A Communication practice model for vocational high school.

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ABSTRACT

Ratnasari, Dinar, 2015.A Communication Practice Model for Vocational High School, Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

In Indonesia, as an ASEAN member country, the use of English for communication is essential to accommodate AFTA (Asean Free Trade Area) in 2015. For students of vocational high school, communication is important since they are prepared to work. This research aims to develop a communication practice model which adopts the Fluency Development strand of language course by Nation (2007:1) and employs Communicative Language Teaching and Contextual Teaching Learning.

The Communication Practice Model is expected to enable students of vocational high school to communicate using English by practicing so they can interact with others. By using the Communication Practice Model, students are expected to get used to communicate using English. This research aims to answer a research question, which is What is the iconic model of the Communication Practice for the Vocational High Schools like? The goals of this research are to present the concept of the iconic model and to create the iconic model of the Communication Practice. Therefore, this research would present the iconic model of Communication Practice theoretically and empirically.

The Comunication Practice Model uses ADDIE’s steps to develop which refer to analyze, design, develop, implement and evaluate (Danks, 2011) and comprises R & D method. The need analysis data were gained from three English teachers and forty students of a vocational high school. The expert validations were from a lecturer and three English teachers of vocational high school. The data for the practice of the iconic model was from forty students of a vocational high school. The instruments for data gathering were a questionnaire and interview.

The participants gave positive responses on the Communication Practice Model. Theoretically, the concept of the iconic model employed the Fluency Development, the Communicative Language Teaching and the Contextual Teaching Learning and it was expected to help students practice communicating. The Communication Practice Model consisted of three mains activities which were Let’s Keep in Touch, Let’s Be Open-Minded, and Let’s Practice.

Empirically, the result of expert’s validation showed score which was 4.10. It indicated that the design was very good and did not need revision. Besides, students also gave positive responses on the practice of the iconic model of the Communication Practice Model because the score of data analysis indicated very good or very high which was 4.39.

Key words: communication, practice, model

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ABSTRAK

Ratnasari, Dinar, 2015. Model Latihan Berkomuniasi untuk Sekolah Menegah Kejuruan, Yogyakarta: Program Pascasarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.

Di Indonesia, sebagai anggota ASEAN, penggunaan bahasa Inggris sangat penting untuk menghadapi AFTA (Asean Free Trade Area) atau Perdagangan Bebas pada tahun 2015. Untuk siswa Sekolah Menengah Kejuruan, komunikasi sangatlah penting karena siswa SMK dipersiapkan untuk terjun dalam dunia kerja. Sehingga, penelitian ini bertujuan untuk mengembangkan latihan berkomunikasi yang mengadopsiteori Fluency Development (Nation, 2007), Communicative Language Teaching dan Contextual Teaching Learning.

Model Latihan Berkomunikasidiharapkan mampu membantu siswa SMK untuk berkomunikasi dalam bahasa Inggris dengan latihan, sehingga merekadapat berinteraksi dengan orang lain. Dengan latihan berkomunikasi, siswa diharapkan menjadi terbiasa untuk berkomunikasi. Penelitian ini akan menjawab satu rumusan masalah, yakni, Seperti apakah model ikonik dari Model Latihan Berkomunikasi untuk siswa SMK? Tujuan penelitian ini adalah untuk menunjukan konsep dari model ikonik dan menciptakan model ikonik dari latihan berkomunikasi. Jadi, penelitian ini akan menunjukan model ikonik dari Latihan Berkomunikasi secara teori dan empirik.

Model Latihan Berkomunikasi ini menggunakan langkah-langkah dari ADDIE yaitu analisa, perancangan, pengembangan, penerapan, dan evaluasi (Danks, 2011) dan menggunakan metode R & D. Data untuk analisis kebutuhan diperoleh dari tiga orang guru bahasaInggris SMK dan empat puluh siswa SMK. Data validasi ahli didapat dar itiga orang guru bahasaInggris SMK dan satu orang dosen bahasa Inggris.Data untuk praktik model ikonik didapat dari empat puluh siswa SMK. Instrument penelitian berupa kuesioner dan wawancara.

Para partisipan penelitian memberikan tanggapan yang positif. Secara teori, konsep dari model ikonik menggunakan Fluency Development, Communicative Language Teaching serta Contextual Teaching Learning dan diharapkan model ini mampu membantu siswa berkomunikasi. Latihan berkomunikasi ini terdiri dari tiga sesi yakni Let’s Keep in Touch, Let’s Be Open -Minded, dan Let’s Practice. Secara empirik, hasil dari validasi ahli menunjukan skor 4.10. Ini berarti bahwa rancangan ini sangat bagus dan tidak perlu revisi. Selain itu, siswa juga memberikan tanggapan positif terhadap praktik dari model ikonik karena skor yang didapat mengindikasikan sangat baik atau sangat tinggiyakni 4.39.

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A COMMUNICATION PRACTICE MODEL FOR VOCATIONAL HIGH SCHOOL

A THESIS

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

in English Language Studies

Dinar Ratnasari 126332010

THE GRADUATE PROGRAM OF ENGLISH STUDIES SANATA DHARMA UNIVERSITY

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ACKNOWLEDGEMENTS

It will be the greatest opportunity to express my appreciations to all people who have helped and supported me to finish my duty. First and foremost, my deepest gratitude is addressed to Jesus Christ, who never leaves me alone. The greatest appreciation belongs to Dr. J. Bismoko., who always spent his precious time to give me feedback, solution, advice, and motivation during the completion of my thesis.

Besides, I would like to address my gratitude to F.X. Mukarto, Ph.D. and to Dr. B.B. Dwijatmoko, M.A. for giving me suggestions in my thesis review and thesis defense. I would thank Dr. Fr.B. Alip, M.Pd., M.A. for his suggestions in my thesis defense. My appreciations also go to all KBI lecturers who had taught and educated me.

I am indebted to Drs. Simon Suharyanta, M.Pd., the principal of SMK Putratama, who had permitted me to conduct my research. I would also like to address my thanks to Agnes Heni Triyuliana, S.Pd., Maria Saptiyudanti, S.Pd., and MM. Mawarti Rahajeng, S.Pd., the English teachers in SMK Putratama, who had facilitated and participated in my research. My sincerest thanks go to my best friend, Mega Wulandari, S.Pd., M.Hum. for always helping and advising me during the completion of my thesis. Then, I would like to express my thanks to all my students of 2014/2015 academic years in XAK class, XPM class, XBC class and XOT class for their cooperation.

