through speaking and writing. In language output, the learners focus on conveying ideas and messages Nation, 1996: p.7. Next, Language Focus in figure 2.4 refers
to learning through language items and language figure such as grammar explanation, spelling exercises, or vocabulary study Nation, 1996: p.7. The last
is Fluency Development. It includes listening, speaking, reading, and writing in the learning. Nation 2007: p.6 states that the activities in this strand consist of
speed reading, repeated retelling, ten-minutes writing, and listening to easy story. However, this research uses the all strands because the product of this
research would like to improve the speaking, listening, reading, and writing skills which are owned by the technology divisions students of vocational high school.
By using four strands, students can have the balance skill in each competency so that it will be more helpful for students to be able to communicate in English.
B. REVIEW OF THE TARGET-GROUP CHARACTERISTICS
The participants of this research are the English teachers and students of the technology divisions at vocational high school. They were chosen as the
participants in this study because the product of this study is aimed to design the materials for improving the life quality of vocational high school students so that
they can be ready for competing with other human resources in working world especially with people from other countries. By knowing the needs and
background of the participants, the researcher can design the suitable materials for the participants.
C. THEORETICAL FRAMEWORK
In the view of theories mentioned above, it is realized that in conducting the study there are several treatments to be taken. This section tried to answer the
research question theoretically using the theories that are used by the researcher to support the study on how to develop the competence-based English learning
model for the technology divisions of vocational high school. The model development framework could be seen in the following figure.
Figure 2.5: Model Development Framework
Operational Revision
Iconic Model Developing the Iconic
Model Expert Validation
Main Revision
Implementation A Competence-
Based Learning VHS
Learning English
Education
Theoretical Model PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
In relation to the answer of the first research question, it was essential to discuss theory of competence-based learning, vocational high school, learning,
and English Education in Indonesia. Theoretically, A Competence-Based English Learning Material Model involves goal, procedure, and content. Firstly, the goal
of A Competence-Based English Learning Material Model is to prepare students for work after graduating from school so that they can become ready to face the
working world. Specifically, students are expected to be able to compete with other human resources from Indonesia or abroad. Besides, this research aims to
provide materials and activities that are appropriate and effective for the technology divisions students of vocational high school.
Secondly, in designing the model, this research uses ADDIE‟s steps. The
steps belong to Analysis, Design, Development, Implementation, and Evaluation. Need analysis is used for obtaining students‟ need so that the designed model can
be suitable with students‟ needs and the goal of learning. In this step, the researcher obtains the information about the students‟ needs, problems, learning
environment, and learning characteristics. Regarding the learner characteristics, the teacher can produce the teaching and learning materials which are suitable
with students‟ needs. The next step is designing. In this step, the researcher identifying instructional goals, learning objectives, activity, exercises, content,
assessment, and lesson planning based on the need analysis, standard competence, and basic competence. Then, learning objectives are determined so what the
design expects can be reached by the students. The third step is developing. The model prototype is being developed here. During this step, the researcher revises
the model prototype from the revision, feedback, and suggestion. In this step, the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
expert validation is needed to find suggestions and to develop the first model. The next step is implementing the model. Implementation means to put the design into
action. The model is distributed to students. The activities and materials presented in the model are applied in the classroom. The last step is evaluating the model.
Evaluation is needed for the revision of the model. In this step, the researcher evaluates the model by looking backward beyond the materials, teaching facilities,
resources, the readiness of the students, and the results of the implementation of the materials as well as the learning outcomes. This step considers crucial in
designing the materials because the revision for improvements are involved to see the strengths and weaknesses of the materials in order to present the suitable
version of the model. Thirdly, in relation to theories of competence-based learning, the study is
aimed at combining the skill, knowledge, and behavior for improving the life quality of the vocational high school students. It is also supported by Mrowicki
1986. He holds that competencies consist of a description of the essential skills, knowledge, attitudes, and behaviors required for effective performance of a real
world task or activity. This model consists of six units and the concept of the iconic model can be
summarized as follows.
Table 2.1: Summary of the Iconic Model Unit
Topic Materials
1 Tell Me about You and
Your Friends The expressions of introducing self
and others, greeting, and leave taking. The simple present tense
2 Describing Objects around
Me Existence
Preposition Adjective vocabulary
3 Doing a Favor
The expressions of asking and offering help
The modal 4
How to Pump a Tire The procedure texts
Linking words Imperative
5 My Sister‟s Graduation Day The expressions of expressing
gratitude, giving complement, congratulating others
6 Visiting Companies
The descriptive texts Preposition
Existence
Table 2.1 describes the content of the design. The design will have six units which also discuss six topics. This table also explains the materials that are
included in the design. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
CHAPTER III METHODOLOGY
In this part, the researcher elaborates the methodology that is used to conduct this study. This chapter is verification of the iconic model of a
competence-based English learning material model for technology divisions of vocational high school theoretically and empirically. The discussion in this
chapter includes Research Method, Research Respondents, Research Instrument, Data Gathering Techniques, Data Analysis Technique, and Research Procedure.
A. RESEARCH METHODS
The goal of the research dealt with the two research questions stated in the problem formulation in Chapter I. The first research question is asking about the
conceptual model of a competence-based English learning material for technology divisions of vocational high school. The second research question is asking about
the iconic model of a competence-based English learning material for technology divisions of vocational high school.
In order to achieve the objectives, the researcher used the method that proposed by Walter R. Borg and Meredith Damien Gall 1983 that is Educational
Research Development R D method. “Educational research and
development is an industry-based development model in which the findings of research are used to design new products and procedures
” Borg and Gall 1983, p. 772.
