THE VOCATIONAL SCHOOL STUDENT’S CONCEPT OF LEARNING ENGLISH

  

THE VOCATIONAL SCHOOL STUDENT’S CONCEPT

OF LEARNING ENGLISH

THESIS

Presented in Partial Fulfillment of the Requirements

for the Degree of Magister Humaniora ( M. Hum.)

in English Language Study

by

  

Nurchotimah

056332021

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDY

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

2008

  THE VOCATIONAL SCHOOL STUDENT’S CONCEPT OF LEARNING ENGLISH THESIS Presented in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora ( M. Hum.) in English Language Study by Nurchotimah 056332021 THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDY SANATA DHARMA UNIVERSITY YOGYAKARTA 2008

STATEMENT OF ORIGINALITY

  This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation if she took somebody else’s ideas, phrases, or sentences without proper references.

  

ACKNOWLEDGEMENTS

  First of all I would like to show my greatest gratitude to Allah, the Merciful and the Compassionate, for everything granted to me so that I have finished this thesis. Thesis writing is the hardest task I have ever experienced in my life. Total commitment, tough effort, persistence to fight against the difficulty, and uncountable contribution from my sincere teachers in the Graduate Program in English Language Studies, Sanata Dharma Yogyakarta, were mixed together for the accomplishment of this thesis.

  I am truly grateful to Dr. Novita Dewi, M.S., M.A., my thesis supervisor, for her real support and guidance. I will never forget her motherly care given to me when I was down facing a hard life. I am awfully sorry for missing the target of the thesis accomplishment before she went abroad. In particular, I wish to thank Dr. J. Bismoko, who was then my thesis supervisor. The breadth and the depth of his current and global perspectives in English Language Education has broadened and sharpened my perspectives in teaching English even though it took me long time to understand because of my limitation. I also thank Drs. F.X. Mukarto, M.S., Ph.D. for his great contribution and helpful suggestion. He has raised my spirit to keep on trying and show to resolve the difficulties.

  My gratitude also goes to Dr. B.B. Dwijatmoko, M.A., the Head of the Graduate Program in English Language Studies, Sanata Dharma University. I thank him for being punctual, well-prepared classes, and his great concern on giving useful feedback during the lecturing process. I also thank Prof. Dr. Soepomo Poedjo Soedarmo, I learnt much from their classes and got some rich and precious experiences.

  A word of many thanks goes to LPMP (Lembaga Penjamin Mutu Pendidikan) Yogyakarta and BKD (Badan Kepegawaian Daerah) Sleman Regency for the scholarship and the funding support given to me. It was a great honour and luck for me to have a chance to pursue my self-professional development by joining the Graduate Program in Sanata Dharma University. It seemed to me that I would never have studied in this prestigious University unless both government institutions had provided the scholarship. I also thank Dinas Pendidikan Sleman, who helps me much with official administration.

  I am thankful to my research participants: Devi, Puji, Yustinus, and Ana, who spent their time to join this project in spite of their full school activities. Their stories from their personal learning experiences at school and outside the classroom have really become rich and valuable sources of the narratives I wrote in this thesis.

  I also thank Mbak Lelyana, the administration staff of the Graduate Program in English Language Studies, Sanata Dharma University for her assistance to overcome some technical problems in my study. My love gratitude also goes to my friends in same batch in English Language Studies for the togetherness during my academic years in this school. The moments we shared together full of joy, laughter, and jokes, were unforgettable. Special thank s go to Mbak Rin Surtantini, my senior, who involved me as one of the participant in her study. This was a kind of learning by doing. I learnt how the research should be done through this project and she did it perfectly.

  I would also like to thank the headmaster of SMK Muhammadiyah I Tempel, Drs. Akhid Yusroni and all teachers. They have supported me to finish the study as soon as possible.

  I am fully aware that the accomplishment of this thesis was not separated from deep understandings of my children, Ibrahim Alhanif, Nida’ul Hanifah, Ibnu fuad Alhanif and their father, Mas Suradi S. Ag. I thank them so much for everything. The last gratitude is addressed to my parents, Bapak Komari and Ibu Katirah, for their prayers. I promise to be a faithful daughter to always accompany in their elderly time and pray for the ir happiness forever.

