Moreover, they also needed to learn in the group work. Learning in group, the admitted that
they would find the more secure environment to speak in English Krashen, 1998. Some of the
group work might be various for them such as conducting simple conversation, developing role
play, doing jigsaw, and so on. Besides, the learning activities can employ the problem solving and
exchanging ideas.
Besides the language aspect, there are some traits which the students of Official administration
need to acquire which is related to the character building. Those elements are cooperating, serving
the customers
well, building
the good
communication, politeness, communicating in a good body language, grooming, interpersonal
relationship, team work, personality, etiquette, responsibility,
professionalism, building
professionalism. Considering the students need, lack and want
both in the language aspect and in the character building, the goal which the learning material
attempted to address was to design the learning material that incorporate the four skills and
character’s building. Therefore, the goal was that the students were able to communicate in the oral
and written form in the novice level as well as possessing the good characters needed in the
working field. Thus, there were four skills integrated namely reading, writing, listening and
speaking. Reading and writing was presented first in order to give the students what traits they needed
to possess. That was done because teaching character was best done by giving presentation
followed
by implementation
Latief, 2007;
Koesoema 2007a and 2007b ; Marianti, 2007 After reading and writing, they were asked to
implement what they had learned concerning on the traits they needed to have.
3.1.2 Stating the Objectives
After doing the need analysis, the next step was stating the learning objectives Hutchinson and
Waters, 1987; Macalister, 2010; Kemp, 1997 . The learning objectives have been stated in the
curriculum provided by the students of SMKN 1 Godean majoring at official administration. The
competence standard of vocational school students in term of English proficiency was being able to
communicate with people in the novice level. As it had been stated before, the syllabus had not yet
clear and specific reflecting the students’ need, lack and want. Therefore, considering the learners need
being able to communicate with the people fluently both in oral or written form, lack the
learners encounter difficulties in some of the language aspects such as vocabulary, grammar,
speaking fluency and want the students’ willingness to study in group, and the demand of
character which the students SMKN 1 Godean majoring at official administration such as it
needed to be modified based on it necessity. Before being modified, the syllabus components consisted
of 1 standard competence 2 indicator 3 learning material 4 assessment and 5 learning
resources. Thus, in order to incorporate it with the character building , the students need, lack and
want the syllabus needs to be added with some other elements namely 1 competence standard 2
standard competence 3 character which can be used as the learning topic4 language function 5
learning material for each skills 6 vocabulary 7 teaching learning activity which enhance the
students’ level of fluency 8 learning assessment 9 time allotment and 10 learning resources.
3.1.3 Deciding the Subject Content
There was some competencies standard which leaded the syllabus to cover the subject content.
However, the subject content only covered about language skills, which consists of some language
function. That was good but it was no longer sufficient related with the current issue. Besides
the functional language, the subject content of all skill needed to be integrated with the characters that
the students of SMKN 1 Godean Sleman majoring at official administration needed to possess.
Functional language will approximately similar in any situation. Nonetheless, there were some
specific traits such as cooperating, serving the customers well, building the good communication,
politeness, communicating in a good body language, grooming, interpersonal relationship,
team work, personality, etiquette, responsibility, professionalism, building professionalism. Those
traits can be employed as the topic especially the topics for reading and writing.
If those items were utilized as the topic in the syllabus, the teaching learning activity could be
started with the reading and writing first and then continued by the listening and speaking process.
There were some reasons why reading and writing needed to be stated before the listening and
speaking. According to the theory of language learning, starting the teaching learning activity with
the reading and writing passage can serve as the brainstorming ideas for the learners to produce the
language especially in speaking Richard and Renandya, 2000. The decision was made in
response in response of the students’ lack of idea of what to communicate. Second, the reading activity
and writing greatly contributed to the students’ ability in developing their vocabulary. Third, the
reading passage and the writing gave the students horizon and understanding concerning some
characters such as cooperating, serving the customers well, building the good communication,
politeness, communicating in a good body
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language, grooming, interpersonal relationship, team work, personality, etiquette, responsibility,
professionalism, building professionalism Silabus Administrasi Perkantoran, 2011. In line with
integrating character building in the teaching learning process as it was proposed by Latief,
2007; Koesoema 2007a and 2007b ; Marianti, 2007, the students were able to learn the character
if they were given an understanding of what character they needed to possess and what values
laid within.
3.1.4 Considering Learning Activities
Learning activities should be designed in order to encourage the students in developing their
speaking fluency. The needs analysis result showed that the students were still lack of fluency which
was caused by lacking of vocabularies, grammar, lack of ability to express ideas in particular
language. Besides, they also faced psychological handicap while learning English such as being shy,
reluctant and being afraid of making the mistakes. Therefore, the suitable way to overcome this
problem is by engaging the students in the communicative activities Richard and Renandya,
2010 Therefore, the group learning was preferred. Moreover, the group learning was assumed to
facilitate the students to develop their character and giving feedback one another.
3.2 The Presentation of the Learning Material
There were some elements comprising the presentation of learning material for students of
SMKN 1 Godean Grade X majoring at official administration. The presentation of the learning
material was developed by following the steps proposed by Latief, 2007; Koesoema 2007a and
2007b ; Marianti, 2007 which concerned about character building and steps given by Renandya
and Richard 2010.
3.2.1 Getting Ready
The first part was getting ready. Getting ready gave the students the idea of what they were going
to learn. It served for activating the students’ background knowledge before they learn further
learning material. In this part, the students were asked by some questions for them to answer the
questions should be simple aimed for building the students’ background knowledge only. Those
questions
managed to
raise the
students’ background knowledge and the learning material
which they were going to face. In this part the students were also given the opportunity to practice
the pronunciation and the acknowledging some of the vocabularies which they were able to employ
for communicating in the next step of learning. It was stated in the need analysis result that the
students found difficulties in vocabulary and pronunciation.
Vocabulary and
pronunciation practice were given so as to bridge their difficulties
in those two language aspect.
3.2.2 Moving Forward
This step was intended to facilitate the students in using the language for communication.
As this learning material was the integration between the character and language proficiency
building, this part will be started with the reading and writing first. As the principle proposed by
Koesoema 2007a and 2007b The reading contained some passages which gave the students
horizon on the character which they needed to possess. After that, the students were given the
chance to practice what they had learned in the productive skills namely writing and speaking act.
What happened was in line with the principle of character building. As the students were exposed to
understand what character they need to understand, they were asked to implement it. While practicing
the productive skills, writing and speaking the students needed to implement some traits which
they had learned. It had been stated in the need analysis that the students’ face the challenges in
communicating,
especially in
the oral
communication. Therefore, reading and writing served as the aid for giving the idea for the students
to produce language.
3.2.3 Act It Out
Similar as the previous step, this step was also aimed at developing the students’ proficiency
and character building. However, in this part, the students’ were asked to understand and produce the
language without any guidance given to them. In this part, the students were facilitated to implement
the character and the task aimed to develop the language proficiency. There were also some
activities implemented to build the students fluency and such as conversation, group work, ideas
exchange and problem solving. Those group work activity was intended for developing the students’
character.
3.2.4 Check Your Competence
This part asked the students to check their progress and how far they had achieved the learning
process as well as how far they have implemented the traits that they had learned. As Koesoma 2007
stated, feedback and reflection greatly contributed to the learners’ character building. In order to reach
the objective in this part, the students were given some of the task which they need to accomplish.
Those tasks actually functioned to sum up the learning material that the students had learned. In
this part, peer assessment was given to the students both in the aspect of academic skills and in the
aspect of characters that they need to acquire. As it
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