence KD. Besides, in Curriculum 2013, there
are several principles of teaching and learning process, they are: 1 learning takes place through the scientific approach steps; 2 learning activities are learner
centered; 3 learning activities do not only take place in the classroom; 4 learning process utilizes ICT; and 5 learning process is supported with the
development of reading culture
P ermendikbud Nomor 81A Tahun 2013
. From those five principles, it can be concluded that learning or learning activities
applies the scientific approach which focuses on the learners and utilizes ICT, and can be conducted anywhere outside the classroom and supported by reading
culture. In Curriculum 2013 for SMK, English is categorized as an adaptive
subject. An adaptive subject is a kind of subject which functions to enable the students to have vast and intense basic knowledge in order to adapt to the change
of social and workplace environment, and to self-develop appropriate to the development of technology, science and art. Therefore, English in SMK
emphasizes more in offering the students the chance to comprehend and master
9 the knowledge and concept of English that is able to be applied in daily life and to
be of assistance to the job skills. As stated in the previous chapter, there are two primary purposes of
English teaching and learning process in SMK. The first purpose is to enable the students to master the basic knowledge and skills of English to support the
achievement of vocational program competencies. Then, the second is to enable the students to apply their mastery of basic knowledge and skills of English to
communicate in both oral and written form. Further, in Curriculum 2013 for SMK, the curriculum is divided into two
main parts: core competence KI and basic competence KD. Based on the curriculum of English for SMK, core competence and basic competence are then
used to be the basis in developing the materials, learning activities, and the indicator of achievement to assess. Following is the basic competence of English
for Grade XI students of Hotel Management department of SMK based on the law of Indonesian Ministry of Education and Culture No. 70 Year 2013.
The English competence for Grade XI students of SMK consists of 4 core competences. Each of it has a different characteristic in focusing the competences.
In the core competence 1, the competences focus on spiritual behavior, in which students are meant to be grateful of having opportunity to learn English.
Then, in the core competence 2 about social behavior, they are asked to perform good acts towards teachers and friends. They are expected to be honest,
discipline, confident, responsible, and cooperative in having communication. Next, they should be able to analyze the social function, the generic structure, and
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