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APPROVAL PAGE………...ii

DEFENSE APPROVAL PAGE……….iii

STATEMENT OF WORK ORIGINALITY………...iv

LEMBAR PERNYATAANPERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS...v

ACKNOWLEDGEMENTS………vi

TABLE OF CONTENTS………..viii

LIST OF TABLES………... ..xi

LIST OF FIGURES………...xii

LIST OF APPENDICES………...xiii

ABSTRACT………..xiv

ABSTRAK……….xv

CHAPTER I INTRODUCTION A.RESEARCH BACKGROUND………...1

B.PROBLEM IDENTIFICATION……….3

C.PROBLEM LIMITATION………..4

D.STATEMENT OF RESEARCH QUESTION………...6

E. GOALS OF RESEARCH AND DEVELOPMENT………6

F. PRODUCT SPECIFICATIONS……….6

G.RESEARCH BENEFITS……….8

CHAPTER II REVIEW OF RELATED LITERATURE A.THEORETICAL REVIEW………...10

1. Communication……….10

a. The Nature of Communication……….11

b.The Process of Communication………13

c. Communication Strategies………...15

2. Practice……….16

3. Four Strands of Language Course………18

a. The Four Strands by Nation………19

b. Fluency Development Strand………...23

4. Communicative Language Teaching (CLT)……….25

a. The Nature of Communicative Language Teaching (CLT)……….26

b.Fluency Activities in CLT………26

c. Mechanical, Meaningful, and Communicative Practice………...27

5. Speaking ………..28

a. The Nature of Speaking………...28

b. Speaking Activities………..30

6. Contextual Teaching Learning (CTL)………..32

7. Vocational High School………35

8. Adolescent Learners……….36

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b.Adolescent Learning……….37

9. Communication Practice Model………...39

10. Instructional Design………...41

a. Analyzing……….42

b. Designing……….42

c. Developing………...43

d. Implementing………...43

e. Evaluating………44

f. Effective Model………45

B.RELATED STUDIES………...46

C.THEORETICAL FRAMEWORK………...48

CHAPTER III RESEARCH METHODOLOGY A.RESEARCH METHOD………...54

1. The Concept of the Iconic Model……….54

2. The Practice of the Iconic Model………...55

B. RESEARCH PARTICIPANTS………...57

1. Participants of the Concept of the Iconic Model………..57

2. Participants of the Practice of the Iconic Model………...57

C.RESEARCH INSTRUMENTS……….58

1. Instrument for the Concept of the Iconic Model………..58

2. Instrument for the Practice of the Iconic Model………...60

D.DATA GATHERING TECHNIQUES……….64

1. Data Gathering Technique for the Concept of the Iconic Model…………64

2. Data Gathering Technique for the Practice of the Iconic Model ………….64

E. DATA ANALYSIS TECHNIQUE………...65

1. Data Analysis for the Concept of the Iconic Model……….65

2. Data Analysis for the Practice of the Iconic Model………..66

F. RESEARCH PROCEDURES………...70

1. Research Procedures for the Concept of the Iconic Model………..70

2. Research Procedures for the Practice of the Iconic Model………...71

CHAPTER IV RESULTS AND DISCUSSIONS A.THERESULTS OF THE CONCEPT OF THE ICONIC MODEL………….75

1. Research and Information Collecting………...75

a. Need Analysis Data from English Teachers………...76

b. Need Analysis Data from Students………..85

2. Determining Topics, Goals, General Purposes and Learning Objectives....95

B.THE RESULTS OF THE PRACTICE OF THE ICONIC MODEL………...100

1. Developing a Form of Product………...100

a. Let’s Keep in Touch………...104

b. Let’s Be Open-Minded………..106

c. Let’s Practice……….108

2. Preliminary Field of Testing………...110

3. Implementing and Evaluating Communication Practice Model…………117

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

A.CONCLUSIONS………...131

B. SUGGESTIONS………...134

1. Suggestions for Readers and Future Researchers ………..135

2. Suggestions for English Teachers………..135

3. Suggestions for Students……….137

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xi LIST OF TABLES

Table 2.1Summary of logical iconic model………...52

Table 3.1 Summary of questionnaire blueprint of need analysis for teachers and students………59

Table 3.2 Summary of questionnaire blueprint of experts’ validation…………...61

Table 3.3 Summary of questionnaire blueprint of the practice of the communication practice model………...62

Table 3.4 Summary of interview blueprint………63

Table 3.5 Score and criteria of the likert scale (Best, 2006)……….66

Table 3.6 Meaning of score criteria………...68

Table 3.7 Interpretation of the degree agreement………..68

Table 3.8 Meaning of score criteria for the practice of the iconic model………..70

Table 4.1 Teachers’ responses for item 1-8………...78

Table 4.2 Teachers’ responses for item 9-16……….79

Table 4.3 Teachers’ responses for item 17-32………...80

Table 4.4 Teachers’ responses for item 33-50………...82

Table 4.5 Students’ responses for item 1-8………....87

Table 4.6 Students’ responses for item 9-16………..88

Table 4.7 Students’ responses for item 17-32………90

Table 4.8 Students’ responses for item 33-50………93

Table 4.9 Goal and general purposes……….98

Table 4.10 Learning objectives………..99

Table 4.11 Participants of experts’ validation………..111

Table 4.12 Interpretation of the degree of argument for experts’ validation…...111

Table 4.13 Experts’ validation result………...112

Table 4.14 Implementation schedule………...117

Table 4.15 Meaning of score criteria………...118

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LIST OF FIGURES

Figure 1.1 Product specifications……….7

Figure 2.1 Process of communication (Yatim, Hamid, Rahim, and Thian, 2009: 2)………13

Figure 2.2 Summary of four strands (Nation, 2007)………...22

Figure 2.3 Repetition as speaking process……….30

Figure 2.4 Conditions that support adolescent learning (Beamon, 2001: 6)…….38

Figure 2.5 ADDIE’s steps (Choi, 2014)……….41

Figure 2.6 Concept of the iconic model………...51

Figure 3.1 Mean criteria formula (Sudijono, 2011)………...67

Figure 3.2 Summary of research procedures………...74

Figure 4.1 Let’s keep in touch………..105

Figure 4.2 Let’s be open-minded……….107

Figure 4.3 Let’s practice………..108

Figure 4.4 Comunication practice test……….109

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xiii

LIST OF APPENDICES Appendix 1 Letters

Appendix 1A Permission Letter for the Principal of SMK Putratama...144

Appendix 1B Permission Statement Letter from the Principal Of SMK Putratama………..145

Appendix 2 Blueprints Appendix 2A Questionnaire Blueprint of Need Analysis for Teachers……..147

Appendix 2B Questionnaire Blueprint of Need Analysis for Students……...151

Appendix 2C Questionnaire Blueprint of Experts’ Validation………...157

Appendix 2D Questionnaire Blueprint of the practice of Communication Practice Model………..160

Appendix 2E Interview Blueprint………...163

Appendix 2F Interview Guideline………...165

Appendix 3 Results Appendix 3A Questionnaire Results of Need Analysis from Teachers……..167

Appendix 3B Questionnaire Results of Need Analysis from Students……...170

Appendix 3C Questionnaire Results of Experts’ Validation………...176

Appendix 3D Questionnaire Results of the Practice of Communication Practice Model………..178

Appendix 3E Interview Results………...183

Appendix 4 Samples Appendix 4A The Sample of Questionnaire Results of Need Analysis from Teacher………...188

Appendix 4B The Sample of Questionnaire Results of Need Analysis from Student………... 193

Appendix 4C The Sample of Questionnaire Results of Experts’ Validation..198

Appendix 4D The Sample of Questionnaire Results of the Practice of the Iconic Model………...202

Appendix 4E The Sample of Interview Results………..205

Appendix 5 Syllabus of Curriculum 2006………...208

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ABSTRACT

Ratnasari, Dinar, 2015.A Communication Practice Model for Vocational High School, Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

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xv ABSTRAK

Ratnasari, Dinar, 2015. Model Latihan Berkomuniasi untuk Sekolah Menegah Kejuruan, Yogyakarta: Program Pascasarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.