  Yogyakarta, January 11, 2008. Nurchotimah

  

TABLE OF CONTENTS

TITLE PAGE …………………………………………………………. i APROVAL PAGE ……………………………………………………… ii THESIS DEFENCE APROVAL PAGE ……………………………… iii STATEMENT OF ORIGINALITY…………………………………… iv ACKNOWLEDGEMENTS …………………………………………… v TABLE OF CONTENTS ……………………………………………… vii LIST OF FIGURES ……………………………………………………. ix LIST OF TABLE ………………………………………………………. x ABSTRACT ……………………………………………………………. xi ABSTRAK ……………………………………………………………… xii

  CHAPTER I: INTRODUCTION …………………………………… 1 A. Background of the Study ……………………………………………. 1 B. Problem Identification …. ………………………………………… 4 C. Problem Limitation ……………………………………………. 5 D. Research Questions ……………………………………………. 6 E. Research Goals and Objectives …………………………………… 6 F. Research Benefits ……………………………………………………. 7 CHAPTER II: LITERATURE REVIEW ……………………………. 9 A. Theoretical Review ……………………………………………. 9

  1. Vocational school ……………………………………………. 9

  a. Characteristics ……………………………................................ 10

  b. Student ………………………………….................................. 12

  2. Student’s concept …………………………………………………. 14

  a. Definition of ‘concept’ ………………………………………... 14

  b. Definition of learning ………………………………………….. 17

  3. Learning English …………………………………………………. 19

  a. Learning English at vocational school ………………………… 24

  b. Factors affecting learning English …………………………….. 28

  4. Progressive qualitative research ...................................................... 36

  B. Theoretical Framework …………………………………………… 38

  CHAPTER III: METHODOLOGY …………………………………… 42 A. Research Method ……………………………………………………… 42 B. The Nature of Data ……………………………………………………. 43 C. Data Sources …………………………………………………………... 43 D. Data Gathering Instruments and Data Presentation …………………… 45 E. Research Procedure and Data Processing ……………………………... 47 CHAPTER IV: ANALYSIS ……………………………………………. 53 A. Data Analysis …………………………………………......................... 53

  1. Procession class observation data …………………………………. 53

  2. Improving the blueprint for interview ……………………………… 55

  3. Conducting in-depth interview to gain interview data ……………... 56

  4. Processing observation and interview data ………………………… 57

  5. Thematizing the relationships between student’s actions and student’s reasons ……………………………………………... 58

  6. Constructing the tentative profile of each personal concept …......... 59

  7. Conducting individual student’s reflection ……………………….... 60

  8. Analyzing the contribution to the learning success ……………....... 60

  B. Find ings ………………………………………………......................... 61

  1. The profile of Dea’s concept ………………………. ..................... 61

  2. The profile of Sri’s concept ……………………….......................... 63

  3. The profile of Yonas’ concept …………………………….............. 65

  4. The profile of Putri’s concept …………………….......................... 67

  C. Discussion ………………………………………………………......... 69

  1. Individual concept of language learning in interpreted narratives........................................................................................... 69 a. Dea’s personal concept …………………………...................... 69

  b. Sri’s personal concept ………………………............................ 76

  c. Yonas’ personal concept ………………………………............ 81

  d. Putri’s personal concept ………………………….................... 89

  2. The contribution of their concept to the learning success ................ 96

  CHAPTER V: CONCLUSIONS………………………......................... 104 A. Conclusions …………………………………....................................... 104 B. Implications ........................................................................................... 106 C. Recommendations ................................................................................. 107 BIBLIOGRAPHY ..................................................................................... 109 APPENDICES …………………………………....................................... 112 Appendix 1: Observation Data ……………………………………............ 112 Appendix 2: Interview data / Transcript of Interview ……………………. 123 Appendix 3: Research Journal ……………………………………………. 158 Appendix 4: Category of Interview Data (1) ……………………………... 167 Appendix 5: Category of Observation and Interview Data (2) …………… 177 Appendix 6: Data Gathering Schedule …………………………………… 197

  

LIST OF FIGURES

Figure 2.1 Theoretical framework for student’s concept,

  action and reflection ………………………........................ 40

Figure 3.1 Vocational student’s concept of language learning from

  various viewpoints from different data sources …………... 46

Figure 3.2 Building a picture of vocational student’s concept

  of learning English …........................................................... 48

Figure 3.3 Data gathering and processing ………………………......... 52

  

LIST OF TABLES

Table 3.1.1 Blue print for class observation …………………………. 49 Table 3.1.2 Blueprint for in depth- interview ………………………...

