A Competence-based English learning material model for the technology divisions of vocational high school.

ABSTRACT

Pramudita, Sekar. 2016. A Competence-Based English Learning Material Model for the Technology Divisions of Vocational High School. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

Vocational high school students are expected to become ready for work after graduating from school so that the learning materials on vocational high school should be significantly related to the working place. Therefore, there should be specific English learning materials. Although the government had decided that goal for several years ago, but in 2013 curriculum, they determined that vocational high school students have to learn using the same English materials as senior high school students. That decision is contradictory with the goal and expectation which had decided by government and it can be a hurdle for vocational high school students to prepare themselves for working.

A competence-based English learning material model is a learning model which is expected to prepare students of vocational high school to become ready for facing their future work by acquiring and modifying knowledge, skill, and attitude so that they can have a better life quality. Considering that knowledge is not the only way to reach that goal, this research aims to design an appropriate learning material model for the technology divisions of vocational high school by employing competence based English learning model which also includes skill and attitude.

Two research problems were formulated as follows: (1) What is the conceptual model of a competence-based English learning material for technology divisions of vocational high school like? and (2) What is the iconic model of a competence-based English learning material for the technology divisions of vocational high school like? To answer the research questions, the ADDIE Instructional Design model consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation (Braxton, S., Bronico, K., & Looms, T., 2000) was employed. The phases were incorporated into Research and Development cycles proposed by Borg and Gall (1983).

The results of the study were the conceptual model and the iconic model of a competence-based English learning material. The conceptual model presents the concepts that were developed based on the suitability of the theory of a competence-based English learning model and the respondents characteristics as well as ADDIE. The iconic model was developed by making some revisions based on the results of the experts’ validation and the students’ validation. Besides, the result of the evaluation showed that the Learning Material Model was acceptable and considered as an effective material model for the technology division students of vocational high school so that they can learn using the appropriate model which can help them to become ready for facing their future work.

Key words: competence-based learning, technology divisions of vocational high school, ADDIE, R&D

ABSTRAK

Pramudita, Sekar. 2016. A Competence-Based English Learning Material Model for the Technology Divisions of Vocational High School. Yogyakarta: Program Pasca-Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.

Siswa SMK diharapkan siap untuk bekerja setelah lulus dari sekolah sehingga materi pembelajaran di SMK harus secara signifikan berhubungan dengan tempat kerja. Oleh karena itu, harus ada materi pembelajaran bahasa Inggris yang spesifik. Meskipun beberapa tahun yang lalu pemerintah telah memutuskan tujuan dari lulusan SMK, namun pada kurikulum 2013, mereka memutuskan bahwa siswa SMK harus belajar menggunakan materi bahasa Inggris yang sama dengan siswa SMA. Keputusan itu bertentangan dengan tujuan dan harapan yang telah diputuskan oleh pemerintah. Hal tersebut juga menjadi rintangan untuk siswa SMK dalam mempersiapkan diri mereka sebelum bekerja.

Sebuah model materi pembelajaran bahasa Inggris berbasis kompetensi adalah model pembelajaran yang diharapkan mampu mempersiapkan siswa SMK dalam menghadapi pekerjaan di masa depan mereka dengan mengakuisisi dan memodifikasi pengetahuan, keterampilan, dan sikap sehingga mereka dapat memiliki kualitas hidup yang lebih baik. Mengingat bahwa pengetahuan bukanlah satu-satunya cara untuk mencapai tujuan itu, penelitian ini bertujuan untuk merancang model bahan pembelajaran yang tepat untuk STM dengan berdasarkan model pembelajaran bahasa Inggris berbasis kompetensi yang juga mencakup keterampilan dan sikap.

Dua permasalahan dalam penelitian ini dapat dirumuskan sebagai berikut: (1) Seperti apakah model konseptual dari materi pembelajaran bahasa Inggris berbasis kompetensi untuk jurusan teknologi di SMK? dan (2) Seperti apakah model ikonik dari materi pembelajaran bahasa Inggris berbasis kompetensi untuk jurusan teknologi di SMK? Untuk menjawab pertanyaan tersebut, penulis menggunakan ADDIE Instructional Design yang terdiri dari lima tahapan: Analisis, Desain, Pembangunan, Implementasi, dan Evaluasi (Danks, 2011). Tahapan-tahapan tersebut kemudian digabungkan ke dalam siklus Penelitian dan Pengembangan yang diusulkan oleh Borg dan Gall (1983).

Hasil penelitian ini adalah model konseptual dan model ikonik dari materi pembelajaran bahasa Inggris berbasis kompetensi. Model konseptual menyajikan konsep-konsep yang dikembangkan berdasarkan kesesuaian teori model pembelajaran bahasa Inggris berbasis kompetensi dan karakteristik responden serta model ADDIE. Model ikonik dikembangkan dengan membuat beberapa revisi berdasarkan hasil dari validasi para ahli dan validasi dari siswa. Selain itu, hasil evaluasi menunjukkan bahwa Model Pembelajaran bisa diterima dan dianggap sebagai model yang efektif untuk siswa jurusan teknologi di SMK sehingga mereka dapat belajar dengan menggunakan model yang sesuai dan mampu mempersiapkan para siswa dalam menghadapi pekerjaan di masa depan setelah lulus dari SMK.

Kata Kunci: pembelajaran berbasis kompetensi, jurusan teknik di SMK, ADDIE, R&D

A COMPETENCE-BASED ENGLISH LEARNING MATERIAL

MODEL FOR THE TECHNOLOGY DIVISIONS

OF VOCATIONAL HIGH SCHOOL

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum.) Degree

in English Language Studies

by

Sekar Pramudita Student Number: 146332046

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2016

i

A COMPETENCE-BASED ENGLISH LEARNING MATERIAL

MODEL FOR THE TECHNOLOGY DIVISIONS

OF VOCATIONAL HIGH SCHOOL

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum.) Degree

in English Language Studies

by

Sekar Pramudita Student Number: 146332046

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2016

iv

DEDICATION PAGE

“Education is the most powerful weapon

we can use to change the world.”

-Nelson Mandela

I dedicate this thesis to all teachers and academicians, to my beloved heavenly father,

to my mother, sister, and brother, to Rangga Rosa Ramadhan,

and to everyone who has helped me and inspired me to reach my future dreams.

vii

ACKNOWLEDGEMENT

It will be a great opportunity for me to express my gratitude to the Almighty Jesus Christ for His love, grace, blessings and guidance in my life. I always believe that He has made everything beautiful in its time. The greatest appreciation belongs to Dr. J. Bismoko for his guidance, kindness, support, and patience during the completion of my thesis. I also thank him for his advice, correction, feedback, and time to read my thesis throughly. Besides, I sincerely thank to F.X. Mukarto, Ph.D. and Dr. B.B. Dwijatmiko, M.A. for their guidance and support during my study. My appreciation also goes to all KBI lecturers who had shared their knowledge and experience.

My special thanks go to Dra. Sri Hartayani, the English teacher of SMK N 3 Yogyakarta and Yuliana Sri Wahyundari, S.Pd., M.Hum., the English teacher of SMK N 2 Depok for the help, guidance, and willingness to give the suggestions for the improvement of my designed materials. My sincerest goes to Mega Wulandari, S.Pd., M.Hum., the lecturer of English Education Study Program at Sanata Dharma University for spending her time to give feedback on the designed product of my thesis. I also address my thanks to the tenth, eleventh, and twelfth grade students of SMK N 3 Yogyakarta and SMK N 2 Depok for their cooperation and willingness to help me in conducting my research.

My deeply gratitude goes to my beloved parents, Bapak Ong Hwie Hao and Ibu Eulampia Budiharni, for their love, care, support, advice, and prayers they have given to me. My gratitude also goes to my sister and brother, Dissa Teresia and Genggam Satya. I thank them for their love, care, support, and the wonderful moments we have shared together. Besides, I would like to give my special thanks to Rangga Rosa Ramadhan for his support and time during the completion of my thesis.