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CHAPTER I INTRODUCTION

This research aims to produce a Communication Practice Model for the Vocational High Schools. The model is indented for students of the vocational high schools. This chapter is to ensure the validity and feasibility of the research project. To elaborate, there are several parts which are being discussed. They are research background, problem identification, problem limitation, research questions, research goals and objectives, and research benefits.

A.RESEARCH BACKGROUND

English in the Vocational high schools prepares students to work.

Marsigit (2008:2) says, “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.” English in the vocational high schools helps students in their future working. Using English, students are expected to be able to interact with other people. Thus, it can be said that English in the vocational high schools is for preparing students to work.

Besides, in improving life quality, people should develop themselves. Indonesia should be ready to face AFTA (Asean Free Trade Area) and AFLA (Asean Free Labour Area) in 2015 and should prepare for the changing (Mulyasa, 2013: 2). Indonesia should be able to compete with other countries. Considering

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and knowing that fact, the ability to communicate internationally is necessary. English as international language should be a bridge in facing AFTA and AFLA. Thus, Indonesian people should be able to use English to interact with others.

Further, speaking competence is important. According to the Directorate General Policy of the Higher Education, Educational and Cultural Ministry in 2011, speaking competence is required in order to communicate in global world because competency is important based on Indonesian National Qualification Framework or Kerangka Kualifikasi Nasional Indonesia or KKNI (www.kopertis3.or.id). When speaking competence increases, it may improve life quality because English as a Foreign Language in Indonesia may be used in communicating. Besides, it may promote equity since English as a Foreign Language in Indonesia can be used for communicating like in English as Second

Language’s countries. Therefore, students should be able to use English in communicating.

In addition, students of the vocational high schools tend to be people who should 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. Thus, improving their speaking in order to be able to communicate is required. Being able to communicate tends to be fluent in transferring meaning. Besides, Richards (2006: 14) says that the goal of Communicative Language Teaching is to build up the fluency. Students should be able to transfer meaning fluently so that communication can exist.

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Therefore, this research aims to produce the Communication Practice Model which focuses on promoting students to practice speaking in order to help students communicate. Thus, the Communication Practice Model involves Fluency Development strand by Nation (2007) so that communication in English can be engaged. Coxhead (2010:4) says, “Three meaning-focused strands called meaning-focused input, meaning-focused output, and fluency focus on the

communication of meaning.” Besides, since the Communication Practice Model

also employs Communicative Language Teaching and Contextual Teaching Learning, fluency strands by Nation is used. As a result, the Fluency Development strand can be appropriate to help students communicate using English. This research provides a Communication Practice Model as a module for practicing communication. Students are expected to practice their speaking so that they can communicate by using English. The Communication Practice Model expects students to be able to communicate internationally in the future.

B.PROBLEM IDENTIFICATION

Communication is essential in people lives. Littlejohn and Foss (2008:2)

say, “Communication is one of those everyday activities that is intertwined with all of human life.” Communication exists in the daily life context. However, in

connecting to global world, communication in English is important. English as an international language is required for communicating globally.

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Language is needed for communication. Thus, learning language will help in communicating. English language institutions may facilitate in developing communication. English should be practiced and taught to enable students in interacting and facing the global world. By learning English, interaction and communication with other people in the world can be achieved. Thus, practicing communication in English can give opportunity for students to develop themselves in global world.

Particularly, students of the vocational high schools should have ability to cooperate to other people. Students of the Vocational high schools are prepared to work when they graduate. They should be able to communicate especially in English so that they can work together. “Communicating fluently in English allows you to connect to people” (www.kucampus.kaplan.edu). Thus, English is important subject for them. Therefore, this research provides Communication Practice Model which uses Fluency Development strands, Communicative Language Teaching and Contextual Teaching Learning to promote students to practice speaking so that they have ability to communicate in English. Besides, the Communication Practice Model allows students to practice in order to help students common to communicate.

C.PROBLEM LIMITATION

In constraining this research, some points are being the focus of this research. This research focuses on five points. Firstly, this research focuses on

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development of the communication practice. Since students of the vocational high schools are prepared for working, being able to communicate is required. Besides, in global world, they should be able to interact and compete with other so this research tends to focus on productive skill which is speaking. Here, students are expected to practice communicating so that they will be familiar to communicate. Secondly, it focuses on the communication practice model, combined with the materials which are related to vocational high schools grade ten. Thirdly, this model involves the Fluency Development strand of language course strands by Nation (2007: 1), the Communicative Language Teaching and the Contextual Teaching Learning. The Fluency Development strand will be the focus of the Communication Practice Model since the model will be concerned with reading, listening, writing and speaking.

Fourthly, the Communication Practice Model will be a module or book for practicing to communicate or speak. This module will be used by teacher and students. Lastly, this product is for tenth grade students of the vocational high schools of all of programs. The reason is that students of all programs can use the Communication Practice Model so not only students of a certain program who can use this model. Further explanation about participants will be on Chapter III.

In conclusion, the Communication Practice Model utilizes Fluency Development strand that focuses on reading, listening, writing, and speaking. Thus, the activities in the model involve those four English skills. However, this model gives more attention in practicing to speak. This model adapts activities and materials using Communicative Language Teaching and Contextual Teaching

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Learning. The materials are also related to syllabus of the vocational high schools for tenth grade so the model can be suitable for students of grade ten. Therefore, Communication Practice Model helps students practice communicating.

D.STATEMENT OF RESEARCH QUESTION

This part provides the research question of the study. The research question is:

What is the iconic model of the Communication Practice for the Vocational High Schools like?

E.GOALS OF RESEARCH AND DEVELOPMENT

The goals of the research include two main points. The goals of the research are:

1. To present the concept of the iconic model that is going to be implemented in English classroom to guide students to be able to communicate.

2. To create the iconic model of the Communication Practice this is going to be applied to the students in the classroom.

F. PRODUCT SPECIFICATIONS

This research aims to design the Communication Practice Model for the vocational high schools. The goal of the Communication Practice Model is to

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enable students of the vocational high schools to communicate using English so they can cooperate and connect to others. Thus, the Communication Practice Model accommodates students to practice. The Communication Practice Model will be presented as a book for the teacher and students to practice their speaking so that students are expected to be able to communicate using English. It consists of fifteen chapters that provide activities and exercises for students to practice. This model is related to the Fluency Development strand of language course by Nation (2007) because Fluency-focused involves four skills of English which are speaking, listening, reading and writing. Besides, this model applies the Communicative Language Teaching and the Contextual Teaching Learning. In this section, students practice their skill to communicate. The product specifications are:

Name : Communication Practice Model for the Vocational High Schools User : The Students of Grade Ten of Vocational High School

Purpose : Improving students’ ability to communicate using English Materials : Speaking

Product Type : Module Chapter : 15 Units

Time : One unit for one meeting

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G.RESEARCH BENEFITS

This research is expected to bring about benefits for readers and future researchers, teachers, and also students. It is also expected to be helpful for people needing it. Thus, this part provides explanation about research benefits. This research has benefits scientifically and practically for English Language Studies. 1. Scientific Benefits for Readers and Future researchers

Scientifically, this research brings about benefits for readers and future researchers. This research provides effective model to improve learning efficiency. Besides, it provides information and knowledge in language education for improving speaking for the sake of communicating so it can help readers or future researchers as a reference. It may function as comprehensible contribution for English education development in the vocational high schools. This research brings benefit in presenting scientific information related to language learning, especially, related to communication practice. Therefore, readers and future researchers can use this research to find out scientific information which they need.

