B. THEORETICAL FRAMEWORK
A Vocational high school as a school which offers special skills to the students related to their interests need a proper syllabus model to follow.
Yulaelawati 2004, p. 123 mentions that a syllabus is a set of lesson plans and assessments arranged systematically and accommodate interrelated components to
achieve the basic competencies as cited in Majid, 2012, p.39. Meanwhile Marsigit 2008, p. 2 mentions that vocational education, sometimes called
Career and Technical Education CTE, has its aim to prepare learners for careers that are based in manual or practical activities, occupation or vacation, hence the
term, in which the learner participates”. Therefore, the model developed in this research will be a set of lessons plans which is closely related to the working
demands. Since 2004 up to now Indonesia has implemented what is called
competence-based learning. Richard and Rogers 2001, p. 141 mention that the competence-based learning focuses on the outcomes of learning. It emphasizes on
what the learners are expected to do rather than on what materials they are expected to learn. This approach is relevant to the needs of vocational students
who should be competent when they work. Therefore this research will implement the concept of competence-based learning in the model.
In designing the model, the writer uses the ADDIE’s steps. The reason is that this instructional design model is flexible enough as an instruction to develop
teaching learning activities. ADDIE refers to analyze, design, develop, implement PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
and evaluate Danks, 2011. Needs analysis is used in gaining students’ needs so
that the design can be suitable with students’ needs and the goals of learning. In design step, the model prototype is designed. In the development step, the model
prototype is developed based on analyzing step. The media and instructions are involved in this step. For implementation, the final product is implemented to the
students of vocational high school. Then, evaluation is the step for evaluating and revising the model. Revision is made as needed.
Theoretically, the Competence-based English Syllabus model involves the goal, the procedure, and the content. The goal of the model is to enable
students under socio-cultural divisions to use English related to the working demands. Specifically, this research aims to provide materials and activities
related to competence-based learning. The model is in the form of a three-year syllabus and a sample unit. The three-year syllabus provides information on the
whole program. Meanwhile the sample unit provides more specific information related to the materials and activities. Related to the contents of the syllabus,
Nurhadi 2004, p.142 mentions some detailed components of a syllabus. A syllabus contains of a brief descriptions of: 1 the subject matter, 2 the grade, 3
The arrangement of basic competences, 4 materials, 5 learning indicators, 6 Learning strategy, 7 time allocation, and 8 learning resources as cited in Majid,
2012, p.40. The syllabus is designed to provide particular competencies the students
should achieve within the available time. The learning goals in the syllabus are written as core competencies, basic competencies, and learning indicators. In
defining the goals, this research focuses on what the students should be able to do. Based on Richard Rogers 2001, p. 141 that the competence-based learning
focuses on the outcomes of learning. It emphasizes on what the learners are expected to do rather than on what materials they are expected to learn.
Meanwhile, the materials will be mainly in the form of samples. Richards Rodgers mentions that.the materials are mainly sample texts and assessment tasks
which are related to the competency 2001, p.147. Students should actively analyze the samples and find the concept by themselves. Teachers will guide them
by giving feedbacks Richards Rodgers, 2001, p.146. Secondly, she or he should also provide positive and constructive feedback for the improvement of the
students. At the end of the meeting students are required to perform the skills they have learnt. Richard and Rodgers 2001 shows that the assessment is based on
the students’ performance of specific behaviors instead of traditional paper-and-
pencil-tests p. 146.
The sample unit provides seven main parts. It begins with the Set Your Goals part. It informs students the learning goals. Richards Rodgers 2001,
p.147 mention that the students also exactly know what needs to be learned and for which purpose they have to use the competencies. It impelements the the fifth
feature in CBL, “outcomes are public knowledge, known and agreed upon by both learner and teacher” 146. The next is Share Your Thoughts part. It aims to set the
students to get ready to learn a new topic. This section let the students find some difficult words used in expressing the situation. Those difficulties are expected to
enhance their curiousity to know deeper about the topic. It aims to meet the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
purpose of a student-centered learning. Guess the Words part would help learners to solve problems in the previous chapter. It will also help students to enhance
their vocabulary knowledge. Read Out Loud part is a part in which the samples of texts are provided. It adapts the concept of materials in Competence-based
learning which mostly in the form of samples to analyze. Language Notes part will clarify if any particular aspect of language in the text need to discuss. The
discussion will be guided by the teacher. Let’s Practice part is for exercises. After
gaining the knowledge of the expressions used in the dialogues and some aspects of language in the language Notes, students will practice to enhance their skills in
that particular topic. This part will also serve as a pre activity before the production part. The
Let’s Perform part would be the production part. After some activities conducted before, the students were expected to have the ability to
produce the similar thing as it was discussed. They were expected to write and to perform a dialogue of the topic being discussed. Last is Review. It is to see
wheteher the competencies have been achieved. The figure 2.1 shows the concept of the development product. It covers
the goal, the content, and the design of the model. The goal of the model is to enable students under socio-cultural divisions to use English related to the
working demands. The procedures follow the ADDIE’s steps. The content of the model
is related
to the
competence-based learning.
Figure 2.1 The Concept of the Development Product
Review Students of socio-cultural divisions are able to
use English related to their working demands.
Competence-based syllabus model A Three-year Syllabus
198 Meetings A Sample Unit
2 Meetings Core Competencies
Basic Competencies
Learning Materials Learning Process
Assessments Learning Resources
Learning Indicators Share Your Thoughts
Guess the Meanings Read Out Loud
Language Notes Let’s Practice
Let’s Perform Learning Goals
G
P
C
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CHAPTER III METHODOLOGY
This chapter provides information on the elaboration of methodology that is used to conduct the study. It is delivered into five parts namely research
method, research design, research participants, data gathering instrument, data analysis and interpretation.
A. RESEARCH METHOD
This research aimed to develop a competence-based English syllabus model. Therefore in order to present the practical model, the researcher used the method
proposed by Walter R. Borg and Meredith Damien Gall 1983 namely research development RD. R and D is a process used to develop and validate
educational products Borg and Gall 1983, p.772. There are ten major steps to conduct an R D research based on Borg and Gall 1983. However, this
research involved only seven steps of RD steps for designing the model which later were classified into two main focuses. The first was the focus on developing
the conceptual model and the second was the focus on the development product. In this research, the R D was combined with ADDIEs steps by Danks 2011.
Those seven major steps based on Borg and Gall 1983, pp. 775-776, combined with ADDIEs steps are:
1. The Process of Developing the Conceptual Model
In developing the conceptual model, this study involved two major steps from Borg and Gall 1983. They were research and information collecting and
planning.