I would like to express my special gratitude to my best friend Tiara Pawestri, S.Pd., Ineke Duanaya, S.Pd., Maria Dea Wrestiningtyas, S.Pd., Desi Adityawati, S.Pd., Cut Geubri, S.Pd., Eviana Elma Sari, S.Kom, and Nika

viii

Larasati, for their love, support, friendship, and all the happiness. I never forget my great friends in KBI ‟14. I thank them for giving me support, love, and prayers in my life. Last but not least, my gratitude also goes to all the people whose names cannot be mentioned one by one here. May God bless us forever.

ix

TABLE OF CONTENTS

ADVISOR APPROVAL PAGE ... ii

APPROVAL PAGE ... iii

DEDICATION PAGE ... iv

STATEMENT OF ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xiii

LIST OF FIGURES ... xv

ABSTRACT ... xvi

ABSTRAK ... xvii

CHAPTER I. INTRODUCTION ... 1

A. RESEARCH BACKGROUND ... 1

B. PROBLEM IDENTIFICATION ... 4

C. PROBLEM LIMITATION ... 6

D. PROBLEM FORMULATION ... 7

E. PRODUCT SPECIFICATION ... 8

F. RESEARCH OBJECTIVES ... 10

G. RESEARCH BENEFIT ... 10

CHAPTER II . LITERATURE REVIEW ... 12

A. THEORETICAL REVIEW ... 12

1. Vocational High School ... 12

a. Goals of Vocational High School ... 14

b. Curriculum of the Vocational High School ... 14

1) Curriculum in 1964-2005 ... 15

2) 2006 Curriculum ... 17

x

2. Learning ... 19

a. Criteria of Learning ... 20

b. Learning Theory and Philosophy ... 20

c. Concept of Learning ... 22

d. Learning Model ... 26

3. Competence-Based Learning ... 26

4. Competence-Based Syllabus... 28

5. English Education in Indonesia ... 29

a. Education System in Indonesia ... 30

b. Function of English in Indonesia ... 31

6. Instructional Design ... 32

a. ADDIE Instructional Design Model ... 32

b. Kemp‟s Instructional Design Model ... 34

c. Yalden‟s Instructional Design Model ... 39

7. Four Strands of Language Course... 42

B. REVIEW OF THE TARGET-GROUP CHARACTERISTICS ... 46

C. THEORETICAL FRAMEWORK ... 47

CHAPTER III. METHODOLOGY ... 51

A. RESEARCH METHODS ... 51

1. Research and Information Collecting ... 52

2. Planning ... 53

3. Developing the Preliminary Form of Product ... 53

4. Preliminary Field Testing ... 54

5. Main Product Revision ... 54

6. Main Field Testing ... 55

B. RESEARCH RESPONDENTS ... 57

1. The Participants of the Iconic Model ... 58

2. The Participants of the Practice of Iconic Model ... 58

a. The Participants of the Preliminary Field Testing ... 58

b. The Participants of Main Field Testing ... 59

xi

1. Instrument for the Concept of the Iconic Model ... 60

a. Interview ... 60

b. Questionnaire ... 60

c. Documents ... 63

2. Instruments for the Practice of Iconic Model ... 63

D. DATA GATHERING TECHNIQUE ... 65

1. Data Gathering Technique for the Concept of the Iconic Model.. 66

2. Data Gathering Technique for the Practice of the Iconic Model .. 66

E. DATA ANALYSIS TECHNIQUE ... 67

1. Data Analysis Technique for the Concept of the Iconic Model ... 67

2. Data Analysis Technique for the Practice of Iconic Model ... 68

a. The Experts‟ Opinions on the Iconic Model ... 69

b. The Respondents Opinions on the Iconic Model ... 72

F. RESEARCH PROCEDURE ... 73

CHAPTER IV. RESULTS AND DISCUSSION ... 75

A. CONCEPT OF THE PRODUCT ... 75

1. Research and Information Collecting ... 76

a. The Interview Results ... 76

1. Students‟ English Wants ... 77

2. Students‟ English Needs ... 79

3. Students‟ English Learning Needs ... 82

b. The Questionnaire Result ... 84

1. Students‟ English Needs ... 85

2. Students‟ English Wants ... 91

3. Students‟ English Learning Needs ... 94

c. The Analysis Document Result ... 97

2. Planning ... 119

a. Stating Core, Basic Competence, and Unit ... 119

b. Specifying the Learning Indicators and Activities ... 123

B. THE PRODUCT ... 135

xii

a. Vocabulary Building ... 136

b. Pronunciation Practice ... 137

c. Focus on Expression or Focus on Grammar ... 139

d. Practice ... 142

2. Preliminary Field Testing ... 144

3. Main Product Revision ... 152

4. Main Field Testing ... 155

C. DISCUSSIONS ON THE PRODUCT ... 161

CHAPTER V. CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS.. 164

A. CONCLUSIONS ... 164

B. IMPLICATIONS ... 168

C. SUGGESTIONS ... 169

xiii

LIST OF TABLES

Table 2.1: Summary of the Iconic Model ... 49

Table 3.1: Description of the participants of the evaluation ... 59

Table 3.2: Summary of Questionnaire Blueprint of Need Analysis for Students ... 61

Table 3.3: Expert Validation Questionnaire Blueprint ... 63

Table 3.4: User Validation Questionnaire Blueprint ... 64

Table 3.5: Interpretation of the Degree of Agreement ... 68

Table 3.6: Score and Criteria of the Likert Scale ... 69

Table 3.7: Interpretation of the Degree of Agreement ... 70

Table 3.8: Score and Criteria of Likert Scale ... 71

Table 3.9: Meaning of Score Criteria ... 72

Table 3.10: Interpretation of the Degree of Agreement ... 73

Table 4.1: Syllabus of X Grade Students ... 103

Table 4.2: Syllabus of XI Grade Students ... 110

Table 4.3: Syllabus of XII Grade Students ... 117

Table 4.4: Comparison of Core Competences ... 120

Table 4.5: Comparison of Basic Competences and Topics for Grade X ... 123

Table 4.6: Comparison of Basic Competences and Topics for Grade XI.. 127

Table 4.7: Comparison of Basic Competences and Topics for Grade XII ... 131

xiv

Table 4.9: Meaning of Point of Agreement ... 146

Table 4.10: Interpretation of the Degree of Agreement for Experts‟ Validation ... 146

Table 4.11: Descriptive Statistics of Experts‟ Validation ... 147

Table 4.12: Respondents‟ Comments and Suggestions ... 151

Table 4.13: Meaning of Point of Agreement ... 156

Table 4.14: Interpretation of the Degree of Agreement ... 156

xv

LIST OF FIGURES

Figure 2.1: ADDIE model ... 34

Figure 2.2: Kemp‟s Instructional Design Framework ... 35

Figure 2.3: Yalden‟s Instructional Design Framework ... 42

Figure 2.4: Summary of Four Strands... 45

Figure 2.5: Model Development Framework... 47

Figure 3.1: ADDIE Model Matched Up with R & D Framework ... 56

Figure 3.2: Model Development Framework ... 74

Figure 4.1: Interview Results of Students‟ English Wants ... 79

Figure 4.2: Interview Results of Students‟ English Needs ... 81

Figure 4.3: Interview Results of Students‟ English Learning Needs ... 84

Figure 4.4: Questionnaire Results of Students‟ English Needs ... 90

Figure 4.5: Questionnaire Results of Students‟ English Wants ... 94

Figure 4.6: Questionnaire Results of Students‟ English Learning Needs.. 97

Figure 4.7: Vocabulary Building ... 138

Figure 4.8: Pronunciation Practice ... 139

Figure 4.9: Focus on Expression... 141

Figure 4.10: Focus on Grammar... 142

Figure 4.11: Practice... 143

xvi ABSTRACT

Pramudita, Sekar. 2016. A Competence-Based English Learning Material Model for the Technology Divisions of Vocational High School. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

Vocational high school students are expected to become ready for work after graduating from school so that the learning materials on vocational high school should be significantly related to the working place. Therefore, there should be specific English learning materials. Although the government had decided that goal for several years ago, but in 2013 curriculum, they determined that vocational high school students have to learn using the same English materials as senior high school students. That decision is contradictory with the goal and expectation which had decided by government and it can be a hurdle for vocational high school students to prepare themselves for working.