  50 Table 4.1.1 First observation data of Dea (A Sample) ………………. 54

Table 4.1.2 The blueprint for interviews …………………………….. 56Table 4.1.3 Part of the category of the observation and interview

  data of Dea : A sample …………………………….......... 57 Table 4.1.4 Part of tentative profile of Dea’s concept ........................

  59 Table 4.2.1 The profile of Dea’s concept ……………………............

  61 Table 4.2.2 The profile of Sri’s concept ……………………..............

  63 Table 4.2.3 The profile of Yonas’ concept ……………………........... 65

Table 4.2.4 The profile of Putri’s concept ……………….................... 67

  

ABSTRACT

  Nurchotimah. 2008. The Vocational School Student’s Concept of Learning

  

English. Yogyakarta: The Graduate Program in English Language Studies, Sanata

Dharma University.

  The study on vocational school student ’s concept of learning English was to reveal thoughts, opinions and beliefs about learning English based on student ’s perspective as the subjects who did the learning. This study attempted to address two research questions, they were (1) What was the vocational student ’s concept of learning English? and (2) How was the concept reflected in their learning practice? Both questions were answered through a sequence of class observations, home-visit s, in-depth interviews and reflection. The study was conducted in two different vocational schools in Yogyakarta involving four research participants from different departments in which they studied English.

  As the study was intended to search for the meaning which referred to how learning English meant to each participant’s life, future career, and self- fulfillment, the progressive qualitative research method was adopted. The main data were narratives and triangulated by observation data. Through the participant’s narrative, the study enabled students as the research participants to construct their own learning practices in the classroom and outside the classroom into some personal concept derived from what was going on in their mind and what they had done they believed could attain the success of learning English. This process was also aimed to eventually help them to become autonomous and effective learners.

  The result of the research showed that the vocational student’s concept in learning English was formed through the process of conceptualization of the prior learning experiences, typical characteristics of vocational schools, learning- teaching activity at school, and interaction with native or non-native English speakers. These kinds of concept were then formulated into each participant’s learning profiles. They were; (1) learning English at vocational school was closely related to job preparation. (2) Learning English required much practice and persistence as it was a hard job. (3) The role of the teacher as facilitator was significant. (4) Student needed to conduct self- learning outside the classroom. (5) Interaction with English speakers increased student’s motivation to use English for real communication.

  The reflection process collaboratively conducted by the researcher and the research participants was useful for the participants to reconstruct their thoughts, opinions, and beliefs towards learning English as portrayed through their learning practices they had implemented so far. Through this process, they were expected to be able to formulate effective learning concept so that their learning practices represented the learning concept supported to the attainment of the institution goals of the vocational school.

  

ABSTRAK

  Nurchotimah. 2008. The Vocational School Student’s Concept of Learning

  

English. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas

Sanata Dharma.

  Studi mengenai konsep yang dimiliki murid sekolah kejuruan dalam mempelajari bahasa Inggris dimaksudkan untuk menggali pemikiran, pendapat dan keyakinan tentang belajar bahasa Inggris dalam perspektif murid sebagai pelaku yang belajar. Penelitian ini mencoba menjawab dua permasalahan, yaitu (1) Apakah konsep belajar bahasa Inggris yang dimiliki oleh murid sekolah kejuruan? Dan (2) bagaimana konsep itu tercermin dalam praktek belajar mereka? Kedua pertanyaan ini dijawab melalui serangkaian observasi didalam kelas, kunjungan rumah, interview dan refleksi oleh partisipan bersama peneliti. Penelitian dilakukan di dua sekolah kejuruan di Yogyakarta yang melibatkan empat orang murid sekolah kejuruan dari jurusan yang berbeda.

  Karena penelitian ini ditujukan untuk menggali makna yang merujuk pada bagaimana belajar bahasa Inggris memberi makna pada masing- masing kehidupan partisipan penelitian, karir masa depan, dan penemuan jati dirinya maka penelitian ini menggunakan metode kualitatif progresif. Data yang utama merupakan data naratif dan didukung oleh data observasi. Melalui naratif yang dikemukakan oleh partisipan, penelitian ini diharapkan dapat memberikan kesempatan kepada murid sebagai partisipan penelitian untuk mengkontruksi tindakan belajar mereka di kelas dan diluar kelas menjadi konsep belajar mereka yang terbentuk berdasarkan apa yang selama ini mereka yakini bisa membantu meraih sukses dalam bahasa Inggris. Melalui proses ini diharapkan murid akhirnya mampu membantu diri mereka sendiri menjadi murid yang mandiri dan efektif dalam belajar bahasa Inggris.

