4.13 The Appearance of Review part see App9.2
2. Preliminary Field Testing
After designing, the third step of ADDIE which referred to development was conducted. It aimed to describe things which needed improvements. The
information was important to develop the product before implementing. Questionnaires were distributed for three English teachers and a lecturer of
English Language Study Program. The participants of expert validation is presented as follows.
Table 4.3 Validating Experts
Participants Gender
Educational Background
Teaching Experience
in year F
M S1
S2 S3
1-5 6-10
10 English Lecturer
1 1
1 English Teachers
3 2
1 2
1 The data gathered from three participants. They were chosen based on
their expertise. They were considered fully understand about teaching English. The evaluators were three English teachers of vocational high school of SMK
Putra Tama Bantul and one lecturer of English Language Education program in Sanata Dharma University, Yogyakarta. Their teaching experiences were varied
from 5 until 10 years. All participants should fill in the questionnaire which consisted of twenty items of closed questions and three items of open questions.
Table 4.4 Interpretation of the degree of agreement for experts’ validation Range
Interpretation
≥4 No Revision.
3.4 - 3.9 Conduct more exploration on the existing part of the designed
model based on the statement. 2.8
– 3.3 Add more part or modify part of the designed model based on
the lack of the statement. 0.0
– 2.7 Replace the rejected part of the designed model.
The data was interpreted to identify the results of the closed-ended questionnaire. The interpretation of the degree of agreement for experts’
validation is presented in table above. Moreover, the experts’ validation results can be summarized as follows.
Table 4.5 Experts’ Validation Result No
Statements Central Tendency
N Mean Criteria
1 The competence-based English Syllabus Model is
appropriate for students under Socio-cultural divisions in Vocational High School.
4 4.25 Very
High
2 The Competence-based English Syllabus Model
meets students’ needs. 4 4.25
Very High
3 The Competence-based English Syllabus Model
helps students to enhance their English skills. 4 4.00
Very High
4 The Competence-based English Syllabus Model
invites students to participate in the learning process.
4 4.50 Very
High
5 The Competence-based English Syllabus Model
provides learning materials which are relevant to the students’ future carriers.
4 4.50 Very
High
6 The Competence-based English Syllabus Model
provides opportunity to develop the knowledge, skills, and attitudes.
4 4.25 Very
High
7 Learning objectives are well-formulated in the
syllabus. 4 4.00
Very High
8 Learning objectives mentioned in the syllabus are
practical and appropriate for the students under socio-cultural divisions.
4 4.25 Very
High
9 The learning topics in the syllabus help learners to
achieve the learning objectives. 4 4.00
Very High
10 The learning topics in the syllabus are related to the
prospective working fields of students under socio- cultural divisions.
4 4.50 Very
High
11 The learning process will motivate studentss to
learn. 4 4.00
Very High
12 The learning process will help students to achieve
the competences. 4 4.00
Very High
13 The assessment can measure the students
achievements on the competences. 4 4.00
Very High
14 The assessment is applicable.
4 4.00 Very
High 15
The time allocation for each learning topic in the syllabus is appropriate.
4 4.25 Very
High 16
The total amount of time is applicable to be done within a year.
4 4.25 Very
High 17
The unit is well-designed. 4 4.25
Very High
18 The unit uses appropriate language.
4 4.00 Very
High 19
The unit uses clear instructions. 4 4. 00
Very High
20 The materials is relevant to the core competence
and basic competences. 4 4.00
Very High
21 Pictures and colors are well-arranged.
4 4.25 Very
High 22
The Set Your Goals part helps students to know the purpose of what they are learning.
4 4.50 Very
High 23
The Set Your Goals part helps students to know the activities they are going to do.
4 4.25 Very
High 24
The Share Your Thoughts part is interesting as an opening activity.
4 4.00 Very
High 25
The Share Your Thoughts part enhances the students’ curiousity about the topic.