A competence-based English learning material model is a learning model which is expected to prepare students of vocational high school to become ready for facing their future work by acquiring and modifying knowledge, skill, and attitude so that they can have a better life quality. Considering that knowledge is not the only way to reach that goal, this research aims to design an appropriate learning material model for the technology divisions of vocational high school by employing competence based English learning model which also includes skill and attitude.

Two research problems were formulated as follows: (1) What is the conceptual model of a competence-based English learning material for technology divisions of vocational high school like? and (2) What is the iconic model of a competence-based English learning material for the technology divisions of vocational high school like? To answer the research questions, the ADDIE Instructional Design model consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation (Braxton, S., Bronico, K., & Looms, T., 2000) was employed. The phases were incorporated into Research and Development cycles proposed by Borg and Gall (1983).

The results of the study were the conceptual model and the iconic model of a competence-based English learning material. The conceptual model presents the concepts that were developed based on the suitability of the theory of a competence-based English learning model and the respondents characteristics as well as ADDIE. The iconic model was developed by making some revisions based on the results of the experts‟ validation and the students‟ validation. Besides, the result of the evaluation showed that the Learning Material Model was acceptable and considered as an effective material model for the technology division students of vocational high school so that they can learn using the appropriate model which can help them to become ready for facing their future work.

Key words: competence-based learning, technology divisions of vocational high school, ADDIE, R&D

xvii ABSTRAK

Pramudita, Sekar. 2016. A Competence-Based English Learning Material Model for the Technology Divisions of Vocational High School. Yogyakarta: Program Pasca-Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.

Siswa SMK diharapkan siap untuk bekerja setelah lulus dari sekolah sehingga materi pembelajaran di SMK harus secara signifikan berhubungan dengan tempat kerja. Oleh karena itu, harus ada materi pembelajaran bahasa Inggris yang spesifik. Meskipun beberapa tahun yang lalu pemerintah telah memutuskan tujuan dari lulusan SMK, namun pada kurikulum 2013, mereka memutuskan bahwa siswa SMK harus belajar menggunakan materi bahasa Inggris yang sama dengan siswa SMA. Keputusan itu bertentangan dengan tujuan dan harapan yang telah diputuskan oleh pemerintah. Hal tersebut juga menjadi rintangan untuk siswa SMK dalam mempersiapkan diri mereka sebelum bekerja.

Sebuah model materi pembelajaran bahasa Inggris berbasis kompetensi adalah model pembelajaran yang diharapkan mampu mempersiapkan siswa SMK dalam menghadapi pekerjaan di masa depan mereka dengan mengakuisisi dan memodifikasi pengetahuan, keterampilan, dan sikap sehingga mereka dapat memiliki kualitas hidup yang lebih baik. Mengingat bahwa pengetahuan bukanlah satu-satunya cara untuk mencapai tujuan itu, penelitian ini bertujuan untuk merancang model bahan pembelajaran yang tepat untuk STM dengan berdasarkan model pembelajaran bahasa Inggris berbasis kompetensi yang juga mencakup keterampilan dan sikap.

Dua permasalahan dalam penelitian ini dapat dirumuskan sebagai berikut: (1) Seperti apakah model konseptual dari materi pembelajaran bahasa Inggris berbasis kompetensi untuk jurusan teknologi di SMK? dan (2) Seperti apakah model ikonik dari materi pembelajaran bahasa Inggris berbasis kompetensi untuk jurusan teknologi di SMK? Untuk menjawab pertanyaan tersebut, penulis menggunakan ADDIE Instructional Design yang terdiri dari lima tahapan: Analisis, Desain, Pembangunan, Implementasi, dan Evaluasi (Danks, 2011). Tahapan-tahapan tersebut kemudian digabungkan ke dalam siklus Penelitian dan Pengembangan yang diusulkan oleh Borg dan Gall (1983).

Hasil penelitian ini adalah model konseptual dan model ikonik dari materi pembelajaran bahasa Inggris berbasis kompetensi. Model konseptual menyajikan konsep-konsep yang dikembangkan berdasarkan kesesuaian teori model pembelajaran bahasa Inggris berbasis kompetensi dan karakteristik responden serta model ADDIE. Model ikonik dikembangkan dengan membuat beberapa revisi berdasarkan hasil dari validasi para ahli dan validasi dari siswa. Selain itu, hasil evaluasi menunjukkan bahwa Model Pembelajaran bisa diterima dan dianggap sebagai model yang efektif untuk siswa jurusan teknologi di SMK sehingga mereka dapat belajar dengan menggunakan model yang sesuai dan mampu mempersiapkan para siswa dalam menghadapi pekerjaan di masa depan setelah lulus dari SMK.

Kata Kunci: pembelajaran berbasis kompetensi, jurusan teknik di SMK, ADDIE, R&D

1 CHAPTER I INTRODUCTION

This Research and Development (R & D) product is intended to develop a competence-based English learning material model for the technology divisions of vocational high school. This introductory chapter aims to ensure the validity and feasibility of this R & D product and it presents the background information related to the reason of the research. This chapter discusses seven major sections, namely: Research Background, Problem Identification, Problem Limitation, Problem Formulation, Product Specification, Research Goal, and Research Benefits. The Research Background explains the reasons why this research is necessary. The Problem Identification explains the problem to discuss. The Problem Limitation explains the limitation of the subject matter. The Problem Formulation states the research problem into a research question as a guideline to focus on. The Product Specification describes the product that will be designed. The Research Goal explains the expected results of the research. The Research Benefit explains the goals and advantages that will be achieved.

A.RESEARCH BACKGROUND

Indonesia government has implemented the newest curriculum, namely 2013 curriculum that is supposed to support a national education system in Indonesia which aims at improving the life quality of Indonesian people. According to Undang-undang No. 20/2003, the life quality refers to the quality of human resources who is well-educated, having religious and faith, having good behaviour, healthy, smart, creative, independent, and responsible.

Vocational high school is one of the educational institutions which implement the 2013 curriculum. The 2013 curriculum demand the same competences among the students in senior high school and vocational high school. It can be concluded that the materials provided in vocational high school are considered general English. It is contradictory with the aim of learning English in vocational high school which is to prepare students to work. Marsigit (2008: p.2) explains that vocational education sometimes called Career and Technical Education (CTE) has its purpose to prepare learners for careers that are based in manual or practical activities, occupation or vocation, hence the term in which the learners participates. English in the vocational high school helps students in their future working. Thus, it can be said that the aim of learning English in vocational high school is preparing students for working.

Besides, since 2015, Indonesian people should be ready to face Asean Free Trade Area (AFTA) and Asean Free Labour Area (AFLA). It means that Indonesian people have to improve their quality so that they can compete with other human resources who come from other countries. One of the ways to improve the quality is by being able to speak English fluently because English is an international language and it should be a bridge in facing AFTA and AFLA. In addition, students of vocational high school must be prepared for AFTA and AFLA since they are taught to be ready for working. They should be able to communicate in order to cooperate or compete with others.

In order to solve the problems and improve the humans‟ quality, this research aims to produce a learning model which will be valid, reliable, and practical for students in technology divisions of vocational high school. The

materials are designed to fulfill the students‟ needs in facing the working world. The model will incorporate competence-based approach as it is implemented in 2006 and 2013 curriculum. By using this learning model, the researcher expects that the students of the technology divisions in vocational high school can become ready to work after graduating from school.

Several studies have been conducted related to the research on designing the listening and speaking materials based on a competence-based curriculum and a based self-assessment model. Puspita (2004) adapts a competence-based curriculum in designing a set of English instructional listening materials for the first grade of senior high school. In this research, she combines the Kemp and Yalden‟s approaches, besides she uses survey and questionnaire in obtaining the data for knowing the students‟ needs. The product of this research is a set of instructional listening materials which consist of eight units. While, Istiarni (2002) adapts a competency-based curriculum in designing a set of instructional speaking materials used in extracurricular activities for the first semester of the second grade senior high school students. In this research, she chooses Kemp‟s model as the approach of the study. The product of this research is a set of instructional speaking materials which consist of eight units. On the other hand, Parhusip (2015) adapts a competency-based to produce the manual and workbook of self-assessment model for the English teacher of the vocational school. Those three researches aim to improve the quality of teaching and learning English in Indonesia based on the competence-based learning.