  Hasil penelitian menunjukkan bahwa konsep belajar bahasa Inggris yang dimiliki murid sekolah kejuruan diperoleh melalui proses konseptualisasi terhadap pengalaman belajar sebelumnya, karakteristik yang khas dari sekolah kejuruan, kegiatan belajar mengajar di sekolah dan interaksi dengan penuntur bahasa Inggris. Konsep ini dirumuskan menjadi profil belajar masing- masing murid. Konsep itu berupa; (1) belajar bahasa Inggris di sekolah kejuruan sangat erat hubungannya dengan persiapan kerja. (2) Belajar bahasa Inggris menuntut banyak praktek dan kegigihan karena hal itu merupakan tugas yang sulit. (3) Peran guru sebagai fasilitator sangat penting. (4) Murid perlu melakukan belajar mandiri di luar kelas. (5) Interaksi dengan pemakai bahasa Inggris meningkatkan motivasi siswa untuk menggunakan bahasa Inggris sebagai alat komunikasi yang nyata.

  Proses refleksi yang dilakukan bersama antara peneliti dan partisipan penelitian sangat bermanfaat bagi partisipan untuk melihat kembali pemikiran, dan keyakinan tentang belajar bahasa Inggris yang tercermin pada praktek belajar yang dilakukan selama ini. Melalui proses ini diharapkan partisipan penelitian mampu merumuskan konsep belajar bahasa Inggris yang efektif sehingga praktek belajar yang merupakan perwujudan dari konsep tersebut mendukung tercapainya tujuan pendidikan di sekolah kejuruan.

CHAPTER I INTRODUCTION This introductory chapter presents the background of the study, problem

  identification, problem limitation, problem formulation, research goals and objectives, and research benefits.

A. Background of the Study

  The concept of learning throughout life emerges as one of the keys to the twenty first century (Dellors: 2001). It meets the challenges posed by a rapidly changing world. The only way of satisfying the need to learn is for each individual to learn how to learn. The four pillars of education proposed by UNESCO should be integrated into education. They are learning to know,

  

learning to do, learning to be, and learning to live together. The concept of

learning to know focuses on combining a sufficiently broad general education

  with the possibility of in-depth work on a selected number of subjects. Learning

  

to do entails the acquisition of a competence that enables people to deal with a

  variety of situations and to work in teams. Learning to be refers to the independence and judgment combined with a stronger sense of personal responsibility for the attainment of common goals. Learning to live together develops an understandings of others and their history, tradition and spiritual values which results in a new spirit inducing people to implement common project or to manage the inevitable conflicts in intelligent and peaceful way.

  The four pillars are in line with the law of National Education System , section 1, subsection 1, which explains that:

  Education is premeditated and planned efforts to create a learning atmosphere and learning process that enables its participants to actively develop their potential in order to gain the power of religious spirituality, self control, personality, intelligence, noble intention, as well as the skills required for themselves, the society, the nation (Depdiknas: 2003 b, translated).

  This statement goes in line with the National Goal of Education in Indonesia, that is:

  Education is aimed at developing participant’s potentials to create human beings who have the power of religious spiritua lity, who are noble- tempered, healthy, knowledgeable, smart, creative, self- fulfilling and they become democratic and responsible citizens (Depdiknas: 2003 b).

  The national goal of education in general is applied for all education levels from elementary school until university. In terms of high school level, there are two main streams, namely (1) senior high school and (2) vocational high school. Both are characteristically different related to the specific goals of each institution. Senior high school focuses more on the preparation of the school leavers to pursue higher education in university. Vocational high school, however, concentrate on the preparation of the graduate to work.

  In details, there are four specific goals of the vocational school. The first one is to prepare the participants to be productive people who are able to work by themselves, to meet the job vacancy in the work place and industrial sectors as middle-class workers based on their competency in the department they had chosen. Secondly, it is to prepare participants in order to be able to maintain professional-development in their department. Thirdly, it is intended to enrich the participant with science, technology, and art in order to develop themselves in the future either by themselves or by taking higher education. And the last one is to enrich and train the participant with competencies suggested by the department they take.

