PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

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

by Dinar Ratnasari 126332010

THE GRADUATE PROGRAM OF ENGLISH STUDIES SANATA DHARMA UNIVERSITY 2015


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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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TABLE OF CONTENTS 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 a. The Nature of Adolescence……………………………………………..36 viii


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 C. THE DISCUSSIONS OF COMMUNICATION PRACTICE MODEL.........129 ix


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 BIBLIOGRAPHY……………………………………………………………..138

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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 Table 4.16 Questionnaire result of iconic model……………………………….119

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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 Figure 4.5 Cover of communication practice model……………………………110

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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 Appendix 6 Communication Practice Model…………………………………...214

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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 xiv


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 OpenMinded, 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.

Kata kunci: komunikasi, latihan, model xv


1 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 1


2 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.


3 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.


4 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


5 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


6 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


7 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 Figure 1.1 Product specifications


8 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


9 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.


10 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 10


11 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.


12 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.


13 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


14 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.


15 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 their message. For example, when someone does not understand another person


16 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:

communication.

284-285). Besides,

the

Consequently, theory

of

this

research

communication

focuses process

on 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


17 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) says, “The more often repetition correctly occurs, the more learners are


18 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


19 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.


20 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


21 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. Languagefocused 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,


22 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.

LANGUAGE INPUT

reading and listening

LANGUAGE OUTPUT

LANGUAGE FOCUS

speaking and writing

spelling, pronunciation, grammar, vocabulary

FLUENCY DEVELOPMENT

FOUR SKILLS OF ENGLISH

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


23 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.


24 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.


25 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.


26 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


27 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


28 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


29 (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 such as fluency, grammar, motivation, etc. Besides, “speaking is the productive


30 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


31 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


32 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


33 “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 that CTL considers some recommendations. The first is selecting an approach that


34 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 higherorder 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


35 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


36 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.”


37 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


38 Learning may be different for each learner. The learning process is also influenced by some factors. Since they are teenagers, adolescences seem difficult to learn. However, it does not mean if they cannot learn. Some certain situations may support them to learn. According to Beamon (2001) explains conditions which support adolescent learning. Those conditions can be summarized as follows. Conditions That Support Adolescent Learning Adolescents learn better when they… • encounter learning that is appropriate to their developmental level and is presented in multiple ways and in an enjoyable and interesting manner. • are intellectually intrigued by tasks that are “authentic” and perceived as challenging, novel, and relevant to their own lives. • are allowed to share and discuss ideas, and to work together on tasks, projects, and problems. • are afforded multiple strategies to acquire, integrate and interpret knowledge meaningfully, to demonstrate understanding, and to apply knowledge to new situations. • are provided opportunities to develop and use strategic thinking skills, such as reasoning and problem solving. • are given guidance and feedback about their work, yet are permitted to monitor personal progress and understanding. • are in a safe, supportive environment where value is given to personal ideas and negative emotions, such as fear of punishment and embarrassment, are minimized.

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

Figure 2.4 discusses situations that maintain adolescent learning. Adolescents should have adolescent environment or situation in the learning to create good learning process. Teachers may not treat them as children so adolescent learning is suitable for them. Considering and concerning the conditions, learning process will work well and adolescence may be encouraged to learn. Teachers should pay attention to those kinds of situation in order to create learning environment which is enjoyable and comfortable for adolescence.


39 It can be concluded that theory of adolescent learners is discussed as theory to identify the target learner for the Communication Practice Model. This research invites adolescent learners as the research participants because the Communication Practice Model is for students of the vocational high schools and students of the vocational high schools refer to adolescent learners. After knowing the adolescent learners’ characteristics, it can help in identifying their problems, finding the alternative solution and preparing appropriate learning model for them. In conclusion, theory of adolescent learners is esensial to help in preparing, designing, developing and implementing the Communication Practice Model.

9. Communication Practice Model This research discusses a Communication Practice Model. In this part, the discussion is about what the Communication Practice Model refers to. Communication Practice Model has two main focuses. The focuses are on communication and practice. Communication exists in people lives. According to Robbins (2001: 284), “Communication refers to transference and the understanding of meaning.” In general, to communicate is “to give successfully (thoughts, feelings, ideas or information) to others through speech, writing, gesture or signals” (Procter, 1996: 271). Thus, communication refers to the way people present their ideas meaningfully. In this research, communication is expected to be existed in order to enable and encourage students to interact with other people using English.


40 Besides, another focus in this research is practice. Based on Procter (1996: 1107), “Practice means something that regularly done, often as a habit, tradition or custom.” In addition, Procter (1996: 1107) defines to practice as “to do something regularly or repeatedly in order to become skilled at it.” Practicing will be frequently done to help students common in using English for communication. In the end, students are expected to be able to communicate actively in English. Therefore, the Communication Practice Model is a model or a product which facilitates and invites students to practice English so that students can be able to communicate in English. The Communication Practice Model provides activities that promote students to practice more. When students become skilled in English, they are expected to be able to interact and cooperate with other people around the world since they can communicate actively with other using English. The Communication Practice Model presents materials and activities that encourage students to communicate. The materials and activities employ the Fluency Development strand by Nation, the Communicative Language Teaching and the Contextual Teaching Learning. By using those three main bases, the Communication Practice Model allows students to practice more and enables students to communicate using English. In conclusion, the Communication Practice Model which refers to a model or product and promotes students to practice communicating in English, are expected to help students in their learning. This model is intended to help students of the vocational high schools because students of the vocational high schools are


41 prepared to work and cooperate to other people both locally and globally. It can be concluded that the Communication Practice Model can be an effective product which promotes students to communicate.

10.

Instructional Design Model This research uses instructional design model. Instructional design can be

used as planning of the designing model itself. There are many models of instructional design model. However, this research uses ADDIE for the designing materials. The reason is that this instructional design model is flexible enough as an instruction to develop teaching learning activities. ADDIE refers to analyze, design,

develop,

implement

and

evaluate

(Danks,

2011).

www.csuchico.edu, steps of ADDIE can be described as follows.

Figure 2.5 ADDIE’s steps (Choi, 2014)

Based

on


42 a. Analyzing In this step, need analysis is conducted. It is the first step that should be done. Analyzing is used to obtain students’ needs, problems, learning environment, and learning characteristics. Those can be the basis of designing in this research. By analyzing, what should be need in designing can be identified and classified so that the design will be suitable with the need and want. In this research, need analysis is done through distributing questionnaires to collect data about students’ need. The need analysis is about what students’ need to practice communication. After getting data from need analysis, the design can be designed based on the data of need analysis. In order to collect information that is suitable, the need analysis data is obtained from teachers and students of vocational high school so the design can meet what students need. b. Designing Designing here refers to create or make the model. This step includes learning objectives, activity, exercises, content, assessment and lesson planning. Considering the output from analyzing is required. After analyzing, the gathered data is used to create the first model. Here, the model prototype is being designed. What the goal is, what the activities are, and how to assess should be included in the model prototyped. In this research, designing is done after collecting need analysis. In designing, the topics are chosen based on need analysis data and syllabus of vocational high school grade ten. After that, deciding goals which refer to


43 standard competence and deciding general proposes which deal with basic competence are prepared. Then, learning objectives are determined so what the design wants or expects can be reached by students. Besides, materials and activities are also selected in designing. Therefore, after completing those steps, the first model of the Communication Practice is designed. c. Developing The model prototype is being developed here. Revision, feedback and suggestion will help in developing the model. After getting feedback and suggestion, the model prototype is revised. The actual product is made based on analyzing and designing step. Considering all of feedbacks, the actual product is presented. In this research, expert validation is needed to find suggestions and to develop the first model. Expert validation is conducted by distributing questionnaires to people who are considered to be expert in language teaching learning. After gaining the data from expert validation, the first model is revised to be the main model or product. Based on suggestions and feedbacks which are obtained in expert validation, the first model of the Communication Practice is developed. d. Implementing After developing the model, the next step is implementing. In this part, developing model is implemented. Implementation means to put the design into


44 action. The model is distributed to students. The activities and materials presented in the model are applied in the classroom. In this research, the Communication Practice Model is implemented in classroom. The researcher implements this model to students of vocational high school. The implementation is just for three units. Thus, every class will use the Communication Practice Model for three meetings. Students use this model to practice communicating. In the class, students practice activities and learn materials in the Communication Practice Model. Students are expected to be able to communicate. e. Evaluating Evaluating is needed for the revision of the model. There are two evaluations. They are formative evaluation and summative evaluation. According to Dick and Carey (2009: 7-8) the formative evaluation is to facilitate in improving the instructional process and product and the summative evaluation is the culminating evaluation and is not the part of the designing process. Therefore, this research uses formative evaluation in designing. After implementing, evaluation is used as suggestion to improve the actual model or product in order to make the model better. In this research evaluating is done after implementing. After implementation, the researcher distributes questionnaires to students in order to know their opinion on the Communication Practice Model and to know whether


45 the model needs to be revised. When the data gained shows the good result, so the main model or product revision is not necessary. f. Effective Model Those ADDIE’s steps are conducted to create an effective model to facilitate students in learning English so that they can communicate well. According to Procter (1996: 443), “If something produces the results that it was intended to, it is called effective.” In this research, effective means that it will be helpful and it brings good result for students in their learning. Besides, model here refers to a product which is a learning module. Thus, this research aims to present an effective model which is a helpful and useful module for students in order to help them learning. This research expects to provide a product which focuses on communication and practice. Thus, students can use this product to practice communicating in English. The Communication Practice Model is supposed to be an effective model so that students will be able to communicate using English. Therefore, the Communication Practice Model refers to a learning module which is useful and helpful to enable students to communicate. In conclusion, the Communication Practice Model which means as an effective model possesses five steps of ADDIE. The first step is analyzing which is to identify students’ need and problem. The second step is designing. In this step, the model is planned and designed. The third step is developing. The model is developed and revised in this step in order to produce the effective model. The


46 fourth step is implementing. The effective model is applied to enable students to communicate. The last step is evaluating. Evaluating is done while it is needed to revise the effective model.

B. RELATED STUDIES This part discusses relevant research report. Relating this research to other research reports is the focus of this part. This research will involve Fluency Development strand to help students be able to communicate because that strand can be useful for communication practice. Coxhead (2010:4) assumes, “The three strands comprise three meaning-focused strands called meaning-focused input, meaning-focused output, and fluency. In these strands, the main focus is the communication of meaning.” That theory supports this research because from the research conducted by Coxhead, it can be concluded if the strand that deals with communication

is

Fluency

Development.

Consequently,

the

Fluency

Development strand is employed in this Communication Practice Model because this research focuses on communication and the Fluency Development is connected to communication of meaning. This research also engages the Communicative Language Teaching. In addition, Brown (2001: 45) says, “In Communicative Language Teaching, students are expected to interact with other people.” Thus CLT is adopted in this research as theory for designing the model. Besides, Hedge (2000) as cited in Yang (2014: 195) “adds fluency competence into CLT, because speakers are strongly required to articulate smoothly, coherently and naturally without


47 excessive repetitions or pauses.” Since fluency is also related to CLT, the Communication Practice Model utilizes the Communicative Language Teaching. Accordingly, this research deals with CTL and the Fluency Development strand to enable students to communicate in English. The Communication Practice Model uses the Contextual Teaching Learning theory in designing. Besides, Veniranda and Tutyandari (2008: 6) explain that the Contextual Teaching Learning will assist students to relate what they learn to the life context. Students will feel familiar with the material that is given because they learn material which is close to their daily. Thus, CTL is useful for students. They can learn easier as they have been common with the content that they are learning. Since, CTL can help students deal with learning language that can be used in the real life so this research also employs CTL in designing the Communication Practice Model. This research relates those studies above to support the Communication Practice Model. The Communication Practice Model uses those studies to connect with the theories of the Communication Practice Model. The study about fluency strand can support the theory of four strands of language course about the Fluency Development. The study of the Communicative Language Teaching helps this research relate CLT to fluency. Besides, the study of the Contextual Teaching Learning gives description or example about the materials that will be designed.


48 C. THEORETICAL FRAMEWORK Language has important role in people live. “A language is used widely for communication between 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. Besides, language learning helps people acquire language so they can communicate fluently. Consequently, this research deals with language learning. Communication is important since it has many functions. The functions of communication are as control, as motivation, as emotional expression and as information (Robbins, 2001). On the other hand, students of the vocational high schools should be able to communicate in English to interact with others because students of the vocational high schools are prepared to work. Marsigit (2008:2) states, “Vocational education, sometimes called Career and Technical Education (CTE) has its aim to prepare learners for careers.” The vocational high schools prepare thir learning outcome to be able to connect to others in global world so being able to communicate is the goal of learning English. However, practice in behaviourism means repeating (Mitchell and Myles, 2004: 31). Thus, in this research, practice refers to do continually to make students familiar and common with something. Therefore, the Communication Practice Model refers to practice model that can be used for students of the vocational high schools to facilitate them to be able to communicate. Besides, the Fluency Development strand by Nation (2007: 6) promotes activities which support students to communicate such as short writing, reading


49 and listening to easy story. Fluency activities and communicative practice in the Communicative Language Teaching (CLT) invite students to communicate (Richards, 2006: 16). On the other side, the Contextual Teaching Learning (CTL) helps students relates to the real world (Smith, 2006: 14). Communication is real in people lives so CTL can deal with communication. Considering the Fluency Development strand, CLT and CTL, this research presents the Communication Practice Model. Theoretically, the Communication Practice Model involves goal, procedure, and content. Firstly, the goal of the Communication Practice Model is to enable students of the vocational high schools to communicate using English so they can cooperate with others. Specifically, students are expected to be able to speak and present certain topics. Besides, this research aims to provide materials and activities that are related to CLT and CTL. Secondly, in designing the model, this research uses ADDIE’s steps. The steps belong to analysis, design, development, implementation and evaluation. Need analysis is used for gaining students need so that the design can be suitable with students needs and the goal of learning. In design step, the model prototype is designed. This step deals with earning objective, topics, assessment, content, and lesson plan. The model is served as module with consist of some units. Every unit engages the Fluency Development strand theory of four strands by Nation (2007) and involves CLT and CTL. The model prototype is developed based on analyzing step in development step. The media and instructions are involved in this step. For implementation, the final product is implemented to students of


50 vocational high school. Then, evaluation is step for evaluating ad revising. Revision is made as needed. Thirdly, since communication is important for vocational high school students, the Communication Practice Model is designed. The Fluency Development strand by Nation (2007) involves many activities to promote communication. The communicative practice in CLT also provides activities that encourage students in communicating. Besides, CTL is considered to relate to the real world. Thus, the Communication Practice model employs the Fluency Development, CLT and CTL. This model consists of fifteen units. This model uses the Fluency Development strand of language course by Nation (2007). The Fluency Development strand concerns language course with four English skills. Besides, the fact is that English for the vocational high schools is integrated. Reading, listening, writing and speaking are integrated as an English course in the vocational high schools. Consequently, the Fluency Development is used in this research. This model also employs CLT and CTL. This model offers activities which are related to English skills. However, the focus is on the productive skill which is speaking because this model is intended for communication practice. Thus, the activities consist of presentation, role play, interview, debate, minidialogue and discussion. The concept of the iconic model can be summarized as follows.


51

Students are able to communicate

COMMUNICATION PRACTICE MODEL

Communicative Language Teaching

Contextual Teaching Learning

FLUENCY DEVELOPMENT

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Figure 2.6 Concept of the iconic model

Figure 2.6 shows the concept of iconic model which covers summary of goal, procedure and content of this design. The goal of this design is to enable students to communicate. The procedure includes ADDIE’s steps and the content of the design is related to the Fluency Development strand of language course by Nation, the Communicative Language Teaching and the Contextual Teaching Learning. The design consists of fifteen units. Besides, the summary of the logical iconic model can be shown in Table 2.1.


52 Table 2.1 Summary of logical iconic model UNIT

TOPIC

1

Greeting

2

About Me

3

TEST 1 Describing People

4

Describing Things

5

TEST 2 Offering

6

Suggestions

7

TEST 3 Opinion

8

Advertisement

9

TEST 4 Invitations

10

Apology and Permission

11

TEST 5 Memo

12

My Holiday

13

TEST 6 Handling Telephone

14

Directions

15

Job Interview

TEST 7

COMMUNICATION PRACTICE                                             

Listening Writing Interviewing Reading Writing Presenting profile INTERVIEW Reading Writing Presenting Reading Writing Presenting PRESENTATION Reading Writing Role play Reading Writing Presenting ROLE PLAY Reading Writing Debating Listening Writing Presenting PRESENTATION Reading Writing Role play Reading Writing Mini-dialogue ROLE PLAY Reading Writing Discussing Listening to short story Writing Presenting PRESENTATION Listening Writing Role play Reading Writing Interviewing Reading Writing Interviewing INTERVIEW

COMMUNICATION MEASUREMENT

Using Speaking rubric



Using speaking rubric




Table 2.1 describes the content of the design. The design will have fifteen units which discuss fifteen topics. There are seven tests for students after


53 finishing two until three units. This table also explains the activities that are included in the design. The activities apply the Fluency Development, CLT and CTL.


54 CHAPTER III RESEARCH METHODOLOGY This chapter provides the methodology which was used to verify the iconic model of the Communication Practice theoretically and empirically. The discussion in this chapter includes research method, research participants, research instruments, data gathering techniques, data analysis technique and procedures.

A. RESEARCH METHOD This goal of this research was to produce the Communication Practice Model. Thus, this research used a method which was Research and Development (R & D). Borg and Gall (1983: 772) state, “Educational research and development (R&D) is a process used to develop and validate educational products.” Therefore, for doing this research, R & D was conducted. Actually, there are ten major steps in R & D cycle based on Borg and Gall (1983). However, this research adopted six steps of R & D steps for designing materials which were classified into two main focuses. Two main focuses were the conceptual model and the iconic model. Besides, the R & D was combined with ADDIE’s steps by Danks (2011). Those six major steps based on Borg and Gall (1983: 775-776), combined with ADDIE’s steps by Danks (2011) are: 1. The Concept of the Iconic Model This concept of the iconic model included two major steps based on Borg and Gall. They were research information collecting and planning. 54


55 a. Research and Information Collecting In this research, the first step of R & D was research and information collecting. Collecting information can be from internet, books and other resources. According to Borg and Gall (1983: 775), “this step includes review of literature, class observation, and preparation of report of state of the art.” Research and information collecting provide information that researchers need. In this research, the first step of ADDIE, analysis, was conducted here. Need analysis aimed to find out need and want as a basis of designing the model. b. Planning Planning is the important step. Borg and Gall (1983: 781) argue that a good plan can be helpful in avoiding wasted work in the implementation of the design. Thus, planning is necessary in R & D cycle. Borg and Gall (1983: 779) explain that the most important point in planning is the particular objectives that want to be achieved by the design. Here, the second step of ADDIE which was design was applied. In this research, some preparation of materials and devices were done in planning step to support the implementation. Determining learning objectives or standard competence was based on students’ need.

2. The Practice of the Iconic Model The practice of the iconic model used four major steps from Borg and Gall (1983). They were developing a form of product, preliminary field of testing,


56 implementation and main product revision. However, for the iconic model, there were four steps of ADDIE that were included. There were design, development, implementation, and evaluation. a. Developing a Form of Product Two previous steps were used as basis for developing product. It involved development of materials, activity and devices. The step of ADDIE which was design belonged to developing a form product. After planning, the first product was designed here. b. Preliminary Field of Testing Experts’ validation was important in order to get feedback and suggestion to develop product before implementing. Questionnaires were distributed for English teachers of vocational high school and lecturer of English studies. Thus, the third step of ADDIE which referred to development was involved in this part. In this development step, the first product was developed into the main or final product. c. Implementing After validation from the experts, the final product was implemented. The implementation was for one-three units. Implementation also belonged to fourth step of ADDIE. d. Revising Main Product It was the final revision of the final product. This revision was done if it was needed. In the ADDIE, it was called as evaluation. If it was necessary, the


57 final product would be evaluated and then revised so that the real product became more effective and appropriate.

B. RESEARCH PARTICIPANTS This research divided research participants into two main groups. They were conceptual and iconic model’s participants. 1. Participants of the Concept of the Iconic Model For need analysis of the concept of the iconic model, three English teachers of Putratama Vocational High School were invited as the participants. Besides, the participants for need analysis were tenth grade students of Putratama Vocational High School of 2014/2015 academic year. They came from four programs which were Accounting, Management, Broadcasting and Automotive. The primary aim of this research was to gain students’ need toward speaking and their need in communicating.

2. Participants of the Practice of the Iconic Model The last participants were participants of the practice of the iconic model. In evaluating or in developing primary field testing, experts’ validation was required. Thus, the participants of the evaluation were three English teachers of Putratama Vocational High School and one lecturer of Business Communication Centre of Economic and Business Faculty in Gajah Mada University. Therefore, three English teachers of Putratama Vocational High School and a lecturer of


58 Business Communication Centre of Economic and Business Faculty in Gajah Mada University were also the participants of the iconic model. The other participants were tenth grade students of Putratama Vocational High School of 2014/2015 Academic Year. They were chosen since they applied using Communication Practice Model. They were expected to be able to communicate using English.

C. RESEARCH INSTRUMENTS This research used two instruments. They were questionnaire and interview. The questionnaire was used for the concept and practice of the iconic model. The interview was used for iconic model. 1. Instrument for the Concept of the Iconic Model Here, questionnaire was used in order to gather need analysis from teachers and students. Trochim (2006) says that a questionnaire tends to be an instrument which uses paper and pencil or pen in completing. Besides, there are two types of questionnaire. Firstly, Bes and Kahn (1986: 167) state that “the open questions are free responses.” Secondly, Hadi (2000: 179) says that closed questions let respondents give their opinions widely. Thus, the types of questionnaire are open and closed question. However, the open and closed questions of questionnaire were used in this research to get data for the concept of the iconic model. The closed questions were fifty items and the open questions


59 were six questions. The blueprint of questionnaire for teachers and students is summarized as follows. Table 3.1 Summary of questionnaire blueprint of need analysis for teachers and students No Aspects Number of Item Closed Type A The Perception on English in Communication for Tenth Grade Students of the Vocational High Schools 1. The Importance of Communication 1, 2 ,3, 4 2. The Importance of English in Communication for Tenth 5, 6, 7, 8 Grade Students of the Vocational High Schools 3. The relation between Communication and English Skills 9, 10, 11, 12 in the Vocational High Schools 4. The relation between Speaking and Communication. 13,14,15,16 B The Perception on the Communication Practice 1. Fluency Development 17, 18, 19, 20

C

2. Practice 21, 22, 23, 24 3. Communicative Language Teaching 25, 26, 27, 28 4. Contextual Teaching Learning 29, 30, 31, 32 The Perception on Tenth Grade Students’ Needs about Material of Communication Practice Model 1. The Tenth Grade Students’ Needs about Language 33, 34, 35, 36, 37, 38, 39 Expressions 2. The Tenth Grade Students’ Needs about the English Genre 40, 41, 42, 43, 44, 45 or Types of Text

3. The Tenth Grade Students’ Activities in the classroom 46, 47, 48, 49, 50 Open Type A The Perception on Communication Practice in the Vocational High Schools 1. The Importance of English in Communication 1, 2, 3 B The Suggestions on Communication Practice in the Vocational High Schools 1. The Importance of English in Communication 4, 5, 6

The questionnaire of need analysis would be used to gain the perception on English communication for tenth grade students of the vocational high schools, the perception on how the Communication Practice should be like, the perception on materials in the Communication Practice Model and the suggestions on the Communication Practice. The perception on English communication for tenth grade students of the vocational high schools involved the importance of communication, the importance of English in communication for tenth grade students, the relation between communication and English skills in the vocational


60 high schools and the relation between speaking and communication. The perception on the Communication Practice included statements about Fluency Development, practice, Communicative Language Teaching, and Contextual Teaching Learning. The perception on materials of the Communication Practice Model consisted questions on students’ need about language expressions and English genre, and students’ activities. Besides, the suggestions on the Communication

Practice

asked

about

the

importance

of

English

in

communication. The complete blueprint can be seen on Appendix 2A and Appendix 2B.

2. Instrument for the Practice of the Iconic Model There were two instruments for the practice of the iconic model. They were questionnaire and interview. However, the questionnaire was divided into two. They were questionnaire distributed for experts’ validation and questionnaire distributed for students about the practice of the iconic model. Besides, the interview was for students. For evaluation or experts’ validation, the instrument was closed and open type of questionnaire. The questionnaire consisted of closed and open questions. There were thirty statements for closed questions and there were five questions for open questions. The summary of questionnaire’s blueprint for experts’ validation is presented as follows.


61 Table 3.2 Summary of questionnaire blueprint of experts’ validation No Aspects Number of Item Closed Type A The Perception on the Purpose of the Communication Practice Model 1. The Goals of the Communication Practice Model 1, 2, 3, 4 2. The Benefits of the Communication Practice Model 5, 6,7, 8 B The Perception on the Communication Practice 1. The Module 9, 10, 11, 12, 13 2. Let’s Keep in Touch 3. Let’s Be Open-Minded 4. Let’s Practice 5. Communication Practice Test Open Type A The Perception on the Communication Practice Model 1.Perception on the Communication Practice Model B The Suggestions on the Communication Practice Model 1. Suggestions on the Communication Practice

14, 15, 16, 17, 18 19, 20, 21, 22 23, 24, 25, 26 27, 28, 29, 30

1,2,3 4,5

Table 3.2 describes the summary of questionnaire blueprint for experts’ validations. The questionnaire aimed to find out the perception of experts on the purpose of the Communication Practice Model which asked about the goals and the benefits of the Communication Practice Model. Besides, the perception of experts on the Communication Practice Model was also gained in order to obtain perception on layout or design, contents and language used in the Communication Practice Model. Additionally, the questionnaire wanted to obtain the suggestions from the experts so that the Communication Practice Model could be improved. The complete questionnaire blueprint for experts’ validation can be seen on Appendix 2C. After conducting experts’ validation, the model might be revised based on the feedback from the experts. Then, the Communication Practice Model was implemented. After implementing, questionnaire was also utilized to gain the data about the iconic model. The questionnaire consisted of twenty questions of closed


62 type and five questions of open type. The questionnaire asked some aspects. The summary of questionnaire blueprint of the practice of the iconic model is presented as follows. Table 3.3 Summary of questionnaire blueprint of the practice of communication practice model No Aspects Number of Item Closed Type A The Perception on the Purpose of the Communication Practice Model 1. The Content and Applicability of the Communication 1, 2, 3, 4, 5 Practice Model 2. Ease of Use 6,7, 8, 9, 10 B The Perception on the Effects of the Communication Practice Model 1. The Benefits of the Communication Practice Model 11, 12, 13, 14, 15 2. The Influences of the Communication Practice Model on Students’ Interaction Open Type A The Perception on the Communication Practice Model 1.The Use of the Communication Practice Model B The Suggestions on the Communication Practice Model 1. The Suggestions on Improving Communication Practice Model

16, 17, 18, 19, 20

1,2,3 4,5

Table 3.3 shows some aspects in questionnaire of the practice of the iconic model. The aspects in the questionnaire of the practice of the iconic model were the perception on the purpose of the Communication Practice Model, the perception on the effects of the Communication Practice Model, the perception on the Communication Practice Model, and the suggestions on the Communication Practice Model. The perception on the purpose of the Communication Practice Model aspect included the content and applicability of the model and the ease of use. The perception on the effects of the Communication Practice Model had two aspects which were the benefits of the Communication Practice Model and the influences of the Communication Practice on students’ interaction. The perception on the Communication Practice Model which involved the use of the model and the suggestions on the Communication Practice Model elaborated about


63 suggestions to improve the model. The complete questionnaire blueprint for the practice of the iconic model can be seen on Appendix 2D. Besides, interview was conducted to gain data from student about response and statement of the practice of the Communication Practice Model. An interview is conducted by asking questions to respondents directly (Trochim, 2006). However, researchers should make schedule so that the interview can be comfortable for both interviewer and respondents (Wiersma, 1995: 199). Ary, Jacobs, and Razavieh (1990: 418) show that interview is almost similar to questionnaire because there are two types of questions; they are closed and open questions. This research used open questions for conducting interview in order to gain more information because the participants could explain their perception widely and clearly. The interview was conducted by asking the students in face to face talks. The interview covered ten questions of open type. The blueprint of the interview can be summarized as follows. Table 3.4 Summary of interview blueprint No A B

Aspects Number of Item The Students’ Perception on the Use of the Communication Practice Model 1. The Benefits of the Communication Practice Model 1, 2, 3, 4, 5, 6 The Students’ Perception on the Weaknesses of the Communication Practice Model 1. The Difficulties in Using Communication Practice 7, 8, 9, 10 Model

Table 3.4 discusses the aspects in interview. There were two main points in the interview which were the students’ perception on the use and on the weaknesses of the Communication Practice Model. The perception on the use of the model dealt with the benefits of the Communication Practice Model. The


64 perception on the weaknesses engaged an aspect about the difficulties in using Communication Practice Model. The complete interview blueprint can be seen on Appendix 2E.

D. DATA GATHERING TECHNIQUES Data gathering techniques were divided into two main focuses. The first was data gathering technique for the concept of the iconic model. The second focused on data gathering technique for the practice of the iconic model. 1. Data Gathering Technique for the Concept of the Iconic Model Need analysis was conducted before designing the model. It was used to find out the data for designing the model. The data was gathered by distributing closed-open type of questionnaires. The participants were English teachers and tenth grade students of Putratama Vocational High School 2014/2015 academic year. The data became the basis of designing the Communication Practice Model.

2. Data Gathering Technique for the Practice of the Iconic Model Evaluation or experts’ validation was conducted after designing the model. Closed-open type of questionnaires was distributed to three English teachers of Putratama Vocational High School and a lecturer of Business Communication Centre of Economic and Business Faculty in Gajah Mada University. This data of evaluation was used for developing preliminary field testing before implementing the model.


65 On the other hand, for the practice of the iconic model, closed-open type of questionnaires was distributed to tenth grade students of Putratama Vocational High School 2014/2015 academic year. Besides, interview was conducted for tenth grade students of Putratama Vocational High School 2014/2015 academic year. The data gathered was used to answer to the research question proposed in research questions in Chapter I.