2. Practical Benefits for English Teachers and Students

Practically, this research aims to develop the effective model so it produces empirical model of the communication practice. Thus, this research brings benefit for English teachers as a reference to train students to communicate. Besides, this research presents material for students to practice their speaking so that they are able to communicate. The Communication Practice Model

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encourages students to practice in order to make them common in communicating. Here, students are expected to be able to communicate in order to interact and compete in global world.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents theories which support this research to discover the concept truth. This chapter consists of three parts. They are theoretical review, related studies and theoretical framework. The theoretical review is used as the relevant theory for the research itself. The related studies part is provided to support theoretical review with up-to-date report. In addition, the theoretical framework is used to provide clarity of research procedure.

A.THEORETICAL REVIEW

Theoretical review discusses ten theories. Theoretical review includes the theories of Communication, Practice, Four Stands of Language Course, Communicative Language Teaching, Speaking, Contextual Teaching Learning, Vocational High School, Adolescents Learners, Communication Practice Model, and Instructional Design Model.

1. Communication

Language is important in people lives. “Language can be used to

communicate feelings and emotions” (Aitchison, 2003: 23). People use a language as a media to transfer feeling and information. Using language, people can communicate with other people. People can transfer meaning and exchange information. Besides, “a language is used widely for communication between

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people who do not share the same first or even second language” (Harmer, 2007:

13). Thus, it is clear that communication needs language as a media.

In addition, English language can be used for communication internationally. Harmer (2007, 13) assumes that “English is used as a second or third language and as the international communication.” Knowing that fact, learning language for communication is necessary. Learning English language helps people acquire language so people can communicate fluently.

Therefore, this research also involves theories of communication since communication is the meeting point of this research. Being able to communicate in English is the purpose. This part consists of three main discussions. This part discusses the nature of communication, the process of communication and communication strategies.

a. The Nature of Communication

Communication in this research tends to be the students’ ability to

communicate through speaking and interacting with other using English. However, knowing the definition of communication is needed. Ruesch as cited in

Littlejohn and Foss (2008: 3) says, “Communication is the process that links discontinuous parts of the living world to one another.” Thus, communication

relates a person to other. According to Robbins (2001: 284), “Communication

refers to transference and the understanding of meaning.” Finally, communication

can be explained as a process to connect to others which includes transferring and understanding of meaning.

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Communication has some functions. Robbins (2001) classifies four functions of communication. The functions of communication based on Robbins (2001: 284-285) are divided into four main functions. Firstly, as a control, communication performs to control people manners, actions and behavior. By communication, people can behave properly and take a good action in their life. Communication organizes and manages people to be civilized and educated. Secondly, as motivation, communication functions in encouraging people to improve their performance. Suggestion and support which stimulate motivation need communication. Communication is used to encourage and persuade people to have high motivation in their life so people can know their purpose and want in their life. Thus, people can be motivated to reach what they need and want. Thirdly, as emotional expression, communication can be used to show or express feeling. People can show whether they are exited, depressed or annoyed. People should express their feeling to release their problem or burden. By communicating, people can show their emotion so communication is useful in expressing feeling. Lastly, Robbins (2001: 285) says, “Communication provides information that people need to make decision by transmitting the data to identify and evaluate alternative choices.” Thus, the last fourth function is as information. It is really clear that communication provides people all information that they need. People cannot get information if there is no communication to transfer the information. Communication tends to be a way to transfer message so people can find information by communicating.

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Therefore, communication is very important since it brings many benefits for people. People cannot be separated from communication because communication occurs in their life. Communication allows people to interact and cooperate. Knowing the functions of communication, this research points out a focus which is Communication Practice Model to enable students and use English in communicating.

b. The Process of Communication

Communication works through some steps. Based on www.oum.edu, communication involves sender, message, receiver and feedback. The sender is a person who is speaking then message will be transferring to the receiver so the receiver can send response. The process of communication can be described through the picture as follows.

Figure 2.1 Process of communication (Yatim, Hamid, Rahim, and Thian, 2009: 2)

Figure 2.1 describes the process of communication. A first sender will transfer a message to a receiver. The receiver will interpret the message and he or she will understand what the message is. Then, the receiver gives response as a

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feedback to the first sender. When the receiver gives feedback to the first sender, he or she becomes a sender. Finally, the feedback is received by the first sender who now is the receiver.

Besides, communication process has major elements. Those elements influence the communication process. There are seven major elements of communication process based on Robbins (2001, 285-286) which are sender, encoding, message, channel, decoding, receiver, and feedback. Firstly, sender sends message and refers to communication source (Robbins, 2001: 285-286). Secondly, encoding means transferring message to symbolic form (Robbins, 2001: 285-286). Thirdly, message is the real physical result of encoding (Robbins, 2001: 285-286). Fourthly, channel is a way or media to deliver message, such as face to face, telephone, etc (Robbins, 2001: 285-286). Fifty, decoding means to interpret message into a form that can be understood by receiver (Robbins, 2001: 285-286). However, knowledge, skill, background can influence the ability of receiver to decode message. Sixthly, receiver reconstructs and receives message (Robbins, 2001: 285-286). Lastly, feedback refers to whether understanding can be achieved (Robbins, 2001: 285-286).

Simply, it can be concluded that in communication a sender and a receiver have significant role. Communication may occur when a message can be transferred and received. A message is interpreted by a receiver and a feedback is to express that the message is understood. By communication, people can understand each other since they can exchange message or information.

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c. Communication Strategies

In communication, there are some strategies about how to communicate in order to facilitate people to transfer their message or information. According to

Dörnyei and Scott’s (1997) as cited in Ellis (2012), there are three general types of communication strategies. Dörnyei and Scott’s (1997) as cited in Ellis (2012: 508) identify communication strategies as direct strategies that include conflict resolution and achieving shared understanding, interactional strategies that consider the negotiation of for meaning and deal with preventing breakdowns and keeping the communication open, and indirect strategies that include the communication management but without the real use of the second language, for example, using fillers to reduce pressure on processing.

In addition, there are also other communication strategies. Brown (1994: 119-121) classifies communication strategies as four broad strategies. The first strategy is avoidance. It refers to syntactic and lexical avoidance. Pretending not listen to someone speaking may happen in this strategy. The second strategy is prefabricated pattern. It tends to memorize certain sentences without internalized knowledge of the components of the phrase. The third strategy is appeal to authority. It refers to ask directly to native speaker or use bilingual dictionary. The fourth strategy is language switch. It refers to use their native language whether the hearer knows or not.

