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
interpersonal function of language in the form of request or command which is related to certain jobs, either formal or informal. The complete standard of
competence and the basic of competence of the first semester of second grade of vocational high school is shown in the table below.
Table 1: Standard of Competence and Basic Competence for Vocational High School
Standard of Competence Basic Competence
1. Able to communicate in English on the novice level.
1.1. Comprehending basic expressions in the social
interactions for the importance of life.
1.2. Mentioning things, people, characteristics, times, days,
months and years. 1.3. Describing things, people,
characteristics, times, days, months and years.
1.4. Producing complete simple discourse for basic functions.
1.5. Explaining present continuous activities.
1.6. Comprehending memo, simple menu, schedules of public
transportation and traffic signs. 1.7. Comprehending word and
foreign technical term as well as simple sentence based on
formula.
1.8. Writing simple invitation. 2. Able to communicate in
English on elementary level. 2.1. Comprehending simple daily
conversation both in professional and personal
context with non-native speaker.
2.2. Taking simple messages both in direct and by means
interactions. 2.3. Explaining job description and
Standard of Competence Basic Competence
educational background in both spoken and written language.
2.4. Recounting previous jobs and explaining future plans.
2.5. Expressing feelings. 2.6. Comprehending simple
instructions. 2.7. Making short messages,
instructions and lists with selection of words, correct
spelling and writing mechanics.
3. Able to communicate in English on the intermediate
level. 3.1. Comprehending monologues
that occur in certain working situation.
3.2. Comprehending limited conversations with native
speaker. 3.3. Presenting report.
3.4. Comprehending manuals. 3.5. Comprehending simple business
letters. 3.6. Comprehending technical
documents. 3.7. Writing business letters and
simple reports. As can be seen from the standard of competence and the basic
competence above, the teaching of English in vocational school aims to prepare the students with real-world situation. Avionics Maintenance and
Repair students in SMK Penerbangan AAG Adisutjipto are in need of contextually appropriate English learning materials which deal with their
future job and workplace. These materials are needed to prepare them better to work more effectively in the workplace.