4 4.00 Very
High 26
The Guess the Words part helps students to find the meaning of some difficult words they find in the
previous discussion. 4 4.00
Very High
27 The Guess the Words
part improves the students’ vocabulary knowledge.
4 4.25 Very
High 28
The Read Out Loud part provides appropriate samples for students to analyze.
4 4.25 Very
High 29
The Read Out Loud part allows students to relate the language to the real context.
4 4.25 Very
High 30
The Language Notes clarifies the aspect of language used in the samples.
4 4.00 Very
High 31
The Language Notes enhances the students’
knowledge about the language. 4 4.25
Very High
32 The
Let’s Practice part allows students to improve their language skills.
4 4.00 Very
High 33
The Let’s Practice part is appropriate for preparing
students to the performing activity. 4 4.00
Very High
34 The
Let’s Perform part involves students to perform skills they have learnt.
4 4.00 Very
High 35
The Let’s Perform part lets students practice using
the language as it is in the real context. 4 4.25
Very High
The table shows the opinion on the syllabus model from an English lecturer and three English teachers. They choose five points namely strongly
disagree 1, disagree 2, doubt 3, agree 4, and strongly disagree 5. The table 4.15 shows the mean for each item started from point 4.00 until 4.50. Therefore, it
was found that the average point of central tendency was 4.15 from the scale 5.00. The average point of 4.15 was found by counting all means from each item and
then divided by total items. The average point of central tendency belonged to range ≥4 which meant that the designed model was no revision. The learning
model was indicated as acceptable. Therefore the syllabus model would be implemented in the classroom.
Meanwhile the data from the open questions shows t he participants’
opinion and suggestions. The results would be discussed into three main focuses. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
First, most participants mentioned that the syllabus model was good enough. It was because of some reasons, such as: the learning topics were already good as
they were what needed by students, the use of technology devices in the learning activities is a good point, the syllabus was well-arranged, the syllabus was
appropriate for students’ competencies since it involves knowledge, skills, and attitudes in the learning activities, the topics were appropriate for SMK students,
the unit provided activities that invite students to produce language like speaking and writing, and it encouraged students to communicate. Second, some points
were considered weak in the model. Those weaknesses were: there are some repetitions in the exercises, some of the words are mistyped, the head of the
column does not break in every continual page, and the numbering is not well- arranged. Third, participants also gave some suggestions for the betterment of the
model. They suggested to make different exercises for the students to have broader exposure, give a thought on the word ‘knowledge’ so that it will not miss
the concept of competence-based, recheck about the time allocation, provide pictures or real photos, divide activities into some parts, and check the minimal
requirements, such as: typing, consistency, and numbering. Overall, the results of experts’ validation showed the Competence-based
English Syllabus model was considered as very good and was acceptable to be implemented. The good things from the model were the model provided materials
which were relevant to the students’ future carrier, it invited the students to participate in the production of the language, it used technology devices, and it
involved knowledge, skills, and attitudes. However the model could be improved PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
by adding some more various exercises, designing more interesting layout, and providing some more authentic pictures.
Based on the suggestions and feedbacks from experts’ validation, the
model could be improved. The unit was printed in colors. The syllabus was covered by a simple cover. The presentation of the development product is
presented as follows.
Figure 4.7 Cover of the Three-year Syllabus
Figure 4.8 Cover of the Sample Unit
Finally, the development product of the Competence-based English Syllabus was in the form of a three-year syllabus and a sample unit. The product
was specially designed for Socio-cultural divisions as it was written on the cover. The three-year syllabus was intented to provide students the whole program of
competence-based English learning from grade X until grade XII. Meanwhile, the Sample Unit provided the example of the materials and how to conduct the
teaching and learning activities. The unit provided eight activities. Mainly the activities were classified into setting learning goals, warming up activity, main
activity, and producing activity. Those activities were named as: Share Your PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Thoughts, Guess the Words, Read Out Loud, Language Notes , Let’s Practice, and
Let’s Perform, and Review.
3. Implementing and Evaluating the Model