As a result, using communication strategies, people are expected to communicate properly. Those strategies facilitate people to find a way to express

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saying, he can use avoidance by Brown which means pretending not listen so another person can repeat the saying and he has an opportunity to listen to the saying again to get the meaning.

In conclusion, theory of communication is necessary as a basic theory to develop Communication Practice Model. Communication has four functions which are as a control, motivation, emotional expression and information (Robbins, 2001: 284-285). Consequently, this research focuses on communication. Besides, the theory of communication process and communication strategies can be helpful in designing Communication Practice Model. By knowing communication process, communication problems may be identified. In addition, communication strategies can be helpful to find a way to express message properly. Therefore, theory of communication is important for designing and developing Communication Practice Model.

2. Practice

In this research, practice is needed to train students to communicate. Communication Practice Model provides students with practices so that students can train themselves to communicate. Practicing should be routine so students can be able to communicate. However, practice is related to behaviorism theory.

Mitchell and Myles (2004: 30) describe that “in behaviorists’ analysis, language

learning is learning as the formation of habits that considers response, stimulus

and repeated reinforcement”. Thus, the aim is to create habit to make students achieve their goal in learning. Besides, Mitchell and Myles (2004: 31) say that in

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behaviourism learning by practicing tends to be imitating and repeating. However, in this research, practicing means a training to help students accustomed to communicating.

In addition, behaviourism which is related to habit is needed for students of the vocational high schools. Doolittle and Camp (1999) as cited in Berns and

Erickson (2001) assume that “behaviourisms has served as the basic teaching and

learning for Career and Technical Education.” Thus, it may be used in teaching students of the vocational high schools. Besides, Berns and Erickson (2001) say

that “practicing specific skills offers a behaviouristic means for teaching and

learning and school should teach students the right work and moral habits.”

Accordingly, practice which is part of behaviourism may be used for the vocational high schools in teaching learning process in order to teach students to work and form habit. Thus, practice is considered in this research.

A Communication Practice Model concerns students with communicating and practicing. Here, practice is being the focus. Since practice makes perfect in the behaviourism, this research promotes practicing. However, practice in this research refers to train or exercise to apply or perform communicating actively. In this research, practice is not only about imitating and repeating but it invites students to be more creative to transfer what they want by communicating. In this research, practicing gives students opportunity to build his mind and to use their knowledge.

Practicing allows students to continually use or do. Harmer (2007: 52)

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conditioned to produce the language successfully on all future occasions.” Thus,

habit formation is being created by practicing. By formatting habit, students are expected to be common to communicate actively. The formatting habit is not only through imitating but also though building students knowledge. Besides,

according to Harmer (2007: 346), “repetition has benefits which are to help students fix words or topics in students’ memory and to allow students to improve on what they did before.” Thus, practicing which refers to habit formation and repetition is aimed as rehearsal for students in communicating so that students can communicate fluently.

In conclusion, this research points out a practice as rehearsal in helping students communicate. Students should be creative in practicing and they may not just imitate. Thus, this research offers the theory of practice to give explanation about the definition of practice in this research. Moreover, students may not only imitate but they also should use their knowledge and experience to relate what they are learning to the real context so that they can be able to communicate. It can be concluded that practicing in Communication Practice model is a rehearsal for students to make them familiar with communicating and to promote students to relate to the real context.

3. Four Strands of Language Course

In this part, theories of four language strands of language course will give further explanation in order to present appropriate theories for this research. This

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part presents some focuses which are the four strands by Nation (2007:1) and Fluency Development strand.

a. The Four Strands by Nation

Language course involves many activities for students in classroom. Learning activities can influence learning process. How to combine activities should be considered in order to achieve the goal of language learning. A certain activity may not be the only focus in a language course because each activity should have a portion in language course. Consequently, language course should cover balanced activities.

Balancing activities in language course is necessary. In balancing activities in language course, Nation (2007) classifies main types of activity into four stands of language course. The four strands of language course consist of four focuses. Besides, every strand should be proportional in implementing. The four strands of language course by Nation (2007: 1) are Meaning-focused input that means learning through listening and reading and is called as receptive language use, Meaning-focused output that is productive language use and refers to learning through speaking and writing, Language-focused learning which is also called as form-focused instruction and refers to deliberate learning of language figures like spelling, pronunciation, grammar or vocabulary and Fluency Development activity that involves four skills of English, such as speaking, listening, reading and writing.

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1) Learning through Listening and Reading

The first strand is related to listening and reading. Nation (2007:2) says,

“In this strand which is meaning-focused input, students’ focus is on

understanding and obtaining knowledge from what they are listening to and

reading.” This strand promotes students to learn using listening and reading

activity. Students’ activities will cover listening and reading sections. The

activities for this meaning-focused input can be listening to story, extensive reading, watching video or TV, etc. However, Nation (2007: 2) gives limitation that meaning-focused input only exists when students are familiar to what they are listening to and reading, when they like the input and want to understanding it, when they can get knowledge by clue and background knowledge and when the quantities of input are large. Meaning-focused input also exists when students may not know only a small proportion of language features, for example, they should know 95-98% of vocabulary and they may not know only 5% (Hu and Nation (2000) as cited in Nation, 2007: 2).

2) Learning through Speaking and Writing

This strand which is meaning-focused output involves activities like writing letter or diary, conversation, role play and so on. Meaning-focused input and meaning-focused output can be combined. It is possible when a student’s output may become another student’s input. Nation (2007: 3) assumes that this strand can be presented if students write and talk something that is familiar to them, if students’ main goal is to express their message or communicate with

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other, if they can use communication strategies, dictionary or previous input when they need and if there are sufficient opportunities to write and speak.

3) Language-focused Learning

Language-focused learning may not spend the whole time allocation in classroom although it is also important. Thus, each strand should be balanced. Nation (2007) also gives restraint to language-focused learning. Language-focused learning will succeed when students have conscious attention to language features, when they should process the language features deeply and considerate ways, when there should be chance to provide spaced and repeated attention to the same features, when the features that students learn should be simple and should not depend on the knowledge that they do not have, and when features in language-focused learning should also be included in the other three strands frequently (Nation, 2007:5).

4) Fluent in Listening, Speaking, Reading, and Writing

Fluent in listening, speaking, reading and writing refers to Fluency Development. In this strand, students can transfer and receive message so that communication can occur. The fluency strand occurs when students listen to, read, speak and write things that are familiar to them, when their focus is on transmitting and receiving message, when there are some supports to perform faster, and when input and output should be large (Nation, 2007: 6).

In addition, the four strands of language course should be balanced to make language course effective. Nation (1996: 11) states that language-focused,

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meaning-focused input, meaning-focused output and fluency should have their portion to be balanced. For example, in intermediate level, language-focused spends 20% from time allocation, meaning-focused listening and reading needs 30%, meaning-focused speaking and writing spends about 20% from time allocation, and fluency activities needs 30% (Nation, 1996: 11-12). Therefore, those four stands focus on activities that promote students to practice the English skills. In summary, those four strands can be described as follows.