B.PROBLEM IDENTIFICATION

All the reasons mentioned above have built up an effort to overcome the obstacles found in teaching and learning English in the technology divisions of vocational high school with the help of a competence-based English learning which is developed through this research. English is one of the compulsory subjects taught in vocational high school. Recently, Indonesia government has implemented the newest curriculum that is competency-based curriculum or known as 2013 curriculum. Although this curriculum has been implemented in two years, criticism and feedback for students‟ improvement of their achievement has been a regular topic between teachers in a forum. One of the criticism and feedback for the students‟ improvement is the quality of their achievement. They are still not capable implementing simple English in a communicative event, as the demand of the core competence and competence standard stated in curriculum, and to prepare them for the next level. Besides, students have limited times for learning English in the school because the materials are overburdened and do not suitable with the students‟ needs.

The Indonesian government has determined that vocational high school and senior high school have the same core competences and standard competences. It means that they use the same materials. The government‟s decision is not suitable with the expectation of the vocational high school students. Because vocational high school students are expected to become ready for work after graduating from school, while senior high school students are expected to continue their study in a university after graduating from school. Besides, the time allocation given for English lesson in vocational high school are

different from senior high school. The students in vocational high school only have two sessions in a week, whereas the students in senior high school have four sessions in a week. Two sessions in a week is not enough for the students to be able to comprehend and complete the basic competence and standard competence. The use of competence-based as the learning management system may also enable learners to improve religious beliefs, knowledge, attitude, skill, and faiths in order to increase the life quality of Indonesian people. As the media of providing source of materials, this model may provide the effective English materials with various learning activities. Besides, the use of a competence-based learning may give much opportunity for the students to learn English using the materials that are appropriate with the students‟ needs, moreover learning English will be more valuable to enhance the development of the students‟ competence.

Competence-based English learning material model has been used in language teaching. However, the process of developing materials using competence-based English learning material model in vocational high school has not been observed systematically. This study was done in order to reveal the phenomena so that it may promote other teachers to use competence-based English learning in teaching the students. The method chosen to get the phenomena in this research derived from the qualitative and quantitave study. In this study, the researcher used interview, questionnaire, and document analysis in order to obtain the data, and then the data as the results of document analysis are interpreted. The methodology of this research is Research and Development (R & D) method to develop and validate educational products such as teaching materials, teaching methods, and method for organizing instructions. In this study,

the data is collected, categorized, and interpreted based on the definition of R & D cycle.

C.PROBLEM LIMITATION

It is important to highlight some of the limitations of the study. First, this research focuses only on the research and development of a competence-based English learning material model for the technology divisions of vocational high school. Therefore, there is no experimental study conducted to measure students‟ English proficiency after they have experienced the learning model. It will focus on development and validation of its learning material model. In order to design a competence-based English learning material model, there are some theories related to this study. In finding the students‟ needs, the researcher interviews the English teachers of vocational high school, distributes the questionnaire to technology divisions of vocational high school students, and collects the document such as syllabus, English books used by the students, and the information from the book and internet to collect some information related to the study. The data are collected and interpreted using the theory that underlying the study.

Second, in designing the materials which will be presented in the learning material model, the goals, objectives, and topics of the materials are not accordance with the competence standard and basic competence for vocational and senior high school as formulated by the Indonesia government. Besides, this research will focus on developing the materials for the technology division students of vocational high school.

The third limitation is related to the reason of choosing a competence-based English learning material model as the platform where the learning material model will be developed. The reason of choosing a competence-based learning model is to provide the acceptable English materials for the technology divisions students which enable the learners to improve their religious beliefs, knowledge, attitude, skill, and faiths in order to increase the life quality of Indonesian people. Besides, it also can stimulate students‟ motivation in learning English language by learning the materials which are appropriate with students‟ needs. The researcher will provide a designed product in the form of three-year syllabus and one detailed unit for the first semester of the tenth grade students. The detailed unit includes the six chapters which are authentic either it is used in a small group or individual.

Fourth, the population used in the sampling of the research is also limited for the technology divisions students of vocational high school. Further explanation about the research subject will be elaborated in Chapter III.

D.PROBLEM FORMULATION

Having experience in learning language using a competence-based learning material model, hopefully students may improve their own understanding and achievements using this model. This study is done to develop an English learning material model using a competence-based learning. Therefore, the research questions are formulated as follow:

1. What is the conceptual model of a competence-based English learning material for the technology divisions of vocational high school?

2. What is the iconic model of a competence-based English learning material for the technology divisions of vocational high school?

E.PRODUCT SPECIFICATIONS

The name of the product is A Competence-Based English Learning Material Model. The product is aimed for vocational high school students, especially the technology divisions. The designed product will be in the form of three-year syllabus and one detailed unit for X grade students in the first semester. The detailed unit consists of six chapters which consist of five parts. The first part is Vocabulary Building, the second part is Pronunciation Practice, the third part is Language Focus or Grammar Focus which gives the explanation and example of the materials. This section may consist of expressions (Language Focus) or grammar (Grammar Focus). The fourth is Knowledge Expansion which consists of some exercises depends on the context, and the last part is Task Accomplishment which consists of the various materials that can be used for knowing the students‟ outcome.

The title of the first chapter is Tell Me about You and Your Friends. In this chapter, the researcher provides the expressions of greetings, leave takings, and introducing self. Besides, the researcher also provides the simple present tense form. By learning this chapter, the researcher expects that students can be able to introduce themselves and others, be able to greet other people, and able to produce written and spoken texts using the simple present tense. Next, the title of the second chapter is Describing Objects around Me. In this chapter, the researcher will ask students to describe some nouns. By learning this chapter, the

researcher expects that students can be able to describe things around them especially the things that they will find in working places.

In addition, the title of the third chapter is Doing a Favor. In this chapter, the researcher provides the Modals and the expressions of offering, asking, accepting, and refusing help. By learning this chapter, the researcher expects that students can be able to use Modals correctly and able to understand and produce the expressions of offering, asking, accepting, and refusing help. Next, the title of the fourth chapter is How to Pump a Tire. In this chapter, students will learn about procedure texts. In supporting the procedure texts, the researcher also provides other materials, such as the Imperative Form and Linking Words. By learning this chapter, the researcher expects that students can be able to understand and compose procedure texts. Besides, the students are expected to be able to explain the steps of controlling some machines or other tools that they will find in their working place. Furthermore, the title of the fifth chapter is My Sister‟s Graduation Day. In this chapter, the researcher will discuss the expressions of expressing gratitude, giving compliment, and congratulating others. By learning this chapter, the researcher expects that students can be able to understand and express gratitude, give compliment, and congratulate others. Lastly, the title of the sixth chapter is Visiting Companies. In this chapter, the students will learn the Descriptive Texts. By learning this chapter, the researcher expects that students can be able to describe some places especially the factory and company in Indonesia or abroad.

F. RESEARCH OBJECTIVES

The objectives of this research are to answer the questions stated in the Research Questions. First, this research aims to present the conceptual model that will serve as the basis for the development of the iconic model. Second, this research aims to provide the user-friendly iconic model that is valid, reliable, and practical for the students and teachers. User friendly iconic model means that the model is easy to use, understandable, and relevant to the students and teachers so that they can be more productive. By using this product, teachers can have less burdensome process in preparing the materials and students can get the higher results in learning English because the materials are more focus and have clearer goals.

G.RESEARCH BENEFITS

This research is beneficial to find the truth of the theory underlying this study in designing a competence-based English learning material model as the model for learning English for the technology division at vocational high school to learn the materials they need so that they can learn English easier through the effective materials which are appropriate with their needs.

