feedback for the improvement of the students ibid. Thirdly, the teacher should give clear instructions and explanations to the students. It is very important since
there will be various learning activities ibid. However the teacher does not push the students because the instructions are not time-based, the studen
ts’ progress is the most important ibid. The teacher also obligates to select learning activities
and to design a syllabus ibid. A syllabus in a competence-based learning differs from the traditional one. The syllabus focuses on the practical use of the language
rather than the theoretical use. Richard and Rodgers 2001, p. 144 mentions that rather than selecting a topic, it chooses concepts, knowledge, and skills which
constitute in a topic or field of knowledge. Meanwhile, the materials are mainly sample texts and assessment tasks Richards Rodgers, 2001, p.147. Therefore,
sample texts will provide significant stimulus for students in achieving the learning goals.
c. Essential Features in CBL
Eight aspects are considered as the essential features in competence-based learning. The first aspect is a focus on successful functioning in society. It means
the language is taught in order to prepare the students for the different demands of the world Richards Rodgers, 2001, p.146. The second aspect is a focus on life
skills. It means that language is taught as a medium of communication in concrete tasks in which specific language skills are required ibid. The third is task- or
performance-centered orientation. The focus is on what the students can do with the language instead of knowledge of the language ibid. The fourth is
modularized instruction. It emphasizes that the competencies which are taught PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
have to be systematically separated into manageable parts so that both the teacher and students can handle the content and realize their progress ibid.
The fifth is outcomes that are made explicit a priori. “Outcomes are public knowledge, known and agreed upon by both learner and teacher” ibid.
Therefore, the students clearly know what behaviors and skills are expected of them ibid. Sixth is continuous and ongoing assessment which means that the
students are tested before the course to determine which skills they lack and after they have had instructions in that skill they are tested again to ascertain whether
they have achieved the necessary skills or not Richards Rodgers, 2001, p.146. The seventh is the demonstrated mastery of performance objectives. The
assessment is based on the student s’ performance of specific behaviors instead of
traditional paper-and-pencil-tests ibid. The eight is the Individualized, student- centered instruction. The instructions given by the teacher are not time-based but
the focus is on the progress the individual students make at their own rate. Therefore, the teacher has to concentrate on each student in order to support them
in those areas in which they lack of competence ibid. The Competence-based approach has been implemented in the education
curriculum in Indonesia since 2004. It was firstly known as a competence-based curriculum. Then, it was renewed into Kurikulum Tingkat Satuan Pendidikan
KTSP or School Based Curriculum in 2006. This curriculum still implements the concept of competence-based learning. In 2013, the government renewed the
curriculum into 2013 Curriculum KurtilasK-13 which they call it as the real implementation of competence-based curriculum.
Based on the discussion, this research implements some aspects of competence-based learning. Generally, those aspects are the ways in defining
goals, the roles of student, the roles of teachers, the materials, and some significant features in competence-based learning. Specifically, this research
considers the three significant aspects of competence-based learning which are knowledge, skills, and attitudes to define learning goals. The learning materials
would be mostly sample texts and assessment tasks. The learning process would provide a chance for students to be students-centered. In developing the three-year
syllabus this research will refer to the practical use of the language rather than the
theoretical use. 3.
Socio-Cultural Divisions
The decree of the Minister of Education and Culture Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No 60 year 2014 announces the
regulation of the curriculum for the vocational high school Sekolah Menengah Kejuruan or Madrasah Aliyah Kejuruan. In article 11, it mentions nine official
specialized programs in vocational high school. Those specialized programs are: a.
Technology and Enginering Bidang Keahlian Teknologi dan Rekayasa; b.
Information Technology and Communication Bidang Keahlian Teknologi Informasi dan Komunikasi;
c. Health Bidang Keahlian Kesehatan;
d. Agribusiness and Agrotechnology Bidang Keahlian Agribisnis dan
Agroteknologi; e.
Fishery and Marine Bidang Keahlian Perikanan dan Kelautan; PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
f. Business and Management Bidang keahlian Bisnis dan Management;
g. Tourism Bidang Keahlian Pariwisata;
h. Painting and Crafts Bidang Keahlian Seni Rupa dan Kriya;
i. Performing Arts Bidang Keahlian Seni Pertunjukan.
This research specifies those nine specialized programs into two major divisions. The specification is intended to make efficiency both in preparing the
materials and also the use of the materials. The program in points a, b, c, d, e belong to Technology divisions. Meanwhile point f, g, h, i belong to
Socio-cultural divisions. This research chooses to develop the Socio-cultural divisions. Therefore, it
includes the Business and Management program, the Tourism program, the Painting and Crafts program, and the Performing Arts program. The syllabus
model is intended to help providing suitable materials for students under those four programs.
4. Vocational High School