Figure 2.2 Summary of four strands (Nation, 2007)

Figure 2.2 shows Language Input includes learning language through listening and reading. It means learners should understand and get information from what they read and listen (Nation, 2007: 2). Besides, Language Output in

LANGUAGE OUTPUT

LANGUAGE FOCUS

FLUENCY DEVELOPMENT

speaking and writing

spelling, pronunciation, grammar, vocabulary

FOUR SKILLS OF

ENGLISH LANGUAGE

INPUT

reading

and listening

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figure 2.2 means learning language through speaking and writing. “The focus of

the learners in this language output is on conveying ideas and messages” (Nation,

1996: 7). On the other hand, Language Focus in figure 2.2 refers to learning through language items and language figure such as grammar explanation,

spellling excercises, or vocabulary study” (Nation, 1996: 7). Fluency

Development in figure 2.2 includes listening, speaking, reading, and writing in the

learning. Thus, “the activities in this Fluency Development consist of speed

reading, repeated retelling, ten-minutes writing, and listening to easy story” (Nation, 2007: 6). The learners should accept and communicate the information in Fluency Development.

However, this research uses one strand that is Fluency Development strand. Fluency Development strand engages four English skills. This strands is suitable with English for the vocational high schools because English is intregated in the vocational high schools. Therefore, this research considers Fluency Development to design the Communication Practice Model.

b. Fluency Development Strand

In this Fluency Development strand, some activities to promote communication may be used such as speed reading, short writing and listening to easy story (Nation, 2007: 6). In this research, the Fluency Development may be combined with some pedagogical principles of four strands. There are ten pedagogical principles by Nation. However, this research only employs five principles because these five principles may be suitable for Fluency Development.

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The five pedagogical principles may guide teacher in language course. The five pedagogical principles are based on Nation (2007: 9-10). The first pedagogical principle is to encourage students to create spoken and written output by using communication activities in variety of circumstances, employing role plays, or matching writing and speaking tasks to student needs. The second pedagogical principle is to offer chances for cooperative communication by doing group work and getting students to work together on writing and reading. The third pedagogical principle is to guide students in strategies that will contribute to language learning by guessing from context, using dictionary, analyzing word part and learning through word cards. The fourth pedagogical principle is to offer Fluency Development activities in each of the four skills of listening, speaking, reading and writing by running a speed reading course, including repeated reading, providing an extensive reading program, doing 4/3/2activities, organizing a regular ten-minute writing program and listening to stories. The fifth pedagogical principle is to apply analysis, monitoring and assessment to help in dealing with students’ language and communication needs.

Those five pedagogical principles may be realized to invite students to communicate and encourage students to speak more. Those five pedagogical principles give an opportunity for students to communicate in the classroom through doing activities which focus on communication. Besides, the Fluency Development is really essential to help students communicate to create communication in the classroom.

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Although the four strands by Nation can be helpful for students, this research takes the last strand which is Fluency Development strand to be the basic of the effective model. Thus, the Communication Practice Model employs Fluency Development. Since Fluency Development strand considers about transferring and receiving message and engages listening, reading, speaking and writing (Nation, 2007: 6), the Communication Practice Model prefers the Fluency Development strand to other strands.

In conclusion, the Fluency Development strand is used in designing the Communication Practice Model. By using that strand, communication can occur so that students can practice communicating more. The Fluency Development strand is selected in order to build activities to promote communication. It can be concluded that the Communication Practice Model puts the Fluency Development strand as its focus to allow students in improving their ability to communicate in English.

4) Communicative Language Teaching (CLT)

Communicative Language Teaching is useful in this research to provide theory needed. The Communicative Language Teaching is utilized as a theory to create the Communication Practice Model. Indirectly, the Communication Practice Model applies the Communicative Language Teaching.

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a. The Nature of Communicative Language Teaching (CLT)

Communicative Language Teaching is one of methodology in language

teaching. Richards (2006: 2) says, “Communicative language teaching can be

understood as a set of principles about the goals which is the communicative competence, how learners learn a language, the kinds of classroom activities that

best facilitate learning, and the roles of teachers and learners in the classroom.”

However, the communicative competence has some aspects. According to Richards (2006, 3), the aspects of the communicative competence involve knowing how to use language for different intentions and goals, knowing how to vary the use of language according to the situation, knowing how to produce and understand different types of texts, and knowing how to maintain communication

Those aspects should be included in language teaching to create communication. Harmer (2007: 70) says that the aim of CLT is improving the ability of students to communicate. Thus, the communicative competence can help students able to communicate.

b. Fluency Activities in CLT

Communicative Language Teaching or CLT has many goals. The example of CLT’s goals is to build up fluency in language use (Richards, 2006: 14). Thornbury (2000) explains that fluency focuses on the message not on the form. Therefore, fluency tends to be the way people speak and it does not focus on structure of the utterance. There are six activities which focus on fluency based on Richards (2006: 14). The first is to reproduce natural use of language. It means

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that the activities should promote students to use common language. The second is to focus on realizing communication. The activities should accommodate students to interact with other so the communication can occur. The third is to involve significant use of language. The activities should provide language which is meaningful. The fourth is to involve the use of communication strategies. The fifth is to create language that may not be expected. It means that language which is used in the class should be creative. The last is to try to link language use to context. Activities should invite students to connect language to daily life context or certain situation.

Those activities refer to activities which encourage students to be more fluent in speaking. Thus, those activities may help students be able to communicate. Those activities are related to fluency so it will be useful for students to be fluent in using language.

c. Mechanical, Meaningful, and Communicative Practice

The Communicative Language Teaching engages communicative practice. There are three main practices that support CLT based on Richards (2006: 16). Firstly, mechanical practice belongs to a controlled practice activity which students can do without necessarily understanding the language they are using. Examples of this kind of activity are repetition drills and substitution drills. Secondly, meaningful practice is an activity where language control is still presented but where students need to make meaningful choices when practicing. Thirdly, communicative practice means activities where perform in using

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language within a real communicative context is the focus, where real information is replaced, and where the language used is not totally expected.

The communicative practice can be used in this research since this research is about the Communication Practice Model. This research considers the communicative practice to support the Communication Practice Model. Activities

which engage fluency can improve students’ ability to communicate. The

communicative practice concerns students in using meaningful and fluent language so that communication can exist.

In conclusion, the Communication Practice Model is related to the Communicative Language Teaching (CLT). CLT involves fluency activities and communicative practice so it can be used to develop the Communication Practice Model. The fluency activities and communicative in CLT provide activities and practice that promote students to communicate. Therefore, in this research, the Communication Practice Model applies not only Fluency Development strand by Nation but also CLT theory to enable students to communicate fluently.

5) Speaking

Here, theory of speaking is discussed. There are two main points in this part. The first is the nature of speaking. The second is the speaking activities. a. The Nature of Speaking

Since the focus of this research is on students’ speaking to communicate, this research provides the theories of speaking. Bailey (2005: 124) as cited in KaU

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(2009: 1) states, “Speaking is the productive oral or aural skill and comprises producing systematic verbal utterances to convey meaning that involves

producing, receiving, and processing information.” On the other hand, “Competencies can be considered as a set of knowledge, skills and attitude a person requires for carrying out a certain task” (Van Mil & Van Muyden, 2002 as

cited in Meijles, Rip, Bakker and Epema, 2004: 2). Thus, speaking competence can be referred as the combination of awareness, ability and thoughts which is to transfer meaning in spoken.