The result of this study is aimed at developing the competence-based English learning material model that is acceptable for students and teachers. Besides, it can also stimulate students to be the active learners so that they will be ready to work after graduating from vocational high school. Hopefully, the competence-based learning material model will motivate students and they will get the optimal achievement in learning English subject. The researcher also

hopes that the designed materials and the theory underlying the principle of the study may enrich the materials, activity, and method of teaching among the English teachers in vocational high school and English language teaching in general.

On the other hand, this research is also beneficial for students and teachers as well as the future researchers. The students may improve their understanding of learning English implementing this competence-based learning material model as the learning media. The teachers will have the less burdensome preparation in preparing teaching and learning materials. Besides, the researcher expects that the future researchers will also implement a model which has the same approach and media in order to improve the model as well as the learning approach.

12 CHAPTER II LITERATURE REVIEW

This chapter clarifies the concepts which are used to discover the conceptual truth. It consists of three main divisions: Theoretical Review, Review of the Target-Group Characteristics, and Theoretical Framework. The theoretical review is used to clarify related concepts and their relations of a competence-based English learning material model for the technology division at vocational high school. The second section is to expose the characteristics of the target-group under investigation. The last section explains the framework synthesized from the discussed theories to acquire the entire conceptual and iconic model.

A.THEORETICAL REVIEW

The theoretical review clarifies five concepts include vocational high school, learning, competence-based learning, English education in Indonesia, and instructional design.

1. Vocational High School

Vocational education might be defined as specialized education that prepares the learner for entrance into a particular occupation or family occupation or to upgrade employed workers (Wenrich & Galloway, 1988: p.11). Vocational school is a formal secondary education of education system in Indonesia. The aims of vocational school in Indonesia are preparing students in the field of work, developing students‟ professional attitude, preparing students to be able to choose, compete, and develop their career, preparing middle level labors for business

world and industries at the present time and the future, and preparing the students in order to be productive, adaptive, and creative citizen (Depdiknas, 2003: p. 3). According to the aims, it means that a vocational school has a special characteristic which different from other educational institutions. A vocation school has characteristic of vocation that organizes an educational program appropriates with various field of work.

As stated by Kuswana (2013), vocational high school is important for specific working necessity, such as an industry, agriculture, or commerce field. Based on Keputusan Dirjen Mandikdasmen No. 25/C/Kep/MN/2008 as cited in Kuswana (ibid), the learners of vocational high school have three structures of skill which are skill of discipline, skill of study program and skill of competences. Moreover, disciplines of vocational school are differentiated into six fields which are (a) technology and engineering, (b) information technology and communication, (c) health, (d) arts, industry, and tourism, (e) agribusiness and agro technology, and (f) business and management.

EFL plays an important role in the students‟ current and future lives. For their current lives, English as an adaptive subject can help them to understand the cultures where English is spoken. They can understand how English words are put together to make meaningful sentences and how words are correctly pronounced. The role for their future is to help them prepared to take parts in the global era community. With adequate competence in English, vocational high school graduates can get better job, compete with other human resources, and even lives by working for business sectors in foreign countries.

a. Goals of Vocational High School

The vocational high school deals with preparing students to work. It can be concluded from Marsigit (2008: p.2) opinions that vocational education, sometimes called Career and Technical Education (CTE) has its aim to prepare learners for careers that are based in manual or practical activities, occupation or vocation, hence the term, in which the learner participates. Thus, a vocational school is a school which offers vocational education. It means the students of the vocational schools are taught the skills which are required to complete a particular job. Moreover, the vocational schools offer instruction and particular experience in skill trades, such as technician, tourism, broadcasting, etc.

Besides, Evans (1978) states that the goals of vocational school are to fulfill the society‟s needs of the qualified human resources by improving students‟ knowledge and motivating students to learn more so that they can be ready to work in particular jobs. Moreover, based on PP No. 29/1990, vocational high school is aimed to prepare students by improving their professionalism. Based on the statements from some resources, it can be concluded that the goal of vocational high school is to prepare students for work by improving their skill, knowledge, and professionalism so that they can be qualified human resources who can be compete with other human resources.

b. Curriculum of Vocational High School

Curriculum is one of the main education components stated on Undang-Undang No. 20/2003. The general statements of the constitution define curriculum as a set of plans and arrangements covering education goals, contents, learning

materials, and learning methods intended to serve as the guidelines in implementing the teaching and learning process to achieve the goals that have been set. Therefore, curriculum has a very important role in providing fundamental reference concerning what students should learn and achieve. Some experts consider that curriculum and syllabus are two interchangeable concepts. However, some others distinguish curriculum from syllabus. Yalden (1987) stated that the curriculum includes the goals, objectives, content, processes, resources, and means of evaluation of all the learning experiences planned for pupils both in and out of school and community through classroom instruction and related program. Meanwhile, Kelly (2004) states that curriculum is used for many different kinds of teaching programs and instructions. In other words, Dubin and Olshtain (1986) define a curriculum as a broad description of general goals by indicating an overall educational cultural philosophy which applies across subjects. In short, curriculum serves in the level of paradigm on which the educational practice is based. Meanwhile, syllabus is focused on realizing what is designed in curriculum. It can be said that syllabus is a part of curriculum. Based on the definitions, curriculum means a set of teaching program and instruction which is designed to develop the educational system in a country.

1) Curriculum in 1964-2005

As cited in the document of National Department of Education in Indonesia. The first curriculum in vocational high school begin in 1964, the curriculum known as 1964 curriculum. The aims of this curriculum are not stated clearly. The approach use is subject matter approach; it prefers to knowledge than action. It means that the students have to master the theory but the practice is not

important. Besides, the method used is one-way communication; the teachers are more active and the students tend to be the passive learners.

After 1964 curriculum, the government makes the new curriculum known as 1976 curriculum. This curriculum prepares the students to work. Besides, this curriculum follows the Bloom‟s taxonomy to differ the cognitive, affective, and psychomotor skills of the students. Moreover, 1976 curriculum is completed by the teaching method, evaluation system, administration guideline, and teacher‟s guidance but the aims of this curriculum is not stated clearly so that many people especially high class society are not interested in vocational high school.

In 1984, the government changes the 1976 curriculum into 1984 curriculum. In this curriculum, the government integrates the cognitive, affective, and psychomotor skills of the students and applies the school-based curriculum, it means that the government gives the authority to the school for arranging the students and the school based on their needs and capability. This system is known as the supply driven system. Besides, in this curriculum, the teachers not only pay attention to the results but also to the process because both the process and the result are important. Furthermore, the government also provides the compulsory and the optional program for the students.

After 1984 curriculum, the government decides the new curriculum known as 1994 curriculum. In 1994 curriculum, the government focuses more on the students‟ competence than knowledge. The government starts to think about the quality of the students.

In 1999, the government improves the 1994 curriculum into 1999 curriculum. There are some principles in 1999 curriculum; broad-based

curriculum, competence-based curriculum, mastery learning, dual-based program, and the high quality students. The students have opportunity for practicing at least 70% while for theory maximum only 30%. The 1999 curriculum is the best curriculum if it compares to the previous curriculum.

Although 1999 curriculum has been the best curriculum, but there are some weaknesses found in it so that the government decides to improve that curriculum into 2004 curriculum. In conducting 2004 curriculum, the government works together with some teachers, lecturers, headmasters or headmistress, and people from some companies to get the better results because the government expects that the vocational high school students can compete with other students who graduate from other school background. There are some approaches in 2004 curriculum, such as academic approach, life-skills, competence-based curriculum, broad-based curriculum, and production-based curriculum.

2) 2006 Curriculum

The 2006 curriculum was issued in 2006 to replace the 2004 curriculum. This curriculum is also used as a guide to teach English. If the 2006 curriculum is compared to the 2004 curriculum, it can be found that actually they are not very different. Based on Peraturan Menteri Pendidikan Nasional (Permendiknas) No. 22 year 2006, Kurikulum Tingkat Satuan Pendidikan (KTSP) or school-based curriculum is a decentralized curriculum where the schools can develop the curriculum according to the regions and learners characteristics. Every school can develop its syllabus and lesson plan suited to the background of the school and the students. Then, the curriculum involves Standard Competence and Basic Competence. The development of Standard Competence and Basic Competence

can be done by teachers based on the characteristics of the learners. In 2006 curriculum, teachers have opportunity to develop syllabus and lesson plan, and to design the activities which are attractive and appropriate with the learners.