E. DATA ANALYSIS TECHNIQUE In this data analysis technique, there were two main focuses. The first focus was the data analysis technique for the concept of the iconic model. The second focus was the data analysis technique for the practice of the iconic model. 1. Data Analysis Technique for the Concept of the Iconic Model For need analysis, the percentage of each response was counted by dividing the number of students who chose certain answer with the total number of the students, then multiplied by 100%. It can be showed as follows. n

X 100%

N

Note: n = total number of students who chose certain answer N = total number of students


66 The data of need analysis was gained from questionnaires that were distributed to the participants. The data was counted using that formula above. Then, the data was interpreted in form of writing. Besides, interpretation was used for answer the open type of questionnaire.

2. Data Analysis Technique for the Practice of the Iconic Model For experts’ validation, the data from evaluation was divided into two categories of data analysis technique. The first category was about participants’ response, gathered through closed questions and the second was about comment and suggestions, collected through open questions. a. Opinion of evaluation participants for conceptual model through closed questions used Likert scale. The researcher used five point scales which were Strongly Agree (SA), Agree (A), Doubt (D), Disagree (DA), and Strongly Disagree (SDA). Choosing strongly agree (SA) had point of agreement which was 5. Choosing agree (A) had 4 as the point of agreement. Choosing doubt (D) would get 3 as the point of agreement and choosing disagree (DA) would get 2 as the point of agreement. Besides, choosing strongly disagree (SDA) would get 1 point. The five point scale can be described as follows. Table 3.5 Score and criteria of the likert scale (Best, 2006)

No 1. 2. 3. 4. 5.

Criteria Strongly Agree Agree Doubt Disagree Strongly Disagree

Score 5 4 3 2 1


67 In calculating the score to describe the results, finding the mean was needed. The formula to get mean can be presented as follows. M = ∑x N Note: M N

: Mean (indicators of central tendency of the set of sources) : Number of cases (the number of respondents)

Mean of each item was categorized into certain criteria. In order to categorize the mean criteria, the ideal mean (Mi) and ideal standard deviation (SDi) should be obtained. The formulas to determine the ideal mean (Mi) and ideal standard deviation (SDi) based on Munadi (2014) are presented as follows:

Mi (Ideal Mean) = (highest score + lowest score) = (5+1) = 3 SDi (Ideal Standard Deviation) = (highest score – lowest score) = (5-1) = 0.6 In addition, this research modified quantitative data conversion formulas as stated by Sudijono (2011: 329). The formulas are described in the following figure.

Figure 3.1 Mean criteria formula (Sudijono, 2011)


68 Those formulas aimed to classify the mean criteria which were very high, high, fair, low, and poor. The mean criteria are described in table 3.6. Table.3.6 Meaning of score criteria Formula

Score Range ≥4

Criteria Very High/Very Good

3.4 – 3.9

High/Good

2.8 – 3.3

Fair

2.2 – 2.7

Low

≤ 2.1

Poor

Mi + 1.5 SDi = 3 + 1.5 x 0.6= 3.9 Mi + 0.5 SDi = 3 + 0.5 x 0.6= 3.3 Mi – 0.5 SDi = 3 – 0.5 x 0.6= 2.7 Mi – 1.5 SDi = 3 – 1.5 x 0.6= 2.1

Mean as indicators of central tendency of each indicator and each aspects of required information aimed to decide what the researcher should do with the designed product. Mean specified certain meaning of interpretation. The interpretation of point of agreement is presented as follows. Table 3.7 Interpretation of the degree of agreement Range 0.0 – 2.7 2.8 – 3.3 3.4 – 3.9 ≥4

Interpretation Replace the rejected part of the designed model Add more part or modify part of the designed model based on the lack on the statement Conduct more exploration on the existing part of the designed model based on the statement No Revision

The interpretation was modified from quantitative data conversion by Sudijono (2011) and percentage of questionnaire responses by Best and Kahn (2006). Best and Kahn state if the response rate is 70% out of total maximum point, it means very good. Sudijono (2001) assumes that the mean score which is ≥ 4 is categorized as very high. Therefore, if the mean score refers to ≥ 4, it means


69 there is no revision. If the response rate is 60% out of the total maximum point, it needs to conduct more exploration on the existing part of the designed model based on the statement. It means that the range score 3.4 – 3.9 was good but need more exploration. The designed model is considered adequate if the response rate is 50% out of the total maximum. It means that some part of the designed model needs to be modified if the range score is 2.8 – 3.3. Replacing certain part of designed product is needed if the mean is in the range of 0.0 – 2.7. It means that the designed model belongs to a poor product. It is necessary to replace some rejected part since the response rate is below 50% out of the maximum point. b. Comment and suggestions of experts’ validation through open questions used interpretation. For the practice of the iconic model, the data was analyzed through two main ways. The first was for closed type of questionnaire and the second was for open type of questionnaire and interview. a. Opinion of the iconic model through closed type of questionnaire used Likert scale. The formula to get mean can be presented as follows. M = ∑x N Note: M N

: Mean (indicators of central tendency of the set of sources) : Number of cases (the number of respondents)

After obtaining the score, the score could be interpreted using the meaning of score criteria. The meaning of the score is presented in table 3.8.


70 Table.3.8 Meaning of score criteria for the practice of the iconic model Formula Mi + 1.5 SDi = 3 + 1.5 x 0.6= 3.9 Mi + 0.5 SDi = 3 + 0.5 x 0.6= 3.3 Mi – 0.5 SDi = 3 – 0.5 x 0.6= 2.7 Mi – 1.5 SDi = 3 – 1.5 x 0.6= 2.1

Score Range ≥4


3.4 – 3.9

High/Good

2.8 – 3.3

Fair

2.2 – 2.7

Low

≤ 2.1

Poor

b. Comment and suggestions of the practice of the iconic model through open type of questionnaire and interview used interpretation in analyzing.

F. RESEARCH PROCEDURES There were some steps as the research procedures. However, the research procedures consisted of two main research procedures. They were research procedures of the concept of the iconic model and research procedures of the practice of the iconic model.

1. Research Procedures for the Concept of the Iconic Model There were two steps of research procedures for the concept of the iconic model. The steps were collecting need analysis, and determining instructional goals, topics and general purposes.


71 a. Collecting Need Analysis Collecting need analysis was done to obtain what students’ need. The closed-open type of questionnaires aimed to identify students’ need related to communication or speaking ability. Distributing questionnaires was done in Putratama Vocational High School for students grade ten of 2014/2015 academic year and for English teachers. b. Determining Instructional Goals, Topics and General Purposes After collecting need analysis, the next step was deciding the goal, topics and general purposes of the design. What the goal was, what the topic was about and what it was for were considered based on need analysis and determined in this step as a starting point of the design.

2. Research Procedures for the Practice of the Iconic Model a. Developing the Iconic Learning Model Prototype Here, the Communication Practice Model prototype was designed and developed the materials using ADDIE steps based on need analysis result and Fluency Development strands of Paul Nation (2007). During the developing material, instructional design which was ADDIE involved designing in this step. This design prototype also considered the goal, topics and general purposes.


72 b. Conducting Experts’ Validation In this step, evaluation needed participants from three English teachers of Putratama Vocational High School and a lecturer of Business Communication Centre of Economic and Business Faculty in Gajah Mada University. This data of evaluation was used for developing preliminary field testing before implementing the model. In the ADDIE’s steps, this part was for development part. c. Revising the Model The Communication practice model prototype was revised based on the evaluation results from expert before implementing. In this step, the design was developed into the final product. This part was also called as development step of ADDIE’s steps. d. Implementing the Model After revising, the next step was implementation. The final product which had ben revised, would be implemented to participants in the classroom Teacher would apply the final product in the learning process. Teacher would use the material in the product and do activities that were provided in the product. The participants practiced the design in classroom. By implementing, the performance of the product could be seen clearly.


73 e. Distributing questionnaires and Conducting Interview to Obtain Students’ Response toward the Implementation After implementing the product, main field testing used distributing closed type of questionnaires and conducting interview was done. This step aimed to get students opinion, comment and suggestion of the final product. Main revision of product could be done as needed. This research used R & D as the methodology of research. Besides, this research applied ADDIE’s steps by Danks in 20011. Thus the research procedure should be related to the steps of R & D and ADDIE’s steps. This research adopted six steps of R & D cycle by Borg and Gall in 1983 which were combined with ADDIES’s steps. However, the research procedures here consisted of seven steps which were divided into two steps for the conceptual model procedures and five steps for the iconic model procedures. The last step of R & D which was main product revision would be done if it was necessary or if there were suggestions or comments from students’ response. The summary of the research procedures of this research is presented as follows.


74 RESEARCH PROCEDURES

Collecting Need Analysis Conc ept of iconi c mod el

Determining Instructional Goal, Topics, & General Purposes

Developing the Iconic Model Prototype

Conducting Experts’ Validation Ico nic mo del

RESEARCH AND DEVELOPMENT (Borg and Gall, 1983)

Research and Information Collecting

ADDIES

ANALYSI S

Planning DESIGN Developing a Form Product

Preliminary Field Testing

DEVELO PMENT

Revising the Model

Implementing the Model

Distributing Questionnaire and Conducting Interview to Obtain Response

Implementing

IMPLEM ENTATIO N

Revising Main Product EVALUA TION

Figure 3.2 Summary of research procedures

Figure 3.2 presents the summary of research procedures. The research procedures involved R & D and ADDIE. The procedure of R & D and ADDIE were connected to each other. Research and information collecting was related to analysis’s step of ADDIE. Design in ADDIE dealt with planning and developing a form product. Development step of ADDIE was connected to preliminary field testing. Then, the next procedures of ADDIE were implementation and evaluation.


75 CHAPTER IV RESULTS AND DISCUSSIONS This chapter involves three main parts. The first part presents the results of the concept of the iconic model. The second part presents the results of the practice of the iconic model. The last part provides the discussions of the Communication Practice.

A. THE RESULTS OF THE CONCEPT OF THE ICONIC MODEL This research produced a model, named a Communication Practice Model. This concept of the iconic model included two major steps based on Borg and Gall. They were research information collecting and planning. 1. Research and Information Collecting In this research, the first step of R & D was research and information collecting. Collecting information was gathered by review of literature. Fluency Development strand by Nation (2007: 6) encourages activities which facilitate students to communicate such as short writing, reading and listening to easy story. Fluency activities and communicative practice in Communicative Language Teaching (CLT) invite students to communicate (Richards, 2006: 16). On the other side, Contextual Teaching Learning (CTL) allows students to relate to the real world (Smith, 2006: 14). Communication is real in people lives so CTL can deal with communication. After conducting review of literature and specifying the product, it was decided that the model would involve the Fluency 75


76 Development strand, the Communicative Language Teaching and the Contextual Teaching Learning. Besides, the first step of ADDIE, analysis, was conducted here. Need analysis aimed to find out need and want as a basis of designing the model. In order to design the model, collecting need analysis was necessary. The researcher distributed need analysis questionnaires for three English teachers and forty students of grade ten from all of study programs in Putratama Vocational High School. There were four study programs which were Broadcasting, Accounting, Management and Automotive. The researcher randomly chose ten students from each study programs as the participants of need analysis so there would be forty students. a. Need Analysis Data from English Teachers Here, need analysis data that was gathered from the participants, three English teachers in Putratama Vocational high School, was presented. The questionnaires of need analysis for teachers were distributed on 5th of March 2015. The questionnaire consisted of fifty items for closed questions and six questions for open questions. The teachers answered by choosing the options and answering the provided questions.

The first part of need analysis questionnaire

was fifty items that asked about teachers’ opinion. The participants were three English teachers. They should choose four options that were strongly agree (SA), agree (A), disagree (DA), and strongly disagree (SDA). This part aimed to gain teachers’ perception on students’ need so that the Communication Practice Model


77 could meet what students needed. After distributing questionnaire, the result could be obtained. There were four items (1-4) that asked about the importance of the communication. All of English teachers (100%) who became the participants strongly agreed if students of the vocational high schools should be able to communicate and if communication was a bridge to interact with other people. Two English teachers (66.67%) strongly agreed that communication helped students of the vocational high schoold cooperate with other people and one teacher agreed about that. A teacher (33.33%) agreed that communication helped students of the vocational high schools compete with other people. Besides, there were four items (5-8) that discussed about the importance of English in communication for tenth grade students of the vocational high schools. Some teachers (66.67%) really agreed that tenth grade students of the vocational high schools should be able to communicate in English and that communicating in English helped tenth grade students of the vocational high schools connect to other people globally. Two teachers (66.67%) strongly agreed and one teacher (33.33%) agreed if communicating in English helped tenth grade students of the vocational high schools cooperate to other people globally and if communicating in English helped tenth grade students of the vocational high schools compete to other people globally. The summary of percentage can be presented as follows.


78 Table 4.1 Teachers’ responses for item 1-8 Number of Question

SA

%

A

%

DA

%

SDA

%

1

3

100

0

0

0

0

0

0

2

3

100

0

0

0

0

0

0

3

2

66.67

1

33.33

0

0

0

0

4

2

66.67

1

33.33

0

0

0

0

5

2

66.67

1

33.33

0

0

0

0

6

2

66.67

1

33.33

0

0

0

0

7

2

66.67

1

33.33

0

0

0

0

8

2

66.67

1

33.33

0

0

0

0

Teachers' Responses

Moreover, the next four items (9-12) involved the relation of communication and English skills in the vocational high schools. Two teachers (66.67%) strongly agreed if communication involved listening, reading, writing and speaking skill and if English skills (Listening, Reading, Writing and Speaking) influenced tenth grade students’ communication. One teacher (33.33%) agreed that English skills (Listening, Reading, Writing and Speaking) helped tenth grade students of the vocational high schools communicate and that they should learn English skills (Listening, Reading, Writing and Speaking) to be able to communicate. In addition, the next four items (13-16) were about the relation of speaking and communication. One teacher (33.33%) agreed that speaking influences tenth grade students’ communication and agreed that speaking tended to be the focus of communication for tenth grade students of the vocational high schools. She (33.33%) also agreed if tenth grade students of the vocational high schools should be able to speak to communicate with other people and practicing speaking was needed to be able to communicate. The summary of percentage can be described as follows.



SA

%

A

%

DA

%

SDA

%

9

2

66.67

1

33.33

0

0

0

0

10

2

66.67

1

33.33

0

0

0

0

11

2

66.67

1

33.33

0

0

0

0

12

2

66.67

1

33.33

0

0

0

0

13

2

66.67

1

33.33

0

0

0

0

14

2

66.67

1

33.33

0

0

0

0

15

2

66.67

1

33.33

0

0

0

0

16

2

66.67

1

33.33

0

0

0

0

Teachers' Responses

On the other hand, the next items (17-20) focused on the Fluency Development. Two teachers (66.67%) from three teachers said that they strongly agreed if reading, listening, writing and

speaking were required in

communication. The next items (21-24) included practice as the focus. Two teachers (66.67%) strongly agreed if speaking practice helped tenth grade students of the vocational high schools able to communicate fluently, if presenting helped tenth grade students of the vocational high schools able to communicate fluently and if performing role play in front of class helped tenth grade students of the vocational high schools communicate fluently. Besides, three teachers (100%) strongly agreed that writing practice helped tenth grade students of the vocational high schools able to communicate fluently. The next items (25-32) considered the Communicative Language Teaching and the Contextual Teaching Learning as the focuses. All teachers (100%) strongly agreed that tenth grade students should use common language in the classroom. Related to the statement that tenth grade students should be accommodated to communicate in the classroom, two teachers (66.67%) agreed about the statement. However, three teachers (100%) strongly


80 agreed that tenth grade students should use meaningful language and agreed that fluency was important in communicating. All teachers (100%) strongly agreed that relating learning to real life facilitated tenth grade students to be able to communicate, activities in the classroom should invite tenth grade students to connect language with daily life context, language used in classroom should be related to daily life context, and strongly agreed that material used should be related to daily life context. The summary of percentage can be described as follows. Table 4.3 Teachers’ responses for item 17-32 Number of Question

SA

%

A

%

DA

%

SDA

%

17

2

66.67

1

33.33

0

0

0

0

18

2

66.67

1

33.33

0

0

0

0

19

2

66.67

1

33.33

0

0

0

0

20

2

66.67

1

33.33

0

0

0

0

21

2

66.67

1

33.33

0

0

0

0

22

2

66.67

1

33.33

0

0

0

0

23

2

66.67

1

33.33

0

0

0

0

24

3

100

0

0

0

0

0

0

25

3

100

0

0

0

0

0

0

26

1

33.33

2

66.67

0

0

0

0

27

3

100

0

0

0

0

0

0

28

3

100

0

0

0

0

0

0

29

3

100

0

0

0

0

0

0

30

3

100

0

0

0

0

0

0

31

3

100

0

0

0

0

0

0

32

3

100

0

0

0

0

0

0

Teachers' Responses

Furthermore, the next items (33-50) presented about the perception on the tenth grade students’ needs about language expressions, the perception on the tenth grade students’ needs about the English genre or types of text, and the


81 perception on the tenth grade students’ activities in the classroom. All teachers (100%) strongly agreed that expressing greetings, introduction expression, expressing offering, expressing suggestions, expressing opinion, expressing invitation, and expressing apology and permission were required for tenth grade students of the vocational schools to communicate. Besides, they (100%) also strongly agreed that describing people and describing things were required for tenth grade students of the vocational high schools to communicate. However, two teachers (66.67%) strongly agreed and one teacher (33.33%) agreed that advertisement and memo were required for tenth grade students of the vocational high schools to communicate. In addition, all teachers (100%) strongly agreed that past experience and direction were required for tenth grade students of the vocational high schools to communicate. Then, they (100%) also strongly agreed that interview, conversation, discussion, answer and question session during presentation were required for tenth grade students of the vocational high schools to communicate. Besides, two teachers (66.67%) strongly agreed and one teacher (33.33%) agreed that presentation was required for tenth grade students of the vocational high schools to communicate. The summary of percentage can be described as follows.



SA

%

A

%

DA

%

SDA

%

33

3

100

0

0

0

0

0

0

34

3

100

0

0

0

0

0

0

35

3

100

0

0

0

0

0

0

36

3

100

0

0

0

0

0

0

37

3

100

0

0

0

0

0

0

38

3

100

0

0

0

0

0

0

39

3

100

0

0

0

0

0

0

40

3

100

0

0

0

0

0

0

41

3

100

0

0

0

0

0

0

42

2

66.67

1

33.33

0

0

0

0

43

2

66.67

1

33.33

0

0

0

0

44

3

100

0

0

0

0

0

0

45

3

100

0

0

0

0

0

0

46

3

100

0

0

0

0

0

0

47

3

100

0

0

0

0

0

0

48

3

100

0

0

0

0

0

0

49

3

100

0

0

0

0

0

0

50

2

66.67

1

33.33

0

0

0

0

Teachers' Responses

Therefore, the teachers’ responses for item number 1 until item number 50 showed that teachers chose only strongly agree (SA) option or agree (A) option. The teachers’ responses showed if the option of “SA” showed the percentages of 100% and 66.67% and some items in the option of “A” showed the percentage of 66.67%. Besides, there was no teacher who chose the option of “DA” or “SDA”. That result presented positive responses. Finally, the teachers’ responses about students’ need were suitable with the concept of the iconic model since the data indicated most teachers strongly agree and agree with the statements about the concept of the iconic model.


83 In conclusion, teachers’ perception on students’ need showed that the participants did agree with the researcher’s concept which planned to design a product related to the Fluency Development, the Communicative Language Teaching and the Contextual Teaching Learning. They agreed that communication was important and should cover speaking, writing, listening and reading. Since communication dealt with English skills, the Fluency Development was utilized. They also had the same opinion that communication practice was needed for students in order to make them able to communicate. They agreed if communication practice should include the Communicative Language Teaching and the Contextual Teaching Learning. Besides, the participants gave positive responses to activities and topics that were covered in the questionnaire. The topics were suitable for the vocational high schools’ students of grade ten because the topics were chosen based on syllabus of the vocational high schools for tenth grade students. The topics included greetings, introduction, offering, suggestions, opinion, invitation, apology and permission, describing people, describing things, advertisement, memo, past experience and direction. The participants also gave good responses related to the activities that referred to interview, discussion, answer and question session during presentation, and presentation. Therefore, after knowing their positive responses, the researcher could arrange the topics, material and activities. The second part of need analysis questionnaire was six questions. The questions intended to find teachers’ perception and suggestions related to students’ need and communication practice. The participants who were three


84 teachers should answer six questions in the open questions. In order to analyze the data, the participants were named as Teacher1, Teacher2, and Teacher3. After interpreting the participants’ opinion, the data of need analysis could be gained. All participants had the different way in teaching communication in the classroom. There was a teacher (Teacher1) who always encouraged the students to speak, to write and sometimes used body language to explain when students did not understand. Besides, other teachers used different way. Teacher3 used interview or role play, and Teacher2 spoke English regularly and used English for communication in teaching listening, reading, and writing uses interactive, groupbased, networking. Dealing with communication, Teacher 2 and Teacher3 said that communication was important to face free trade and global era. Teacher1 said that the more we used or practiced English for communication, the easier we mastered English. Besides, all participants said that it was sometimes difficult to communicate in the classroom because students lacked of self confidence, lacked of practice and vocabulary and sometimes the class atmosphere did not support communication in English to be occurred. Furthermore, in order to help students able to communicate, Teacher1 suggested asking students to communicate in English in the class and outside the class or using social media to communicate with them and she said that practicing job interview or handling telephone might be helpful for students to learn how to communicate since students were prepared to work. Teacher2 and Teacher3 suggested students improving their self confidence, developing vocabulary and creating communicative environment so that communication could exist. As a


85 suggestion for teacher in inviting students to communicate, Teacher1 said that teacher had to ask students to communicate in English inside or outside the class and Teacher3 said that teachers should do more practice in class and should encourage students to speak English. Beside, Teacher2 said that teacher should be communicative and gave students-centered activities that enabled students to engage in meaningful communication. Moreover, as a suggestion for students, Teacher1 stated that students should practice regularly inside or outside class. Teacher2 explained that students should practice speaking English or interact to others using English and should enrich their vocabulary and knowledge of speaking expressions used in real life situation. Then, Teacher3 stated that students should practice a lot, improve their confidence and improve their vocabulary mastery. In conclusion, the participants gave good opinion and suggestions related to the Communication Practice Model. In summary, the Communication Practice Model should cover communicative activities which dealt with speaking, interacting with other people inside and outside the classroom, practicing regularly and using real life situation. Therefore, the Communication Practice Model could be designed based on the data of the need analysis from English teachers. b. Need Analysis Data from Students This part discusses need analysis data from students. After collecting need analysis from teachers, collecting data from students was also done. Questionnaires of need analysis for students were distributed on 6th of March


86 2015. There were forty students from four study programs in Putratama Vocational High School as the participants of need analysis. The first part of need analysis questionnaire for students was fifty items that asked about students’ opinion. The students should choose four options that were strongly agree (SA), agree (A), disagree (DA), and strongly disagree (SDA). After distributing questionnaire, the result could be obtained. There were four items (1-4) that asked about the importance of the communication. Thirty three students (82.50%) participants strongly agreed if students of the vocational high schools should be able to communicate and thirty four students (85%) strongly agreed if communication was a bridge to interact with other people. Thirty students (75%) strongly agreed that communication helped students of vocational high schools cooperate with other people. Thirteen students (32.50%) agreed that communication helped students of the vocational high schools compete with other people. Besides, there were four items (5-8) that discussed about the importance of English in communication for tenth grade students of the vocational high schools. Some students (67.50%) agreed that tenth grade students of the vocational high schools should be able to communicate in English and sixteen students (40%) strongly agreed that communicating in English helped tenth grade students of the vocational high schools connect to other people globally. Nineteen students (47.50%) strongly agreed if communicating in English helped tenth grade students of the vocational high schools cooperate to other people globally and sixteen students (40%) strongly agreed if communicating in English helped tenth


87 grade students of vocational high school compete to other people globally. The summary of percentage can be described as follows. Table 4.5 Students’ responses for item 1-8 Students' Responses

Number of Question

SA

%

A

%

DA

%

SDA

%

1

33

82.50

7

17.50

0

0

0

0

2

34

85

6

15

0

0

0

0

3

30

75

10

25

0

0

0

0

4

27

67.50

13

32.50

0

0

0

0

5

13

32.50

27

67.50

0

0

0

0

6

16

40

24

60

0

0

0

0

7

19

47.50

21

52.50

0

0

0

0

8

16

40

24

60

0

0

0

0

In addition, the next four items (9-12) involved the relation of communication and English skills in vocational high school.

Twenty four

students (60%) strongly agreed if communication involved listening, reading, writing and zpeaking skill, and fifteen students (37.50%) agreed and one student (2.50%) disagreed that communication involved listening, reading, writing and speaking skill. Twenty students (50%) strongly agreed if English skills (Listening, Reading, Writing and Speaking) influenced tenth grade students’ communication. Nineteen students (47.50%) agreed and one student (2.50%) disagreed that English skills (Listening, Reading, Writing and Speaking) influenced tenth grade students’ communication. Twenty students (50%) agreed that English skills (Listening, Reading, Writing and Speaking) helped tenth grade students of the vocational high schools communicate and twenty one students (52.50%) agreed that they should learn English skills (Listening, Reading, Writing and Speaking) to be able to communicate. In addition, the next four items (13-16) were about the


88 relation of speaking and communication. Ten students (25%) strongly agreed, twenty eight students (70%) agreed and two students (5%) disagreed that speaking influences tenth grade students’ communication. Twenty one students (52.50%) agreed that speaking tended to be the focus of communication for tenth grade students of the vocational high schools. Nine students (22.50%) strongly agreed, twenty seven students (67.50%) agreed and four students (10%) did not agree that tenth grade students of the vocational high schools should be able to speak to communicate with other people. Besides, twenty nine students (72.50%) agreed that practicing speaking was needed to be able to communicate. The summary of percentage can be summarized as follows. Table 4.6 Students’ responses for item 9-16 Students' Responses

Number of Question

SA

%

A

%

DA

%

SDA

%

9

24

60

15

37.50

1

2.50

0

0

10

20

50

19

47.50

1

2.50

0

0

11

20

50

20

50

0

0

0

0

12

19

47.50

21

52.50

0

0

0

0

13

10

25

28

70

2

5

0

0

14

19

47.50

21

52.50

0

0

0

0

15

9

22.50

27

67.50

4

10

0

0

16

21

52.50

29

72.50

0

0

0

0

The next items (17-20) considered about the Fluency Development. Twenty two students (55%) strongly agreed if reading was required in communication. Twenty three students (57.50%) strongly agreed if listening was required in communication. Fifteen students (37.50%) strongly agreed, twenty four students (60%) agreed and one student (2.50%) did not agree that writing was required in communication. Besides, eight students (20%) strongly agreed, twenty


89 eight students (70%) agreed and four students (10%) did not agree that speaking was required in communication. The next items (21-24) included practice as the focus. Three students (7.50%) strongly agreed, thirty two students (80%) agreed, four students (10%) disagreed, and one student strongly disagreed (2.50%) if speaking practice helped tenth grade students of the vocational high schools able to communicate fluently. Seventeen students (42.50%) strongly agreed if presenting helped tenth grade students of the vocational high schools able to communicate fluently. Nine students (22.50%) strongly agreed, twenty eight students (70%) agreed, two students disagreed (5%), and one student (2.50%) strongly disagreed if performing role play in front of class helped tenth grade students of the vocational high schools communicate fluently. Besides, fifteen students (37.50%) strongly agreed that writing practice helped tenth grade students of the vocational high schools able to communicate fluently. The next items (25-32) considered the Communicative Language Teaching and the Contextual Teaching Learning as the focuses. Seventeen students (42.50%) strongly agreed, twenty two students (55%) agreed, and one student (2.50%) disagreed that tenth grade students should use common language in the classroom. Related to the statement that tenth grade students should be accommodated to communicate in the classroom, twelve students (30%) strongly agreed, twenty five students (62.50%) agreed, two students (5%) disagreed and one student (2.50%) strongly disagreed about the statement. However, six students (15%) strongly agreed, thirty students (75%) agreed and four students (10%) disagreed that tenth grade students should use meaningful language. After that, nine students


90 (22.5%) strongly agreed, twenty eight students (70%) agreed and three students (7.50%) disagreed that fluency was important in communicating. Twenty four students (60%) strongly agreed that relating learning to real life facilitated tenth grade students to be able to communicate. Then, twenty students (50%) strongly agreed, nineteen students (42.50%) agreed and one student (2.50%) disagreed that activities in the classroom should invite tenth grade students to connect language to daily life context. Next, nine students (22.50%) strongly agreed, twenty nine students (72.50%) agreed, and two students (5%) disagreed that language used in classroom should be related to daily life context. Besides, fifteen students (37.50%) strongly agreed and twenty five students (62.50%) agreed that material used should be related to daily life context. The summary of percentage can be shown as follows. Table 4.7 Students’ responses for item 17-32 Students' Responses

Number of Question

SA

%

A

%

DA

%

SDA

%

17

22

55

18

45

0

0

0

0

18

23

57.50

17

42.50

0

0

0

0

19

15

37.50

24

60

1

2.50

0

0

20

8

20

28

70

4

10

0

0

21

3

7.50

32

80

4

10

1

2.50

22

17

42.50

23

57.50

0

0

0

0

23

9

22.50

28

70

2

5

1

2.50

24

15

37.50

25

62.50

0

0

0

0

25

17

42.50

22

55

1

2.50

0

0

26

12

30

25

62.50

2

5

1

2.50

27

6

15

30

75

4

10

0

0

28

9

22.50

28

70

3

7.50

0

0

29

24

60

16

40

0

0

0

0

30

20

50

19

47.50

1

2.50

0

0

31

9

22.50

29

72.50

2

5

0

0

32

15

37.50

25

62.50

0

0

0

0


91

Moreover, the next items (33-50) presented about the perception on the tenth grade students’ needs about language expressions, the perception on the tenth grade students’ needs about the English genre or types of text, and the perception on the tenth grade students’ activities in the classroom. Twelve students (30%) strongly agreed that expressing greetings was required for tenth grade students of the vocational high schools to communicate. Next, six students (15%) strongly agreed, thirty three students (82.50%) agreed and one student (2.50%) disagreed that introduction expression was required for tenth grade students of the vocational high schools to communicate. Then, eighteen students (45%) strongly agreed, twenty students (50%) agreed and two students (5%) disagreed that expressing offering was required for tenth grade students of the vocational high schools to communicate. Eight students (20%) strongly agreed, thirty one students (77.50%) agreed and one student (2.50%) disagreed that expressing suggestions was required for tenth grade students of the vocational high schools to communicate. Ten students (25%) strongly agreed, twenty nine students (72.50%) agreed and one student (2.50%) disagreed that expressing opinion was required for tenth grade students of the vocational high schools to communicate. Besides, ten students (25%) strongly agreed, twenty nine students (72.50%) agreed and one student (2.50%) disagreed that expressing invitation was required for tenth grade students of the vocational high schools to communicate. Eight students (20%) strongly agreed, thirty one students (77.50%) agreed and one student (2.50%) disagreed that expressing apology and permission were


92 required for tenth grade students of the vocational high schools to communicate. Besides, fourteen students (35%) also strongly agreed that describing people and describing things were required for tenth grade students of the vocational high schools to communicate. However, twenty students (20%) strongly agreed and twenty students (20%) agreed that advertisement was required for tenth grade students of the vocational high schools to communicate. Twenty three students (57.50%) strongly agreed that memo was required for tenth grade students of the vocational high schools to communicate. In addition, twenty two students (55%) strongly agreed that past experience and direction were required for tenth grade students of the vocational high schools to communicate. Then, twenty five students (62.50%) also strongly agreed that interview was required for tenth grade students of the vocational high schools to communicate. Twenty four students (60%) strongly agreed that conversation was required for tenth grade students of the vocational high schools to communicate. Then, twenty five students (62.50%) strongly agreed that discussion was required for tenth grade students of the vocational high schools to communicate. Twenty four (60%) students strongly agreed that answer and question session during presentation were required for tenth grade students of the vocational high schools to communicate. Besides, twenty four (60%) students strongly agreed and sixteen students (40%) agreed that presentation was required for tenth grade students of the vocational high schools to communicate. The summary of percentage can be described as follows.