In addition, speaking also has a function which is interpersonal function.

Harmer (2007: 343) describes “interpersonal function as all about maintaining and sustaining relation between people.” Thus, speaking as interpersonal function is

related to communication because interaction with other people occurs. Consequently, theory of speaking is discussed here.

A speaker of English can be called as a competent speaker when he or she has competence. There are some combined views of several language teachers about a competent speaker. According to Goh and Burns (2012: 50), a competent speaker can speak fluently and with few or no grammatical mistakes, can be understood easily by others, can speak fluently and clearly on a wide range of topics, is confident when speaking to a large audience, and knows when to say the right things and says them in the most effective way possible.

Therefore, from the some combined views about a competent speaker, it may be concluded that speaking competence is related to many important aspects

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skill in the oral mode” (Ekbatani, 2011: 3). Speaking deals with oral activity of

transferring meaning. In delivering a message, oral system is important in speaking. However, speaking as a productive skill should consider aspects which are beneficial. One of the important aspects in speaking can be fluency.

Another important thing in speaking is repetition. Harmer (2007: 346)

says, “Repetition allows students to improve on what they did before.” By

practicing speaking continually, it will help students improve their ability. Howarth as cited in Harmer (2007: 346) assumes repetition as a process of speaking. That process can be showed as follows.

plan → perform→ analyze ←→repeat

Figure 2.3 Repetition as speaking process

Figure 2.3 explains that repetition is included in speaking process. The process involves plan, perform, analyze and repeat. By repetition, students have more time to practice. Harmer (2007: 346) states that “if students have a chance to

rehearse and try out, they will do more fluently in the second time.” Therefore,

repetition is required in speaking. b. Speaking Activities

Practicing speaking in the classroom is required. Harmer also provides some activities for speaking in the classroom. The classroom activities based on

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Harmer (2007: 348-352) are divided into six activities. The first activity refers to acting from a script. This activity allows students to act based on a play, film or a story in a book. They can also act dialogues that they write by themselves. The examples of this activity are play scripts and acting out dialogue. The second activity is a communication game. A communication game is appropriate for communication practice. “It can help students talking as quickly and fluently as

possible” (Harmer, 2007: 349). The examples of the communication game are information-gap games, television and radio games, etc. The third activity is discussion. Discussion invites students to have interaction to others. It can be implemented in a small group or whole-group. Here, communication can occur since each student will speak each other. The example of discussion can be debate and unplanned discussion. The fourth activity is prepared talk. In this activity, communication may also happen. Here, students are asked to make presentation. They should present a topic or something. The presentation is prepared so that students can arrange well. Communication happens when a student transfers information by presenting. Besides, other student can ask question so answer and question session is done here. The fifth activity is questionnaires. Teachers take a part in this activity. Teachers help students in preparing questionnaire. For example, a questionnaire about the most interesting movie can be used in this activity. Teachers should help students if students need. The result of questionnaire can be used as topic for discussion or prepared talk. When discussing or having prepared talk, communication may also exist. Thus, questionnaire is included in speaking activities. The sixth activity refers to

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simulation and role play. Simulation and role play can help students relate to the

real life context. Harmer (2007: 352) states, “Simulation and role play can

encourage general oral fluency or train students for specific situation.” These activities also promote students to be creative.

Those speaking activities may be implemented in the classroom to encourage students to talk. Thus, communication can occur in the classroom. A lot of activities can be used to help students communicate fluently. Those speaking activities are some of activities in speaking that can use to help students communicate fluently. Teachers may apply those activities or use their own creativity to invites students to communicate.

In conclusion, theory of speaking is necessary in this research since speaking is a part of communication. Besides, this research also focused on speaking. Although the Communication Practice Model applies the Fluency Development strand which involves four skills, the Communication Practice Model provides communication practice in speaking. Consequently, the Communication Practice Model makes use of presentation, role play and interview as communication practice.

6) Contextual Teaching Learning (CTL)

In this research, the Contextual Teaching Learning is used as a reference and theory for preparing materials for the model. The Contextual Teaching Learning here refers to materials used in the model apply the Contextual Learning and they are based on real life. Besides, Brown (2001: 45) assumes that

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“contextualization is a basic of the Communicative Language Teaching’s

principle.” Thus, Contextual Teaching Learning is employed in this research. The Contextual Teaching Learning is related to daily life context. Moreover, according to United States Departement of Education Office of Vocational and Adult Education (2001) as cited in Smith (2006: 14), Contextual Teaching Learning (CTL) is “a conception of teaching and learning that helps teachers relating the subject matter content to real world situation”. Thus, CTL promote teachers to use daily life context, experience, or situation in real world in

the teaching process. Besides, “Contextual learning is rooted in a constructivist

approach to teaching and learning which means individuals learn by constructing

meaning by interacting with an interpreting their environment” (Brown, 1998; Dirkx, Amey and Haston, 1999 as cited in Imel, 2000). Therefore, it is clear that CTL deals with real situation that happens and puts it into teaching learning process.

CTL can be useful for students in learning process since CTL covers the real situation which is suitable for students. Berns and Erickson (2001: 2) argue that CTL facilitate students to connect the content they are learning to the real life. Students will be easier to learn since what they are learning is connected to reality. Relating to communication, CTL may include real communication that happens in

students’ life, such as students’ experience, students’ daily activity and so on. Furthermore, CTL should think about some important points to avoid mistakes or problem in the teaching and learning process. Imel (2000) assumes

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reflects contexts of students’ live. The second is examining materials for bias; it means materials should not reinforcing existing stereotypes and myths. The third is avoiding imposing the perspective of others. It means CTL should reflect background or situation or experience of students and let them build up their own knowledge. The fourth is using the group as a resource. It refers to employ the social and distributive aspects. Teacher may be a partner of students.

Considering some recommendations can help teachers create conducive environment for CTL. Those recommendations offer what teachers should do

related to CTL. Using appropriate approach, good materials, students’

experiences, and a suitable source can promote CTL which is efficient and conducive so that the teaching learning process can work well. Teachers may

decide those recommendations that are suitable to meet the students’ need.

The Contextual Teaching Learning is suitable for students of the vocational high schools because students of the vocational high schools will learn

something related to their life. Berns and Erickson (2001) state that “CTL

provides the means for teaching other sets of learning goals of require

higher-order thinking skills.” Thus, CTL also promotes students to think more since they

should relate what they learn to real life context.

In conclusion, the Communication Practice Model also employs CTL. CTL is helpful in choosing materials that are related to the real context. Students can relate the materials provided to their life experience. Since students are common with the materials in the Communication Practice Model, it will be easier for them to learn. Communication can occur easily when students know

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what they are discussing. It can be concluded that, the Communication Practice Model uses also CTL in designing and developing materials.

7) Vocational High School

This part discusses the definition of vocational high school. In Indonesia, the vocational high schools have more or less similarities to general high school. However, there is a significant difference between them. Vocational education belongs to an education that trains students for specific skill, ability, and career (Gordon, 2012). Thus, the focus of the vocational high schools is certain skills that students choose to be developed.