According to Departemen Pendidikan Nasional (2006), there are some scopes of English lesson based on 2006 curriculum. The scope of English lesson covers three essential parts. The first part is discourse competency that is ability to create and produce oral or written text which is involved in four skills (listening, speaking, reading, and writing) to achieve functional literacy level. The second part is the ability to understand and produce the formal and informal written and spoken texts in daily life. The last scope of English lesson deals with the support competence, namely linguistic competence (using grammar, vocabulary, pronunciation, and writing), sociocultural competence (using formal expressions and grammar in every communication context), strategic competence (overcoming problems in many ways which appear through the process of communication so that the communication still takes place), and discourse competence (using discourse instrument).

3) 2013 Curriculum

The newest curriculum in Indonesia is 2013 curriculum. It is the reaction to the fact that Indonesia is following the respective years of global world and its problematic issues. The 2013 curriculum in general have many similarities with its predecessor, KTSP curriculum. However, there are some new features in this curriculum. First, compared to KTSP, there is a concrete assessment in each aspect in the 2013 curriculum, in which indicators are provided to help teachers easily check their students‟ achievement. The 2013 curriculum specifically

referring to the students of senior high school. In the previous curriculum, students select their major in the eleventh grade, while in the 2013 curriculum, they should select their major in the tenth grade. The next difference is thematic-integrative approach implemented in the level of elementary school. This approach facilitates the elementary students learn according to the theme, which can involve some subjects.

The main purpose of 2013 curriculum is to shape the individuals who are faithful in God, good in characters, confident, successful in learning, responsible citizens, and positive contributors to the civilization (Ministry of Education and Cultures, 2012). This framework has been supported by Government Regulations Number 32 Year 2013 (The revision of Government Regulations Number 19 Year 2005 about the National Standards of Education). This regulation is elaborated by Education and Culture Ministerial Regulations Number 67, 68, 69, and 70 on Fundamental Framework and Curriculum Structure from Elementary to Senior Secondary and Vocational Secondary School. The 2013 curriculum is a curriculum of values that occupied by character building. The values can be tracked from the core competences, which are designed for spiritual competence, social competence, and knowledge competence.

2. Learning

People agree that learning is important, but they hold different views on the causes, processes, and consequences of learning. There is no one definition of learning that is universally accepted by theorists, researchers, and practitioners (Shuell, 1986) as cited in Schunk (2012, p.3). Learning is defined as “an enduring change in behaviour, or in the capacity to behave in a given fashion, which results

from practice or other forms of experience” (ibid). Meanwhile, Houwer (2013, p.1) stated that learning is the changes in behavior that result from experience or mechanistically as changes in the organism that result from experience. To sum up, learning is a relatively permanent change in behavior based on an individual‟s interactional experience with its environment.

a. Criteria of Learning

There are three criteria of learning stated by Schunk (2012, p.4). The first criteria is involving change, it means learning can be defined as the relatively permanent change in an individual‟s behavior or capability as a result of experience or practice. Commonly, people learn when they are able to do something differently in a given trend because it is unusual for people to learn skills, knowledge, beliefs, or behaviors without demonstrating them at the time learning occurs. The second criteria, learning endures over the time, it means that learning can change gradually and may not last forever because forgetting occurs. Besides, it is also the result from biological growth and development. The last criteria are learning occurs through experience. This is the consequence of experience and the criterion excludes behavioral changes that are primarily determined by heredity, such as maturation changes in children. In addition, it is the process of providing guided opportunities for students to produce relatively permanent change through the engagement in experiences provided by teacher.

b. Learning Theory and Philosophy

According to philosophical perspective, learning can be discussed under the heading of epistemology which refers to the study of the origin, nature, limits,

and methods of knowledge (Schunk, 2012, p.5). The two positions on the origin of knowledge and its relationship to the environment are rationalism and empirism. Rationalism refers to the idea that knowledge derives from reason without recourse to the senses. In contrast, empiricism refers to the idea that experience is the only source of knowledge.

In rationalism, the distinction between mind and matter which can be found in human knowledge is postulated by Plato who distinguished knowledge acquired via the senses from that gained by reason. As stated in Schunk (Schunk, 2012, p.5), Plato believed that things, for example; tree, house, and chair are revealed to people via the senses, whereas individuals acquire ideas by reasoning or thinking about what they know. People have ideas about the world, and they discover these ideas by reflecting upon them. Besides, reason is the highest mental faculty because through reason people learn abstract ideas. In summary, learning is recalling what exists in the mind. The information acquired with the senses by observing, listening, tasting, smelling, or touching constitutes raw materials rather than ideas. Besides, it can be said that rationalism is the doctrine that knowledge arises through the mind (ibid).

On the other hands, in empiricism as cited by Schunk (2012, p.5), Aristotle (384-322 B.C.) drew no sharp distinction between mind and matter. He stated that the laws of nature cannot be discovered through sensory impressions, but rather through reason as the mind takes in data from the environment. Unlike Plato, Aristotle believed that ideas do not exist independently of the external world. In conclusion, Aristotle explained that the more than two objects or ideas are associated, the more likely that recall of one will trigger recall of the other (ibid).

John Locke (1632-1704), noted that there are no innate ideas; all knowledge derives from two types of experience: sensory impressions of the external world and personal awareness.

c. Concept of Learning

Rosum & Hamer (2010, p.12) have proposed six learning conceptions which refer to some previous studies conducted by Morton et. al. (1993) and Beaty et. al. (1997), namely: learning as the increase of knowledge, learning as memorizing, learning as the acquisition of facts and procedures which can be retained and/or utilized future, learning as the abstraction of meaning, learning as an interpretative process aimed at the understanding of reality, and self-realization. The explanation will be explained as follow.

1. Learning as the Increase of Knowledge

Learning is not an object of reflection, it is simply something that everybody does; like breathing and moving. Furthermore, learning creates behavioral change that is unique for each individual and the process only occurs within the lifespan of that individual based on that individual‟s experiences with its personal environmental interaction history.

.... to learn, it is to learn new things, other things that you did not know before .... a lot of things in history and so on, you did not know about that before, and the same thing in Swedish and Grammar and so on .... It is to increase your knowledge .... you kind of start with a small bag and there is not much in it, but then the longer you live, the more you fill it up .... (Saljo, 1979a, p.12).

This quote addresses two aspects that explain about how people go about learning and the outcome of learning so that the longer people live the more knowledge they gain.

2. Learning as Memorizing

Learning is equal to memorizing and the ability to reproduce what memorized, usually in a school test setting. It can be said that learning is not about the quality but on the quantity of what you have learned. .... starting to sort out things and you kind of learn what the teachers want, you learn to listen to them during the lessons and then you know more or less what the test will be like (Saljo, 1979b, p.448).

In other words, the more you learn, the more you remember the materials. In addition, the students are not called upon to know, but to memorize the contents narrated by the teacher (Freire, 2000, p.80).

3. Learning as the Acquisition of Facts and Procedures which can be Retained and/or Utilized Future

The process of learning is selecting and memorizing those facts and procedures which can be useful in the future. The materials that people have learned cannot be run out so that it will be useful for the people‟s lifetime.

.... well I think of learning plain facts which you select from your head more or less that is, as regards studies ...., but then it is .... I mean you have to be able to use it if, let us say if you find yourself in a similar situation to the one you were in earlier or if it reminds you of it, then you should be able to pick out the correct facts so to say or the correct way to proceed .... (Saljo, 1979a, p.15).

Based on the quote above, can be concluded that people can learn from the past experiences so that the previous experiences can be beneficial for the future life. On the other hands, learning is seen as a qualitative phenomenon and application takes on the character of copying. The learner starts to reflect further upon what is learned to decide whether or not it might turn out to be useful in the future.

