English syllabus model. Basically, needs analysis was conducted to define the goals. Meanwhile, the goals of English learning in Vocational High School had
actually been explored by the government. They were already documented. Therefore document analysis was needed to define the goal. The documents being
analyzed were intended to show the government’s expectation in accommodating the students’ needs. After gaining the information from document analysis, the
re searcher needed to clarify the truth of students’ needs and also needed to gain
additional information if any using closed and open questionnaires, and also interview.
a. Needs Analysis Data from Document Analysis
Initially, this research referred to the national goal of a vocational high school to make it relevant with the goals of English learning. Based on The decree
of the Minister of Education and Culture Peraturan Menteri Pendidikan dan
Kebudayaan Republik Indonesia No. 22 year 2006,
“Vocational High School aims to enhance students’ knowledge, skills, and attitude based on their study programs. In order to be able to work
effectively, they should be good in stamina, skillful in their fields of study, and be able to communicate based on the working
demands.” This citation informs the education institution or in this case Vocational
High School that the government demands vocational high school graduates to be ready to work. Based on the citation, this research drew an assumption that
English learning in vocational high school should provide materials related to the fields the graduates will work. Therefore, the knowledge must be practical rather
than theoretical. The students are expected to use the knowledge when working PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
either in a national company or international company or even in entrepreneurship.
After that, this research considered the syllabuses used by vocational high schools. They were used as the parameter to develop the materials for the content
of the designed model. The government implemented two different syllabuses: syllabus designed by teachers in 2006 curriculum and syllabus designed by the
government in 2013 curriculum. Therefore this research tried to find information based on the list of Core Competencies Standar Kompetensi and Basic
Competencies Kompetensi Dasar in 2006 Curriculum. Besides, it also considered the syllabus in 2013 Curriculum.
Based on list of Core Competencies and Basic Competencies in 2006, Grade X students should be able to mention some expressions used in daily
conversation, mention names of things and date, describe things, describe a present event, describe signs and memos, use some simple and basic grammatical
knowledge, and write a simple invitation. Grade XI students should be able to understand some conversations by non-native speakers, understand jobs
descriptions and education background, describe past occupation and plan future occupations, describe feelings, understand simple instructions, and write simple
short messages. Meanwhile grade XII students should be able to understand some monologues, understand simple conversations by native speakers, write a manual,
some technical documents, business letters, and simple reports. Overall, materials in 2006 Curriculum were practical. They were something students could directly
practice in daily activities. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Based on the syllabus in 2013 Curriculum, grade X students should analyze and produce some texts related to introducing one-self, complimenting,
showing cares, and greeting people. They also learn to write past experiences, describing people, announcement, recount texts, and narrative texts. They learn to
understand simple songs. Grade XI students analyze and produce some texts related to suggestions and offers, wishes, formal invitations, private letters,
manual and tips. They also learne to deliver an opinion and if clauses. They learn to write factual report, exposition texts, biography, and songs. Meanwhile grade
XII students learn some expressions in asking and offering helps, offering a service, giving surprises, job application, captions, factual reports, imperatives,
facts and opinion, if clauses, procedure texts, and songs. Basically, 2013 syllabus is always begun by analysis. Then it is followed by production step. Different
from 2006 curriculum, 2013 syllabus has more reading and writing texts like narrative, recount, and report.
b. Needs Analysis Data from Closed Questionnaires