93 Table 4.8 Students’ responses for item 33-50 Students' Responses

Number of Question

SA

%

A

%

DA

%

SDA

%

33

12

30

28

70

0

0

0

0

34

6

15

33

82.50

1

2.50

0

0

35

18

45

20

50

2

5

0

0

36

8

20

31

77.50

1

2.50

0

0

37

10

25

29

72.50

1

2.50

0

0

38

10

25

29

72.50

1

2.50

0

0

39

8

20

31

77.50

1

2.50

0

0

40

14

35

26

65

0

0

0

0

41

14

35

26

65

0

0

0

0

42

20

50

20

50

0

0

0

0

43

23

57.50

17

42.50

0

0

0

0

44

22

55

18

45

0

0

0

0

45

22

55

18

45

0

0

0

0

46

25

62.50

15

37.50

0

0

0

0

47

24

60

16

40

0

0

0

0

48

25

62.50

15

37.50

0

0

0

0

49

24

60

16

40

0

0

0

0

50

24

60

16

40

0

0

0

0

In general, the student’s responses showed the positive responses. Most of the options chosen included strongly agree (SA) and agree (A). Therefore, the students’ responses explained that students’ need were suitable with the concept of the iconic model since the data indicated that most students strongly agree and agree with the statements about the concept of the iconic model.. On the other hand, the second part of need analysis questionnaire for students was six questions. The questions intended to obtain students’ perception and suggestions related to their need and communication practice. The participants were forty students and should answer six questions in the open


94 questions. After interpreting the participants’ opinion, the data of need analysis could be gained. The data of need analysis was summarized into four important points. Firstly, in the classroom, most students were asked by the teacher to memorize, to perform conversation, to have answer and question session, to do worksheet to make a note, to translate and to do some tasks. Those were what students did in practicing communication using English. Secondly, all students thought that communication was important and good because it would help them interact and connect to other people or foreigner. Communication in English could help them prepare to work since they were students of the vocational high schools who should be ready to work after they graduated. Being able to communicate in English allowed students to cooperate and compete with other people globally. Students could also exchange information and knowledge. Thirdly, most students said that communication using English was difficult because they lacked of confidence, practice, vocabulary and pronunciation. Fourthly, to be able to communicate, most students suggested practicing a lot and making English conversation as a habit. Most students suggested teacher giving more practice for students. Teacher should invite students to talk in English by always chatting or having conversation with them. As students, they should practice regularly both in class and outside the class. Therefore, what the researcher wanted to design was suitable with students’ need based on the need analysis result. The focus was on practicing which could encourage students’ ability and students’ confidence to be able to


95 communicate using English. Students also gave positive responses to topics, materials and activities that should be involved in the Communication Practice Model. Therefore, the Communication Practice Model which possessed the Fluency Development, the Communicative Language Teaching and the Contextual Teaching Learning should have content based on students need to enable students to communicate using English. In conclusion, the need analysis gained from teachers and students showed most options that were chosen included strongly agree (SA) and agree (A). Consequently, the responses from teachers and students indicated that their responses agreed with the statements about the concept of the iconic model. It meant the responses showed positive responses that the concept of the iconic model met students’ need about communication practice.

2. Determining Topics, Goals, General Purposes and Learning Objectives Planning was conducted after collecting need analysis. Here, the second step of ADDIE which was design was applied. In designing, determining topics, goals, general process and learning objectives were done. a. Topic The topic chosen should be suitable with the curriculum and students’ need. Curriculum used in designing the Communication Practice Model was Curriculum 2006 (Kurikulum Tingkat Satuan Pendidikan=KTSP). The reason was that the curriculum was still used in vocational high school, especially in


96 Putratama Vocational High School. According to National Education Minister’s Rules, No. 22 in 2006, tenth grade students were in the level of novice. Thus, students belonged to beginner. The focus of this research was the Communication Practice Model that concerned students with speaking. The Communication Practice Model promoted students to communicate by practicing to speak. Relating to speaking, in Curriculum 2006 or KTSP, “students are expected to expected to express the meaning orally in the interpersonal and transactional expression, formally and informally in the form of conveying request and order or instruction that are related to daily life context” (National Education Minister’s Rules, No. 22 in 2006 about the standard of graduation of vocational high school). Therefore, the topics of the Communication Practice Model were considered based on the Curriculum 2006. However, every school had its right to create syllabus based on the students’ need as far as it was suitable with the standard competence and basic competence of Curriculum 2006. “Kurikulum Tingkat Satuan Pendidikan (Curriculum 2006) will be developed by each school based on curriculum guideline” (Government’s Rules No. 19 in 2005). Thus, each school had the different syllabus. Here, the researcher utilized the syllabus of Curriculum 2006 of Putratama Vocational High School. The topics in the syllabus were matched with Putratama students’ need so the syllabus was suitable with the Communication Practice Model. The syllabus of Curriculum 2006 of Putratama Vocational High School can be seen on Appendix 5.


97 Based on the need analysis results which was gained from teachers and students of Putratama Vocational High School and the syllabus of Curriculum 2006 (Kurikulum Tingkat Satuan Pendidikan=KTSP) for the Vocational High Schools Grade Ten, the researcher determined the topics for the Communication Practice Model. The topics were decided by considering the need analysis results and adapting the syllabus of Curriculum 2006 in Putratama Vocational High School. Then, the determine topics were fifteen topics. Finally, the fifteen topics were verified into fifteen units which were Greetings, About Me, Describing People, Describing Things, Offering, Suggestions, Opinions, Advertisement, Invitations, Apology and Permission, Memo, My Holiday, Handling Telephone, Directions and Job Interview. b. Goals and General Purposes After determining topics, determining goals and general purposes was done. The researcher adapted from the syllabus of Curriculum 2006 (Kurikulum Tingkat Satuan Pendidikan=KTSP) for the Vocational High Schools Grade Ten. The goal and general purposes which were adapted from KTSP are presented as follows.


98 Table 4.9 Goal and general purposes No

Topics

Goal (Competence Standard)

1

Greetings

Understanding basic expressions in social interaction for life importance.

2

About Me

Understanding basic expressions in social interaction for life importance.

3

Describing People

4

Describing Things

5

Offering

6

Suggestions

7

Opinions

8

Advertisements

Describing things, people, characteristics, time, day, month and year. Describing things, people, characteristics, time, day, month and year. Producing simple utterances that are enough for basic functions. Producing simple utterances that are enough for basic functions. Producing simple utterances that are enough for basic functions. Producing simple utterances that are enough for basic functions.

9

Invitations

Writing simple invitation.

10


Producing simple utterances that are enough for basic functions.

11

Memo

Understanding memo

12 13 14

My Holiday Handling Telephone Directions

15

Job Interview

Explaining activity that happened simply. Producing simple utterances that are enough for basic functions Understanding words and terms and simple sentence based on pattern. Producing simple utterances that are enough for basic functions

General Purposes (Basic Competence) Expressing greetings are used accurately for formal and informal form. Expressing introduction is used accurately for formal and informal form. Arranging words accurately to describe people. Arranging words accurately to describe things. Expressing offering is used accurately. Expressing suggestions is used accurately. Expressing opinion is used accurately. Expressing offering things and service are used accurately. Expressing invitation and responding invitation are used accurately. Expressing apology and permission are used accurately. Explaining memo and writing memo are used correctly. Past tense is used accurately. Expressing handling telephone is used accurately. Asking and giving direction are used accurately. Expressing job interview is used accurately.

The goals and general purposes were adapted from syllabus of Curriculum 2006 and modified based on the Communication Practice Model. Those goals and general purposes were related to basic competence and standard competence which were suitable with speaking. However, those goals and general purposes were appropriate for the Communication Practice Model since they had been modified based on teachers and students’ need analysis. Therefore, the goals and the general purposes of the Communication Practice Model covered students’ need.


99 c. Learning Objectives After determining the goals and general purposes, the next step was to determine the learning objectives. Borg and Gall (1983: 779) explain that the most important point in planning is the particular objectives that want to be achieved by the design. In designing, the learning objectives were determined in order to identify and specify the goals or purposes. The learning objectives of the Communication Practice Model can be presented as follows. Table 4.10 Learning objectives UNIT

TOPICS

1

Greeting

2

About Me

3

Describing People

4

Describing Things

5

Offering

6

Suggestions

7

Opinion

8

Advertisement

9

Invitations

10


11

Memo

12

My Holiday

13

Handling Telephone

14

Directions

15

Job Interview

ACTIVITIES                              

Listening Writing Interviewing Reading Writing Presenting profile Reading Writing Presenting Reading Writing Presenting Reading Writing Role play Reading Writing Presenting Reading Writing Debating Listening Writing Presenting Reading Writing Role play Reading Writing Mini-dialogue

   

Reading Writing Discussing Listening to short story Writing Presenting Listening Writing Role play Reading Writing Interviewing Reading Writing Interviewing

          

LEARNING OBJECTIVES In the end of meeting, students are able…  To produce basic expressions for social interaction in daily life context.  To produce simple utterances for communication.  To describe own profile.  To produce simple utterances for communication  To describe characteristics of people.  To produce simple utterances related to describing people.  To describe things and their characteristics.  To produce simple utterances related to describing things.  To determine expression of offering  To produce simple utterances for communication.               

To determine expression of suggestions.. To produce simple utterances for communication. To use expression of suggestions in daily life. To determine expression of opinion. To produce simple utterances for communication. To use expression of opinion in daily life. To identify expression of advertisement To write advertisement. To use advertisement expression. To identify expression of invitation. To produce simple utterances for communication. To use expression of invitation in daily life. To identify expression of apology and permission.. To produce simple utterances for communication. To use expression of apology and permission in daily life.  To write a memo.  To restate the content of the memo.  To explain simply about what happened.  To restate about past experience.  To produce simple utterances for communication.

    

To produce simple utterances related to directions. To identify expression of directions. To explain directions to someone. To produce simple utterances for communication. To construct answers for job interview.


100 Therefore, deciding the learning objectives was done to identify the learning outcome. Learning objectives aimed to be a target that should be reached and what the learning outcome was like in the end of the course or meeting. Table 4.10 presents the learning objectives of each unit in the Communication Practice Model. Generally, each unit had learning objectives that expected students to be able to use English as communication. Students were expected to be able to produce utterances that could be used for communication after applying the Communication Practice Model. Finally, in this part, the concept of the iconic model of the Communication Practice Model was described and designed.

B. THE RESULTS OF THE PRACTICE OF THE ICONIC MODEL The iconic model used four major steps from Borg and Gall (1983). They were developing a form of product, preliminary field of testing, implementing and revising main product and there were four steps of ADDIE that were included. They were design, development, implementation, and evaluation. 1. Developing a Form of Product Two previous steps were used as basis for developing product. It involved development of materials, activity and devices. The step of ADDIE which was design belonged to developing a form product. After planning, the first product was designed here. Design should relate to the theories. Coxhead (2010:4) says, “The strands comprise three meaning-focused strands called meaning-focused input, meaning-


101 focused output, and fluency. In these strands, the main focus is the communication of meaning.” Thus, Fluency Development was engaged in this model. Besides, Fluency Development strand by Nation (2007: 6) promotes activities which support students to communicate such as short writing, reading and listening to easy story. Since the Fluency Development covered four English skills and the English in the vocational high schools was integrated, this model employed the Fluency Development. Since the model was communication practice, the Communicative Language Teaching was utilized. The Communicative Language Teaching (CLT) invites students to communicate (Richards, 2006: 16). Besides, 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. There are six activities which focus on fluency based on Richards (2006: 14). The first is the activities should promote students to use common language. The second is the activities should accommodate students to interact with other so the communication can occur. The third is the activities should provide language which is meaningful. The fourth is to involve the use of communication strategies. The fifth is the language used in the class should be creative. The last is the activities should invite students to connect language with daily life context or certain situation. Relating to the daily life context, the Contextual Teaching Learning was used. Contextual Teaching Learning (CTL) helps students relates to the real world (Smith, 2006: 14). Communication was real in people lives so CTL could deal


102 with communication. Thus, learning which involved real world could help students in the process of learning. Besides, Veniranda and Tutyandari (2008: 6) state that Contextual Teaching Learning will assist students to relate what they learn to the life context. Therefore, the Communication Practice Model covered four English skills which were reading, listening, writing, and speaking. The activities included reading, listening, writing and speaking. However, the activities in the Communication Practice Model adapted the activities from the Communication Practice Model. The materials in the Communication Practice Model were close to the real world since this model implemented theory of the Contextual Teaching Learning. In developing a form of product, the researcher divided the Communication Practice Model into three main parts. Maurer (1997) assumes that English Foreign Language class should engage presentation, practice and production. The materials should be presented in the presentation part so the students could know what should be learned. Then, students should practice the materials and produce language. Thus, the Communication Practice Model applied those points. Each unit in the Communication Practice involved three important sessions. In the Communication Practice, presentation referred to providing a model for students so that they could produce the language. Maurer (1997) argues “in productive model, presentation expects students to take the model that is presented to produce the language within it in some fashion.” Presenting a model


103 would help students imagine and describe what they were going to learn. The examples of productive model were conversation and writing model. After reading or listening to a model, teacher gave some questions or invited students to share their idea related to the model. Students also could guess what the learning topic was. When student could get description in their mind, they might produce language properly. Accordingly, it was the Communication Model that presented for students. Here, practice belonged to second part. Practice referred to inviting and giving opportunity for students to train. “Practice as the middle step should give students chance and reintegrate previously material” (Maurer, 1997). In the Communication Practice Model, practice part promoted students to elaborate their idea, to have pair practice, to create writing, to develop and arrange an idea, to create conversation, or to practice conversation. Consequently, it was students who should do the practice. Production in the Communication Practice allowed students to produce and use language orally.

Maurer (1997) explains that “production expects

students to use language. Students should produce language related to what they gained in presentation and what they had practiced. Therefore, in the Communication Practice Model, it was students who produce and use language orally. Students should have conversation, presentation, monologue, role play, debate, or interview.


104 In conclusion, the Communication Practice Model adopted three sessions which were presentation, practice, and production. In the Communication Practice Model, the presentation belonged to the first part, which was Let’s Keep in Touch. The practice could be presented in Let’s Be Open-Minded. The last point which was the production was produced in Let’s Practice part. a. Let’s Keep in Touch Let’s Keep in Touch was used to represent presentation part. Since the Communication Practice Model employed the Communicative Language Teaching and Contextual Teaching learning, the model should really illustrate them by creating the first session in the Communication Practice Model as Let’s Keep in Touch session. Let’s Keep in Touch was communicative and contextual because it showed the language that was used in daily life. Let’s Keep in Touch did not only present the model or the example of the topic but also invited students to share their idea related to the model or the example. Sharing idea or discussing could also help teacher and students close each other. Therefore, the first session was named as Let’s Keep in Touch. Let’s Keep in Touch was the first activity in the Communication Practice Model. It provided an activity which introduced or presented material or topic. The activity could be listening, reading or answering and questioning about material that was being discussed. This part also invited students to have discussion since there was answer and question session after listening or reading. Let’s Keep in Touch is presented as follows.


105

Figure 4.1 Let’s keep in touch

Figure 4.1 presents the example of Let’s Keep in Touch part. The activity began with small discussion through asking and answering question. Teacher should invite students to have discussion by asking them some questions related to the topic. After discussing, the next activity in Let’s Keep in Touch was reading. Reading short dialogue helped students guess and relate what they were going to


106 study. The short dialogue gave students description what they were learning and provided example for students about the topic. b. Let’s Be Open-Minded Let’s Be Open-Minded represented practice. Let’s Be Open-Minded was created because that phrase was familiar, communicative and contextual to interest students to organize their idea, think globally and practice. Let’s Be OpenMinded allowed students to students to elaborate their idea, to have pair practice, to create writing, to develop and arrange an idea, to create conversation, or to practice conversation. Finally, the second session was named as Let’s Be OpenMinded. Here, students were asked to explore their idea in writing. In this part, students also had an opportunity to restate their idea or to practice with other students before they shared their idea or communicated with others. Let’s Be Open-Minded allowed students to be creativity in creating writing or making guideline so students could prepare what they wanted to share and presented. Let’s Be Open-Minded asked students to develop and elaborate their idea by filling the guidelines or answering the provided questions. The example of Let’s Be OpenMinded part can be presented as follows.


107

Figure 4.2 Let’s be open-minded

Figure 4.2 presents the example of Let’s Be Open-Minded part. In figure 4.2 students should write their understanding by drawing pictures. Let’s Be OpenMinded also allowed students to share their idea by filling a guideline and answering questions. This part promoted students to organize their idea so that they could transfer their idea better. When students could transfer their idea well, communication could occur.


108 c. Let’s Practice The Communication Practice Model named the third session as Let’s Practice. The reason was that this session encouraged students to communicate. Let’s Practice belonged to production part so students had to produce language. The phrase of Let’s Practice was easy for students to understand or guess the activity in this session. However, the Communication Practice Model would focus on oral production so students would produce language orally. In this part, students were expected to use language to communicate. Students should perform presentation, interview, conversation, monologue, debate or role-play. Students should produce something which was being able to communicate with others. Let’s Practice promoted students to share their idea orally and to transfer information to other students so that communication could exist. When students could exchange information and share their idea, communication occurred. Thus, communication practice was trained here. Let’s Practice part is presented as follows.

Figure 4.3 Let’s practice


109 Figure 4.3 shows the example of Let’s Practice. In figure 4.3, students would be interviewed by the teacher about direction. Students should produce right direction. Besides, Let’s Practice also invited students to have presentation, discussion, debate or conversation with other students. Moreover, the Communication Practice Model also provided tests for students. After finishing two units or three units, there would be a test for students. The tests could be interview, conversation, presentation or role play. The Communication Practice Model had seven tests for students which were named as Test1, Test2, Test3, Test4, Test5, Test6, and Test7. Those tests were intended to measure whether students could be able to communicate. The example of the Communication Practice Test can be presented as follows.

Figure 4.4 Communication practice test


110 In conclusion, Communication Practice model possessed three important parts which were Lets’ Keep in Touch, Let’s Be Open-Minded and Let’s Practice. Lets’ Keep in Touch was expected to be able to present material so students could be introduced about the material. Let’s Be Open-Minded was expected to be writing and practicing for students to organize idea and Let’s Practice was expected to help students produce communication fluently. Besides, those parts involved the Communicative Language Teaching, the Contextual Teaching Learning and the Fluency Development. In addition, the Communication Practice Model also possessed Communication Practice Test every two or three units of the module. The test would measure the ability of students in communicating by interview, presentation, conversation and role play.

2. Preliminary Field of Testing After designing, the third step of ADDIE which referred to development was involved in this part. In this development step, the first product was developed into the main or final product. Consequently, experts’ validation was needed before developing into the final product. Experts’ validation was important in order to get feedback and suggestion to develop product before implementing. Questionnaires were distributed for English teachers of vocational high school and lecturer of English studies on 18th of March 2015. The participants of expert validation are presented as follows.


111 Table 4.11 Participants of experts’ validation Educational Background Participants

Teaching Experience 6 - 10 years >10

S1

S2

S3

1-5 years

English Teacher

3

0

0

0

2

1

English Lecturer

0

1

0

1

0

0

There were four participants who referred to three English teachers and an English lecturer. All participants were female. One lecturer graduated from the graduate program of English Language Studies and three teachers graduated from the under graduate program of English Language Education Program. All English teachers had experiences in teaching for more than five years. All participants should fill questionnaire which consisted of thirty items of closed questions and five items of open questions. Here, the interpretation was to identify and to indicate the results that were obtained through closed type of questionnaire. The interpretation of degree of agreement for experts’ validation can be presented as follows. Table 4.12 Interpretation of the degree of agreement for experts’ validation Range 0.0 – 2.7 2.8 – 3.3 3.4 – 3.9 ≥4

Interpretation Replace the rejected part of the designed model Add more part or modify part of the designed model based on the lack on the statement Conduct more exploration on the existing part of the designed model based on the statement No Revision

Moreover, the experts’ validation result can be summarized as follows.


112 Table 4.13 Experts’ Validation Result Central Tendency No

Statements

N

M

Criteria

1

4

4.25

Very high

4 4

4.25 4.5

Very high Very high

4

4

Very high

4 4

4.5 4.25

Very high

4

4.25

Very high Very high

4

4.25

Very high

4 4 4 4 4

4 4.25 4 4 4

Very high Very high Very high Very high Very high

14 15 16

Communication Practice Model is appropriate for students of Vocational High School. Communication Practice Model meets students’ need. Communication Practice Model helps students to practice to communicate. Communication Practice Model is related to standard and basic competence of students of Vocational High School. Communication Practice Model invites students to communicate. Communication Practice Model allows students to relate language to real context. Communication Practice Model provides students activities to communicate fluently. Communication Practice Model allows students to practice communicating more. The module is well designed. The module uses the appropriate language. The module uses clear explanation. The module has clear instructions. The topics are appropriate for students of Vocational High School Grade Ten. This part helps students understand the topics. The activities in this part are interesting. The materials are easy to learn.

4 4 4

4 4 4

Very high Very high Very high

17

The materials are interesting.

4

4.25

Very high

18

The materials are appropriate for students of Vocational High School.

4

4

Very high

19

This part is helpful for students to prepare to communicate.

4

4

Very high

20

This part helps students organize their idea before communicating.

4

4

Very high

21

The activities in this part invite students to think creatively.

4

4

Very high

22

The activities in this part are easy to do.

4

4.25

Very high

23

This part helps students to be able to communicate fluently.

4

4

Very high

24

The activities in this part are various.

4

4

Very high

25

The activities in this part offer students opportunity to interact to other.

4

4

Very high

26

The activities in this part are easy to be practiced by students of Vocational High School. The Communication Practice Test is easy to be implemented.

4

4

Very high

4

4

Very high

4

4

Very high

29

The Communication Practice Test allows students to rehearse to communicate. The instruction in Communication Practice Model in easy to understand.

4

4

Very high

30

The Communication Practice Test is interesting test.

4

4

Very high

2 3 4 5 6 7 8 9 10 11 12 13

27 28


113 Table 4.13 shows the opinion on the Communication Practice Model from an English lecturer and three English teachers as experts’ validation. They should choose five options that were strongly agree (SA), agree (A), Doubt (D), disagree (DA), and strongly disagree (SDA). Choosing strongly agree (SA) had point of agreement which was 5. Choosing agree (A) had 4 as the point of agreement. Choosing doubt (D) would get 3 as the point of agreement and choosing disagree (DA) would get 2 as the point of agreement. Besides, choosing strongly disagree (SDA) would get 1 point. Thus, table 4.13 shows the mean of each item which started from point 4 into 4.25. Thus, it was found out that the average point of the central tendency was 4.10 from the scale 5.0. The average point of the central tendency, 4.10, was found out by counting all of means from each item and then divided by total items. Since the average point of the central tendency was 4.10, it belonged to range ≥ 4 which meant that the Communication Practice Model was no revision. The Communication Practice Model was indicated as very good so it was acceptable. Therefore, the Communication Practice Model could be implemented in the classroom. On the other hand, the participants of experts’ validation also gave their opinion and suggestions. There were five questions related to the Communication Practice Model. The participants should give their answers and their explanation. The interpretation about their answers was summarized into five main points. Firstly, most participants said that Communication Practice Model was good enough because it was good enough as a reference for students Grade Ten to


114 practice communicating and to develop student’s speaking skill. Besides, the Communication Practice Model was interesting, challenging and easy to apply in a teaching and learning process. However, one participant of experts’ validation said that she is not sure that the Communication Practice Model was good enough because the activities were not varied enough and it lacked of creativity and authenticity. Secondly, there were some good things about the Communication Practice Model. It was good that there was a model before assigning the students to perform it in front of the class. Then, the module helped students so they had description or image about what they were going to learn or practice before practicing and it made them easier to understand the material. After that, it was applicable and easy to be practiced. Finally, it was easy enough and related to syllabus of tenth grade. Thirdly, the Communication Practice Model was effective to help students communicate because the activities allowed the students to communicate in English more, especially the four skills were generated in this module. Besides, it provided activities which trained students to speak and communicate and the activities encouraged students to communicate. However, a participant did not agree if the Communication Practice Model was effective. She said that the researcher should need to provide some activities that would engage students to the real context where the material was authentically used. Fourthly, all participants gave their comments on what should be improved in the Communication Practice Model. The activities and design or layout had to be improved so that it would be more interesting. Then, the materials had to be added and students could use English to seek job and communicate in social media.


115 Finally, the researcher should improve the variety of practices or activities for four skills. Fifthly, there were some suggestions for the researcher in improving the Communication Practice Model. The first suggestion was that the researcher should be more creative and varied in designing activities. The second suggestion was to add some more parts that would build up the skills before they actually performed. The third suggestion was to decorate the layout more to make the students interested. The fourth was to check some misspelled words. The fifth suggestion was to add more materials and more pictures that were related to the materials so that they would not be bored. The sixth suggestion was that perhaps the researcher could make the Communication Practice Model more complete and various by adding a paraphrase activity. The last suggestion was to provide vocabulary. In conclusion, based on the results of experts’ validation, the Communication Practice Model was considered as very good model so it was acceptable to be implemented. The good things from the Communication Practice Model were the models or images or descriptions that were provided so students could have prediction of what they were going to learn and the ease of the Communication Practice Model that was applicable to be practiced. However, the Communication Practice could be improved by adding more materials or activities, designing the more interesting layout, and providing more pictures. Therefore, the Communication Practice Model would be more interesting for students to be practiced.


116 Using

suggestions

and

feedback

from

experts’

validation,

Communication Practice Model could be much better. Communication Practice Model was in book fold form. It was a module for practicing communication. The Iconic Model of Communication Practice Model can be presented as follows.

Figure 4.5 Cover of communication practice model

Figure 4.5 shows the cover of the module. The title of the module was Communication Practice Book for Students of Vocational High School. The pictures were taken from students’ activities in Putratama Vocational High School.


117 In conclusion, the iconic model of the Communication Practice was in form of book fold. There were fifteen topics or units and seven tests in the iconic model. Each unit provided three main activities for students to practice. There were three main activities in the Communication Practice Model which included Let’s Keep in Touch, Let’s Be Open-Minded, and Let’s Practice. The activities were simple and easy since the materials were familiar and related to daily life context. Thus, the Communication Practice Model was so practical because it was easy to bring and practice.

3. Implementing and Evaluating Communication Practice Model After validation from the experts, the iconic model was implemented. The implementation was for three units. Implementation also belonged to fourth step of ADDIE. The implementation was conducted in four classes or study programs which were X Accounting, X Management, X Automotive, and X Broadcasting. The schedule is presented as follows. Table 4.14 Implementation schedule

TOPICS

X Accounting

Invitations 24 March 2015 Directions 31 March 2015 7 April 2015 Job Interview

X Automotive 25 March 2015 1April 2015 8 April 2015

X Management

X Broadcasting

25 March 2015 1 April 2015 8 April 2015

27 March 2015 10 April 2015 17 April 2015

The researcher implemented three units for each class. Each unit spent one meeting. Students practiced about invitations, directions, and job interview. Interview and conversation were practiced during the implementation of the


118 Communication Practice Model. After implementing, the questionnaires were distributed to gain students’ opinion related to the Communication Practice Model on 21st of April 2015 as a part of evaluating. The participants for the questionnaire of the practice of the iconic model were forty students from four study programs. The participants should answer twenty items of closed questions and five items of open questions. The closed questions referred to questions 1-20. For closed questions, students should choose five options that were strongly agree (SA), agree (A), Doubt (D), disagree (DA), and strongly disagree (SDA). Choosing strongly agree (SA) had point of agreement which was 5. Choosing agree (A) had 4 points. Choosing doubt (D) would get 3 as the point of agreement and choosing disagree (DA) would get 2 as the point of agreement. Besides, choosing strongly disagree (SDA) would get 1 point. Therefore, the meaning of score criteria can be presented as follows. Table 4.15 Meaning of score criteria Formula Mi + 1.5 SDi = 3 + 1.5 x 0.6= 3.9 Mi + 0.5 SDi = 3 + 0.5 x 0.6= 3.3 Mi – 0.5 SDi = 3 – 0.5 x 0.6= 2.7 Mi – 1.5 SDi = 3 – 1.5 x 0.6= 2.1

Score Range ≥4


3.4 – 3.9

High/Good

2.8 – 3.3

Fair

2.2 – 2.7

Low

≤ 2.1

Poor

In addition, the questionnaire result about the students’ perception on the practice of the iconic model of the Communication Practice Model can be presented as follows.


