collecting some important documents, such as syllabus, lesson plan, and students‟ materials.
Then, in designing the conceptual model of a Competence-Based English Learning Material Model for the Technology Divisions of Vocational High
School, as stated in the literature review, the researcher experienced first two of instructional design steps, as follow: 1 Research and Information Collecting and
2 Planning. The other four steps, namely: 3 Developing the Preliminary Form of Product, 4 Preliminary Field Testing, 5 Main Product Revision, 6 Main
Field Testing were conducted in designing the iconic model of a Competence- Based English Learning Material Model for the Technology Divisions of
Vocational High School.
1. Research and Information Collecting
In this step, necessary data for developing the materials were collected by interviewing the English teachers of SMK N 3 Yogyakarta and SMK N 2 Depok,
distributing pre-design questionnaires to the students grade X, XI, and XII, and analyzing the documents, such as syllabus and teaching materials. This step
happened as planned by the researcher. The Analysis phase of ADDIE model was conducted here. Besides, the essential data and theories were obtained in this part.
a. The Interview Result of the English Teachers
Interview was one of the techniques in obtaining the data. Bogdan Biklen stated that an interview was a purposeful conversation that was directed by
one in order to get information from the other, usually between two people but sometimes involving more 2003: p. 95. Besides, Glesne Peshkin stated that
the opportunity to learn about what you could not see and to explore alternative explanations was the special strength of interview 1992: p. 65. Moreover, the
process of interview allowed the researcher to gain perspectives from other people.
In conducting need analysis, the researcher interviewed two English teachers from SMK N 3 Yogyakarta and SMK N 2 Depok. The data included
students‟ proficiency, students‟ strength and weakness, students‟ teaching materials and media, students‟ interests, the goals of teaching and learning
English for vocational high school students, and the importance of a competence- based learning. Based on the interview results, the researcher could generate three
themes; they were students‟ English wants, students‟ English needs, and students‟ English learning needs.
1 Students’ English Wants
This theme was about the facility of constraints. Facility of constraints was the facilities needed by students to facilitate them in reaching the goals. The
facilities itself included media, materials, and time in teaching and learning process which were appropriate for students. The English teachers stated that the
students‟ aims of studying at vocational high school were be able to get a job after finishing school and be able to compete with other human resources so that the
students could have the better life quality. Because of those factors, the students need the facilities that could support those aims. In 2013 curriculum, the
government decided that the English materials for vocational high school students must be similar as the materials for senior high school students. There were some
cons coming up following that decision. Most of vocational high school teachers PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
disagreed with that decision because the aims of studying in vocational high school were different from the aims of studying in senior high school. Most
vocational high school students want to look for a job after finishing school, on the other hand the senior high school students want to continue their study. It
meant that the materials for the vocational high school students must be more specific and have connection with students’ jobs in the future.
The English materials for vocational high school students should be different from senior high school. The materials for vocational high school
students should be simpler and suitable with students‟ focus of study because they are prepared for working and they have to be able to compete
with other human resources if they want to have better jobs and better life qualities 7T1, 23.
The next problem was the time given by the government. Although the
government decided that the vocational and senior high school students used the same materials, but the government did not give the same time for studying
English language. The time given to vocational high school students was very limited. The students only had two hours in a week and it was very inappropriate
for them. The English teachers stated that the students could not reach the goals if the times were very limited. Thus, the English teachers thought that the
appropriate time for the students was four hours in a week so that the students could get the better results and they could reach the goals.
In 2006 curriculum, we have 3 until 4 hours in a week, we have the enough time to discuss the materials, but in 2013 curriculum, we only have
2 hours to finish the English materials so that the teachers have to manage and choose the materials appropriately. Because of the limited time,
sometimes students do not have opportunity to practice directly in front of the class. I think, the effective time for learning English is 4 hours in a
week so that the students‟ skill can be improved efficiently 7T13. Besides, in 2013 curriculum, the government implemented a competence-
based learning which consisted of skill, knowledge, and attitude. Those factors PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
were important to improve students‟ soft-skills. The English teachers explained that a competence-based learning were necessary for the students because it could
help to improve the students‟ moral and discipline so that they would be ready to face the challenge that would happen in their future jobs. It can be proven from
the results of interview; a competence-based learning is very helpful for vocational high school students 7T112. In designing the materials for
vocational high school students, the teachers hoped that the researcher could include the materials which could improve the students‟ skill, knowledge, and
attitude because those factors were meaningful for students. The students‟ English
wants are presented in figure 4.1 below.