  Parallel with the specific goals of the vocational school, the graduates are expected to be skilled workers, ready to work according to their competency.

  Learning from the real workplace, it is not sufficient for vocational school graduates to possess technical skills only. They are also required to have strong personality which comprises two non-technical competencies. The first one is normative competency and the other is adaptive competency.

  Accordingly, the program structure of the curriculum consists of normative, adaptive and productive. The normative competency consists of learning materials to build self-awareness as God’s creation, responsibility, and personality. The Normative program comprises religion, civics & history, Indonesian, Physic Education. The adaptive competency includes a set of competencies needed to maintain self-development such as communication, information, critical and logical thinking, and desire to make progress. The adaptive program includes mathematics, English, computer, entrepreneurship, and economy. The productive program varies according to each department. There are more than 200 departments either officially under the Department of the National Education or non-Depdiknas.

  English belongs to the adaptive program. It is also one of the three subjects tested in the national examination. In general the purpose of English teaching in vocational schools are (1) the participants are able to use English for communication, that is, for listening, expressing themselves, expressing opinion, and presenting information and (2) it is to develop the participants logic and cognitive competence (Depdiknas: 2004).

  Being the significant determinant factor for the passing grade, English always gets much attention. Real attempts to improve teachers’ quality by up grading programs, in-service training and promoting English teachers to maintain professional development by facilitating them to continue their study formally in the higher level are conducted by the government. It is fully realized that the success of the learning English is not only determined by the percentage the participants passing the National Examination but also by the percentage of the participants being able to use English for real communication they will encounter in the workplace.

  In reality, however, English is still the obstacle which prevents the participants pass in the National Examinations. On the level of real communication, it is acknowledged that vocational graduates are still passive in English. There are many factors influencing and are so inter-related that it becomes complicated. Research is suggested not only on the teacher’s perspective in teaching English but also on the students’ concept in learning English, which refers to how the vocational students view learning English and what they do to reach the success. Therefore, vocational students’ concept in learning English is worth-examining.

B. Problem Identification

  Learning English at vocational school is different from that of general schools due to the specific characteristics, that is, getting a job after passing. This directly influences on the methodology the teacher employs and the concept the students develop to reach the success of learning English. The concept denotes the goal of learning English according to the students’ perspective, how to achieve the goal and what is needed to support it.

  The concept of learning English at schools relates to many aspects. In general, Ornstein (1995) points out ten principles or conditions, which favor learning. They are: (1) A positive perception of self-concept and belief about personal abilities on the part of the student. (2) A motivation and interest to learn.

  (3). Goal-direction and focus to what is to be achieved. (4) Meaningful connections between prior knowledge and new information. (5) Metacognition- where students are able to organize and structure their thoughts as well as develop successful learning strategies, as aids to gaining understanding. (6) The state of ‘readiness’ to learn is related to student’s stage of development and previous levels of learning. (7) Opportunities for appropriate practice or rehearsal. (8).

  Opportunities for the transfer or learning to new or different situations. (9) Appropriate amounts of reinforcement are provided. (10) Appropriate amounts of positive feed back, realistic praise and encouragement are received by the student.

  These suggest that the phenomenon of learning is influenced by a complex array of physical, social and psychological aspects.

C. Problem Limitation

  The discussion of the learning concept in learning English includes many factors viewed from different sides. Due to the complexity of learning concepts, it is necessary to limit the study to make it possible to go into an in-depth examination on the issue. The limitation of the study enables other researchers to conduct some further on going studies on the issue, which might contribute theories of language learning.

  The study is about how a group of vocational students conceptualizes their beliefs or constructs in learning English through a sequence of class observation, home visits, in-depth interviews and reflection. It is expected that they are able to construct their beliefs representing their profiles as successful English learners.

  Being informed by their English teachers, they are assumed to be more successful learners than the others in their own classroom. A set of beliefs they keep in mind underlies they view language learning and lead how they maintain the goal of language learning. It is, therefore, necessary to investigate the concept of learning English from their own perspectives.

D. Research Questions

  This study aims to address the following research question: 1. What is the vocational school student’s concept of learning English? 2. How is the concept reflected in their learning practices? E.

   Research Goal and Objectives

  This study attempts at achieving the following goals: 1. To investigate vocational school student’s concept of learning English.