119 Table 4.16 Questionnaire result of iconic model No

Statements

1

The topics in the Communication Practice Model are interesting to me. The instructions in the Communication Practice Model are easy to follow. The types of activities in the Communication Practice Model are varied enough. The activities in the Communication Practice Model stimulate my learning. The materials in the Communication Practice Model are appropriate enough for students of Vocational High School Grade Ten. The module of Communication Practice model is welldesigned enough. The module of Communication Practice model is easy to bring. The module of Communication Practice model is easy to practice. The module of Communication Practice model is effective to use. The module of Communication Practice model is interesting enough. The module of Communication Practice model provides activities that invite me to practice communicating in English. The module of Communication Practice model provides materials that are supporting to practice communicating in English. The module of Communication Practice model is effective to facilitate me to practice communicating in English. The module of Communication Practice model is effective to help me learn to communicate using English fluently. The module of Communication Practice model is effective to improve my ability to communicate using English fluently. I have more interaction using English with other students when using Communication Practice Model. I have more interaction using English with my teacher when using Communication Practice Model. The module of Communication Practice Model allows me to discuss more with other students The module of Communication Practice Model will improve my performance to communicate in English. The module of Communication Practice Model allows me to cooperate more with other students.

2 3 4 5 6 7 8 9 10 11

12 13 14 15 16 17 18 19 20

Central Tendency N M

Interpretatio n Very high

40

4.60

40

4.40

40

4.30

40

3.90

Very high Very high High Very high 40

4.60

40

4.50

40

4.75

40

4.40

40

4.33

40

4.30

Very high Very high Very high Very high Very high Very high 40

4.65 Very high

40

4.60

40

4.65

40

4.35

Very high Very high Very high 40

4.40

40

3.93

40

3.93

40

4.40

40

4.25

High High Very high Very high Very high 40

4.63

In conclusion, table 4.16 presents mean of each item. Choosing strongly agree (SA) had point of agreement which was 5. Choosing agree (A) had 4 as the point of agreement. Choosing doubt (D) would get 3 as the point of agreement


120 and choosing disagree (DA) would get 2 as the point of agreement. Besides, choosing strongly disagree (SDA) would get 1 point. Thus, table 4.16 shows the mean of each item which started from point 3.93 into 4.75. Thus, it was found out that the average point of the central tendency was 4.39 from the scale 5.0. The average point of the central tendency, 4.39, was found out by counting all of means from each item and then divided by total items. Since the average point of the central tendency was 4.39, it belonged to range ≥ 4 which meant that Communication Practice Model was very high. Communication Practice Model was indicated as very good so for students of tenth grade in vocational high school. In addition, the students also gave comments and suggestions by answering five questions of open questions. After interpreting, the students’ opinion can be summarized into five points. Firstly, most students said that the Communication Practice Model was easy to be used and brought. Communication Practice Model was interesting and helpful. It helped students in learning how to communicate. It was also easy to understand because the materials were designed simply. Thus, Communication Practice Model was simple and practical module. Secondly, the Communication Practice Model gave some benefits for students. It gave opportunities for students to practice. It was easy to be understood so students could learn communicating better and faster. It was easy to practice. It helped students interact, discuss and cooperate with other students. Thirdly, most students said that the Communication Practice Model was effective to help them communicating in English because the Communication Practice Model allowed


121 students to practice regularly. Besides, it was so easy to practice. The activities were easy to practice so students could be familiar in communicating. The Communication Practice Model promoted students to have discussion with other students so communication indirectly occurred. Fourthly, most students said that the Communication Practice Model was easy. However, sometimes, they found difficulties when they did not understand about the meaning of sentences or when they found new words or vocabularies. They should open dictionary when they did not know the meaning of the word. Fifthly, the students gave some suggestions to improve the Communication Practice Model. The researcher should add more pictures or photo and use colourful pages. They suggested adding more materials, more topics and interesting activities. The Communication Practice Model should be practiced continually so that students would be familiar to communicate in English. The Communication Practice Model should provide vocabulary so students would be easier to understand difficult words. The researcher should give more explanation to avoid misunderstanding. In conclusion, the participants gave positive responses to the iconic model which was the Communication Practice Model. Students thought that the Communication Practice Model was easy to practice so it could be practiced continually to train students in communicating. The Communication Practice Model was simple and practical module so it would be helpful for students in practicing. Practicing continually would create habit that would enable students to communicate using English fluently. Besides, the Communication Practice Model encouraged students to have discussion and interaction with other students so it


122 would help communication exist. Students’ suggestions on the Communication Practice Model would be used in developing and improving this model in the future. On the other side, the researcher also conducted interview in order to gain more explanation related to the Communication Practice Model. By interviewing, the researcher expected to obtain information that had not been gathered through questionnaire. The participants of the questionnaire were ten students from four study programs. The researcher chose them randomly. The interview was conducted by the researcher in order to gain more information that could not be gathered through distributing questionnaires. The participants were interviewed on 22nd of April 2015. The interview used open type of questions so the students as the participants could answer and share their opinion freely. From the data that was gathered, the students’ responses and opinion could be interpreted into some important points.

The students’ opinion

can be concluded as: a. All students (100%) stated that the Communication Practice Model could be applied for students of the vocational high schools in grade ten. There were some reasons why the Communication Practice Model could be used. The first reason was that the Communication Practice Model was not difficult to be understood by tenth grade students of the vocational high schools. The second reason was that the Communication Practice Model was simple and it used easy language. The third reason was the module had content which was more practical and effective because it was understandable. The fourth reason was


123 the content and the topics were suitable for students of the vocational high schools in grade ten. It is supported by students’ statements: “Yes, it can because it is understandable…eh…easy to learn and the language is not really difficult.” (StudentI3-Appendix 3E) “Yes, because the content is more practical, more effective and easy to be understood by students of vocational high school. Yes, grade ten.” (StudentI4Appendix 3E)

b. All students (100%) felt happy in utilizing the module of the Communication Practice Model. Since it was not really difficult, students could always practice. There were also many pictures, examples and practices that were interesting so they were interested to learn. The content was not confusing and the complicated materials could be simplified in the Communication Practice Model. Besides, the module was simple so it could be brought everywhere. It is supported by students’ statements: “I am satisfied, because there are pictures and explanation” (StudentI1Appendix 3E) “I am so happy because the materials that may be very complicated can be simplified in that book.” (StudentI2-Appendix 3E)

c. Nine students (90%) said that the Communication Practice Model was easy and one student (10%) said that the module was easy enough. The Communication Practice Model provided many examples and used simple language so it was easy for students. There was also explanation that was clear so students could understand better. The explanation and materials used language that was familiar enough for students. It is supported by students’ statements:


124 “It is easy in learning and it is easy to understood, the language is not really difficult.” (StudentI3-Appendix 3E) “Yes, it is because there is instruction or explanation.” (StudentI5-Appendix 3E) “In my opinion, it is easy enough and students can also more understand…can understand more easily because there are many examples…The languages is also easy to understand.” (StudentI2-Appendix 3E) d. All students said that the Communication Practice Model was effective to help them practice communicating. By using the module, students could learn by doing or practicing. Students could try to communicate when they were using the module. Students had chance for asking-answering questions and practicing. The module presented dialogues, conversation, materials and activities that promoted students to practice communicating. Thus, the Communication Practice Model was effective in helping students practice communicating. It is supported by students’ statements: “Yes, it is effective because there are conversations that train us to communicate.” (StudentI4-Appendix 3E) “Yes, because it trains students to speak through its materials and activities.” (StudentI10-Appendix 3E)

e. Eight students (80%) said that the Communication Practice Model was effective to improve their ability to communicate in English. The Communication Practice Model improved students’ ability to communicate because students were facilitated to practice. The Communication Practice Model provided materials and activities that could invite students to practice communicating and interacting with others students. Dialogues and


125 conversation helped students in practicing. The Communication Practice Model allowed students to keep on practicing. There was a student who became more confident to speak English because the student had been common to practice using the Communication Practice Model. Two (20%) students said that the Communication Practice Model was little bit effective because their ability did not improve too much and they had not communicated fluently yet. Their communication had not been fluent yet. It is supported by students’ statements: “Yes, it is effective because there are dialogues in English so it can train English fluency.” (StudentsI5-Appendix 3E) “Yes, just little bit because my ability doesn’t improve a lot yet.” (StudentsI6Appendix 3E)

f. All students (100%) stated that the Communication Practice Model gave opportunity to interact with other students. Activities in the module invited students to discuss and cooperate with other students. Many activities should involve other people so interaction with other students could occur. Students also could ask other students if they got difficulties. Besides, many topics involved other students. Thus, the Communication Practice Model let students interact with other students. It is supported by students’ statements: “Yes, because we are practiced to speak with other people.” (StudentI4Appendix 3E) “Yes, because there are many activities and topics that force us to communicate with friends.” (StudentI9-Appendix 3E)


126 g. Three students (30%) did not find any difficulties in using the Communication Practice Model. Seven students (70%) said that they found difficulties in vocabulary and pronunciation. Some students said that sometimes they found some new words that they did not know the meaning and they were not familiar with the words. Some students sometimes mispronounced words when practicing. The difficulty was also found when a student should work with another student who did not really understand about English and was difficult to cooperate so the communication was rather difficult to happen. It is supported by students’ statements: “Just a bit…the words that…that are difficult to pronounce, but I know the meaning.” (StudentI1-Appendix 3E) “I did not find it.” (StudentI3-Appendix 3E)

h. However, all students (100%) thought that the Communication Practice Model was not difficult to be used. Since it was easy to learn and simple, students agreed that it was not difficult to use the module. The Communication Practice English was easy to practice because students could learn easily. The language used was also familiar. Besides, there were clear explanation, instruction and clear example, like conversation. Thus, it was easy to use The Communication Practice Model. It is supported by students’ statements: “In my opinion, it is easy enough because the module is designed simply and easy to understand.” (StudentI2-Appendix 3E) “It is not difficult because everything is provided. There is conversation, introducing topic...The language is not difficult. Yes because it is easy.” (StudentI4-Appendix 3E)


127 i. Nine students (90%) explained that activities in The Communication Practice Model were not difficult to practice. There were many examples of conversation or materials so students did not find difficulties in doing activities of the Communication Practice Model. Besides, they could work together or cooperate with other students. Students could discuss with other students and the teacher when they did not understand. They did not work alone. Moreover, the Communication Practice Model provided explanation in every activity. Thus, activities in the Communication Practice Model were easy to practice. However, a student (10%) assumed that the practice was difficult if the teacher did not help and guide students. It is supported by students’ statements: “No...It is not difficult because there is explanation in the book so it is not really difficult.” (StudentI3-Appendix 3E) “Eh...little bit...sometimes…eh...if we are not guided in implementing. Yes, the practice is difficult.” (StudentI4-Appendix 3E)

j. Seven students (70%) stated that they were not confused in using the Communication Practice Model. Students could be guided by teacher when they found difficulty. The Communication Practice Model had also clear explanation and provided many examples. The explanation used language that could be understood by students. Thus, students might not be confused in using the Communication Practice Model. Three students (30%) said that they were little bit confused when they did not know the meaning of new words or they did not know the explanation well. besides, they felt confused when they got partners who could not cooperate with them. It is supported by students’ statements:


128 “A bit. The practice is not really difficult but the confusion is on a friend or partner who practices with us.” (StudentI1-Appendix 3E) “No…because the language is easy to understand and we are guided by the teacher.” (StudentI4-Appendix 3E) Dealing with the experts’ validation and students’ responses on the practice of the iconic model, the interview results supported that the Communication Practice Model was very good model so that it could be implemented in vocational high school for tenth grade students.

The

Communication Practice Model also gave benefits for students which are giving opportunity to practice, encouraging students to have interaction, inviting students to discuss and improving self confidence by practicing continually. The Communication Practice Model provided materials and activities that allowed students to practice. Consequently, students would be common to practice and they might be able to communicate. Therefore, the Communication Practice Model indicated as an acceptable model. In conclusion, the Communication Practice Model was suitable for students of vocational high school in grade ten. The Communication Practice Model was easy because it had clear explanation, instruction and clear examples so students could learn and practice. The activities were also easy to practice and let students interact with other students. Students could practice to communicate with other students since the Communication Practice Model gave opportunity to cooperate and discuss. Students had opportunity to practice English because the activities in the Communication Practice Model promoted students to practice communicating with other students.


129

C. THE DISCUSSIONS OF COMMUNICATION PRACTICE MODEL The Communication Practice Model was related to the Fluency Development, the Communicative Language Teaching and the Contextual Teaching Learning. Communication was important and should cover speaking, writing, listening and reading. Since communication dealt with the English skills, the Fluency Development was utilized. Besides, the Communicative Language Teaching and the Contextual Teaching Learning were included because they were connected to communication. In summary, the Communication Practice Model covered communicative activities which dealt with speaking, interacting with other people inside and outside the classroom, practicing regularly and using real life situation. The focus was on practicing which could improve students’ ability and students’ confidence to be able to communicate using English. Based on the results of experts’ validation, the Communication Practice Model was considered as very good model so it was acceptable to be implemented. The experts’ validation showed the average point of central tendency that was 4.10 from scale 5.0. It meant that there was no revision so the Communication Practice Model was acceptable. The Communication Practice Model provided models or images or descriptions so students could have prediction of what they were going to learn. The ease of the Communication Practice Model that was applicable to be practiced encouraged students to communicate. Besides, the Communication Practice Model could be practiced


130 continually to train students in communicating. The Communication Practice Model was suitable for students of the vocational high schools in grade ten. Although the Communication Practice Model was acceptable and could be applied, evaluation step of ADDIE was still conducted. Distributing questionnaires and conducting interview to obtain students’ response were done as the part of evaluation. However, after implementing, students gave positive responses on the Communication Practice Model. The Communication Practice Model was simple and practical module so it would be helpful for students in practicing. Thus, in evaluation, revising main product was not needed because students gave positive responses on the Communication Practice Model. From the gathering data and analyzing the data, it showed very high score which was 4.39 from scale 5.0. The Communication Practice Model was acceptable because the score indicates “very good” in criteria. Nevertheless, revising the model was done after preliminary field of testing as a part of development’s step. Since experts’ validation showed very high score that meant no revision, the researcher just added more pictures to make the model more interesting. Besides, distributing questionnaires and conducting interview were aimed to gain data about the practice of the iconic model of the Communication Practice Model. They were also utilized for evaluating in case there was something that should be revised. Therefore, main product revision was not necessary because the Communication Practice Model was acceptable and tenth grade students of the vocational high schools could use the module to practice communicating in English.


131 CHAPTER V CONCLUSIONS AND SUGGESTIONS This chapter consists of two parts. The first part is the conclusion of this research. The second part of this chapter is suggestions for readers and future researchers, English teachers, and students.

A. CONCLUSIONS This part provides conclusions of this research. The conclusions discuss the discovery and its process of Communication Practice Model. This research was conducted to answer to a research question. That was What is the iconic model of the Communication Practice for the Vocational High Schools like? Thus this research wanted to verify the iconic model of the Communication Practice Model theoretically and empirically. This research employed R & D combined with ADDIE in designing the product. This research used two instruments in finding the data. They were distributing questionnaire and conducting interview. In gaining the data the concept of the iconic model, the steps of R & D which were research and information collecting and planning were done. Those steps also belonged to analysis and design’s step of ADDIE. After collecting need analysis, the researcher determined topics, goal, general purposes and learning objectives. The Comunication Practice Model employed the Communicative Language Teaching, the Contextual Teaching Learning and the Fluency Development. Thus, this model presented communicative activities and materials 131


132 which encouraged students to communicate. Besides, the materials of this model applied materials that dealt with daily life context. Since this model included the Fluency Development, this model engaged four skills of English. Therefore, by employing those teaching learning theories, the Communication Practice Model was designed. The Communication Practice Model provided fifteen topics for students of the vocational high schools in tenth grade. They were Greetings, About Me, Describing People, Describing Things, Offering, Suggestions, Opinions, Advertisement, Invitations, Apology and Permission, Memo, My Holiday, Handling Telephone, Directions and Job Interview. The goal and the general purposes of this model utilized the standard competences and the basic competences which were adapted from the syllabus of Curriculum 2006. Generally, the learning objective of the Communication Practice Model was to produce simple utterance for communication. Conceptually, the Communication Practice Model was a model which engaged the Communicative Language Teaching, the Contextual Teaching Learning and the Fluency Development in order to enable students to communicate using English. Therefore, the Communication Practice Model was expected to help students practice communicating so they are able to communicate in English fluently. In obtaining the data about the practice of the iconic model, this research applied three steps of ADDIE which were development, implementation and evaluation. Those steps were combined with the steps of R & D. The steps were, developing a form of product, preliminary field of testing, implementing and


133 revising main product. In developing a form of product, the iconic model of Communication Practice involved three important sessions. The first session was Let’s Keep in Touch. The focus in this part was to present or introduce the material. It gave students description about what students were going to learn. The activities in this part were listening, reading, or discussing through answer and question session. The second session was Let’s Be Open-Minded. In this part, students were invited to think widely and practice writing to organize their idea so students were expected to transfer their idea fluently when they should communicate orally. This part also gave students chance to practice what they had written or created. The activities could be answering questions, filling the guideline, making role play or conversation. Let’s Be Open-Minded invited students to interact with other students. The third session was Let’s Practice. Here, students should communicate by presenting, interviewing, playing role play or debating. Students should be able to restate or reorganize their idea which was elaborated in Let’s Be Open-Minded part. Students should restate what they had written, they had created or they had filled. Thus, the product or result which was communication could be seen here. Students should be able to communicate fluently in order to transfer their idea. In development step of ADDIE, preliminary field of testing was also done. From the experts’ validation, it was gained score of 4.10. It indicated that it was very good. Thus, there was no revision for the practice of the iconic model. After preliminary field of testing, implementing was done. The implementation was done in four classes. The researcher implemented three units of the


134 Communication Practice Model. They were invitations, directions and job interview.

Then, evaluation step of ADDIE was done by distributing

questionnaires and conducting interview to know students’ responses on the Communication Practice Model. Most students gave positive responses on the Communication Practice Model. The questionnaires’ result showed score of 4.39. Thus, the Communication Practice Model was very good. The reason was that the average point of central tendency showed the very high score. The score was 4.39 from scale 5.0. It tended to be very high or very good. By interviewing, it could be gained that the Communication Practice Model was practical, simple, easy and understandable for students to practice communicating. The interview results supported the questionnaire that the Communication Practice Model was very good for students. The Communication Practice Model also gave benefits for students which are giving opportunity to practice, encouraging students to have interaction, inviting students to discuss and improving self confidence by practicing continually. Therefore, the last step of R & D which was revising main product was not necessary.

B. SUGGESTIONS The next part in chapter V is suggestions. This part deals with the suggestions for readers and future researchers who want to conduct a similar study, for English teachers, and for students.


135 1. Suggestions for Readers and Future Researchers Here, this part discusses the suggestions for readers and future researchers. The researcher suggests readers and future researchers who are eager to conduct similar study to develop the Communication Practice. For readers and future researchers who have interest in this research, the researcher suggests utilizing suitable techniques in order to create an effective learning to enable students to communicate. An effective learning can facilitate students in the learning process. Thus, the students can achieve their goal in learning. The researcher also suggests readers and future researchers using this research as a reference in case they need information related to communication practice. Generally, this research is expected to bring benefits for all people who are concerned with English teaching learning.

2. Suggestions for English Teachers This part explains suggestions for English teachers. Communication is important to face free trade or global era. Teachers should pay attention to communication using English since English is the international language. Communication is connected to English skills, such as writing and speaking. To be able to communicate using English, practicing is needed. Thus, teacher should invite students to practice continually in order to make them common to use English in communicating. Teacher should encourage students to use English as communication in order to help students fluent in communicating. Teacher can


136 help students by always using English when they meet each other so students can practice communicating indirectly. In this research, the Communication Practice Model was used in assisting students to practice communicating. The Communication Practice Model was expected to enable students to communicate fluently through practicing regularly. Since communication focuses on the transferring idea and did not focus on patterns, teacher should help students increase their fluency. As far as the idea can be delivered, the communication can occur. Teachers might apply the Communication Practice Model as a practice to train them to communicate fluently. Therefore, the researcher suggests English teachers to use this model to train students to practice communicating. In addition, teachers should know what the students’ needs and wants in learning to communicate so teachers can provide interesting techniques to attract students to learn. Interesting learning process will influence the students to gain knowledge. Thus, teachers should develop various way of teaching and learning process. Teacher should offer students with many techniques that can support students to improve self confidence in communicating.

3. Suggestions for Students This part presents suggestions for students. Students are expected to be able to communicate in order to cooperate with other people in around the world. Especially, students of the vocational high schools who are prepared to work after graduating, being able to communicate using English is necessary. Since practice


137 makes perfect, students should practice communicating frequently. Trying to communicate in English may be used as habit so students will be familiar with English communication and they can be fluent in communicating. In this research, students can practice communicating by using the Communication Practice Model. The focus is on practice so students can be able to communicate if they practice to communicate in English. A lot of practices can enable students to be common. Students may not only use English in class but also outside the class. Students should be confident and should not be afraid of making mistakes in communicating.


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139 Ellis, Rod. 2012. The Study of Second Language Acquisition. 2nd ed. Oxford: Oxford University Press. Gall, M. D., Gall, J. P., Borg, W. R. 2007. Educational Research. Boston: Pearson Educational Inc. Goh, Christine. C. M., Burns, Anne. 2012. Teaching Speaking: A Holistic Approach. Cambridge: Cambridge University Press. Gordon, H. R. D. (2012). Vocational and Technical Education. (http://education.stateuniversity.com/pages/2536/Vocational-TechnicalEducation.html, accessed on May 9, 2013). Hadi, S. 2000. Metodologi Research 2. Yogyakarta: Andi Offset. Harmer, J. 2007. The Practice of English Language Teaching. Fourth Edition. Edinburgh: Pearson Longman. Imel, Susan. 2000. Contextual Learning in Adult Education. (http://www.calproonline.org/eric/docs/pab00021.pdf, accessed on November 20, 2014). KaU, Naziefatussiri. 2009. Developing Students’ Speaking Competence through Information Gap Technique. Ejurnal, 2009. (http://ejurnal.ung.ac.id/index.php/JPI/article/download/889/829?, accessed on October 10, 2013). Kebijakan Direktorat Jendral Pendidikan Tinggi. 2011. Jakarta: Kementrian Pendidikan dan Kebudayaan. Kuncoro, Mamad. 2013. November 19, 2014 )

(www.myenglish83.blogspot.com,

accessed

on

Littlejohn, Stephen. W., Foss, Karen. A. 2008. Theories of Human Communication. Ninth Edition. Belmont: Thomson Learning Inc. Marsigit. 2008. English for Vocational Education. Yogyakarta: UNY. Maurer, Jay. K. 1997. Presentation, Practice and Production in the EFL Class. (www.jalt-publications.org/tlt/files/97/sep/maurer.html, accessed on July 20, 2015). McKean, E. 2003. The Oxford American Dictionary & Thesaurus. New York: Oxford University Press. Meijles, E., Rip, F., Bakker, M., Epema, G. F. 2004. Do we speak each language?: a methodology for developing generic GI-competencies. A paper. (http://itcnt05.itc.nl/agile_old/Conference/estoril/papers/16_Erik%20Meyles .pdf, accessed on October 7, 2013). Mitchell, R., Myles, F. 2004. Second Language Learning Theories. Second Edition. London: Hodder Arnold. Munadi, Sudji. 2004. Bahan Perkuliahan Statistika. Yogyakarta: Pascasarjana Univesitas Negeri Yogyakarta. (www.staff.uny.ac.id, accessed on July 1, 2004).


140 Nation, I. S. P., Newton, J. 2009. Teaching ESL/EFL Listening and Speaking. New York: Routledge. Nation, Paul. 1996. The four strands of a language course. TESOL in Context. Volume 6, 1996 7-12. Nation, Paul. 2007. The four strands. Innovation in Language Learning and Teaching. Volume 1, January 31st 2007 1-12. Peraturan Menteri Pendidikan Nasional. 2006. Jakarta: Kementrian Pendidikan dan Kebudayaan, 23, May 2006. Procter, P. 1996. Cambridge International Dictionary of English. Cambridge: Cambridge University Press. Richards, Jack. C. 2006. Communicative Language Teaching Today. Cambridge: Cambridge University Press. Robbins, Stephen. P. 2001. Organizational Behaviour. London: Prentice Hall International Inc. Smith, Bettye. P. 2006. Contextual teaching and learning practices in the family and consumer science curriculum. Journal of Family and Consumer Science Education. (http://www.natefacs.org/JFCSE/v24no1/v24no1ShamsidDeen.pdf, accessed on November 6, 2014). Sudijono, Anas. 2011. Pengantar Evaluasi Pendidikan. Jakarta: PT RajaGrafindo Persada. Suyitno, Teguh. 2013. Pendekatan Pembelajaran pada Kurikulum 2013. (http//bdksemarang.kemenag.go.id, accessed on October 25, 2013). Thornbury, Scott. 2000. English teaching professional. Accuracy, Fluency, and Complexity, 16, July 2000. (http://www.thornburyscott.com/assets/Accuracy%20fluency.pdf, accessed on May 9, 2013). Tomlinson, B., Masuhara. H. 2004. Developing Language Course Material. sSingapore: SEAMEO Regional Language Centre. Trochim, W. M. K. 2006. Survey Research. (http://www.socialresearchmethods.net/kb/survtype.php., accessed on April 29, 2010). Veniranda, Y., Tutyandari, C. 2008. A Study on Students’ Perceptions on the Application of Contextual Translation Technique in Structure Classes: Jurnal Penelitian LPPM Universitas Sanata Dharma, 22, May 2008. Wiersma, W. 1995. Research Methods in Education: An Introduction. 6th ed. Washington DC: Allyn and Bacon. Yang, Yingjie. I. J. 2014. The implementation of speaking fluency in communicative language teaching: an observation of adopting 4/3/2 activity in high schools in china. International Journal of English Language Education. Volume 2, 2014 193-24.


141 Yatim, A. M., Hamid, H. A., Rahim, H. A., Thian, Teo. Hui. 2009. English for Written Communication. Open University Malaysia. (http://www.oum.edu.my/oum/v3/download/OUMH1203.pdf, accessed on June 22, 2014). http://www.csuchico.edu/idts/addie.php, accessed on June 5, 2014. http://kopertis3.or.id , accessed on November 7, 2014. http://kucampus.kaplan.edu, accessed on November 7, 2014.


142


LETTERS  APPENDIX 1A PERMISSION LETTER FOR THE PRINCIPAL OF PUTRATAMA  APPENDIX 1B PERMISSON STATEMENT LETTER FROM THE PRINCIPAL OF SMK PUTRATAMA

143


144 APPENDIX 1A PERMISSION LETTER FOR THE PRINCIPAL OF SMK PUTRATAMA


145 APPENDIX 1B PERMISSON STATEMENT LETTER FROM THE PRINCIPAL OF SMK PUTRATAMA


BLUEPRINTS  APPENDIX 2A QUESTIONNAIRE BLUEPRINT OF NEED ANALYSIS FOR TEACHERS  APPENDIX 2B QUESTIONNAIRE BLUEPRINT OF NEED ANALYSIS FOR STUDENTS  APPENDIX 2C QUESTIONNAIRE BLUEPRINT OF EXPERTS’ VALIDATION  APPENDIX 2D QUESTIONNAIRE BLUEPRINT OF THE PRACTICE OF COMMUNICATION PRACTICE MODEL  APPENDIX 2E INTERVIEW BLUEPRINT  APPENDIX 2F INTERVIEW GUIDELINE

146


147 APPENDIX 2A QUESTIONNAIRE BLUEPRINT OF NEED ANALYSIS FOR TEACHERS Closed Questions No A

Aspects

No

Questions

Number of Item The Perception on English in Communication for Tenth Grade Students of Vocational High School 1. The Importance of 1. Students of Vocational High School Communication should be able to communicate. 2. Communication is a bridge to interact McKean (2003: 1107) describes with other people. perception as mind ability in expressing 3. Communication helps Students of or referring the information. 1,2,3,4 Vocational High School cooperate with other people. “Communication has functions as control, Communication helps Students of motivation, emotional expression, and 4. Vocational High School compete with information” (Robbins, 2001: 284-285). other people. 2. The Importance of English in 1. Tenth Grade Students of Vocational High Communication for Tenth Grade School should be able to communicate in Students of Vocational High School English. 2. Communicating in English helps Tenth McKean (2003: 1107) describes Grade Students of Vocational High perception as mind ability in expressing School connect to other people globally. or referring the information. 5,6,7,8 3. Communicating in English helps Tenth Grade Students of Vocational High “Communication has functions as control, School cooperate to other people motivation, emotional expression, and globally. information” (Robbins, 2001: 284-285). 4. Communicating in English helps Tenth Goh and Burns (2012: 50) say “a Grade Students of Vocational High competent speaker can speak fluently and School compete to other people globally.

1.

Communication involves Listening, Reading, Writing and Speaking skill. English skills (Listening, Reading, Writing and Speaking) influence Tenth Grade Students’ communication. English skills (Listening, Reading, Writing and Speaking) help Tenth Grade Students of Vocational High School to communicate. Tenth Grade Students of Vocational High School should learn English skills (Listening, Reading, Writing and Speaking) to be able to communicate. Speaking influences Tenth Grade Students’ communication Speaking tends to be the focus of communication for Tenth Grade Students of Vocational High School. Tenth Grade Students of Vocational High School should be able to speak to

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.”

3. The relation between Communication and English Skills in Vocational High School “Communication has functions as control, motivation, emotional expression, and information” (Robbins, 2001: 284-285).

2.

3.

4.

4. The relation between Speaking and Communication.

1. 2.

“Communication has functions as control, motivation, emotional expression, and information” (Robbins, 2001: 284-285).

3.

9,10,11,12


148 Goh and Burns (2012: 50) say “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.”

B

4.

13,14,15, 16

The Perception on the Communication Practice 1. Fluency Development 1. Reading is required in communication. The fluency strand occurs when (Nation, 2007: 6): 1) Students listen to, read, speak and write things that are familiar to them. 2) Their focus is on transmitting and receiving message. 3) There are some supports to perform faster. 4) Input and output should be large.

2. Practice 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).

2. 3. 4.