4. Learning as the Abstraction of Meaning

Learning is no longer conceived of an activity of reproducing, but instead as a process of abstracting meaning from what you read or hear (Saljo, 1979a, p.16). The process within this learning conception is understanding, which is reached through relating ideas within the subject, finding out things, looking at the subject matter in a lot more depth, collecting various viewpoints on the studied material and getting the big picture. By constructing meaning, the respondents can be more active in constructing their own view of the world which still dominated by the perspective of experts. Moreover, Saljo (1979a, p.17) states that learning is not just a matter of learning facts. It is also to understand, to see contexts, and to be able to use knowledge to draw conclusions and to think independently. On the other hands, Beaty (1997, p.156) states that learning is seen as using a way of thinking to arrive at an informal view.

5. Learning as an Interpretative Process Aimed at the Understanding of Reality

Saljo finds that learning at this level is characterized by the expectation that what you learn should help you interpret the reality you live in, implying an important difference with the previous level: that learning moves outside the

limits of the school situation. A second characteristic is that learning acquires personal meaning as opposed to the more technical view on learning in the previous stage. This interpretation is supported by Morgan et. al. (1981 as quoted in Rossum and Hamer, 2010, p.6) “While to some extent this conception involves the students as an active agent in learning, what is to be learnt is still not necessarily of personal significance. The emphasis can be very much on understanding other people‟s ideas and theories rather than on developing one‟s own.” Saljo also explains that the most important that is the connection between what people read and what people do and see otherwise during the days (1979a, p.18). The outcome of this part is seeing things differently, a different view of the world, or a provisional personal and contextual view of the reality. In metaphor, learning here is seen as a journey whiles the learner as the traveller, accompanied by companions; teachers and peers who examine and enjoy the local scenery with the learner along the way. Together, the travellers try to widen their horizon through this journey. In educational term one could interpret this as the teacher and students seeking new ways to look at things together, finding different perspectives to come to a better understanding of the world around them.

6. Self-Realization

In 1983, the experts came to realize that there was another unique view on learning and identified this as a sixth learning conception, described in Rosum & Hamer (2010, p.7). Nine years later Marton et. al. (1993, p.292) published what they thought was the first description of the sixth learning conception and named „changing a person‟. They acknowledged that they found this particular

conception earlier and they also acknowledged that both conceptions refer to the same view on learning.

d. Learning Model

As cited in cybernetics and systems international journal (p. 118), Vanderleeuw explains that a model is a simplification of reality which takes the theoretical abstractions and puts it into a form that we can manipulate. Meanwhile, Reeb & Leavengood states that models are the representation of real systems (1998, p.5). They also mention the criteria of good models. A model considered good if it is easy to understand, as simple as possible, relevant to the problem, and easy to modify and update. A simple model is better than a complex one as long as it works as well. A model only needs to perform its intended function to be valid. It is important to use the most relevant materials when constructing a model. Besides, a good model usually starts out simple and becomes more complex as the modeler attempts to expand it enough to give meaningful answer. In conclusion, learning model is a representation of the system which is relatively permanent change in behavior based on an individual‟s interactional experience with its environment.

3. Competence-Based Learning

A competency is a combination of skills, abilities, and knowledge needed to accomplish a specific task (NPEC Report, 2001). It can be said that competence-based learning is an educational movement that advocated defining educational goals in terms of precise measurable description of the knowledge, skills, and behaviors students should possess at the end of a course of study

(Guskey, 2005). Richard & Rodgers (2001) hold that the competence-based learning focuses on the outcomes of learning. It addresses on what the learners are expected to do rather than on what they are expected to learn about. Competence-based learning advocates defining education goals in terms of precise measurable descriptions of knowledge, skills, and behavior that students should possess at the end of a course of study. Schneck (1978) views the competence-based learning as an outcome based instruction that is adaptive to the needs of students, teachers, and the community. Competencies describe the students‟ ability to apply basic and other skills to situations that are commonly encountered in everyday life. Mrowicki (1986) 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. In other words, competence-based learning is defined as an approach to teaching that is accepted collectively and based on the association and interrelations between different subjects each contributing specially by providing scientific of technical knowledge and developing generic and specific competences (Sanchez & Ruiz, 2008: p.34). Moreover, Sanchez & Ruiz (2008: p.31) also state that in this approach, students are the true drivers of their own learning, and therefore need certain amount of self-motivation and supervision, as well as the development of cognitive strategies and cognitive goals that will help them learn and reflect on their learning. Competence-based learning refers to an instructional system where students are given credit for performing to a prespecified level of competency under prespecified conditions (Ainsworth, 1977). Based on those statements, it can be said that the main player to drive learning activity in competence-based is students. This kind of approach demands

students to improve their cognitive strategies and cognitive goals in terms of precise measurable descriptions of knowledge, skills, attitudes, and behaviours as their responsibility. Besides, the positive consequence of implementing competence-based learning is that it serves as an agent of change and it improves learning (Docking, 1994). The characteristics of competency-based learning are described by Schneck (1978), “Competence-based learning has much in common with such approaches to learning as performance-based and is adaptive to the changing needs of students, teachers, and community.”

4. Competence-Based Syllabus

Competence is synonymous with ability or proficiency or skill which is implying a high level skill, well-developed knowledge, or a polished performance (Hadley, 2001). It means that a competence-based is a combination of skills, attitude, and knowledge which is needed to accomplish specific tasks. Competence-based syllabus is similar to skill-based syllabus which defines what a learner is able to do as results of instructions. Competencies here refers to observable behaviors that are necessary for the successful completion of real-world activities (Richards, 2001). After taking a particular course of curriculum, there are at least six steps to create competence-based syllabus. These steps include (1) determination of standard competences, (2) the determination of basic competence, (3) determination of learning materials, (4) determine indicators of achievement, (5) determine the type of evaluation, (6) determine the type of learning experience to achieve particular competence (Academic Directorate, Directorate General of Higher Education, 2008). In determining the standard competences, first, the syllabus designer determines the general skills that will be

obtained after completing the course. The second step is to determine the basic competencies which supports the achievement of standard competences. The third step is to determine the learning materials so that students can achieve basic competences. The fourth step is to determine the indicators of achievement that was also the means of evaluation. The last step is to determine a learning experience, or other types of learning activities so that students can achieve basic competences (Purwanto & Andriyati, 2012). After those all steps, then the syllabus is prepared by following a certain format, where has been no standard format for competence-based syllabus. However, there is a guiding principle states by Slatterly and Carlson (2005) that should be followed; the syllabus should be short, that should not be too long; syllabus should use language that is easily accessible by the user; and syllabus should be able to refer to a clear learning resources

5. English Education in Indonesia

English language is not commonly spoken in Indonesia. The daily communication among people of the same ethnic and linguistic background is conducted in their mother tongue. In Indonesia, English is a foreign language. It is not a second language as in India, Singapore, or Malaysia. English is a foreign language in Indonesia because it does not have a native English speaking population. Historically, the selection of Indonesian as the national language was aimed at uniting different parts of Indonesia which have attempted secession from the central government in Jakarta.

a. Education System in Indonesia

Based on the data taken from the reviews of national policies for education (2015, p.69), the education system in Indonesia is immense and diverse. It is over 60 million students and almost 4 million teachers in some 340.000 educational institutions, it is the third largest education system in the Asia region and the fourth largest in the world. Two ministries are responsible for managing the education system, with 84% of schools under the Ministry of Education and Culture and the remaining 16% under the Ministry of Religious Affairs. Private schools play an important role. While only 7% of primary schools are private, the share increases to 56 % of junior secondary schools and 67% of senior secondary.

The new president Joko Widodo appointed a new Minister for Research and Technology and Higher Education, Dr. M. Nasir, in November 2014, with a new ministry for policy and program administration. The president also appointed Dr. Anies Baswedan as Minister for Primary and Secondary Education, served by the Ministry of Education and Culture.

Education is an agent of change and an agent of control. It is generally believed that education plays an important role in the process of modernization. Through it, science and technology are evaluated, developed, and passed on to the next generation. Socioculturally, it can also affect internal social status in a lot of communities (Saville & Troike, 1989: p.87).