2. To reveal how vocational school student’s concept is reflected in their learning practices.

  Examining how a group of vocational school students conceptualize their beliefs in learning English, the subsequent objectives become the significant steps to follow. The first step is to investigate how the students set up the goal of learning English and to examine how the students do to reach the goal. The next is to explore what the students need to reach the goal. Then, it is to uncover what the student’s beliefs in learning English and to construct the profile of the student’s concept in learning English. After that, reflecting on their beliefs in learning English is done. The last step is to reveal how their beliefs contribute to the success of learning English.

  Employing a sequence of analysis, the study is expected to an answer all of the stated procedural objectives.

F. Research Benefit

  There are two kinds of benefit that can be obtained from this research; they are scientific and technological benefits. For the scientific benefits, firstly, the study provides a model of progressive qualitative research in education in general, especially in vocational education in which English is learnt for specific purposes. Secondly, the study provides the opportunities for student-participants to be aware of their own beliefs about learning English according to their own perspectives. Thirdly, the study makes it possible for the researcher to empower a group of ‘marginalized people’ (student in vocational schools) to be self- fulfilling in the series of in-depth examination.

  For the technological benefits i.e., the study encourage teachers to use open resources like internet and computer assisted language learning to promote autonomous learning. In addition, the study also suggests that English teacher should work together with content teacher to respond the advancement of new technolo gy applied in vocational school in which English is used not only to understand the manual but also how to communicate it in the learning teaching process. This is in line with the great demand to establish national and international standard of vocational school.

CHAPTER II LITERATURE REVIEW In order to answer the research problems theoretically, this chapter

  presents some related theories on the second language learning. It has two main points consisting of (1) theoretical review, and (2) theoretical framework.

A. Theore tical Review

  The discussion of the cur rent literature on related topics in this section comprises the reviews of (1) vocational school, (2) concept of learning, (3) learning English, and (4) progressive qualitative research.

1. Vocational school

  Vocational school is part of vocational education. United States Congress in Djojonegoro (1998) defines vocational education as ‘education program that is directly connected with the preparation the graduate for specific jobs or additional careers.’ In the law of the national education system number 2, 1989, it is clearly stated that vocational education is an education institution which prepares the students to be able to work in certain field s. More specifically, regulation number 29, 1990 about the secondary education explains that secondary vocational education is focused on the development of the student’s competency to perform a certain kind of jobs.

  The newest regulation number 23 issued by the Education Minister in 2006 is about the competenc y standard of the graduates or ‘Standar Kompetensi Lulusan (SKL)’. The SKL is then developed according to the level of education programs. In general, it is stated that: Vocational education consisting of vocational high school and vocational madrasah aliyah (Islamic high schoolsunder the ministry of Religion) is aimed at: Improving excellence, knowledge, personality, nobelity, and independent life skills and continuing higher level education according to the departements (Depdiknas: 2006, translated). At glance the competency standard of the vocational school is not different from that of senior high school. The typical characteristics of the competency standard of the vocational school lies on the last detailed item, that is, the vocational graduate should master the competency of skills and enterpreunership to meet the requirements of the workplaces and to pursue higher level education according to the departements.

  In short, it can be said that vocational school is designed to prepare the participants to be productive people who are directly able to work according to their own vocational skills after attending competency-based instructions for 3 or 4 years.

a. Characteristics

  It is Wardiman Djojonegoro, the Indonesian minister of national education from 1993 until 1998, who has established strong foundation for the development of the credible vocational school (Anam: 2005). He is famous for his progressive idea to implement the concept of ‘link and match’ to directly relate education program and the workplaces. ‘Link and match’ is the basic policy of the Dual System implementation of vocational education and training in Indonesia

  (Yulmarino: 2002). The policy is intentionally designed to improve the quality and the relevancy of the vocational education as a whole.

  In addition, Djojonegoro (1998) states that vocational school has certain characteristics. Vocational school is concentrated to prepare student to be ready to work therefore vocational school must be based on the ’demand driven’ rather than ‘supply driven’. Consequently, the materials learnt at school should focus more on the mastery of knowledge, skill, affection, and value demanded by the workplace. No matter the assessment system should be in line with the performance in the workplace.