Listening is required in communication. Writing is required in communication. Speaking is required in communication.

1.

Speaking practice helps Tenth Grade Students of Vocational High School to be able to communicate fluently. Presenting helps Tenth Grade Students of Vocational High School to be able to communicate fluently. Performing role play in front of class helps Tenth Grade Students of Vocational High School to communicate fluently. Writing practice helps Tenth Grade Students of Vocational High School to be able to communicate fluently. Tenth Grade Students should use common language in the classroom. Tenth Grade Students should be accommodated to communicate in the classroom. Tenth Grade Students should use meaningful language. Fluency is important in communicating.

2.

3.

4.

3. Communicative Language Teaching Richards (2006: 2) says, “Communicative language teaching can be understood as a set of principles about the goals which is 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.”

4. Contextual Teaching Learning

C

communicate with other people. Practicing speaking is needed to be able to communicate.

1. 2.

3. 4. 1.

17, 18, 19, 20

21, 22, 23, 24

25, 26, 27, 28

Relating learning to real life facilitates Tenth Grade Students to be able to According to United States Departement communicate. of Education Office of Vocational and 2. Activities in the classroom should invite Adult Education (2001) as cited in Smith 29, 30, 31, Tenth Grade Students to connect (2006: 14), Contextual teaching learning 32 language with daily life context. (CTL) is “a conception of teaching and 3. Language used in classroom should be learning that helps teachers relating the related to daily life context. subject matter content to real world situation.” 4. Material used should be related to daily life context. The Perception on Tenth Grade Students’ Needs about Material of Communication Practice Model 1. The Tenth Grade Students’ Needs 1. Expressing Greetings is required for about Language Expressions Tenth Grade Students of Vocational School to communicate. Syllabus of Vocational High School 2. Introduction Expression is required for Grade Ten Tenth Grade Students of Vocational School to communicate.


149 3.

4.

2. The Tenth Grade Students’ Needs about the English Genre or Types of Text

5.

Expressing Opinion is required for Tenth Grade Students of Vocational School to communicate.

6.

Expressing Invitation is required for Tenth Grade Students of Vocational School to communicate.

7.

Expressing Apology and Permission is required for Tenth Grade Students of Vocational School to communicate.

1.

Describing people is required for Tenth Grade Students of Vocational School to communicate. Describing things is required for Tenth Grade Students of Vocational School to communicate. Advertisement is required for Tenth Grade Students of Vocational School to communicate. Memo is required for Tenth Grade Students of Vocational School to communicate. Past experience is required for Tenth Grade Students of Vocational School to communicate. Direction is required for Tenth Grade Students of Vocational School to communicate. Interview is required for Tenth Grade Students of Vocational School to communicate. Conversation is required for Tenth Grade Students of Vocational School to communicate. Discussion is required for Tenth Grade Students of Vocational School to communicate. Answer and Question session during presentation is required for Tenth Grade Students of Vocational School to communicate. Presentation is required for Tenth Grade Students of Vocational School to communicate.

2. Syllabus of Vocational High school Grade Ten

3.

4.

5.

6.

3. The Tenth Grade Students’ Activities in the classroom

1.

Some activities which focus on fluency based on Richards (2006: 14): 1) Reproduce natural use of language. It means that the activities should promote Tenth Grade Students to use common language. 2) Focus on realizing communication. Activities should accommodate students to interact with other so the communication can occur. 3) Involve significant use of language. Activities should provide language which is meaningful. 4) Involve the use of communication strategies 5) Create language that may not be expected. It means that language which is used in the class should be creative.

2.

6)

Try to link language use to context. Activities should invite students to

Expressing Offering is required for Tenth Grade Students of Vocational School to communicate. Expressing Suggestions is required for Tenth Grade Students of Vocational School to communicate.

3.

4.

5.

33, 34, 35, 36, 37, 38, 39

40, 41, 42, 43, 44, 45

46, 47, 48, 49, 50


150 connect language with daily life context or certain situation.

Open Questions No A

Aspects

No

Questions

The Perception on Communication Practice in Vocational High School 1. The Importance of English in 1. How do you teach communication using Communication English in the classroom? 2. What do you think about communication McKean (2003: 1107) describes using English? perception as mind ability in 3. Is it difficult to communicate using expressing or referring the English? Why?

Number of Item

1,2,3

information.


B

The Suggestions on Communication Practice in Vocational High School 1. The Importance of English in 1. What is your suggestion to help Tenth Communication Grade Students to communicate in English? Procter (1996: 1457) describes 2. What should teachers do to invite Tenth “suggestion as an idea or action Grade Students to communicate in which should be considered by other English? people.” 3. What should Tenth Grade Students do to be able to communicate in English “Communication has functions as fluently? control, motivation, emotional

4,5,6

expression, and information” (Robbins, 2001: 284-285).

References Goh, Christine. C. M.; Burns, Anne. 2012. Teaching Speaking: A Holistic Approach. Cambridge: Cambridge University Press. McKean, E. 2003. The Oxford American Dictionary & Thesaurus. New York: Oxford University Press. Nation, Paul. 2007. The four strands. Innovation in Language Learning and Teaching. Volume 1, January 31st 2007 1-12. Procter, P. 1996. Cambridge International Dictionary of English. Cambridge: Cambridge University Press. Richards, Jack. C. 2006. Communicative Language Teaching Today. Cambridge: Cambridge University Press. Robbins, Stephen. P. 2001. Organizational Behaviour. London. Prentice Hall International Inc. Smith, Bettye. P. 2006. Contextual teaching and learning practices in the family and consumer science curriculum. Journal of Family and Consumer Science Education. Volume 24, 14-27. (http://www.natefacs.org/JFCSE/v24no1/v24no1Shamsid-Deen.pdf, accessed on November 6, 2014).


151 APPENDIX 2B QUESTIONNAIRE BLUEPRINT OF NEED ANALYSIS FOR STUDENTS Closed Questions No A

Aspects

No

Questions

Number of Item The Perception on English in Communication for Students of Vocational High School 1. The Importance of 1. Students of Vocational High School Communication should be able to communicate. (Siswa SMK seharusnya mampu McKean (2003: 1107) describes berkomunikasi.) perception as mind ability in 2. Communication is a bridge to interact expressing or referring the with other people. (Komunikasi adalah information. 1,2,3,4 jembatan untuk berinteraksi dengan orang lain.) “Communication has functions as Communication helps students of control, motivation, emotional 3. Vocational High School cooperate with expression, and information” (Robbins, 2001: 284-285). other people. (Komunikasi membantu siswa SMK untuk bekerja sama dengan orang lain.) 4. Communication helps students of Vocational High School compete with other people. (Komunikasi membantu siswa SMK untuk bersaing/berkompetisi secara sehat dengan orang lain.) 2. The Importance of English in 1. Students of Vocational High School Communication should be able to communicate in English. (Siswa SMK seharusnya mampu McKean (2003: 1107) describes berkomunikasi dengan bahasa Inggris.) perception as mind ability in 2. Communicating in English helps expressing or referring the students of Vocational High School information. connect to other people globally. (Berkomunikasi dalam bahasa Inggris “Communication has functions as membantu siswa SMK untuk terhubung control, motivation, emotional dengan orang lain secara global.) expression, and information” (Robbins, 2001: 284-285). Goh and Burns (2012: 50) say “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.”

3.

4.

3. The relation of Communication and English Skills in Vocational High School

1.


2.

3.

Communicating in English helps students of Vocational High School cooperate to other people globally. (Berkomunikasi dalam bahasa Inggris membantu siswa SMK untuk bekerja sama dengan orang lain secara global.) Communicating in English helps students of Vocational High School compete to other people globally. (Berkomunikasi dalam bahasa Inggris membantu siswa SMK untuk bersaing secara global.) Communication involves Listening, Reading, Writing and Speaking skill. (Komunikasi mencakup Listening, Reading, Writing dan Speaking.) English skills (Listening, Reading, Writing and Speaking) influence students’ communication. (Keterampilan bahasa Inggris (Listening, Reading, Writing dan Speaking) mempengaruhi siswa dalam berkomunikasi.) English skills (Listening, Reading,

5,6,7,8

9,10,11,12


152

B

Writing and Speaking) help students of Vocational High School to communicate. (Keterampilan bahasa Inggris (Listening, Reading, Writing dan Speaking) membantu siswa SMK berkomunikasi.) 4. Students of Vocational High School should learn English skills (Listening, Reading, Writing and Speaking) to be able to communicate. (Siswa SMK seharusnya belajar keterampilan bahasa Inggris (Listening, Reading, Writing dan Speaking) agar mampu berkomunikasi.) 4. The relation of Speaking and 1. Speaking influences students’ Communication. communication. (Speaking mempengaruhi komunikasi siswa.) “Communication has functions as 2. Speaking tends to be the focus of control, motivation, emotional communication for students of expression, and information” Vocational High School. (Speaking (Robbins, 2001: 284-285). cenderung merupakan fokus dalam komunikasi untuk siswa SMK.) Goh and Burns (2012: 50) say “a Students of Vocational High School competent speaker can speak fluently 3. should be able to speak to communicate and with few or no grammatical mistakes, can be understood easily with other people. (Siswa SMK by others, can speak fluently and seharusnya mampu berbicara untuk clearly on a wide range of topics, is berkomunikasi dengan orang lain.) confident when speaking to a large 4. Practicing speaking is needed to be able audience, and knows when to say the to communicate. (Praktek Speaking right things and says them in the diperlukan untuk dapat berkomunikasi.) most effective way possible.” The Perception on the Communication Practice 1. Fluency Development 1. Reading is required in communication. (Reading dibutuhkan dalam komunikasi.) The fluency strand occurs when (Nation, 2007: 6): 5) Students listen to, read, speak and write things that are familiar to them. 6) Their focus is on transmitting and receiving message. 7) There are some supports to perform faster. 8) Input and output should be large.

2. Practice 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).

2.

3. 4.

1.

2.

3.

4.

Listening is required in communication. (Listening dibutuhkan dalam komunikasi.) Writing is required in communication. (Writing dibutuhkan dalam komunikasi.) Speaking is required in communication. (Speaking dibutuhkan dalam komunikasi.) Speaking practice helps students of Vocational High School to be able to communicate fluently. (Praktek Speaking membantu siswa SMK untuk dapat berkomunikasi dengan lancar.) Presenting helps students of Vocational High School to be able to communicate fluently. (Presentasi membantu siswa SMK untuk dapat berkomunikasi dengan lancar.) Performing role play in front of class helps students of Vocational High School to communicate fluently. (Role play/drama didepan kelas membantu siswa SMK untuk dapat berkomunikasi dengan lancar.) Writing practice helps students of Vocational High School to be able to communicate fluently. (Praktek/latihan

13,14,15, 16

17, 18, 19, 20

21, 22, 23, 24


153

3. Communicative Language Teaching Richards (2006: 2) says, “Communicative language teaching can be understood as a set of principles about the goals which is 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.”

1.

2.

3.

4.

C

menulis membantu siswa SMK untuk dapat berkomunikasi dengan lancar.) Students should use common language in the classroom. (Di kelas, siswa seharusnya menggunakan bahasa Inggris yang biasa digunakan.) Students should be accommodated to communicate in the classroom. (Siswa seharusnya dibantu/difasilitasi untuk berkomunikasi di kelas.) Students should use meaningful language. (Siswa seharusnya menggunakan bahasa Inggris yang bermakna.)

25, 26, 27, 28

Fluency is important in communicating. (Kelancaran/Fluency penting dalam berkomunikasi.) 4. Contextual Teaching Learning 1. Relating learning to real life facilitates students to be able to communicate. According to United States (Menghubungkan pembelajaran dengan Departement of Education Office of kehidupan sehari-hari membantu siswa Vocational and Adult Education dapat berkomunikasi.) (2001) as cited in Smith (2006: 14), 2. Activities in the classroom should invite Contextual teaching learning (CTL) students to connect language with daily is “a conception of teaching and life context. (Kegiatan di kelas learning that helps teachers relating seharusnya mengajak siswa untuk the subject matter content to real world situation.” menghubungkan bahasa Inggris dengan 29, 30, 31, 32 kehidupan sehari-hari.) 3. Language used in classroom should be related to daily life context. (Penggunaan bahasa Inggris di kelas seharusnya berhubungan dengan kehidupan sehari-hari.) 4. Material used should be related to daily life context. (Materi belajar seharusnya berhubungan dengan kehidupan seharihari.) The Perception on Students’ Needs about Material of Communication Practice Model 1. The Students’ Needs about 1. Expressing Greetings is required for Language Expressions students of Vocational High School to communicate. (Sapaan/Greetings Syllabus of Vocational High School dibutuhkan oleh siswa SMK dalam Grade Ten berkomunikasi.) 2. Introduction Expression is required for students of Vocational High School to communicate. (Perkenalan/Introduction dibutuhkan oleh siswa SMK dalam berkomunikasi.) 3. Expressing Offering is required for students of Vocational High School to communicate. (Penawaaran/Offering dibutuhkan oleh siswa SMK dalam 33, 34, 35, 36, 37, 38, 39 berkomunikasi.) 4. Expressing Suggestions is required for students of Vocational High School to communicate. (Saran/Suggestions dibutuhkan oleh siswa SMK dalam berkomunikasi.)


154 5.

6.

7.

2. The Students’ Needs about the English Genre or Types of Text

1.

Syllabus of Vocational High School Grade Ten

2.

3.

4.

5.

6.

3. The Students’ Activities in the classroom Some activities which focus on fluency based on Richards (2006: 14): 7) Reproduce natural use of language. It means that the activities should promote students to use common language. 8) Focus on realizing communication. Activities should accommodate students to interact with other so the communication can occur. 9) Involve significant use of language. Activities should provide language which is meaningful.

1.

2.

3.

4.

Expressing Opinion is required for students of Vocational High School to communicate. (Pendapat/Expressing Opinion dibutuhkan oleh siswa SMK dalam berkomunikasi.) Expressing Invitation is required for students of Vocational High School to communicate. (Mengundang/Expressing Invitation dibutuhkan oleh siswa SMK dalam berkomunikasi.) Expressing Apology and Permission is required for students of Vocational High School to communicate. (Permintaan maaf dan Izin/Expressing Apology and Permission dibutuhkan oleh siswa SMK dalam berkomunikasi.) Describing people is required for students of Vocational High School to communicate. (Mendiskripsikan orang/Describing people dibutuhkan oleh siswa SMK dalam berkomunikasi.) Describing things is required for students of Vocational High School to communicate. (Mendiskripsikan benda/Describing things dibutuhkan oleh siswa SMK dalam berkomunikasi.) Advertisement is required for students of Vocational High School to communicate. (Iklan/Advertisement dibutuhkan oleh siswa SMK dalam berkomunikasi.) Memo is required for students of Vocational High School to communicate. (Memo dibutuhkan oleh siswa SMK dalam berkomunikasi.) Past experience is required for students of Vocational High School to communicate. (Pengalaman/Past experience dibutuhkan oleh siswa SMK dalam berkomunikasi.) Direction is required for students of Vocational High School to communicate. (Arah/Direction dibutuhkan oleh siswa SMK dalam berkomunikasi.) Interview is required for students of Vocational High School to communicate. (Interview dibutuhkan oleh siswa SMK dalam berkomunikasi.) Conversation is required for students of Vocational High School to communicate. (Percakapan/Conversation dibutuhkan oleh siswa SMK dalam berkomunikasi.) Discussion is required for students of Vocational High School to communicate. (Diskusi dibutuhkan oleh siswa SMK dalam berkomunikasi.) Answer and Question session during presentation is required for students of Vocational High School to communicate. (Sesi tanya jawab saat presentasi dibutuhkan oleh siswa SMK dalam berkomunikasi.)

40, 41, 42, 43, 44, 45

46, 47, 48, 49, 50


155 10) Involve the use of communication strategies 11) Create language that may not be expected. It means that language which is used in the class should be creative.

5.

Presentation is required for students of Vocational High School to communicate. (Presentasi dibutuhkan oleh siswa SMK dalam berkomunikasi.)

12)

Try to link language use to context. Activities should invite students to connect language with daily life context or certain situation.

Open Questions No A

Aspects

No

Number of Item

The Perception on Communication Practice in Vocational High School 1. The Importance of English in 1. How do you practice communication Communication using English in the classroom? (Bagaimana cara kamu belajar/latihan McKean (2003: 1107) describes berkomunikasi dengan bahasa Inggris perception as mind ability in dikelas?) expressing information.

or

referring

the


B

Questions

2.

What do you think about communication using English? (Apa pendapatmu tentang komunikasi dengan bahasa Inggris?)

3.

Is it difficult to communicate using English? Why? (Apakah sulit berkomunikasi dengan bahasa Inggris? Mengapa?)

1,2,3

The Suggestions on Communication Practice in Vocational High School 1. The Importance of English in 1. What is your suggestion to help students Communication to communicate in English? (Apa saranmu untuk membantu siswa SMK Procter (1996: 1457) describes dapat berkomunikasi dengan bahasa “suggestion as an idea or action Inggris?) which should be considered by other people.”

2.


3.

What should teachers do to invite students to communicate in English? (Apa yang seharusnya guru lakukan untuk mengajak siswa berkomunikasi dengan bahasa Inggris?) What should students do to be able to communicate in English fluently? (Apa yang seharusnya siswa lakukan untuk dapat berkomunikasi dengan bahasa Inggris secara lancar?)

4,5,6


156 References Goh, Christine. C. M.; Burns, Anne. 2012. Teaching Speaking: A Holistic Approach. Cambridge: Cambridge University Press. McKean, E. 2003. The Oxford American Dictionary & Thesaurus. New York: Oxford University Press. Nation, Paul. 2007. The four strands. Innovation in Language Learning and Teaching. Volume 1, January 31st 2007 1-12. Procter, P. 1996. Cambridge International Dictionary of English. Cambridge: Cambridge University Press. Richards, Jack. C. 2006. Communicative Language Teaching Today. Cambridge: Cambridge University Press. Robbins, Stephen. P. 2001. Organizational Behaviour. London. Prentice Hall International Inc. Smith, Bettye. P. 2006. Contextual teaching and learning practices in the family and consumer science curriculum. Journal of Family and Consumer Science Education. Volume 24, 14-27. (http://www.natefacs.org/JFCSE/v24no1/v24no1Shamsid-Deen.pdf, accessed on November 6, 2014).


157 APPENDIX 2C QUESTIONNAIRE BLUEPRINT OF EXPERTS’ VALIDATION Closed Questions No A

B

Aspects

Number of Item The Perception on the Purpose of Communication Practice Model 1. The Goal of 1. Communication Practice Communication Practice Model is appropriate for Model students of Vocational High School. McKean (2003: 1107) describes 2. Communication Practice perception as mind ability in Model meets students’ need. expressing or referring the 1,2,3,4 information. 3. Communication Practice Model helps students to “Communication has functions practice to communicate. as control, motivation, emotional expression, and information” 4. Communication Practice (Robbins, 2001: 284-285). Model is related to standard and basic competence of students of Vocational High School. 2. The benefits of 1. Communication Practice Communication Practice Model invites students to Model communicate. 2. Communication Practice McKean (2003: 1107) describes Model allows students to perception as mind ability in 5,6,7,8 relate language to real context. expressing or referring the information. 3. Communication Practice Model provides students “Communication has functions activities to communicate as control, motivation, emotional expression, and information” fluently. (Robbins, 2001: 284-285). 4. Communication Practice Model allows students to practice communicating more. The Perception on the Communication Practice Model 1. The Module 1. The module is well designed. Tomlinson and Masuhara (2004: 1-10) describe the principles of materials evaluation which consist of learning theory and developing criteria for evaluating materials.

No

2. 3. 4.

Questions

The module uses the appropriate language. The module uses clear 9,10,11,12, explanation. 13 The module has clear instructions.


158 5. 2. Lets’ Keep in Touch

1.

Tomlinson and Masuhara (2004: 1-10) describe the principles of materials evaluation which consist of learning theory and developing criteria for evaluating materials.

2.

3. Let’s Be OpenMinded

1.


2.

3. 4. 5.

3.

4. 4. Communication Practice

1. 2.


3.

4.


5. Communication Practice Test

1.


2.

“Communication has functions as control, motivation, emotional expression, and information”

3.

4.

The topics are appropriate for students of Vocational High School Grade Ten. This part helps students understand the topics. The activities in this part are interesting. The materials are easy to learn. The materials are interesting. The materials are appropriate for students of Vocational High School. This part is helpful for students to prepare to communicate. This part helps students organize their idea before communicating. The activities in this part invite students to think creatively. The activities in this part are easy to do. This part helps students to be able to communicate fluently. The activities in this part are various. The activities in this part offer students opportunity to interact to other. The activities in this part are easy to be practiced by students of Vocational High School. The Communication Practice Test is easy to be implemented. The Communication Practice Test allows students to rehearse to communicate. The instruction in Communication Practice Model in easy to understand. The Communication Practice

14, 15, 16, 17, 18

19, 20, 21,22,

23, 24, 25, 26

27, 28, 29, 30


159 (Robbins, 2001: 284-285).

Test is interesting test.

Open Questions No A

Aspects

No

Questions

The Perception on the Communication Practice Model 1. Perception on the 1. What do you think about Communication Practice Communication Practice Model Model in general? 2. What are the good things of McKean (2003: 1107) describes the model? perception as mind ability in Is the Communication Practice expressing or referring the 3. information. Model effective to help students communicate? Why?

Number of Item

1,2,3

“Communication has functions as control, motivation, emotional expression, and information” (Robbins, 2001: 284-285). Tomlinson and Masuhara (2004: 1-10) describe the principles of materials evaluation which consist of learning theory and developing criteria for evaluating materials.

B

The Suggestions on the Communication Practice Model 1. Suggestions on the 1. What should be improved in Communication Practice the Communication Practice Model Model? 4,5 Procter (1996: 1457) describes “suggestion as an idea or action which should be considered by other people.”

2.

What is your suggestion to improve the Communication Practice Model?

References McKean, E. 2003. The Oxford American Dictionary & Thesaurus. New York: Oxford University Press. Procter, P. 1996. Cambridge International Dictionary of English. Cambridge: Cambridge University Press. Robbins, Stephen. P. 2001. Organizational Behaviour. London. Prentice Hall International Inc. Tomlinson, B.; Masuhara, H. 2004. Developing Language Course Material. Singapore: SEAMEO Regional Language Centre.


160 APPENDIX 2D QUESTIONNAIRE BLUEPRINT OF THE PRACTICE OF COMMUNICATION PRACTICE MODEL Closed Questions No A

B

Aspects

No

Questions

The Perception on the Communication Practice Model 1. The Content and Applicability 1. The topics in the Communication of the Communication Practice Practice Model are interesting to me. Model (Topik-topik dalam Communication Practice Model menarik untuk saya.) Tomlinson and Masuhara (2004: 2. The instructions in the Communication 1-10) describe the principles of Practice Model are easy to follow. materials evaluation which (Perintah-perintah/petunjuk dalam consist of learning theory and Communication Practice Model mudah developing criteria for evaluating untuk diikuti/dipahami.) materials. 3. The types of activities in the Communication Practice Model are varied enough. (Aktifitas-aktifitas di dalam Communication Practice Model cukup bervariasi.) 4. The activities in the Communication Practice Model stimulate my learning. (Aktifitas-aktifitas di dalam Communication Practice Model menstimulus/merangsang belajar saya.) 5. The materials in the Communication Practice Model are appropriate enough for students of Vocational High School Grade Ten. (Materi-materi dalam Communication Practice Model cukup sesuai untuk siswa SMK kelas 10.) 2. Ease of Use 1. The module of Communication Practice model is well-designed enough. (Modul Communication Practice Model McKean (2003: 1107) describes dirancang dengan cukup baik.) perception as mind ability in 2. The module of Communication Practice expressing or referring the model is easy to bring. (Modul information. Communication Practice Model mudah dibawa.) 3. The module of Communication Practice model is easy to practice. (Modul Communication Practice Model mudah dipraktekkan.) 4. The module of Communication Practice model is effective to use. (Modul Communication Practice Model efektif untuk digunakan.) 5. The module of Communication Practice model is interesting enough. (Modul Communication Practice Model cukup menarik.) The Perception on the Effects of Communication Practice Model 1. The Benefits of 1. The module of Communication Practice Communication Practice Model model provides activities that invite me to practice communicating in English.

Number of Item

1, 2, 3, 4, 5

5, 6, 7, 8, 9, 10


161 McKean (2003: 1107) describes perception as mind ability in expressing or referring the information. “Communication has functions as control, motivation, emotional expression, and information” (Robbins, 2001: 284-285).

(Modul Communication Practice Model menyediakan aktifitas-aktifitas yang mengajak saya untuk berlatih berkomunikasi dengan bahasa Inggris.) 2.

3.

4.

5.

2. The Influence of the Communication Practice Model on Students’ Interaction 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.”

1.

2.

3.

4.

5.

The module of Communication Practice model provides materials that are supporting to practice communicating in English. (Modul Communication Practice Model menyediakan materimateri yang mendukung untuk berlatih berkomunikasi dengan bahasa Inggris.) The module of Communication Practice model is effective to facilitate me to practice communicating in English. (Modul Communication Practice Model efektif untuk membantu saya dalam berlatih berkomunikasi dengan bahasa Inggris.) The module of Communication Practice model is effective to help me learn to communicate using English fluently. (Modul Communication Practice Model efektif untuk membantu saya belajar berkomunikasi dalam bahasa Inggris dengan lancar.) The module of Communication Practice model is effective to improve my ability to communicate using English fluently. (Modul Communication Practice Model efektif untuk meningkatkan kemampuan berkomunikasi saya dalam bahasa Inggris dengan lancar.) I have more interaction using English with other students when using Communication Practice Model. (Saya lebih banyak berinteraksi dalam bahasa Inggris dengan siswa lain ketika menggunakan Communication Practice Model.) I have more interaction using English with my teacher when using Communication Practice Model. (Saya lebih banyak berinteraksi dalam bahasa Inggris dengan guru saya ketika menggunakan Communication Practice Model.) The module of Communication Practice Model allows me to discuss more with other students. (Modul Communication Practice Model membuat saya dapat berdiskusi lebih banyak dengan siswa lain.) The module of Communication Practice Model will improve my performance to communicate in English. (Modul Communication Practice Model akan meningkatkan performa/penampilan saya dalam berkomunikasi dengan bahasa Inggris.) The module of Communication Practice

11, 12, 13, 14, 15

16, 17, 18, 19, 20


162 Model allows me to cooperate more with other students. (Modul Communication Practice Model membuat saya dapat lebih bekerja sama dengan siswa lain.)

Open Questions No A

B

Aspects

No

Questions

The Perception on the Communication Practice Model 1. The Use of the 1. What do you think about the module of Communication Practice Model Communication Practice Model? (Apa pendapatmu tentang modul McKean (2003: 1107) describes Communication Practice Model?) perception as mind ability in 2. What is the benefit or strength that you expressing or referring the find in using the module of information. Communication Practice Model? (Manfaat atau kelebihan apa yang kamu “Communication has functions temukan dalam menggunakan modul as control, motivation, emotional Communication Practice Model?) expression, and information” 3. Is the module of Communication (Robbins, 2001: 284-285). Practice Model effective to help you communicating in English fluently? Why? (Apakah modul Communication Practice Model efektif untuk membantumu berkomunikasi dengan bahasa Inggris secara lancar? Mengapa?) The Suggestions on Communication Practice Model 1. The Suggestions on Improving 1. What is your difficulty in using the Communication Practice Model module of Communication Practice Model? (Apa kesulitanmu ketika Procter (1996: 1457) describes menggunakan modul Communication “suggestion as an idea or action Practice Model?) which should be considered by other people.” 2. What are your suggestions in developing the module of Communication Practice Model? (Apa saranmu untuk meningkatkan dan mengembangkan modul Communication Practice Model?)

Number of Item

1,2,3

4, 5

References Littlejohn, Stephen. W.; Foss, Karen. A. 2008. Theories of Human Communication. Ninth Edition. Belmont: Thomson Learning Inc. McKean, E. 2003. The Oxford American Dictionary & Thesaurus. New York: Oxford University Press. Procter, P. 1996. Cambridge International Dictionary of English. Cambridge: Cambridge University Press. Robbins, Stephen. P. 2001. Organizational Behaviour. London. Prentice Hall International Inc. Tomlinson, B.; Masuhara, H. 2004. Developing Language Course Material. Singapore: SEAMEO Regional Language Centre.


163 APPENDIX 2E INTERVIEW BLUEPRINT

No A

Aspects

No

Questions

Number of Items The Students’ Perception on the Use of Communication Practice Model 1. The Benefits of a. Can Communication Practice Communication Model be applied for students Practice Model of Vocational High School Grade Ten? (Apakah McKean (2003: 1107) Communication Practice describes perception as Model dapat diterapkan untuk mind ability in siswa kelas X SMK?) expressing or referring b. Do you feel satisfied in using the information. Communication Practice Model? (Apakah kamu senang “Communication has menggunakan Communication functions as control, Practice Model?) motivation, emotional c. Is Communication Practice expression, and Model easy to be used? 1, 2, 3, 4, information” (Robbins, 5, 6 (Apakah Communication 2001: 284-285). Practice Model mudah digunakan?) d. Is Communication Practice Model effective for practicing communication in English? (Apakah Communication Practice Model efektif untuk melatih berkomunikasi dalam bahasa Inggris?) e. Is Communication Practice Model effective to improve your ability to communicate in English fluently? (Apakah Communication Practice Model efektif untuk meningkatkan kemampuanmu untuk berkomunikasi dalam bahasa Inggris secara lancar?) f. Does Communication Practice Model give you opportunity to interact with other students using English? (Apakah


164

B

Communication Practice Model memberimu kesempatan untuk berinteraksi dalam bahasa Inggris dengan siswa lain?) The Students’ Perception on the Weaknesses of Communication Practice Model 1. The Difficulties in a. Do you find difficulties in Using Communication using Communication Practice Practice Model Model? (Apakah kamu menemukan kesulitan dalam McKean (2003: 1107) menggunakan Communication describes perception as Practice Model?) mind ability in b. Is Communication Practice expressing or referring Model difficult to be used? the information. (Apakah Communication Practice Model sulit 7, 8, 9, “Communication has 10 digunakan?) functions as control, c. Are the activities in the motivation, emotional Communication Practice expression, and Model difficult to be practiced? information” (Robbins, (Apakah aktifitas-aktifitas 2001: 284-285). dalam Communication Practice Model sulit untuk dipraktekkan?) d. Do you feel confused in using Communication Practice Model? (Apakah kamu bingung dalam menggunakan Communication Practice Model?)

