The learning material model should contain the materials which had the good moral value, so there was no opportunity for students to learn something bad from
the designed material. Those all comments and suggestions were very useful for the improvement of the learning material model.
In conclusion, based on the results of experts‟ validation, A Competence- Based English Learning Material Model for the Tenth Grade Students of
Technology Divisions at Vocational High School was considered as a good model, so it was acceptable to be implemented. The good things from the
designed model were easy to follow, steps were simple, and the topics and materials were appropriate for the tenth grade students of technology divisions at
vocational high school. Besides, A Competence-Based English Learning Model was applicable to be practiced. However, the designed model could be improved
by giving the clearer instructions, providing the suitable pictures and giving the more focus information for students. Therefore, A Competence-Based English
Learning Material Model would be more interesting and helpful for students to be practiced.
3. Main Product Revision
After analyzing and considering the feasibility from the suggestions and comments given by the expert participants, the researcher made revision and
improvement on the learning material model. The results of the expert validation had implied that the learning material model had been satisfactorily designed. In
other words, the changes in the contents, layouts, activities, and exercises in the learning material model were not necessary to be made. However, there was a
need to conduct more exploration and revision on the existing parts of the learning material model based on the experts‟ suggestions and comments.
In general, there were four suggestions would be responded. They were related to the grammar focus, picture, instruction, and illustration. Therefore, there
were also four changes made in order to revise the learning material model before it was implemented to the target students.
On the first suggestion, the respondents suggested that in the materials which explained about the use of modals, the researcher should choose the
information that would be important for the tenth grade students of technology divisions. In order to respond the respondents‟ comment, the researcher did not
omit any explanation, the researcher only simplify the explanation because the explanation there was really important and it would be unclear if the researcher
omit some explanations. By simplifying the explanations, the researcher thought that the students could understand the materials without finding any difficulty. On
the second suggestion, the respondents talked about the pictures in the designed materials. Firstly, the picture on chapter four did not match the title and secondly,
there were no information about the sources of the pictures. To overcome those suggestions, the researcher changed the picture on chapter four and also gave the
source for each picture. The researcher put the source above the picture. On the third suggestion, the repondents suggested that some instructions were not well
formulated, the researcher then revised the instructions. In order to ease students to understand the instructions, the researcher provided the clearer instructions
which did not cause ambiguity. On the last suggestion, one of the respondents suggested that the researcher should replace the picture in the illustration on
chapter five because it contained physical harassment. To avoid the physical harassment, the researcher changed the illustration into the good one.
Using suggestions and feedback from experts, A Competence-Based English Learning Material Model for the Tenth Grade Students of Vocational
High School could be much better. A Competence-Based English Learning Material Model for the Tenth Grade Students of Vocational High School was a
module for technology division students which contained the appropriate materials that could support the students‟ realm. The Iconic Model of A
Competence-Based English Learning Material Model for the Tenth Grade Students of Vocational High School can be presented as follows.
Figure 4.12: Cover of A Competence-Based English Learning Material Model for the Tenth Grade Students of Vocational High School
In conclusion, the iconic model of A Competence-Based English Learning Material Model consisted of six units or topics. Each unit provided four main
activities for students to practice, they were Vocabulary Building, Pronunciation Practice, Focus on Expression or Focus on Grammar, and Practice. The activities
were easy since the materials were familiar and related to daily life and students‟ realm. Thus, A Competence-Based English Learning Material Model was
acceptable for the tenth grade students of vocational high school.
4. Main Field Testing