According to Law No.2/1989 on the National Education System, the objectives of the national education system were: firstly, to establish a high-quality and self-reliant human being whose values are based on Pancasila. On the basis of the new National Education System Law of July 2003, a national

education system should ensure equal opportunity, improvement of quality, relevance, and efficiency in management to meet various challenges in the wake of changes of local, nation, and global lives. In terms of article 1, education means conscious and well-planned effort in creating a learning environment and learning process so that learners will be able to develop their full potential for acquiring spiritual and religious strengths, develop self-control, personality, intelligence, morals, and noble character and skills that one needs for him/herself, for the community, for the nation, and for the state.

b. Function of English in Indonesia

The English language is considered as a prestigious language because it is only used on special and mostly important occasions. It is the language which should be mastered by important people, such as business executive, academics, politicians, and governments. English language is often closely related to important jobs or positions.

On the other hands, in many parts of Indonesia, English is not used in any form of communication. In the education field, English might be important to some extent, but it is not a gatekeeper in that field. It is only a language studied in formal education, and possibly used on very few occasions involving non-Indonesian speaking people. Alisyahbana (1990) as cited by Lauder, it explains that students‟ motivation to learn English is low because of widespread practice of changing grades, including those for the English subject to meet the administrative requirements. It is not surprising that high school and even university students have poor English.

6. Instructional Design Model

As previously mentioned in chapter I, this research aims to design a competence-based English learning material model for technology divisions of vocational high school which is a part of an instructional program design. Instructional design refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation (Smith & Ragan, 2005). There are some models exist for use by different levels of instructional designers and for different instructional purposes. In this part, the researcher discusses three of the instructional designs; ADDIE, Kemp‟s, and Yalden‟s instructional models. Then, after discussing those three instructional design models, in the end of this part the researcher chooses the most effective instructional design which is appropriate for the researcher‟s designed model. The information will be explained as follow.

a. ADDIE Instructional Design Model

In this research, ADDIE instructional design models are presented by Dick & Carey (1996) developed a stage of development learning known as Instructional Design Model. It has five main stages are commonly referred to ADDIE (Analysis  Design  Development  Implementation  Evaluation). 1) Performing a Need Analysis (Analyze)

In the analysis phase, the learning problems and learner characteristics are identified. First of all, the researcher gathers the information and analyzes the broad goals for the lesson or unit. Obviously, the goals will vary, depending on

VI. One Step Closer - Students are able to understand the questions in the job interview.

- Students are able to answer the questions in the job interview.

- Students are able to improve their skill, knowledge, attitude, and responsibility through the English materials.

job interview 2 x 7

VII.I am an Engineer - Students are able to compose procedure text.

- Students are able to explain the steps of controlling some machines.

- Students are able to produce sentences using imperative form.

- Students are able to use linking words.

- Students are able to improve their skill, knowledge, attitude, and responsibility through the English materials.

procedure text, imperative, linking words

2 x 6

VIII. Keep It Simple Attractive

- Students are able to understand speech.

- Students are able to give speech in front of audiences. - Students are able to convey the message through speech. - Students are able to improve their skill, knowledge, attitude,

and responsibility through the English materials.

delivering speech 2 x 6

IX. Telling Stories - Students are able to understand the generic structure of short story.

- Students are able to understand the function of short story. - Students are able to understand the content short stories. - Students are able to write short stories.

- Students are able to improve their skill, knowledge, attitude,

and responsibility through the English materials. X. Hooray! I am

Accepted!

- Students are able to understand passive voice form. - Students are able to produce passive voice.

- Students are able to use past participle.

- Students are able to improve their skill, knowledge, attitude, and responsibility through the English materials.

passive voice, past participle 2 x 6

XI. In My Opinion - Students are able to understand the generic structure of argumentative texts.

- Students are able to understand the function of argumentative texts.

- Students are able to understand the content argumentative texts.

- Students are able to compose argumentative texts.

- Students are able to improve their skill, knowledge, attitude, and responsibility through the English materials.

argumentative text 2 x 6

XII.Should I Give Up?

- Students are able to understand the function and structure of modals.

- Students are able to understand modals in sentences. - Students are able to compose sentences using modals. - Students are able to improve their skill, knowledge, attitude,

and responsibility through the English materials.

APPENDIX 19: RESULTS OF EXPERTS’ VALIDATION Closed-questions’ results:

No. Statement

Frequency of points of agreement

Central Tendency

1 2 3 4 5 N M

1. A Competence-Based English Learning Model

q. A Competence-Based English Learning Model is appropriate for

technology division students of Vocational High School.

- - - 2 1 3 4,3

r. A Competence-Based English Learning Model can fulfill students‟ needs.

- - - 2 1 3 4,3

s. A Competence-Based English Learning Model can help to improve students‟ skill,

knowledge, and attitude.

- - - 2 1 3 4,3

t. A Competence-Based English Learning Model is related to standard and basic competence of technology division students of Vocational High School.

- - - 2 1 3 4,3

u. A Competence-Based English Learning Model allows students to relate language to real context.

- - - 1 2 3 4,7

v. A Competence-Based English Learning Model can help students to compete with other human resources when they want to look for a job.

- - - 1 2 3 4,7

w.A Competence-Based English Learning Model can prepare students for facing their future jobs.

- - - 2 1 3 4,3

x. A Competence-Based English Learning Model

provides activities that can make students to be more active.

2 Module

k. The module is well designed.

- - - 2 1 3 4,3

l. The module uses the appropriate language.

- - - 3 - 3 5

m.The module uses clear explanation.

- - - 2 1 3 4,3

n. The module has clear instructions.

- - - 2 1 3 4,3

o. The topics are appropriate for technology divisions students of Vocational High School grade X.

- - - 2 1 3 4,3

3. Let’s Get Accustomed To

i. This part helps students understand the topics.

- - - 2 1 3 4,3

j. The explanation in this part is clear.

- - - 1 2 3 4,7

k. The materials are interesting.

- - - 2 1 3 4,3

l. The materials are appropriate for technology division students of Vocational High School.

- - - 2 1 3 4,3

4. Let’s Expand Our

Knowledge

i. This part is helpful for students to check their understanding.

- - - 3 - 3 5

j. This part helps students organize their idea.

- - - 3 - 3 5

k. The activities in this part invite students to think creatively.

- - - 3 - 3 5

l. The activities in this part are appropriate for technology division students of Vocational High School.

- - - 2 1 3 4,3

5. Let’s Accomplish the

Challenges

i. This part helps students to be able to convey their

own ideas.

j. The activities in this part can improve the students‟ skill, knowledge, and attitude.

- - - 2 1 3 4,3

k. The activities in this part offer students opportunity to interact with others.

- - - 1 2 3 4,7

l. The activities in this part are appropriate for technology division students of Vocational High School.

- - - 2 1 3 4,3

6. Quote provided in each chapter can motivate students and even can improve

students‟ attitude.

- - - 3 - 3 5

Total - - - 54 24

Total Score 336

Good

Mean 4,3

Open Questions’ Result

Expert 1

Question 1 The designed model is good, appropriate and acceptable for students, understandable

Question 2 The designed model is creative

Question 3 Picture on chapter 4 doesn‟t match the title, threre are no

information about the sources of some pictures, one of the physical harrasment containts physical harrasment

Expert 2

Question 1 Good, interesting, creative, acceptable, fun

Question 2 The step is very simple, it‟s easy to follow, the vocabulary isn‟t too difficult but it‟s useful, the topics and materials are suitable for the tenth grade students

Question 3 It‟s better to give more various activities, it‟s not necessary to give all modals in this degree

Expert 3

Question 1 It‟s fairly well-designed and acceptable for students, but it needs more explanation to guide students to cope their learning

experience

Question 2 Good examples, good quotes, and good language focus Question 3 As this book designed for English student starter. It‟s better to

provide the book mapping. I‟m sure it will help students to interact with the book item well and also enable students too adjust their learning process through interesting learning experience.

APPENDIX 20: A COMPETENCE-BASED ENGLISH LEARNING MATERIAL MODEL