References McKean, E. 2003. The Oxford American Dictionary & Thesaurus. New York: Oxford University Press. Robbins, Stephen. P. 2001. Organization Behaviour. London. Prentice Hall International Inc.


165 APPENDIX 2F INTERVIEW GUIDELINE No

Pertanyaan

+ Mengapa ya? Persepsi Siswa terhadap Penggunaan Communication Practice Model Manfaat Communication Practice Model 1. Apakah Communication Practice Model dapat diterapkan untuk siswa kelas X SMK? 2.

Apakah kamu senang menggunakan Communication Practice Model?

3.

Apakah Communication Practice Model mudah digunakan?

4.

Apakah Communication Practice Model efektif untuk melatih berkomunikasi dalam bahasa Inggris?

5.

Apakah Communication Practice Model efektif untuk meningkatkan kemampuanmu untuk berkomunikasi dalam bahasa Inggris secara lancar?

6.

Apakah Communication Practice Model memberimu kesempatan untuk berinteraksi dalam bahasa Inggris dengan siswa lain?

Mengapa tidak?

B. Persepsi Siswa terhadap Kekurangan dari Communication Practice Model Kesulitan dalam menggunakan Communication Practice Model 7. Apakah kamu menemukan kesulitan dalam menggunakan Communication Practice Model? 8. Apakah Communication Practice Model sulit digunakan? 9.

Apakah aktifitas-aktifitas dalam Communication Practice Model sulit untuk dipraktekkan?

10.

Apakah kamu bingung dalam menggunakan Communication Practice Model?


RESULTS  APPENDIX 3A QUESTIONNAIRE RESULTS OF NEED ANALYSIS FROM TEACHERS  APPENDIX 3B QUESTIONNAIRE RESULTS OF NEED ANALYSIS FROM STUDENTS  APPENDIX 3C QUESTIONNAIRE RESULTS OF EXPERTS’ VALIDATION  APPENDIX 3D QUESTIONNAIRE RESULTS OF THE PRACTICE OF COMMUNICATION PRACTICE MODEL  APPENDIX 3E INTERVIEW RESULTS

166


167 APPENDIX 3A

QUESTIONNAIRE RESULTS OF NEED ANALYSIS FROM TEACHERS Closed questions’ result

Teachers' Responses

Number of Question

SA

%

A

%

DA

%

SDA

%

1

3

100

0

0

0

0

0

0

2

3

100

0

0

0

0

0

0

3

2

66.67

1

33.33

0

0

0

0

4

2

66.67

1

33.33

0

0

0

0

5

2

66.67

1

33.33

0

0

0

0

6

2

66.67

1

33.33

0

0

0

0

7

2

66.67

1

33.33

0

0

0

0

8

2

66.67

1

33.33

0

0

0

0

9

2

66.67

1

33.33

0

0

0

0

10

2

66.67

1

33.33

0

0

0

0

11

2

66.67

1

33.33

0

0

0

0

12

2

66.67

1

33.33

0

0

0

0

13

2

66.67

1

33.33

0

0

0

0

14

2

66.67

1

33.33

0

0

0

0

15

2

66.67

1

33.33

0

0

0

0

16

2

66.67

1

33.33

0

0

0

0

17

2

66.67

1

33.33

0

0

0

0

18

2

66.67

1

33.33

0

0

0

0

19

2

66.67

1

33.33

0

0

0

0

20

2

66.67

1

33.33

0

0

0

0

21

2

66.67

1

33.33

0

0

0

0

22

2

66.67

1

33.33

0

0

0

0

23

2

66.67

1

33.33

0

0

0

0

24

3

100

0

0

0

0

0

0

25

3

100

0

0

0

0

0

0

26

1

33.33

2

66.67

0

0

0

0

27

3

100

0

0

0

0

0

0

28

3

100

0

0

0

0

0

0

29

3

100

0

0

0

0

0

0

30

3

100

0

0

0

0

0

0

31

3

100

0

0

0

0

0

0

32

3

100

0

0

0

0

0

0

33

3

100

0

0

0

0

0

0


168 34

3

100

0

0

0

0

0

0

35

3

100

0

0

0

0

0

0

36

3

100

0

0

0

0

0

0

37

3

100

0

0

0

0

0

0

38

3

100

0

0

0

0

0

0

39

3

100

0

0

0

0

0

0

40

3

100

0

0

0

0

0

0

41

3

100

0

0

0

0

0

0

42

2

66.67

1

33.33

0

0

0

0

43

2

66.67

1

33.33

0

0

0

0

44

3

100

0

0

0

0

0

0

45

3

100

0

0

0

0

0

0

46

3

100

0

0

0

0

0

0

47

3

100

0

0

0

0

0

0

48

3

100

0

0

0

0

0

0

49

3

100

0

0

0

0

0

0

50

2

66.67

1

33.33

0

0

0

0

Open questions’ result Name

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Teacher1

Always encourage the students to speak, to write and sometimes use body language to explain when students do not understand.

The more we use or practice English for communication, the easier we master English. if we rarely use English as means of communication our skill of English will be gone.

When we are in the class, it is not. Sometimes difficult for me to communicate in English because the class atmosphere. However, when students have difficulty in understanding, we use body language or mother tongue.

Teacher must ask them to communicate in English inside or outside the class.

Practice regularly inside or outside class using many media.

Teacher2

By speaking English regularly and use English for communication in teaching listening, reading, and writing uses interactive, group-based, networking.

It is important since there will be free trade and students should be able to face the global era.

No, it is not because the essential of communication is communicative or easy to understand so students have no worry to make mistakes and grammatical error in speaking. However sometimes it is difficult for students to

Ask them to communicate in English in the class and outside the class. Or using SMS or FB or WA to communicate with them. Since they are prepared to work, job interview or handling phone may help them to communicate . They should have self confidence and be given a communicati ve environment so students can practice English each other, inside and outside the classroom.

Communicative, give studentscentered activities that enables students to engage in meaningful communication.

They should practice speaking English or interact to others using English in every chance they have. Students should enrich their vocabulary and knowledge of speaking expressions used in real life situation.


169

Teacher3

By role play and interviewing.

I think it important.

is

communicate because they are not confident enough and some of them lack of practicing. Sometimes, it is difficult because the students have limited vocabulary.

They should develop their self confidence and develop their vocabularies.

Teachers should do more practice in class and encourage them to speak English.

Lot of practice, have more self confidence and mastering vocabularies.


170 APPENDIX 3B

QUESTIONNAIRE RESULTS OF NEED ANALYSIS FROM STUDENTS Closed questions’ result Students' Responses

Number of Question

SA

%

A

%

DA

%

SDA

%

1

33

82.5

7

17.5

0

0

0

0

2

34

85

6

15

0

0

0

0

3

30

75

10

25

0

0

0

0

4

27

67.5

13

32.5

0

0

0

0

5

13

32.5

27

67.5

0

0

0

0

6

16

40

24

60

0

0

0

0

7

19

47.5

21

52.5

0

0

0

0

8

16

40

24

60

0

0

0

0

9

24

60

15

37.5

1

2.5

0

0

10

20

50

19

47.5

1

2.5

0

0

11

20

50

20

50

0

0

0

0

12

19

47.5

21

52.5

0

0

0

0

13

10

25

28

70

2

5

0

0

14

19

47.5

21

52.5

0

0

0

0

15

9

22.5

27

67.5

4

10

0

0

16

21

52.5

29

72.5

0

0

0

0

17

22

55

18

45

0

0

0

0

18

23

57.5

17

42.5

0

0

0

0

19

15

37.5

24

60

1

2.5

0

0

20

8

20

28

70

4

10

0

0

21

3

7.5

32

80

4

10

1

2.5

22

17

42.5

23

57.5

0

0

0

0

23

9

22.5

28

70

2

5

1

2.5

24

15

37.5

25

62.5

0

0

0

0

25

17

42.5

22

55

1

2.5

0

0

26

12

30

25

62.5

2

5

1

2.5

27

6

15

30

75

4

10

0

0

28

9

22.5

28

70

3

7.5

0

0

29

24

60

16

40

0

0

0

0

30

20

50

19

47.5

1

2.5

0

0

31

9

22.5

29

72.5

2

5

0

0

32

15

37.5

25

62.5

0

0

0

0

33

12

30

28

70

0

0

0

0

34

6

15

33

82.5

1

2.5

0

0


171 35

18

45

20

50

2

5

0

0

36

8

20

31

77.5

1

2.5

0

0

37

10

25

29

72.5

1

2.5

0

0

38

10

25

29

72.5

1

2.5

0

0

39

8

20

31

77.5

1

2.5

0

0

40

14

35

26

65

0

0

0

0

41

14

35

26

65

0

0

0

0

42

20

50

20

50

0

0

0

0

43

23

57.5

17

42.5

0

0

0

0

44

22

55

18

45

0

0

0

0

45

22

55

18

45

0

0

0

0

46

25

62.5

15

37.5

0

0

0

0

47

24

60

16

40

0

0

0

0

48

25

62.5

15

37.5

0

0

0

0

49

24

60

16

40

0

0

0

0

50

24

60

16

40

0

0

0

0

Open questions’ result No

Name

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

1.

Student1

Sangat bagus karena kita dapat menggunakan bahasa Inggris dengan lancar.

Sulit, karena dalam keseharian kita jarang memakainya.

Di kelas dan lingkungan sekolah harus sering menggunakan bahasa Inggris.

Berkomunikasi harus memakai bahasa Inggris dengan siswa.

2.

Student2

Di dalam kelas menggunak an bahasa Inggris dengan teman dan guru. Menghafal kata-kata sulit.

Iya, karena cara tulis dan baca berbeda.

Harus sering berlatih.

Melatih siswa dengan terus memakai bahasa Inggris di kelas.

3.

Student3

Agar dapat berkomunikasi dan berinteraksi dengan orang lain. Membantu untuk berkomunikasi dengan orang luar.

Belajar menulis, membaca dan berbicara dengan bahasa Inggris. Terus belajar dan menghafal kosa kata.

Sulit dalam mengartikan.

Selalu berlatih.

Guru harus mengajak siswa berbicara dalam bahasa Inggris.

Berlatih dengan teman.

4.

Student4

Untuk dapat berkomunikasi dengan orang asing.

Agak sulit karena beberapa kata tidak tahu artinya.

Banyak berlatih, banyak listening juga biar terbiasa.

Memancing siswa untuk berbicara dengan bahasa Inggris.

Terus praktek bahasa Inggris.

5.

Student5

Baik untuk dapat bergaul dan bekerja sama dengan orang asing.

Tidak terlalu karena kita bisa memakai kamus kalau kita kesulitan.

Latihan terus.

Belajar, berlatih atau praktek dengan teman.

6.

Student6

Jika kita bisa berkomunikasi dengan bahasa Inggris kita bisa lebih bergaul dengan siapapun dari negara lain.

Iya, karena kurang menguasai bahasa Inggris.

Siswa harus terus berlatih berkomunikasi. Di buat kelas English Conversation.

Memakai bahasa Inggristerus dan mengajak siswa menjawab dengan bahasa Inggris. Dengan cara sering menggunakan bahasa Inggris kalau mengajar di kelas.

Mengerjaka n tugas yang diberikan guru dan presentasi di depan kelas. Berbicara didepan kelas dengan bahasa Inggris. Conversatio n

Banyak belajar kosa kata.

Belajar kosa kata dan latihan berbicara.


172 Dengan menggunak an katakata dalam bahasa Inggris yang sering digunakan seperti sapaan. Menghafal vocab.

Sangat membantu kita agar bisa berkomunikasi secara global.

Tidak terlalu sulit karena menggunakan kata yang sering diucapkan di dalam kelas.

Sering berbicara dan berlatih bahasa Inggris.

Mengajak siswa ngomong dengan bahasa Inggris.

Berusaha membalas guru dan teman saat berbicara dengan bahasa Inggris.

Agar bisa berkomunikasi dengan orang dari negara lain.

Cukup sulit karena jarang memakai bahasa Inggris.

Harus lebih giat berlatih berkomunikasi.

Mengajar dan berbicara dengan bahasa Inggris

Student9

Percakapan .

Agar dapat berinteraksi dengan banyak orang.

Lumayan karena belum terbiasa.

10.

Student10

Mengerjaka n soal-soal.

Sulit, terutama dalam pengucapan sering salah.

Memberi kesempatan siswa untuk lebih aktif berbicara di kelas dalm bahasa Inggris. Mengajari siswa sampai bisa dan mengajak ngobrol dengan bahasa Inggris.

11.

Student11

Ya sulit, karena sebagian kata ada yang tidak tahu cara melafalkan dan tidak tahu artinya.

Membiasakan berkomunikasi dengan bahasa Inggris pada hari atau jam tertentu dan saat pelajaran.

Membiasakan siswa untuk berkomunikasi dengan bahasa Inggris.

Membiasak an diri berbicara dengan bahasa Inggris.

12.

Student12

Mendengar kan guru dalam menerangk an, tanya jawab dengan guru, presentasi dan diskusi. Menghafal, melatih diri untuk tampil di depan teman.

Sangat perlu agar bisa berkomunikasi dengan orang luar tetapi kita juga harus melestarikan bahasa Indonesia. Sangat baik karna di dunia kerja bahasa Inggris sangat diperlukan, terutama lulusan Broadcast.

Belajar menulis, berbicara, listening dan membaca dalam bahasa Inggris. Banyak praktek bahasa Inggris.

Terus latihan agar lancar berbicara bahasa Inggris. Belajar bicara dan listening.

Agar dapat berkomunikasi dengan orang barat/bule.

Iya, karena belum tahu cara dan arti kata.

Menjadikan kebiasaan.

Guru wajib mengajak siswa ngomong dalam bahasa Inggris.

13.

Student13

Banyak belajar kosa kata.

Sulit karena jarang dipakai.

Lebih banyak belajar kosa kata.

Melatih siswa berkomunikasi dan memberikan banyak kosa kata

14.

Student14

Iya, karena kosa kata saya sedikit.

Sering diadadakan listening, writing, reading dan speaking.

Mengajar siswa dengan bercakap-cakap dengan bahasa Inggris dan memberi kosa kata.

15.

Student15

Saat izin dan meminta maaf pada guru memakai bahasa Inggris. Diskusi, menghafal.

Dapat bertukar pengetahuan dengan orang lain terutama bule. Bisa berkomunikasi dengan bahasa Inggris berarti kita bisa bergaul dengan orang asing/bule.

Berusaha untuk berlatih berbicara dan memahami arti. Belajar komunikasi. .

Sulit karena jarang dipake.

16.

Student16

Menghafal sedikit demi sedikit.

Komunikasi dengan bahasa Inggris sangat perlu. Penting untuk berkomunikasi dengan orang luar.

Lebih diberi kesempatan untuk berlatih dan praktek. Mengadaan English club.

17.

Student17

Berbicara tentang topic yang umum.

Komunikasi dengan bahasa Inggris mempermudah mencari pekerjaan.

Sulit karena cara pembacaannya yang sulit.

Mengajak siswa berinteraksi dengan bahasa Inggris. Guru menggunakan bahasa Inggris setiap berinteraksi dengan siswa. Menggunakan bahasa Inggris namun tetap disertai bahasa Indonesia.

7.

Student7

8.

Student8

9.

Lumayan sult karena untumengerti maksudnya sulit.

Diadakan kegiatan seperti debat bahasa Inggris.

Tekun untuk belajar praktek bahasa Inggris.

Memperban yak kosa kata dan berlatih listening, writing, reading dan speaking. Berlatih dan banyak belajar. Terus berlatih.

Banyak – banyak membaca, mendengar, berbicara dan menulis agar lebih


173

18.

Student18

Diskusi dan ngobrol.

Bagus. Sangat penting untuk siswa SMK.

19.

Student19

Membaca, menulis dan menghafal.

Supaya dapat terhubung dengan orang di luar negeri.

20.

Student20

Menghafal dan mencatat.

21.

Student21

Menghafal, membaca dan menulis.

22.

Student22

Menghafalk an kosa kata

23.

Student23

Menghafal.

24.

Student24

Menghafal, mementask an drama, mendengar, membaca, menulis.

Bisa untuk bekerja sama dan bertukar pendapat dengan orang lain dan orang luar negeri. Mendorong kita untuk dapat bersaing dengan orang luar dan sangat penting untuk kehidupan kita di dunia kerja. Agak sulit untuk komunikasi dengan bahasa Inggris. Bagus sekali karena bahasa Inggris adalah bahasa internasional. Agar dapat saling bertukar informasi.

25.

Student25

Menghafal.

26.

Student26

Menyapa menggunak an bahasa Inggris.

27.

Student27

28.

Student28

Tanya jawab, mendengar kan guru, menghafal dan membaca. Belajar menggunak an bahasa Inggris dalam berbicara dengan teman atau guru.

29.

Student29

Mencatat dan menghafal.

Keren karena bisa ngomong bahasa Inggris dengan baik adalah senang dan kelebihan. Sangat penting.

paham sedikit demi sedikit. Belajar dan latihan.

Iya sulit karena belum terlalu mengerti. Sulit karena bahsa Inggris tulisannya lain bacanya lain.

Banyak mengobrol.

Dengan mengajak ngobrol siswa.

Banyak berlatih dan belajar.

Guru mengajari siswa untuk bicara bahasa Inggris.

Sulit karena tidak tahu artinya.

Setiap siswa harus belajar dan berlatih terus dan dilengkapi alat seperti kamus dan alfalink. Setiap siswa harus belajar bahasa Inggris.

Mengajar berbicara dengan bahasa Inggris sedikit demi sedikit.

Banyak memberi tugas tentang percakapan dan dialog.

Berlatih terus dan memperban yak kata.

Sulit, karena vocab sedikit.

Banyak menghafal vocab

Memberi banyak kata baru.

Belajar vocab.

Iya sulit.

Banyak ngobrol dengan bahasa Inggris.

Banyak ngobrol dengan siswa pake bahasa Inggris.

Belajar, pede, dan berusaha ngobrol.

Sulit juga karena tidak pernah memakai bahsa Inggris dalam keseharian. Sulit. apalagi menghafal dan melafalkan kata.

Berlatih dan menghafal kata.

Membiasakan siswa bicara bahasa Inggris.

Berlatih dan menghafal kata.

Praktek terus.

Mengajar banya praktek.

lebih pada

Berlatih dan punya niat.

Sulit dalam pengucapanny a.

Membiasakan berbicara menggunakan bahasa Inggris di kelas. Setiap hari tertentu berbicara bahasa Inggris.

Memberi tugas untuk diskusi.

Belajar berbicara menggunak an bahasa Inggris. Banyak belajar banyak berlatih.

Cukup sulit karena kita terbiasa dengan bahasa kita.

Penting untuk dipelajari karena agar kita bisa berbicara dengan bahasa Inggris.

Iya lumayan karena belum terbiasa.

Lebih melatih pada speaking, writing dan listening.

Sangat penting karena bahasa Inggris juga merupakan bahasa internasional sehingga minimal kita harus bisa berkomunikasi dengan bahasa Inggris. Dengan berkomunikasi dalam bahasa Inggris kita jadi memeiliki

Sedikit sulit karena dibutuhkan kepercayaan diri yang tinggi.

Di adakan pelajaran conversation.

Setiap pelajaran bahasa Inggris diadakan conversation dalam bahasa Inggris.

Iya susah, kurang pede dan jarang memakai bahasa Inggris

Banyak-banyak ngobrol.

Mengajak siswa ngobrol.

Latihan mengucapk an dan belajar banyak kata. Latihan dengan guru sambil memahami kata yang diucap.

Belajar membaca, menghafal, menulis, memahami dan menyusun kalimat bahasa Inggris dengan baik. Harus lebih percaya diri.


174 di rumah dan di sekolah. Agak sulit berkomuniasi karena vocab sedikit.

Siswa lebih dulu diberi banyak kosa kata agar mudah dalam berkomunikasi.

Melatih dan membantu siswa saat latihan berkomunikasi.

Menghafal kosa kata dan berlatih berbicara bahasa Inggris.

Ya, lumayan sulit karena memang saya malas untuk belajar menghafal vocab dan berlatih speaking. Tidak terlalu sulit karena dibantu oleh guru dan teman.

Lebih banyak dilatih vocabulary dan speaking.

Membantu siswa untuk berlatih berbicara dalam bahasa Inggris.

Banyak latihan conversatio n dan banyak menghafal kosa kata.

Latihan tekun.

Membantu siswa untuk berinteraksi dengan teman/siswa lain.

Berkomunikasi dalam bahasa Inggris menyenangkan karena berguna bagi kita kelak tapi sedikit sulit.

Sedikit sulit. belum terbiasa dan belum sepenuhnya menghafal.

Berkomunikasi terus dengan bahasa Inggris saat pelajaran bahasa Inggris.

Melatih siswa bagaimana cara menggunakan bahasa Inggris untuk berkomunikasi.

Bertanya jawab dengan guru dan teman.

Baik agar kita tidak tertinggal dengan Negara lain.

Iya sulit, karena kita terbiasa dengan bahasa Indonesia.

Berbicara dan mengajar dalam bahasa Inggris biar siswa terbiasa.

Student35

Dengan latihan.

Menarik karena berarti kita belajar bahasa internasional.

Bicara dan menjelaskan dalam bahasa Inggris.

Menghafal kata-kata sulit.

36.

Student36

Well, untuk melatih kita lancar berbahasa Inggris agar kita bisa bergaul dan dapat menggunakanny a saat bekerja.

Sukai bahasa Inggris dulu.

Ajak berbincangbincang dengan bahasa Inggris itu akan memancing siswa untuk berbicara.

Seringsering bicara/spea king.

37.

Student37

38.

Student38

Ya, mulai bercakapcakap dengan bahasa Inggris meski sedikitsedikit. Dengan bercanda dan dengan menggunak an bahasa Inggris. Diskusi, tanya jawab, menghafal.

Ya karena rumit banyak kata-kata yang beda tapi artinya sama. Tidak terlalu sulit hanya belum terbiasa.

Pembiasaan diperlukan, tapi bisa dimulai dengan latihan bahasa Inggris yang simple dulu. Latihan.

Berlatih dan bekerja sama dengan teman sekelas. Berlatih terus agar lancar dalam berbicara dan berkomunik asi. Belajar dan memahami artinya.

39.

Student39

40.

Student40

30.

Student30

31.

Student31

32.

Student32

33.

Student33

34.

Student34

35.

Membaca, menghafal, menulis, mendengar kan dan mengetahui apa maksud/arti . Menghafal, menerjema hkan, mendengar an, membaca, berbicara, dan menulis. Mendengar an, membaca, berbicara, dan menulis. Menghafal, mencatat.

kemampuan untuk kita bekerja besok. Sangat penting untuk berkomunikasi dalam bahasa Inggris agar dapat berinteraksi dengan orang asing. Membantu kita dalam berkomuniasi dengan orang lain/asing karena bahasa Inggris adalah bahasa Internasional. Membantu siswa untuk dapat berbicara dengan bahasa Inggris.

Dengan mendengar kan penjelasan dan kemudian praktek di kelas. Belajar berkomunik

Bagus. bekal kerja.

Untuk dunia

Iya karena jarang menggunakan bahasa Inggris.

Menghubungka n semua pelajaran dengaan bahasa Inggris.

Lebih banyak interview siswa.

Setiap hari menggunak an bahasa Inggris.

Komunikasi dalam bahasa Inggris sangat diperlukan saat ini karena untuk interaksi dengan orang luar. Agar dapat berkomunikasi dengan guru, teman dan orang asing dari Negara lain.

Sulit karena banyak kosakata, cara pengucapan beda dengan tulisan.

Melatih semua siswa agar lebih percaya diri dalam bicara.

Melatih terus agar siswa terbiasa berbicara dengan bahasa Inggris.

Sulit, karena sedikit kosa kata, jarang pake bahasa Inggris dan malas.

Mengajar terus dengan memakai bahasa Inggris.

Sangat penting.

Sulit. karena saya terlanjur

Banyak menghafal kata, latihan dengan teman dan berbicara dengan guru memakai bahasa Inggris. Setiap hari dilatih oleh

Mengajk teman untuk berbicara dengan bahasa Inggris. Belajar dan berlatih.

Seharusnya guru mendekati

Lebih banyak


175 asi dengan menggunak an teks dan bantuan dari guru.

menggunakan bahasa Jawa dan Indonesia.

guru dengan menggunakan bahasa Inggris sedikit demi sedikit, lamalama juga bisa.

muridnya dan dibimbing satu per satu dengan bahasa Inggris diselingi bahasa Indonesia.

bericara dengan guru dan teman dalam bahasa Inggris.


176 APPENDIX 3C QUESTIONNAIRE RESULTS OF EXPERTS’ VALIDATION Closed questions’ result

N o

Statements

1

Communication Practice Model is appropriate for students of Vocational High School. Communication Practice Model meets students’ need.

1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Communication Practice Model helps students to practice to communicate. Communication Practice Model is related to standard and basic competence of students of Vocational High School. Communication Practice Model invites students to communicate. Communication Practice Model allows students to relate language to real context. Communication Practice Model provides students activities to communicate fluently. Communication Practice Model allows students to practice communicating more. The module is well designed. The module uses the appropriate language. The module uses clear explanation. The module has clear instructions. The topics are appropriate for students of Vocational High School Grade Ten. This part helps students understand the topics. The activities in this part are interesting. The materials are easy to learn. The materials are interesting.

17 18 19 20 21 22 23 24 25 26 27 28

Frequency of points of agreement

The materials are appropriate for students of Vocational High School. This part is helpful for students to prepare to communicate. This part helps students organize their idea before communicating. The activities in this part invite students to think creatively. The activities in this part are easy to do. This part helps students to be able to communicate fluently. The activities in this part are various. The activities in this part offer students opportunity to interact to other. The activities in this part are easy to be practiced by students of Vocational High School. The Communication Practice Test is easy to be implemented. The Communication Practice Test allows students to rehearse to communicate.

2

3

4

Central Tendency 5

N

Criteri a

M

0

0

1

1

2

4

0

0

1

1

2

4

4.2 5 4.2 5

0

0

1

0

3

4

4.5

0

0

1

2

1

4

4

0

0

1

3

4

0

0

1

1

2

4

0

0

1

1

2

4

0 0

0 0

1 1

1 2

2 1

4 4

0 0 0

0 0 0

1 1 1

1 2 2

2 1 1

4 4 4

4.5 4.2 5 4.2 5 4.2 5 4 4.2 5 4 4

0 0 0 0

0 0 0 0

1 1 1 1

2 2 2 2

1 1 1 1

4 4 4 4

0

0

1

1

2

4

4 4 4 4 4.2 5

0 0

0 0

1 1

2 2

1 1

4 4

4 4

0 0

0 0

1 1

2 2

1 1

4 4

0 0 0

0 0 0

1 1 1

1 2 2

2 1 1

4 4 4

4 4 4.2 5 4 4

0

0

1

2

1

4

4

0

0

1

2

1

4

4

0

0

1

2

1

4

4

0

0

1

2

1

4

4

VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH VH


177 29 30

The instruction in Communication Practice Model in easy to understand. The Communication Practice Test is interesting test.

VH 0 0

0 0

1 1

2 2

1 1

4 4

4 4

Open questions’ result No

Name

Question 1

Question 2

Question 3

Question 4

Question 5

1.

Expert1

I am not sure that it is good enough. Activities are not varied enough, lacking creativity and authenticity.

It is good that you always provide a model before you assign the students to perform it in front of the class.

I don’t think so because you need to provide some activities that will engage students to the real context where the material is authentically used.

Activities and design or layout must be improved so that it will be more interesting.

2.

Expert2

It is good enough as a reference for students Grade Ten to practice communicating.

Yes, the activities allow the students to communicate in English more, especially the four skills are generated.

The materials must be added. We hope that the students can use English to seek job and communicate in social media.

3.

Expert3

It is interesting, challenging and easy to apply in a teaching and learning process.

The module helps students so they have description or image about what they are going to learn or practice before practicing it. It will make them easier to understand the material. It is applicable and easy to be practiced.

More creative and varied in designing activities. Add some more parts that will build up the skills before they actually perform. Decorate your layout more to make your students interested, Check some misspelled words. Add more materials and more pictures that are related to the materials so that they won’t be bored.

Sure, because it provides activities which train students to speak and communicate.

The variety of practices or activities for four skills.

4.

Expert4

I think it is good enough to develop student’s speaking skill.

It is easy enough and related to syllabus of tenth grade.

Yes, it is because the activities encourage students to communicate.

You can improve the design to be more interesting.

Perhaps you can make it more complete and various by adding a paraphrase activity. Provide vocabulary.

VH


178 APPENDIX 3D QUESTIONNAIRE RESULTS OF THE PRACTICE OF COMMUNICATION PRACTICE MODEL Closed questions’ result

No

Frequency of points of agreement

Statements 1

1 2 3 4

5

6 7 8 9 10 11 12 13 14 15 16

The topics in the Communication Practice Model are interesting to me. The instructions in the Communication Practice Model are easy to follow. The types of activities in the Communication Practice Model are varied enough. The activities in the Communication Practice Model stimulate my learning. The materials in the Communication Practice Model are appropriate enough for students of Vocational High School Grade Ten.

2

3

4

Central Tendency 5

N

M

Interpret Very high Very high

0

0

0

17

23

40

4.60

0

0

1

22

17

40

4.40

0

0

2

25

13

40

4.30

0

3

10

15

12

40

3.90

Very high Very high High Very high 0

0

0

16

24

40

4.60

The module of Communication Practice model is well-designed enough.

0

0

1

19

20

40

4.50

The module of Communication Practice model is easy to bring.

0

0

0

10

30

40

4.75

The module of Communication Practice model is easy to practice.

0

0

2

20

18

40

4.40

The module of Communication Practice model is effective to use.