  Realizing the crucial role of the workplace, the mutual relationship between school and the workplace is the key point for vocational school. Being responsive and anticipative toward the advancement of technology is truly encouraged. More importantly, ‘learning by doing’ and ‘hands-on experience’ are compulsory to implement in the learning teaching process. This, of course, requires school facilities to enable student to practice. Inevitably, the budget for investment and operational cost is higher than that of general education.

  Considering greater demands for vocational school, the government via Directorate of Technical and Vocational Education, Ministry of National Education has allocated the budget to aid vocational school (Depdiknas: 2005).

  The funding can be used to improve teacher’s quality, school facilities for practice, scholarship for student, and community college development.

b. Student

  The student of the vocational school is required to accomplish the competency suggested by the National Curriculum. The programs applied in vocational school should be in line with the market demands. Those programs are also conducted based on the principle of the human capital investment. The higher quality of education and training the students obtain, the more productive they are expected. It, therefore, results in not only the improvement of national productivity but also that of the employees’ competitive power in a global market demand.

  According to Sidi (2003), the General Director of Primary and Secondary Education, the globalization era is characterized by high competition among the nations. There are three competitive determinant factors, namely (1) technology, (2) management, and (3) qualified human resources. The first two factors are important, however, the human resources is the only active resource that eventually determines to win the competition. It suggests that education including vocational school should be directed to respond to the improvement of human resources.

  To facilitate the changes, the Directorate and Vocational Education has launched an activity called the ‘re-engineering program’. It is inspired by a report made by the Task Force for Vocational and Training Development in 1997 on ‘Skills toward 2020’ (Depdiknas: 1997). Section four mainly discusses about the student and the course. There are some significant issues related to the current study. Firstly, the priority in reform of vocational education and training program is to increase the relevancy to the needs of the workplace and is carried out through dual system or ‘Pendidikan Sistim Ganda’ (PSG) in which the implementation system of education and training, is not only at school but also in the workplace that provides real work of experience.

  Secondly, the priority for development focuses more on increasing internal efficiency of vocational schools related to their future role. They are (1) improving the use of vocational school’s facilities to serve the variety of different students’ needs and (2) improving the quality and relevancy of vocational education to the needs and standards of the workplace.

  In attempt to maintain the bargaining power, vocational school should adopt attitudes and values required at the workplace such as disciplined, obedient, effective and efficient. They should be provided with competencies that are generic to a certain field of work and flexible to adjust to specific needs of an industry. Thirdly, the student should master the key competencies, one of which is able to perform global communication, that is English.

  The characteristics of vocational school student is far different from those of senior high school students in the case of orientation after graduation.

  Vocational school student is relatively from the lower class of society assuming that they need not spend extra money to study in a college. Indeed, they are ready to earn money as soon as they graduate. For some students who happen to study at favorite vocational schools equipped with sophisticated machinery and having established mutua l networks with well-established companies are even luckier as they have been assigned for certain positions before they finish school. It is likely to occur since job training program between schools and workplaces has broadly implemented at vocational school. The students participate in real job training in a company for six months.

  In terms of academic achievement reflected on the score of national examination, however, the raw- inputs of vocational school are lower than that of high school students. It comes to reason as high school students are prepared to keep on studying in university. Moreover, they are relatively from better economical and social condition, which usually has no fund restriction.

  To sum up, a vocational student is a person who intentionally chooses the school based on his/ her interest of the department it offers for the practical purpose, that is ready to work after leaving the school. The special characteristics of vocational school student has, at some extent, influence the way they form the concept of learning English.

2. Concept of learning

a. Definition of ‘concept’

  The word ‘concept’ is a noun. In general usage, the term mainly denotes 'idea' or 'notion'. It is envisaged as an abstract or psychological thing presupposing conscious minds, which at least potentially 'have' the concept, i.e., understand it, operate with it, apply it, etc (Cited from A Dictionary of the Social Sciences 1964. at http://www.lse.ac.uk/collections/gellner/Concept.html. It refers to that which exists in the mind as the product of careful mental activity: conception, idea, image, notion, perception, thought (quoted from answer com. at http:/www.answer.com/library/Thesaurus-cid-17527).

  Hulse as cited in Suharnan (2005) defines concept as ‘a collection or a set of attributes connected with particular rules.’ An attribute refers to every aspect of the object or event, which has similar characteristics to the object or another event. Worded differently denoting the same meaning, Solso in Suharnan (2005) proposes that a concept refers to apparently general characteristics of an object or idea.