The vocational high schools deal with preparing students to work.

Beside, Marsigit (2008:2) says, “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. The vocational schools provide knowledge and training for the students in order to prepare them to compete and face the working world. The vocational schools offer instruction and particular experience in skill trades, such as broadcasting, carpentry, tourism, etc.

In addition, the vocational high schools educate and train students to have good behavior. Berns and Erickson (2001) state that “vocational education means of preparing well-trained, compliant workers for that efficient society so

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school should teach students the right work and moral habits.” It can be said that the vocational high schools promote students to have good skill and good habit to prepare for working. The vocational education does not only teach students but also educates students so that students can have good personality, attitude and behavior. The reason is that moral habit is considered in the vocational education. Formatting good habit will help students behave in their future.

In conclusion, the vocational high school theory is used in this research because the Communication Practice Model is intended for students of vocational high school. By knowing what vocation school is, the Communication Practice Model can be prepared well and be suitable with the target of this research which is the Communication Practice Model for the vocational high schools’ students. It can be said that this theory is useful for designing the Communication Practice Model.

8) Adolescent Learners

Here, the theory of adolescent learners is presented. There are two main focuses. They are the nature of adolescence and adolescent learning.

a. The Nature of Adolescence

Since this research refers to students of the vocational high schools, this research focuses on adolescent learners. The reason is that the target learners here are categorized as adolescents. Bastable and Dart (2007: 21) state “Adolescence refers to 12-19 years of age and marks transition from childhood to adulthood.”

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Thus, students of the vocational high schools belong to adolescence. However,

Harmer (2007: 83) says, “Adolescents are seen as problem students.” Adolescents

are sometimes difficult to be handled because they are still teenager.

Furthermore, adolescents have some characteristics. Students of the vocational high schools have characteristics similar to adolescent learners. Consequently, students of the vocational high schools tend to be adolescent learners. Harmer (2007, 83) explains the characteristics of adolescents which are most of them recognize their learning need, most of them know the goal of their learning, they may be responsible enough to do what they are asked to do, and they look for their identity and need for self esteem.

Those characteristics show what and how the adolescents are. When students have those characteristics, they belong to adolescents. Students who are responsible enough, know their need and goal, and find their identity are categorized as adolescent learners. Thus, students of the vocational high schools refer to adolescents.

b. Adolescent Learning

In this part, situation that may influence the learning process of adolescences is explained. Knowing the situation that influences the learning process can be helpful for teachers to create effective learning process so that students can gain the goal of learning. Thus, this part discuss the situation that can influence adolescent learning

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54 UNIT 15

JOB INTERVIEW

Let’s Keep in Touch

Reading

Teacher invites students to discuss these questions bellow by answering and

sharing their answers!



What is a job interview?

Job interview is a meeting in which someone asks you questions to see if you are

suitable for a job (

Cambridge Advance Learner’s Dictionary

).



Mention some questions in the job interview!

Tell me about you profile!

What is your achievement?

Where did you study?

How much expected salary do you want to get?

What is your strength?

What is your weakness? Etc.

Teacher asks students to match these questions with the answers by drawing a

line and share the answers!

What is your weakness?

What are your strengths?

Where did you study?

Could you tell me about your achievements?

I studied in Putratama vocational high school. I took accounting program.

I am a careless person actually but I am going to be more carefully in everything I do.

I ever won English competition. I was also the winner of the accounting competition last year.

I am cooperative, creative and hard worker.

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55 Let’s Be Open

-Minded

Writing

Teacher asks students to fill this Curriculum Vitae bellow! Teacher should help

students when they need.

Curriculum Vitae

Personal Details

Name :

Address :

Postal Code :

Phone :

Email :

Gender :

Date of Birth :

Marital Status :

Nationality :

Religion :

Job Preference

Career Interest :

Expected Salary :

Educational and Professional Qualification

Education Background :

Summary of Working Experience :

Language Proficiency :

Executive Summary :

(...)

Let’s

Practice

Interview

Teacher asks students to work in pairs. A student should interview his or her

friend vice versa about his or her profile, job preference, educational background,

strengths, weaknesses, expected salary, etc. Teacher may go around for checking

their work or teacher may ask students to perform their interview.

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56 TEST 7

Communication Practice Test

Test 7 includes materials in Unit 13, 14 and Unit 15. In

this test, teacher will interview about handling

telephone, directions or job interview. Teacher will ask

students some questions related to three previous

topics. There are some ideas for teacher to create

questions.

Interview Questions:

1. Handling Telephone



There is a phone from a man who wants to speak to

your boss but your boss is having meeting. How do you

handle it?



There is a guest who wants to book a room. How do

you handle it?

2. Directions

From the picture of map in Unit 14, teacher asks the

directions of some places.

3. Job Interview

Tell me about you profile!

What is your achievement?

Where did you study?

How much expected salary do you want to get?

What is your strength?

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57 Oral Communication Rubric

(

http://www.milk.mb.ca/teachers/Grade4Power/Rubric4.pdf)

Max Score 100

Speaking to Communicate

20 15 10 5

Demonstrate an

understanding of

appropriate speaking

behavior in a variety of

situations, including

paired sharing and

small – and large –

group discussions,

answer and question and section

Always demonstrates an

understanding of appropriate speaking behavior

Usually demonstrates an understanding of appropriate speaking behavior

Sometimes demonstrates an understanding of appropriate speaking behavior Rarely demonstrates an understanding of appropriate speaking behavior

Communicate orally in

a clear English,

coherent manner, good

grammar, presenting

ideas, opinions and

information in a readily understandable form

Always communicates

in a clear

English, coherent manner , good grammar

Usually communicates

in a clear

English, coherent

manner, good

grammar

Sometimes communicates in a clear English, coherent

manner, good

grammar

Rarely communicates

in a clear

English, coherent manner, good grammar

Identify some vocal effects, including tone,

pace, pitch,

pronunciation and a range of sound effects,

and use them

appropriately to help convey meaning

Always Identifies

some vocal

effects, including tone,

pace, pitch,

pronunciation

Usually

Identifies some

vocal effects,

including tone,

pace, pitch,

pronunciation

Sometimes

Identifies some

vocal effects,

including tone,

pace, pitch,

pronunciation

Rarely Identifies some vocal effects, including tone,

pace, pitch,

pronunciation

Identify some

non-verbal cues, including

facial expressions,

gestures and eye

contact, and uses them in oral communications, appropriately to help convey meaning

Always

identifies or

uses

non-verbal cues

Usually

identifies or

uses non-verbal cues

Sometimes identifies or uses non-verbal cues

Rarely

identifies or

uses

non-verbal cues

Use language that is respectful of human diversity

Always uses language that is respectful of human diversity

Usually uses

language that is

respectful of

human diversity

Sometimes uses language that is

respectful of

human diversity

Rarely uses

language that is respectful of human diversity

(5)

58

Communication Practice Score

TEST 7

Date :

No. Name Understanding of appropriate speaking

Communication in clear (coherent, good grammar, understandable)

Vocal effect (tone, pith, intonation, pronunciation) to convey meaning

Gesture Respect to human diversity

(6)