0

0

0

27

13

40

4.33

0

0

0

24

15

40

4.30

0

0

0

14

26

40

4.65

0

0

0

16

24

40

4.60

0

0

0

14

26

40

4.65

0

0

0

26

14

40

4.35

0

0

0

25

15

40

4.40

0

0

0

31

7

40

3.93

Very high Very high Very high Very high

The module of Communication Practice model is interesting enough. The module of Communication Practice model provides activities that invite me to practice communicating in English. The module of Communication Practice model provides materials that are supporting to practice communicating in English. The module of Communication Practice model is effective to facilitate me to practice communicating in English. The module of Communication Practice model is effective to help me learn to communicate using English fluently. The module of Communication Practice model is effective to improve my ability to communicate using English fluently. I have more interaction using English with other students when using Communication Practice Model.

Very high Very high Very high Very high Very high Very high High High

17

I have more interaction using English with my teacher when using Communication Practice Model.

0

0

5

33

2

40

3.93

18

The module of Communication Practice Model allows me to discuss more with other students

0

0

1

22

17

40

4.40

19

The module of Communication Practice Model will improve my performance to communicate in English.

0

0

1

28

11

40

4.25

20

The module of Communication Practice Model allows me to cooperate more with other students.

Very high Very high Very high 0

0

0

15

25

40

4.63


179

Open questions’ results No

Name

Question 1

1.

StudentIM1

Mudah dipaha,mi dan dibawa.

2.

StudentIM2

Ringkas, padat, tidak membosanka n.

3.

StudentIM3

Modul ini mudah dipahami dan dimengerti.

4.

StudentIM4

5.

StudentIM5

6.

StudentIM6

7.

StudentIM7

8.

StudentIM8

Memperprakt is dalam hal pelajaran bahasa Inggris dalam berbicara karena modulnya mudah dipahami. Cukup membantu saya dalam berbasa Inggris. Untuk membantu saya bisa belajar berkomunika si dalam bahsa Inggris dengan teman-teman atau guru maupun masyarakat sekitar kita. Mudah dimengerti bahasa dan materinya dan juga bisa dibawa kemanamana. Kita dapat latihan komunikasi dengan cepat.

9.

StudentIM9

Mudah dimengerti, jelas dan cepat dipahami.

Question 2

Question 3

Question 4

Question 5

Dapat melatih komunikasi dengan bahasa Inggris. Bisa lebih tahu, materi nya dan latihannya membantu latihan bahasa Inggris.

Iya, karena mudah dipahami.

Tidak ada tapi gambar kurang jelas.

Menambah materi, kegiatan dan gambar.

Ya karena materinya dikemas dengan simple dan banyak kegiatan yang melibatkan teman lain. Ya sebab cara belajarnya asik dan langsung dipraktekkan.

Perintahnya sebagian tidak tahu.

Lebih dibikin menarik lagi dengan gambar yang banyak.

Ada kalimat yang saya kurang mengerti.

Gambar/foto diperjelas, kata yang sulit diberi kunci bahasa Indonesianya.

Ya karena modulnya tidak membingungka n, mudah dipahami dan simple/ringkas.

Sering lupa bawa karena simple bentuknya.

Halamanya berwarna.

Mempermudah saya untuk belajar ngomong.

Lumayan, tapi harus terus dipraktekkan.

Saya belum mengerti bahasa/ kata.

Terus dipakai saja biar bisa latihan terus.

Mudah dibawa. Dengan menggunakan modul ini saya dapat berinteraksi dalam bahasa Inggris dengan siswa lain.

Cukup efektif karena banyak latihan dengan teman lain.

Tidak ada kesulitan.

Lebih memakai bahasa yang lebih mudah lagi dan bahasa yang sering digunakan.

Bisa banyak latihan dan memahami materinya.

Iya, karena bahasa Inggris yang dipakai efektif dan tidak terlalu sulit, mudah dimengerti.

Tidak ada.

Dibuat materi yang menggunakan bahasa yang lebih mudah lagi.

Mudah dibawa, cepat mengerti dan bisa mengetahui materimaterinya dengan baik dan mengerti. Cukup jelas kata-katanya dan kalau belajar cepat mengerti.

Iya karena cukup melatih kita untuk ngomong.

Tidak ada.

Ditambahi materi dan kegiatannya.

Iya, karena setiap belajar bisa latihan berkomunikasi dengan bahasa Inggris dan juga lebih banyak berinteraksi dengan bahasa

Kalau ada kata-kata yang kurang mengerti harus buka kamus.

Kegiatannya dibuat lebih menarik lagi.

Memperlancar dalam berkomunikasi karena banyak latihan komunikasi. Mudah memahami dan bisa latihan berbicara.


180 10.

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Menarik dan cukup mudah digunakan.

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Sangat bagus dan mudah dibawa kemanamana. Sebuah buku yang didalamnya sangat menarik minat saya untuk lebih belajar lagi.

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Menarik. Menjadikan kita untuk membaca dan belajar.

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Bukunya menarik dan membantu saya lebih jelas dalam belajar bahasa Inggris. Bagus, .mudah dibawa, gak kayak buku lainnya.

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Sangat bermanfaat.

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Topik-topik dalam buku tersebut cukup menarik dan aktifitasnya sangat bervariasi.

Sedikit demi sedikit membantu saya dalam berkomunikasi bahasa Inggris karena topiknya menarik, bervariasi dan dirancang dengan baik.

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Topic yang dibuat menarik dan mendukung belajar.

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Cukup menarik.

Sangat bagus karena sangat membantu saya dalam bahasa Inggris. Bagus dan bisa dimengerti.

Lebih mudah dalam mempelajarinya . Jadi lebih terbiasa karena banyak latihan.

Inggris. Ya karena isinya cukup mudah dipahami. Ya, karena cukup mudah dipahami.

Tidak ada.

Sampulnya dibuat lebih menarik.

Tidak ada. Semua cukup jelas.

Dikembangkan lagi baik isi maupun bentuknya.

Ya karena di dalam buku ini seluruh perintah serta soal dan latihannya menggunakan bahasa Inggris jadi memacu kita untuk bisa. Iya karena mudah memakainya dan praktis.

Bila menemukan kalimat yang tidak tahu artinya.

Lebih banyak latihan dan soalnya.

Tidak ada karena cukup jelas.

Sampulnya diganti yang lebih bagus lagi biar menarik lagi.

Sangat membantu karena mudah dipahami isinya.

Sulit mengerti beberapa kata yang sulit.

Sebaiknya diberi artinya supanya lebih jelas.

Iya, karena modul ini gampang dipelajari.

Kurang tahu artinya dan pengucapann ya.

Lebih banyak lagi aktivitasnya.

Iya karena lebih praktis dan lebih mudah mengerti.

Banyak kata yang tidak tahu artinya.

Dibanyakin gambar agr lebih menarik.

Efektif, karena kita bisa berlatih terus.

Tidak mengerti arti kata.

Bisa di tambah kata adan artinya.

Iya, karena setelah kita memahami kita bisa belajar dengan bahasa Inggris. Sangat efektif untuk membantu saya berbicara bahasa Inggris dan dapat berdiskusi dengan teman maupun teman lainnya.

Agak sulit memahami.

Dibuat yang lebih menarik.

Perintah atau petunjuk yang tertera di dalam buku sulit untuk dipahami atau diikuti.

Menjadi paham dan bisa berlatih berkomunikasi.

Efektif karena mudah dipahami dan isinya tidak membosaankan.

Mudah untuk merangsang

Iya siswa

Ada beberapa bahasa atau kata yang belum pernah dipakai. Mengucapka n kata bahasa

Dirancang lebih baik lagi agar siswa dapat dengan mudah memahami dan topiknya dibuat lebih menarik, bervariasi dan kalau bisa diskusi dan gambar diperbanyak. Dibuat agar lebih menarik lagi agar siswa lebih suka pelajaran bahasa Inggris. Dengan menyertakan

Dapat berkomunikasi dengan teman dan guru dalam bahasa Inggris dan berdiskusi dengan temanteman. Kemudahannya. Lebih mudah untuk mempelajarinya dan memahaminya. Saya jadi lebih paham tentang materi yang diberikan.

Banyak latihannya dan praktek jadi kalau ada orang bule yang tanya jadi bisa. Lumayan lancar bahasa Inggrisnya karena banyak berlatih dengan modul ini. Agar berguna bagi siswa sehingga kami dapat menggunakan bahasa Inggris untuk berkomunikasi. Bisa berkomunikasi dengan bahasa Inggris.

karena lebih


181 siswa belajar.

1

dalam

mudah paham.

Inggrisnya.

Well, bagus, keren tapi kurang menarik sampulnya. Lebih bermanfaat karena mudah dipahami.

Cepat memahami belajar bahasa Inggris.

Ya karena mudah dipelajari.

Kurang jelas kalimatnya.

Mudah dipahami.

Tdak ada.

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Communicati on Practice Model mudah dipahami dan bervariasi.

Dapat berdiskusi dengan siswa lainnya dan efektif untuk belajar.

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Cukup baik, oke juga.

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Membantu saya belajar berkomunika si bahasa Inggris dengan lancar. Menarik, bahasa yang digunakan mudah dipahami.

Bisa berlatih ngomong bahasa Inggris. Mudah dipraktekkan dan efektif untuk digunakan, mudah diikuti dan dipahami. Bsnyak, bisa belajar dengan lebih mudah.

Iya. Mudah karena petunjuknya tidak membingungka n Iya, karena contoh dan bentuknya bervariasi serta lebih praktis karena contohcontohnya tidak terlalu panjang. Bisa jadi karena banyak latihan ngomong. Ya karena model ini merangsang belajar siswa.

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30.

31.

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24.

Modul ini bisa membantu saya belajar komunikasi dengan menggunaka n bahasa Inggris dengan lancar. Sangat baik untuk membantu kami belajar bahasa Inggris.

Meningkatkan kemampuan saya dalam berkomunikasi dengan menggunakan bahasa Inggris.

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Mudah dibawa dan sangat membantu untuk berlatih berkomunika si.

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Modulnya bagus dan menarik untuk dibaca dan gambarnya menarik.

Membuat siswa mengerti, memahami maksud dan isinya, mudah dibawa dan membantu siswa bisa berkomunikasi dalam bahasa Inggris. Manfaatnya membuat saya dapat lebih bekerja sama dengan siswa lain, mudah dipraktekkan

Mudah diingat dan mudah memahami penjelasannya.

bahasa Indonesianya dan gambar agar lebih mudah dipahami dan lebih menarik lagi. Dibuat lebih menarik, bervariasi dan lebih jelas petunjuknya. Latihan yang bisa mengajak komunikasi diperbanyak.

Tidak tahu maksud kalimat dan pengucapann ya karena tidak ada dimodul.

Latihannya diperbanyak dan diberi cara pengucapannya.

Biasa saja.

Diperbanyak materinya.

Tidak ada.

Penjelasan dan latihan soalnya lebih diperbanyak.

Ya karena mudah jadi setiap siswa bisa belajar memakai modul ini. Iya, karena dengan modul ini kita dapat berlatih komunikasi dengan bahasa Inggris dengan orang lain.

Tidak ada.

Penjelasan dan latihannya diperbanyak.

Terkadang masih belum lancar ketika latihan.

Diskusi dengan teman diperbanyak.

Iya, karena di dalam modul itu sudah ada penjelasannya dan topic-topik atau petunujnya sehingga mudah dipahami. Iya karena bahasabahasanya mudah dipahami dan dimengerti.

Tidak ada karena sudah ada petunjuk dan penjelasanny a semua.

Latihannya atau prakteknya diperbanyak lagi.

Ada sedikit kata dan kalimat yang kurang dimengerti.

Perbanyak contoh dan latihan-latihan percakapan, bisa juga ditambah vocabulary dan gambar.

Ya, karena di dalamnya terdapat banyak kalimat-kalimat yang mengajak kita berdialog atau ngobrol

Ada kalimat yang tidak di pahami karena tidak tahu arti katanya.

Ditambah lagi topic dan halamannya. Sekalipun sudah cukup menarik, tapi gambar nya bisa dibuat lebih


182 dan topik nya menarik. Lebih mengetahui tentang tanya jawab dan lebih membantu dalam berlatih komunikasi menggunakan bahasa Inggris dengan lancar.

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Bagus, saya sangat tertarik dan menningkatk an kemampuan berkomunika si.

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Manfaatnya adalah lebih mudah dimengerti.

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Di susun dengan baik dan mudah untuk dipahami dan lebih enak untuk dipelajari. Modul ini lebih membantu saya dalam mempelajari bahasa Inggris.

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Mudah dipahami.

Mudah dipahami dan dimengerti.

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Mudah dipelajari, ringkes dan gampang dibawa.

Mudah dipelajari.

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Menarik, mudah dipahami dan dicermati.

Mudah dipahami, menarik, gampang dimengerti siswa.

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Mudah di pahami, mudah dibawa dan ringkas. Praktis, mudah dibawa dan bisa melatih kita dalam berbahasa Inggris. Praktis dan simple.

dan ngomong Inggris. Ya, karena modul ini mengajak saya untuk berlatih berkomunikasi contohnya membantu saya belajar wawancara dengan orang lain dalam bahasa Inggris. Ya, karena banyak contoh percakapan dan membantu saya untu terbiasa.

menarik lagi. Kesulitan saya adalah masih kurang pede dan ada kata yang tidak tahu artinya.

Harus dikembangkan lagi baik kegiatan, materi dan gambar. Dirancang lebih baik lagi.

Ada beberapa kata yang tidak tahu artinya.

Lebih banyak latihannya agar semakin banyak berlatih.

Ya! Karena dengan adanya modul ini efektif, saya lebh mudah dan lebih memahami walaupun belum secara keseluruhannya. Iya karena bahasa yang digunakan mudah dipahami. Iya karena bahasanya mudah dimengerti dan aktivitasnya banyak melatih berbicara. Iya karena modul ini menggunakan kata sehari-hari.

Kesulitanku hanya pada materi-materi yang belum terlalu jelas saat dijelaskan.

Menambah materi-materi lagi.

Tidak ada karena katakata nya sering dipakai. Tidak ada.

Lebih dibanyakan gambar.

Tiidak ada.

Mudah dimengerti.

Iya karena bahasa yang dipakai mudah dimengerti.

Tida ada.

Lebih diperbanyak gambarnya dan kosa kata lebih dibanyakin tentang seharihari. Gambarnya lebih diperbanyak.

Mudah dipahami.

Sangat efektif karena mudah dipahami.

Tidak kok.

Mudah dipahami.

Ya efektif karena lebih mudah memahami tentang materinya.

Tidak ada.

Lebih mudah dan lebih cepat memahammi materimaterinya.

ada

Lebih diperbanyak gambar dan kosa kata.

Lebih diperbanyak materi dan topiknya.

Lebih banyak halamannya.


183 APPENDIX 3E INTERVIEW RESULTS The Interview Result (Transcript) 1. Apakah Communication Practice Model dapat diterapkan untuk siswa kelas X SMK? Name StudentI1 StudentI2 StudentI3 StudentI4 StudentI5 StudentI6 StudentI7 StudentI8 StudentI9 StudentI10

Answers Menurut saya dapat diterapkan dengan baik karena pemaha…gampang dipahami dan caranya itu…cara…cara mengajar juga baik. Menurut saya…eh…bisa…karena Communication Practice Model itu lebih simple digunakan saat di kelas maupun saat belajar dirumah. Iya bisa soalnya mudah dimengerti sama…eh…gampang dipelajari sama bahasa-bahasanya gak terlalu susah. Iya karena isinya itu lebih praktis, lebih efektif dan mudah dicerna oleh siswa SMK. Iya kelas X. Bisa karena kosa katanya itu masih memnungkinkan untuk dipelajari oleh siswa kelas X. Ya dapat karena Communication Practice Model mudah dipahami…mudah dipelajari, gampang untuk diingat-ingat. Iya karena Communication Practice Model dapat dimengerti oleh siswa SMK kelas X. Iya, soalnya ga terlalu sulit terus materinya juga sesuai kok jadi bisa diterapkan. Bisa karena topiknya juga pas, ga terlalu sulit. Ya karena Communication Practice Model isinya bisa dipelajari dan sesuai untuk kelas X. Ga terlalu susah.

2. Apakah kamu senang menggunakan Communication Practice Model? Name StudentI1 StudentI2 StudentI3 StudentI4 StudentI5 StudentI6 StudentI7 StudentI8 StudentI9 StudentI10

Answers Seneng karena ada gambarnya..ada pengarahannya. Sangat senang karena materi yang sangat ribet mungkin bisa dikemas dengan sangat simple nya di buku itu. Seneng…karena ya itu mudah dipahami terus gak apa…gak ribet dibawa kemana-mana bisa. Iya seneng karena lebih efektif dan lebih menarik. Iya karena disitu ada contoh-contohnya atau latihan yang menarik untuk dipelajari. Iya karena isinya itu tidak membingungkan. Iya karena materi-materinya dapat dipahami. Seneng soalnya ringkas terus gak susah-susah amat…eh…latian komunikasi juga ma temen. Iya, karena ga terlalu susah jadi seneng belajarnya. Lumayan. Karena seru praktek terus.

3. Apakah Communication Practice Model mudah digunakan? Name StudentI1 StudentI2 StudentI3 StudentI4 StudentI5 StudentI6 StudentI7 StudentI8 StudentI9 StudentI10

Answers Mudah, Miss…ada itunya…pengarahannya tadi kalau gak ada pengarahannya bisa gak terlalu susah soalnya kalau dipelajari bareng-bareng juga kelihatan gampang. Cukup mudah menurut saya dan siswa juga lebih mudah mengerti…dapat mengerti lebih mudah karena banyak contoh-contohnya...banyak bahasa-bahasa yang mudah dipahami oleh siswa. Mudah…dalam hal belajar terus dimengerti juga mudah bahasanya mudah gak terlalu sulit. Iya mudah karena lebih singkat dan isinya lebih efektif dalam penggunaan bahasanya mudah dikenal dan sederhana. Iya karena disitu sudah ada penjelasannya. Iya karena selain…apa…menjelaskanya itu singkat…juga berisilah pokoknya. Ya karena Communication Practice Model mudah digunakan karena materinya juga gampang, mudah dibawa, mudah dipahami. Mudah kok. Kan sudah ada penjelasannya dan perintahnya. Iya karena bahasanya cukup sering dipakai jadi mudah. Iya mudah..contohnya ada terus ada pengarahannya.


184 4. Apakah Communication Practice Model efektif untuk melatih berkomunikasi dalam bahasa Inggris? Name StudentI1 StudentI2 StudentI3

StudentI4 StudentI5 StudentI6 StudentI7 StudentI8 StudentI9 StudentI10

Answers Efektif sekali soalnya kan bisa untuk sekali kita belajar itu sekalian kita ngom…nyoba ngomong. Menurut saya sangat efektif karena di dalam Communication Practice Model itu juga ada dialog-dialog yang juga akan melatih siswa untuk berkomunikasi. Iya soalnya biasanya waktu SMP itu sulit banget apa…buku-bukunya sulit dimengerti terus apa…ada bahasa-bahasa yang jarang didenger terus yang nyari juga susah nek di situ tu kayak sering familiar…sering didenger gitu. Iya efektif karena di situ ada percakapan yang melatih kita berkomunikasi. Iya karena di modul tersebut ada kalimat-kalimat bahasa Inggris dan contoh latihan. Iya karena kosa katanya gampang-gampang. Iya karena ya Communication Practice Model efektif untuk melatih berkomunikasi, kita bisa saling tanya jawab dan praktek. Iya. Kan itu practice makes perfect jadi modul ini kan ada latihan nya jadi kalau praktek terus pasti bisa. Iya karena siswa jadi latihan ngomong terus. Iya karena bisa melatih siswa ngomong dengan materi dan aktifitas-aktifitas di situ.

5. Apakah Communication Practice Model efektif untuk meningkatkan kemampuanmu untuk berkomunikasi dalam bahasa Inggris secara lancar? Name StudentI1 StudentI2

StudentI3 StudentI4 StudentI5 StudentI6 StudentI7 StudentI8 StudentI9 StudentI10

Answers Bisa. Ya kita latihan ngomong sedikit demi sedikit itu tadi kalau kita terapkan terus kan semakin lama semakin bisa. Iya karena selain kita disuruh membaca…disuruh reading di Communication Practice Model juga diajarkan oleh gurunya bagaimana cara membacanya juga dan cara berkomunikasi dialog yang baik juga. Iya soalnya apa ya…bisa…ya…jadinya tu…apa bahasanya tu…eh gampang…gampang dicerna terus ngomongnya tu juga apa…bisa lancar banget, ga terlalu susah. Iya praktek terus. Eh…iya karena…eh…ada percakapannya yang bisa kita buat latihan di sekolah, di kelas maupun dirumah. Banyak latihan percakapan. Iya efektif. Bantuin karena ada dialog-dialog bahasa Inggris sehingga dapat melatih kelancaran berbahasa Inggris. Gitu. Ya sedikit karena kalau kemampuannya banyak ya belum bisa. Sedikit-sedikit meningkatkan karena kalau secara lancar saya belum lancar tapi untuk meningkatkan komunikasi ya kemampuan saya meningkat karena berlatih dan praktek terus. Iya lumayan efektif kok soalnya walau belum terlalu bisa tapi sekarang jadi pede buat sedikit-sedikit nyoba komunikasi dengan Inggris. Efektif. Kan banyak latihan, banyak praktek jadi semakin bisa. Iya efektif. Kalau latihan terus pasti kemempuan nya tambah.

6. Apakah Communication Practice Model memberimu kesempatan untuk berinteraksi dalam bahasa Inggris dengan siswa lain? Name StudentI1 StudentI2 StudentI3 StudentI4 StudentI5 StudentI6 StudentI7 StudentI8 StudentI9 StudentI10

Answers Iya…dengan prakteknya itu. Praktek kita ngomong sekalian kita belajar bareng menyusun kata-katanya dengan baik. Sejauh ini yang saya alami…itu terjadi. Karena…ya siswa itu tidak hanya disuruh untuk menulis dan mencatat materi-materi saja tapi juga aktif…biasanya diskusi. Ada kalau yang sok…misal e kan ada yang ga tau terus nanya ke temen…init u maksud e gimana gitu nanti temen bisa kasih tahu caranya. Kalau role play juga berinteraksi. Iya karena kita di situ dilatih untuk berbicara dengan sesama kita dan orang lain. Iya melatih juga karena di situ ada butuh teman untuk beberapa kegiatan jadi ya berinteraksi. Kalau menurut saya masih sedikit karena ya siswa lain ada yang belum jelas. Tergantung temennya tapi ya tetep ada interaksi. Iya karena dalam Communication Practice Model berisi kegiatan yang beberapa harus melibatkan teman. Iya kan sering harus kerja dengan teman jadi pasti berinteraksi dong. Contohnya role play atau interview. Iya karena banyak aktifitas dan topik yang mengharuskan kita untuk berkomunikasi dengan teman. Iya soalnya modul ini banyak ada ngomong dengan orang lain atau tanya jawab.


185 7. Apakah kamu menemukan kesulitan dalam menggunakan Communication Practice Model? Name StudentI1 StudentI2 StudentI3 StudentI4 StudentI5 StudentI6 StudentI7 StudentI8 StudentI9 StudentI10

Answers Ada sedikit. Yang nam…apa…kata-kata yang kurang…yang sulit dipahami cara bacanya. Kalau artinya sedikit demi sedikit tahu. Menurut saya , cuma sedikit ya. Cuma mungkin kitanya yang belum tahu mungkin bahasanya sedikit kurang dimengerti. Ya selama ini belum mendapatkan. Eh…tidak ada karena semuanya sudah jelas. Ada beberapa karena di situ ada yang masih belum dapat saya belum pernah coba saya kerjakan. Kalau menurut saya gak ada ya karena gampang. Menemukan, tentang soal beberapa kata atau kalimat yang belum bisa saya paham. Ada kalau pas temen satu kelompok belum jelas jadi kadang agak sulit buat latihan komunikasinya. Sedikit. Ya soal vocab dan cara bacanya biasanya. Itu yang sulit. Kesulitan kalau teman susah diajak kerja sama dan beberapa kata gak tau pengucapannya.

8. Apakah Communication Practice Model sulit digunakan? Name StudentI1 StudentI2 StudentI3 StudentI4 StudentI5 StudentI6 StudentI7 StudentI8 StudentI9 StudentI10

9.

Answers Tidak terlalu. Ada belajar bareng jadi saling berbagi ilmu. Menurut saya , cukup mudah karena ya itu tadi kemasannya yang sangat simple dan mudah dipahami. Gak sih…kalau menurutku sih gak tapi gak tahu kalau besok-besok. Tidak sulit karena smuanya sudah tersedia. Ada percakapan, ada pengenalan tema. Bahasanya tidak sulit…yak karena gampang. Tidak karena di modul tersebut sudah dibuat secara sistematis dan tidak sulit untuk dipelajari. Kalau menurut saya gak yak arena mudah itu tadi…ringkas. Tidak, karena mudah dipahami, dibawa dan mudah dipelajari. Gak sulit kok. Ya mudah aja kan sudah ada petunjuknya. Ya cuma kalau teman belum bisa jadi sulit komunikasinya. Gampang aja soalnya mudah dipelajari. Vocab nya gampang walau ada beberapa yang gak tahu tapi banyak gampangnya. Gak. Ya karena mudah.

Apakah aktifitas-aktifitas dalam Communication Practice Model sulit untuk dipraktekkan?

Name StudentI1 StudentI2 StudentI3 StudentI4 StudentI5 StudentI6 StudentI7 StudentI8 StudentI9 StudentI10

Answers Tidak terlalu. Banyak prakteknya itu gak terlalu susah. Gak karena ya semua sudah ada di situ perintahnya. Gak…Gak sulit soalnya udah…udah ada apa..biasanya udah ada penjelasannya di dalam bukunya jadinya gak terlalu sulit. Eh…sedikit…kadang…eh…kalau ga dibimbing penerapannya…iya…prakteknya susah. Tidak karena kan di situ ada dibantu teman-teman juga. Tidak bekerja sendiri. Kalau menurut saya gak karena itu apa…gampanglah…gampang ya karena cuma gak sulit-sulit. Gak, karena dalam Communication Practice Model itu terdapat contoh-contohnya kayak role play atau dialog. Sebenernya gak kok…gak terlalu. Ya cuma itu tadi kalau pas praktek dengan teman terus teman tidak bisa jadi sulit komunikasinya dan sulit prakteknya. Ya gak soalnya sudah ada contoh dialog e juga. Ada teman juga bisa praktek baremg. Gak sulit banget karena sudah jelas, kadang ada contohnya, kerja bareng temen terus bisa tanya guru juga jadi ga sulit dipraktekin.


186 10. Apakah kamu bingung dalam menggunakan Communication Practice Model? Name StudentI1 StudentI2 StudentI3

StudentI4 StudentI5 StudentI6 StudentI7 StudentI8 StudentI9 StudentI10

Answers Sedikit. Yang prakteknya itu gak terlalu susah tapi ada bingungnya itu di teman yang diajak praktek. Sejauh ini saya tidak merasa kebingungan karena ya…gak tahu lah…pokoknya ya…gampang aja. Ya kadang bingung, kadang gak. Bingungnya nek itu…misal e gak ada…misal e bingung…ini suruh ngapain…apa yang ini dikerjain apa gak nya gitu. Kalau gak bingungnya, mudah dikerjakan habis itu sama kalau ngerti aja…kalau ga ngerti buka di kamus atau tanya temen. Gak…eh…karena…eh bahasa yang mudah dipahami dan dibimbing juga oleh guru. Tidak karena sudah ada contohnya juga. Gak…kalau partner bingung ya ikut sedikit bingung tapi kalau dipahami bisa jelas. Sedikit bingungnya kalau dalam menyusun kata dan kalimat. Gak bingung kok. Kan di situ sudah cukup jelas petunjuk dan penjelasannya. Gak soalnya gampang terus kalau susahkan pas nyusun kalimat bisa tanya guru. Tidak, karena ada pengarahannya dengan bahasa Inggris yang cukup bisa dimengerti.


SAMPLES  APPENDIX 4A THE SAMPLE OF QUESTIONNAIRE RESULTS OF NEED ANALYSIS FROM TEACHER  APPENDIX 4B THE SAMPLE OF QUESTIONNAIRE RESULTS OF NEED ANALYSIS FROM STUDENT  APPENDIX 4C THE SAMPLE OF QUESTIONNAIRE RESULTS OF EXPERT’S VALIDATION  APPENDIX 4D THE SAMPLE OF QUESTIONNAIRE RESULTS OF THE PRACTICE OF THE ICONIC MODEL  APPENDIX 4E THE SAMPLE OF INTERVIEW RESULTS

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188 APPENDIX 4A THE SAMPLE OF QUESTIONNAIRE RESULTS OF NEED ANALYSIS FROM TEACHER


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190


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193 APPENDIX 4B THE SAMPLE OF QUESTIONNAIRE RESULTS OF NEED ANALYSIS FROM STUDENT


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198 APPENDIX 4C THE SAMPLE OF QUESTIONNAIRE RESULTS OF EXPERTS’ VALIDATION


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200


201


202 APPENDIX 4D THE SAMPLE OF QUESTIONNAIRE RESULTS OF THE PRACTICE OF THE ICONIC MODEL


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APPENDIX 4E THE SAMPLE OF INTERVIEW RESULTS


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SYLLABUS OF CURRICULUM 2006

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208 SYLLABUS OF CURRICULUM 2006


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COMMUNICATION PRACTICE MODEL

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TABLE OF CONTENTS UNIT 1 GREETINGS……………………………………………………………..4 UNIT 2 ABOUT ME……………………………………………………………...6 TEST 1…………………………………………………………………………….8 UNIT 3 DESCRIBING PEOPLE………………………………………………….9 UNIT 4 DESCRIBING THINGS……………………...........................................12 TEST 2…………………………………………………………………………...15 UNIT 5 OFFERING…………………………………..........................................16 UNIT 6 SUGGESTIONS………………………………………………………...19 TEST 3………………………………………………...........................................21 UNIT 7 OPINIONS………………………………………………………………23 UNIT 8 ADVERTISEMENTS…………………………………………………..26 TEST 4………………………………………………...........................................29 UNIT 9 INVITATIONS………………………………………………………….30 UNIT 10 APOLOGY AND PERMISSION…………..........................................32 TEST 5………………………………………………...........................................36 UNIT 11 MEMO…………………………………………………………………37 UNIT 12 MY HOLIDAY………………………………………………………...39 TEST 6…………………………………………………………………………...41 UNIT 13 HANDLING TELEPHONE………………..........................................42 UNIT 14 DIRECTIONS…………………………………………………………44 UNIT 15 JOB INTERVIEW……………………………………………………..47 TEST 7…………………………………………………………………………...50 REFERENCES…………………………………………………………………...51

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UNIT 1 GREETINGS Let’s Keep in Touch Listening Listen to the recording about “Common Greetings in the US” three times! Be focused on listening!