Figure 4.1: I nterview results of students’ English wants
2 Students’ English Needs
This theme could be divided into two parts, they were initial competence and students‟ interest. Initial competence was what has been achieved by students,
while students‟ interests were the materials and method that were interesting for
s tudents’
English wants facility of constraints
materials
more specific and different from SHS
containing competence- based learning
time allocation
at least 4 hours in a week
students. The first part of students‟ needs was the initial competence. Actually, there were some factors that could influence the students’ ability, such as
students’ background, willingness, and capability to digest the materials. The English teachers explained that most of vocational high school students came
from the districts outside Yogyakarta city, such as Sleman, Klaten, Bantul, Kulon Progo and only a few of them came from favorite junior high schools. That factor
could influence students‟ performance in the class when they studied in vocational
high school especially when learning English 7T1,21. The students English skill in listening, speaking, reading, and writing were very low, even only few
students who could answer the questions given by the teacher although the teacher had explained that materials before. Besides, the students had difficulties in
pronouncing the English vocabulary. They need to practice more in pronouncing the words and also improve their vocabulary 7T1,24.
The second part of students‟ needs was students‟ interest. Based on the results of interview, the students preferred learning in groups than individually
because the facilities which could support the teaching and learning process were very limited 7T1,27. For example, when the teacher gave an assignment to
browse the information from the internet, the students and schools could not provide the enough computer or laptop, so that the students who had computer
and laptop had to share with their classmates. Although the students preferred learning in group and that method was effective enough, but it still had a negative
effect, for example not all students joint the discussion. To overcome that problem, teacher should pay more attention to students. Finally, paying more
attention to students was more effective for teaching and learning process. The students‟ English needs are presented in figure 4.2 below.
Figure 4.2: I nterview results of students’ English needs
3 Students’ English Learning Needs
The third theme was students‟ English learning needs. This theme was about the materials needed by students. The materials itself could be divided into
four parts, they were speaking and listening competence, reading and writing competence, general competence, and grammar. Each grade would learn the
different materials, but some materials would be taught in the all grades with the different level of difficulties. Before discussing the effective materials for
vocational high school students, firstly, the English teachers explained that the vocational high school students must learn using the effective and appropriate
materials that could support them to reach the goals that have been stated by the Indonesia government. Unfortunately, the materials used recently were
contradictory with the aims that had been stated before. The government decided
s tudents’
English needs initial competence
low English skill coming from different background
different ability to digest the materials
s tudents’ interest
prefer learning in group than individually PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
that the vocational high school students must use the same materials as senior high school students, although they knew that the vocational high school students
were expected to get a job after graduating from school. Based on the results of interview, there were several materials that could
be more effective for vocational high school students grade X. The recommended materials for speaking and listening competence were greeting, daily
conversation, answering phone, and giving presentation. The recommended materials for reading and writing competence were procedure text, daily text, text
that had connection with students‟ major, and text that could support the students‟ future jobs. The recommended materials for general competence were giving
direction, describing things, describing people, describing jobs, giving opinion, expressing apology, and imperative. Then, the recommended materials for
grammar were simple present tense, simple past tense, simple future tense, present perfect, and present continuous.
Vocational high school students need to learn grammar, for example for grade X, they need to learn imperative, request, simple present, past,
future, present perfect, present continuous. Besides grammar, the students need to learn texts, for grade X, the texts are about daily activity and
everything that can be found in their environment 7T25.
On the other hand, the suitable materials for grade XI would be different
from the materials for grade X, but not extremelly different because some topics were almost similar but must be more challenging. The recommended materials
for speaking and listening competence were answering phone, giving speech, and play performance. The recommended materials for reading and writing
competence were general and specific text, writing postcard and poster, personal letter, and short story. While the recommended materials for general competence
were describing things, describing people, procedure text, giving opinion, expressing invitation, giving suggestion, offering something, congratulating
others, and formal invitation. Then, the recommended materials for grammar were present progressive, present perfect, and conditional.
Next, the materials for XII grade students aimed to prepare students to face national exam, so that the all students could graduate for vocational high
school with satisfying results and could reach their dreams by working in the companies that they want or continuing their study. Most of the materials for
grade XII were reviewing the materials of grade X and XI, preparing the students to face national examination, giving more complex sentence, job interview,
writing CV, convincing clients, giving presentation, and procedure text. Besides, the students of all grades must learn the materials about literature that could
improve the students‟ characters and also the materials that had connection with
students‟ major. The English learning needs are presented in figure 4.3 below.
Figure 4.3: Interview results of students’ English learning needs
b. The Result of the Questionnaires for Vocational High School Students