Answer these questions and share the answers with your teacher and friends!  What are the examples of greetings expressed in the recording? ………………………………………………………………………………… ……………………………  What the expressions of greetings do you usually use? ………………………………………………………………………………… ……………………………

Let’s Be Open-Minded Writing Write the answers to these questions and practice with your partner! 1. What is your name? …………………………………………………………… 2. Where do you come from? ……………………………………………………………

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3. Where do you live? …………………………………………………………… 4. When were you born? …………………………………………………………… 5. Where were you born? …………………………………………………………… Let’s Practice

Interview Interview your friends by asking the questions above and you may ask your own questions to your friends! You should greet your friends first before you ask further questions and complete this table based on your interview result!

Name

Origin

Address

Day of Birth

4

Place of Birth


UNIT 2 ABOUT ME Let’s Keep in Touch Reading Read this text bellow!

Hi. My name is Catharine, and I'm from Salatiga, Central Java, but my family moved to Yogyakarta when I was about 4, so I grew up there. I am 15 years old. I graduated from Bina Bakti Junior High School and I am currently attending Putra Tama Vocational High School in my city. Life is really busy, but I enjoy cooking, reading, and hanging out with friends in my free time. When I graduate, I want to work for a company in this city. Answer these questions and share your answers with your teacher and friends!  What does the text talk about? ……………………………………………………………………………………… ……………………………………………………………………………………  What do you know about Catharine’s profile? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………..

Look at the pictures bellow and draw a line to match the pictures with the explanation! Then share together! I am a student of Puma Vocational High School. I am Ragil. I am 16 years old. My hobby is playing guitar.

I am an English teacher. My name is Miss Sari. I am 35 years old. I enjoy teaching.

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Let’s Be Open-Minded Writing Write about your profile by answering these questions! 1. What is your name? …………………………………………………………… 2. Where do you live? …………………………………………………………… 3. What is your hobby? Why? …………………………………………………………… 4. How old are you? ………………………………………………………….... 5. What do you want to do after you graduate? ……………………………………………………………

Let’s Practice Presentation Restate your profile orally in front of the class! Give big applause to your friend after restating his or her profile!

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TEST 1

Communication Practice Test

Test 1 includes materials in Unit 1 and Unit 2. In this test, you will be interviewed by your teacher about your profile. The interview questions are related to the two previous topics.

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UNIT 3 DESCRIBING PEOPLE Let’s Keep in Touch Reading Read this text bellow!

MISSING Name: Will Smith Age : 15 years old He has curly black hair. He has an oval face. He has slanted eyes and thick lips. His nose is pointed. He is thin and tall. He has dark skin. When he left our house, he wore blue jeans and white t-shirt. He was wearing a watch on his right hand. To people who find him, please contact 081328118513. Thanks for your attention.

Answer the question s bellow and share your answers with your teacher and friends!  What are the characteristics of Will Smith? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………….

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 What do you do if you meet someone who has characteristics like Will Smith? ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………

Let’s Be Open-Minded Writing Describe about your best friend’s characteristics by filling this guideline! Name : _______________________ Age

: _______________________

Gender: ______________________ Hair

: His / Her hair is __________

Eyes

: _______________________

Lips

: ________________________

Nose : _______________________ Face

: _______________________

Body : _______________________ Skin

: _______________________

Special characteristic : ___________

Let’s Practice Presentation There are twelve pictures bellow. Choose three pictures and describe the pictures to your friends or describe the pictures in front of the class!

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UNIT 4 DESCRIBING THINGS Let’s Keep in Touch Reading Read this text bellow!

My new cell phone is an Apple iPhone 4S which is a smart phone. It is small and slim so it is so easy to be brought. The color is white. It has an internal memory of 32GB and exhibits camera clarity of 8 Megapixels. My phone is updated with the latest applications, videos and movies. (Adapted from www.english.eagetutor.com, accessed on 26th of December 2014)

Answer the question bellow and share your answer!  What are the characteristics of that thing above? ………………………………………………………………………………… …………………………………………………………………………………

Let’s Be Open-Minded Writing Describe your favorite thing by answering these questions! 1. What is your favorite thing? _______________________________________________________________ _______________________________________________________________ __________________________________________________________

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2. Why do you like that thing? _______________________________________________________________ _______________________________________________________________ ______________________________________________ 3. Describe that thing by explaining its characteristics or its size, shape, color, functions, etc! _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

Let’s Practice Presentation Restate your description about your favorite thing orally in front of the class!

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TEST 2


Test 2 includes materials in Unit 3 and Unit 4. In this test, you will present about your best friend or a public figure’s description and your favorite thing in front of the classroom. Your teacher and your friends may ask you questions about your presentation.

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UNIT 5 OFFERING Let’s Keep in Touch Reading Read the dialogue! Server

Customer Server Customer Server Customer Server

Customer Server Customer Server Customer Server Customer Server

Customer Server

: Hi. Welcome to Joe's Hamburger Restaurant, Home of the onepound super deluxe hot and spicy cheeseburger. Will this be for here or to go? : Uh, to go. : Okay. What would you like today? Would you like to try the onepound super hot and spicy cheeseburger? : Uh. I don't think so. I'd probably have heartburn for a week after downing that monster. : Well. It's our house special this week, and it comes with fries, and a large specialty drink called "Everything-but-the-kitchen-sink." : A what? "Everything-but-the-kitchen-sink"? What in the world is that? : Well, it's a little mix of everything in a large cup: Pepsi, Sprite, Fanta Orange, and lemonade with crushed ice and a scoop of ice cream. : I think I'll just order a hamburger with some mustard and lettuce and a glass of water. : Would you care for anything else like a side order of amazing cheesy onion rings? : No. Thank you. Onion rings usually don't agree with me. : Hmm. Okay. Your total comes to ten ninety. : Ten ninety? For just a hamburger?! You've got to be kidding : Well, the one-pound super deluxe hamburger is nine dollars. : Hey, I didn't order a one-pound burger. I just wanted a simple burger. That's all. : Well, Sir. Joe's Hamburger Restaurant only serves one-pound burgers. The one-pound super hot and spicy, the one-pound barbecue burger, the one-pound bacon cheese burger, the onepound…………. : Okay. Thanks. : You’re welcome, Sir.

(Adapted from http://www.esl-lab.com, accessed on 26th of December 2014)

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Answer these questions bellow and share your answers with your teacher and friends! 

From the dialogue above, can you guess what the offering is? ………………………………………………………………………………… ……………………………………………………………………………….



What are the examples of offering in the dialogue? ………………………………………………………………………………… ……………………………………………………………………………….

Let’s Be Open-Minded Writing Make a role play in pairs about OFFERING and practice!

Let’s Practice Role Play Perform your role play in front of your class!

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UNIT 6 SUGGESTIONS Let’s Keep in Touch Reading Read this message bellow!

Answer these questions bellow and share your answers with your teacher and friends!  How many suggestions are in the message above? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………  Mention the expressions of suggestions in the message above! ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………

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Let’s Be Open-Minded Writing In your opinion, what are your suggestions to these situations!

Situations I want to examinations.

pass

Suggestions all

of

I have difficulties in English and Math.

I want to make my parents proud.

I am not confident enough.

I want to be a successful person.

Let’s Practice Presentation Based on your suggestions above, please be a motivator of being a good student to be a successful person! And then share your suggestions and tips to your classmate!

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TEST 3


Test 3 includes materials in Unit 5 and Unit 6. In this test, you will perform a role play related to two previous units. In this test, you work in pairs. Teacher will provide you some situations or topics about Unit 5 and Unit 6 and you will choose randomly.

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UNIT 7 OPINIONS Let’s Keep in Touch Reading Read this dialogue carefully!

Abel

: “What do you think about Indonesia, Susan?”

Susan

: “In my opinion, Indonesia is a big country. Indonesia has a lot of islands with their beautiful nature.

Besides, I think Indonesia is an

amazing country with its cultures. How about you? What is your opinion on our beloved country?” Abel

: “Hmmm…..Indonesia is really amazing but it is difficult for the people to live in a country with many differences.”

Susan

: “Yeah…. I agree with your opinion. Do you agree if Indonesian people don’t respect each other?”

Abel

: “For some reasons, I agree that Indonesian people do not respect each other. As we know, there are many cases and issues related to discrimination, religions and ethnics.”

Susan

: “I think Indonesian people are tolerant enough. They can live together with their diversity.”

Abel

: “I know. But sometimes, I don’t believe that we can live together in all of the differences because it seems so impossible.”

Susan

: “I believe, we can live and work together. Come on! Don’t be pessimistic. We should have positive thinking for Indonesia future.”

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Answer these questions bellow and share the answers together!  What is an opinion? ………………………………………………………………………………… ………………………………………………………………………………..  Mention the expressions of opinions in the dialogue above! ………………………………………………………………………………… …………………………………………………………………………………

Let’s Be Open-Minded Writing Organize your ideas which are related to the school’s rules by filling the table!

Topic

Reason for Agreement

Reason for Disagreement

Giving punishment

Reason

Reason

for students who

1……………………….

1…………………..

smoke is a must.

Reason

Reason

2……………………….

2…………………..

Reason

Reason

3………………………

3……………………

Students may bring

Reason

Reason

Smartphone in the

1………………………..

1…………………….

class

Reason

Reason

2………………………..

2…………………….

Reason

Reason

3………………………..

3……………………

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Let’s Practice Debate You will have debate in front of the class. Make a group of three. Teacher will divide the groups as a positive team and a negative team. The positive team should agree with the statement and the negative team should disagree with the statement. Each team should defend their opinion. Teacher will choose the topics for each group randomly. The debate uses the topics which are discussed previously in the “Let’s Be Open-Minded” part.

1.

2. 3.

POSITIVE TEAM 1. Agree that giving punishment for students who smoke is a must.

5.

2. Agree to bring Smartphone in the class.

6. 7.

4.

8.

DEBATE

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NEGATIVE TEAM 1. Disagree that giving punishment for students who smoke is a must. 2. Disagree to bring Smartphone in the class.


UNIT 8 ADVERTISEMENTS Let’s Keep in Touch Listening Listen to the recording about an advertisement and then fill the blanks! The recording may be repeated twice. Be focused on listening! After that, discuss the correct answers! Hey you! This is your 1________ speaking. Helllooo! Hey, I take a real beating from you and your family everyday. The kids track mud all over me, the dog leaves a 2 _________of fur balls everywhere. You spilt 3 _______ the other day while entertaining guests and your 4________ left a trail of potato chip crumbs from the sofa to the 5 __________ last night while watching the football game. Don't you think it's about time to give me a good 6 __________? Now 7 _______ that phone and call Master Cleaners now. I see them on the TV all the time. They'll clean any three rooms for $29.95, and any connecting hall is free. Plus, they'll throw in a free bottle of their 8 ________ stain remover. And if you call now, you'll receive a 15% 9________ off their already low prices. So come on! Give them a call at 637-5001, and make life for me a little 10 ________. Uh, nice doggie, nice doggie . . .

Answer these questions bellow and share your answers with your teacher and friends!  What is an advertisement? ………………………………………………………………………………… …………………………………………………………………………………  Where do you find the examples of advertisements? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………..

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Let’s Be Open-Minded Writing Make an advertisement of a product or service. Organize your idea by using these guiding questions.

1. What a product or service do you want to offer? ____________________________________________________________ _______________________________________________________ 2. Mention about the slogan of your product or service? ____________________________________________________________ _______________________________________________________ 3. Support your advertisement with some benefits or strengths of your product or service ; Strength or benefits 1 ____________________________________________________________ _______________________________________________________ Strength or benefits 2 _____________________________________________________________ ________________________________________________________ Strength or benefits 3 _____________________________________________________________ ________________________________________________________ Let’s Practice Presentation Act as a producer or a marketing manager or a businessman. Introduce and present your product or service in front of the class! Be creative!

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TEST 4


Test 4 includes materials in Unit 7 and Unit 8. In this test, you will present about a product and your opinion. You will present your product in front of your class. You should also give your opinion about your product.

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UNIT 9 INVITATIONS Let’s Keep in Touch Reading Read this dialogue bellow! Doug: Well, I was just wondering if you'd like to go out this Thursday night. Well, there's this real great movie playing downtown at the theater, and I thought . . . Well . . . well, we can't use my car 'cause I was in an accident with this wild man driving this BMW, so I've already checked the bus schedule, and . . . Diane: Uh-hem, Well. Doug. I'm sorry, but I have to work that evening. Doug: Oh really? Well, I thought you said before that you quit your job. Diane: Well, I did, but I found a new one. Doug: Uh, well, how about this Friday night? We could have dinner and then see that movie. Diane: A movie? How boring! Doug: Well, well, uh, well. A movie? Yeah, for . . . forget a movie. Diane: Anyway, I'm afraid I have to cook dinner for my family, and . . . Doug: Hey, I love to cook. We could whip something up together! I mean, it would be great! Diane: I don't think that's a good idea. It's just a family occasion and . . . Doug: Well, hey, are you free this Saturday night? I have two tickets to the football game, and I thought . . . Diane: Sure. I'd love to go. I've wanted to see a game all year. My roommate will be so surprised when she finds out I have a ticket for her, and . . . Doug: Well, but…..Well, it's been really nice talking to you, but I have to run. Here are the tickets. Have a great time! (Adapted from http://www.esl-lab.com/invite/invitesc1.htm, accessed on 26th of December 2014)

Answer these questions bellow and share the answers with your teacher and friends!  What is an invitation? ………………………………………………………………………………… …………………………………………………………………………………

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 What are the examples of invitations? ………………………………………………………………………………… …………………………………………………………………………………

Let’s Be Open-Minded Writing Make a role play in pairs about INVITATIONS and practice it!

Let’s Practice Role Play Perform your role play in front of your class!

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UNIT 10 APOLOGY AND PERMISSION Let’s Keep in Touch Reading Read this dialogue bellow! Ann

: Good morning, Sir. I am so sorry for coming late. May I join your class?

Teacher

: Yes, you may. Why do you come late?

Ann

: My mom is sick so I have to take care about her before I go to school.

Teacher

: I am sorry to hear that. I hope she gets well soon.

Ann

: Thank you! May I have a seat?

Teacher

: Oh…Of course!

Answer these questions bellow and share the answers with your teacher and friends!  What is the expression of asking apology in the dialogue? ………………………………………………………………………………… …………………………………………………………………………………  What is the expression of asking permission in the dialogue? ………………………………………………………………………………… ………………………………………………………………………………..

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Let’s Be Open-Minded Writing Work in pairs. Student A should apologize or ask for permission at the end of each of the following situations. Student B should replay. Situation

Student A

Student B

I haven’t done I’m so sorry. I That’s fine. We haven’t done our will

our project.

project yet. I am late to submit the task. I should leave the class earlier to

join

competition. I come late to the

student

organization meeting. I

want

borrow

to your

book. I dropped the mineral

water

on your shorts. I want to join your study club.

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together.

do

it


Let’s Practice Mini-dialogue In pairs, create mini-dialogues around the following situations. 1. You complaint about your room to the manager hotel. 2. You want to invite your friend to the party but you should ask his or her father’s permission. 3. You forget to return your friend’s book. 4. You ask your teacher’s permission to have remedial test. 5. You hit your friend accidentally. 6. You ask permission to go to the rest room.

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TEST 5


Test 5 includes materials in Unit 9 and Unit 10. In this test, you will perform a role play related to two previous units. In this test, you work in pairs. Teacher will provide you some situations or topics about Unit 9 and Unit 10 and you will choose randomly.

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UNIT 11

Memo

MEMO Let’s Keep in Touch Reading Answer these questions bellow and share the answers with your teacher and friends!  Have you ever written a memo? ………………………………………………………………………………… ………………………………………………………………………………..  What is a memo? ………………………………………………………………………………… …………………………………………………………………………………

Read this informal and formal Memo bellow!

Dear Sassy, Grandma is sick so I should go to hospital. Please pick up your brother at 2 p.m. and prepare lunch for him. Thanks. I love you. Mom

To

: All staff

From : Manager Subject : Meeting There will be a meeting today at 13.00 o’clock in the meeting room. Please come on time. Thank you. Mr. Lee

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Answer these questions bellow and share the answers with your teacher and friends!  What are the differences between informal and formal memo? ………………………………………………………………………………… ………………………………………………………………………………..  What does the first memo talk about? ………………………………………………………………………………… ………………………………………………………………………………..  What does the second memo talk about? ………………………………………………………………………………… ………………………………………………………………………………..

Let’s Be Open-Minded Writing Write a memo. You may choose informal or formal memo!

……………………………………………………… ………………………………………………… ……………………………………………………………… ……………………………………………………………… ……………………………………………………………… ……………………………………………………………… ……………………………………………………………… ……………………………………………………………… ……………………………………………………………… ………………………………………………………

Let’s Practice Discussion Tell your friends what message in your memo is!

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UNIT 12 MY HOLIDAY Let’s Keep in Touch Listening Answer this question before listening section and share the answer with your teacher and friends!  Have you ever gone to the beach? What do you do there? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

Listen to the recording about “Going to the Beach” three times! Be focused on listening!

Answer this question share the answer with your teacher and friends!  According to the recording, what did the speaker do in the beach? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ___________________________________________________________

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Let’s Be Open-Minded Writing Tell about your holiday by filling this guideline! 1. What did you do during your holiday? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. Please tell your experience or your story about your holiday! ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Let’s Practice Presentation Restate your holiday story or experience orally in front of your friends!

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TEST 6


Test 6 includes materials in Unit 11 and Unit 12. In this test, you will present about your experience in front of the classroom. Your teacher and your friends may ask you questions about your presentation.

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UNIT 13 HANDLING TELEPHONE Let’s Keep in Touch Listening Listen to the recording about the dialogue between “Ronald and Receptionist” three times. Be focused on listening!

Answer these questions bellow and share the answers with your teacher and friends!  What does the recording talk about? ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………..  What the expressions of handling telephone do you usually use? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………….

Let’s Be Open-Minded Writing Make a group in pairs. Make a telephone conversation and practice it! You may choose the topics that are provided bellow.

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Topics: 1. Booking a room in a hotel. 2. Making an appointment to meet a manager. 3. Ordering something. 4. Calling a mechanic. 5. Calling a secretary to postpone a meeting. 6. Handling a phone from a listener who requests a song and greets his friends.

Let’s Practice Role Play Perform your telephone conversation in front of your class!

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UNIT 14 DIRECTIONS Let’s Keep in Touch Reading Discuss this question bellow by answering this question and share your answer with your teacher and friends!  Have you ever got lost? What did you do? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………….. Read this dialogue bellow and practice with your partner! Claire

: Excuse me!

Lisa

: Can I help you?

Claire

: Yes. Thank you. I get lost I guess. Can you show me how to find the Green Hotel?

Lisa

: Of course. You just go straight and pass the crossroad.

Claire

: Then?

Lisa

: Just go ahead until you find a t-junction and you should turn left.

Claire

: Okay.

Lisa

: Go straight and pass the crossroad. Go straight again and you will find the Green Hotel on your right side.

Claire : Oh, I see. Thank you so much for your help. Lisa

: You’re welcome.

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Answer this question and share your answers with your teacher and friends!  Mention the expression of asking directions from the dialogue above! ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………..  Mention the expressions of giving directions from the dialogue above! ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………..

Let’s Be Open-Minded Writing Draw the pictures based on the information that is provided and share your answers with your teacher and friends!

Information 1.

Drawing

The bank is between

the hospital and the police station. 2.

The shop is in front of

the cafe and the cafe is next to the music store. 3.

The

post

office

is

beside the school and there is a pet shop in front of the post office. 4.

The

pet

shop

is

between the barber shop and the bakery. There is a restaurant in front of the bakery.

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5.

The

book

between

store

bank

is and

supermarket. There is a school

in

front

of

supermarket.

Let’s Practice Interview Based on the picture bellow, your teacher will ask you where you are now and the way to go to some places. Please give your teacher the right directions.

(Taken from www.tattooscreator.com, accessed on 1st of March 2015)

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UNIT 15 JOB INTERVIEW Let’s Keep in Touch Reading Answer the questions bellow and share the answers with your teacher and friends! 

What is a job interview? ………………………………………………………………………..



Mention some questions in the job interview! ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… ……………………………………………………………………….

Match these questions with the answers by drawing a line and share your answers!

What is weakness?

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

your

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

What are your strengths?

Where did you study?

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

I am cooperative, creative and hard worker.

Could you tell me about your achievements?

41


Let’s Be Open-Minded Writing Fill this Curriculum Vitae bellow!

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 Work in pairs. You should interview your friend about his or her profile, job preference, educational background, strengths, weaknesses, expected salary, etc. After that, your friend will interview you.

42


TEST 7


Test 7 includes materials in Unit 13, 14 and Unit 15. In this test, you will be interviewed about handling telephone, directions or job interview. Your teacher will ask you some questions related to three previous topics.

43


REFERENCES

https://www.dropbox.com/s/rl2k31hzaxwcqit/listening_%20common%20greetings %20in%20the%20us.Mp3, accessed on 26th of December 2014 www.esl-lab.com, accessed on 26th of December 2014 http://www.milk.mb.ca/teachers/Grade4Power/Rubric4.pdf, accessed on 26th of December 2014 www.english.eagetutor.com, accessed on 26th of December 2014 http://www.esl-lab.com, accessed on 26th of December 2014 www.esl-lab.com/office/offsc1.htm, accessed on 26th of December 2014 http://daffodilousme.wordpress.com/2012/06/03/recount-tell-your-experience-2/, accessed on 26th of December 2014 t1.gastatic.com/images?q=t, accessed on 26th of December 2014 www.tattooscreator.com, accessed on 1st of March 2015 www.bekas.com, accessed on 1st of March 2015 www.rumahbatik.com, accessed on 1st of March 2015 www.nettinatarida.blogspot.in, accessed on 2nd of March 2015 www.nur-punya-blog.blogspot.com, accessed on 2nd of March 2015 www.5637664-group-of-colorful-celebration-or-birthday-barty-balloons-overblue-sky-background, accessed on 2nd of March 2015

44



TABLE OF CONTENTS UNIT 1 GREETINGS…………………………………………………………….4 UNIT 2 ABOUT ME……………………………………………………………...8 TEST 1……………………………………………………………………….......10 UNIT 3 DESCRIBING PEOPLE……………………………………………......14 UNIT 4 DESCRIBING THINGS………………………………………………..17 TEST 2…………………………………………………………………………...20 UNIT 5 OFFERING……………………………………………………………..24 UNIT 6 SUGGESTIONS………………………………………………………..27 TEST 3………………………………………………...........................................29 UNIT 7 OPINIONS………………………………………………………………33 UNIT 8 ADVERTISEMENTS…………………………………………………..37 TEST 4………………………………………………...........................................40 UNIT 9 INVITATIONS………………………………………………………….44 UNIT 10 APOLOGY AND PERMISSION…………...........................................47 TEST 5………………………………………………...........................................51 UNIT 11 MEMO…………………………………………………………………55 UNIT 12 MY HOLIDAY……………………………...........................................58 TEST 6………………………………………………...........................................61 UNIT 13 HANDLING TELEPHONE………………...........................................65 UNIT 14 DIRECTIONS…………………………………………………………68 UNIT 15 JOB INTERVIEW…………………………………………………….72 TEST 7………………………………………………...........................................76 REFERENCES…………………………………………………………………...80

2


UNIT 1 GREETINGS Let’s Keep in Touch Listening Teacher asks students listen to the recording about “Common Greetings in US” three times! Transcript AA: I'm Avi Arditti (AA) with Rosanne Skirble (RS), and this week on WORDMASTER: we say hello again to English teacher Lida Baker in Los Angeles to talk about greetings in America. AA: "So now typically, if someone says 'how are you doing?'" RS: "Yeah, typically when you say 'hi, how are you?' what's the typical response there?" LIDA BAKER: "Well, 'fine.' And, in fact, that's something I have to teach students right at the beginning of the course, that when somebody says to you 'how are you?' they're not really asking about your health. It's just a different way of saying hello. Back in the days when people were more conscious of grammar, one of the traditional replies to the question 'how are you?' was 'I'm well.' But when's the last time you heard somebody say 'I'm well?'" RS: "I guess the last time we heard someone answer that same question 'I'm sick'! [laughter]" LIDA BAKER: "But you do hear people all the time saying 'I'm good.' At least here in California, that is extremely common. You know, and as a teacher, this kind of presents me with a dilemma: Do I teach students expressions that are grammatically incorrect but that everyone is using?" RS: "Yes." LIDA BAKER: "Well ... " RS: "Yes with a warning." LIDA BAKER: "Exactly! Yes, I like that -- yes with a warning, that this is what people say, but don't use it if you're in a formal situation or a situation where you're trying to make a very good impression." AA: "Like the expression 'how do you do,' that's a little formal, right?" LIDA BAKER: "Well, 'how do you do' is a really interesting expression. I don't know if you realize this, but on subsequent meetings, you don't use 'how do you do.' You can switch to 'how are you?' or 'hello.' But we only use 'how do you do?' the first time that we meet somebody." RS: "So, in other words, when you're introduced to someone, you say 'how do you do?'" LIDA BAKER: "That's right." AA: "Now what about a greeting like 'good morning'? Good morning, Rosanne." RS: "Hi, Avi."

3


LIDA BAKER: "Yeah, there are greetings I think that are time-bound. We have 'good morning,' 'good afternoon,' 'good evening' and 'good night.' But, again, there's something tricky about 'good night.'" RS: "You say it when you're going to sleep." LIDA BAKER: "That's right. And you also say it when you're leaving. Like at the end of the workday, people might say 'good night' to one another. But you can't say 'good night' as a greeting. On the other end of the spectrum, again out here in California, I don't know about the rest of the country, but it's very common to greet people by just saying 'hey.' Again, you wouldn't use it if you were in a job interview, if you were talking to your boss, if you were talking to maybe a religious leader. You would use something a little more elevated than that, like 'hello' or 'how are you?'" RS: "Hey, Lida. [laughter] I want to know how you would go about teaching this." LIDA BAKER: "Well, first of all, you want to provide students with information about the language. So on the blackboard I would make a list of greetings, and at the top of the list I would put the more formal ones, and at the bottom of the list I would put the least formal ones. And I would draw an arrow from the top of the list to the bottom of the list, to give students the visual notion that there's a range here. "And then we would move into the practice phase of the lesson, where there's one activity that I really like to do. And I'm afraid I can't remember where I first read this, because I'd like to give credit, but it's called the 'cocktail party waltz.' "It's great to have students meeting each other at the beginning of the course. And what you do is, you put the students in two circles. One circle is inside the other circle, so the students are facing one another. "At a signal from the teacher, these people greet one another, and then they spend a couple of minutes in small talk, talking about the weather, about the event where you happen to be, about a person's background or what they like to do. Or their work -- that's always a good topic in the United States. You let the students talk to one another for a couple of minutes, and then the teacher gives another signal, and the people who are on the outside circle move like, you know, one person to the right. So that's one really fun activity, and what's nice about it is that it works with people at all levels." RS: Lida Baker teaches English and writes textbooks in Los Angeles, California. And that's WORDMASTER for this week. Our e-mail address is [email protected]. And our segments are online at voanews.com/wordmaster. With Avi Arditti, I'm Rosanne Skirble. (Taken from https://www.dropbox.com/s/rl2k31hzaxwcqit/listening_%20common%20greetings%20in%20the%20us.Mp3, accessed on 26th of December 2014)

Teacher asks students to answer and to share their answers!  What are the examples of greetings expressed in the recording? How are you doing? How are you? How do you do? Hello! Hi. Good Morning, Good Afternoon, Good Evening

 What the expressions of greetings do you usually use? Hi-How are you?-Hello! Good Morning, Good Afternoon, Good Evening (The answers depend on students)

4


Let’s Be Open-Minded Writing Teacher asks students to answer to these questions! Teacher may help students in answering. 1. What is your name? ……………………………………………………………………………………… 2. Where do you come from? ……………………………………………………………………………………… 3. Where do you live? ……………………………………………………………………………………… 4. When were you born? ……………………………………………………………………………………… 5. Where were you born? ………………………………………………………………………………………

Let’s Practice Interview Teacher asks students to interview each other by using those questions above or other questions based on students’ creativity. Each student has to greet other students before interviewing and fill the table.

5


UNIT 2 ABOUT ME Let’s Keep in Touch Reading Teacher asks students to read this text bellow! Teacher may ask them to read loudly!

Hi. My name is Catharine, and I'm from Salatiga, Central Java, but my family moved to Yogyakarta when I was about 4, so I grew up there. I am 15 years old. I graduated from Bina Bakti Junior High School and I am currently attending Putra Tama Vocational High School in my city. Life is really busy, but I enjoy cooking, reading, and hanging out with friends in my free time. When I graduate, I want to work for a company in this city. Teacher asks students to answer these questions and share the answers together!  What does the text talk about? The text talks about Catharine’s profile.  What do you know about Catharine’s profile? She is from Salatiga. She lives in Yogyakarta. She is 15 years old. She studies in Putra Tama Vocational High School. Her hobbies are cooking, reading and hanging out. Teacher asks students to draw a line to match the pictures with the explanation and then to share together! I am a student of Puma Vocational High School. I am Ragil. I am 16 years old. My hobby is playing guitar.

I am an English teacher. My name is Miss Sari. I am 35 years old. I enjoy teaching.

6


Let’s Be Open-Minded Writing Teacher asks students to write about their profile by answering these questions! Teacher may help students when they need. 1. What is your name? ……………………………………………………………………………………… 2. Where do you live? ……………………………………………………………………………………… 3. What is your hobby? Why? ……………………………………………………………………………………… 4. How old are you? …………………………………………………………............................................ 5. What do you want to do after you graduate? ………………………………………………………………………………………

Let’s Practice Presentation Teacher asks students to restate their profile orally in front of the class one by one and asks students to give applause after restating!

7


TEST 1


Test 1 includes materials in Unit 1 and Unit 2. In this test, teacher will interview students one by one about their profile. The interview questions are related to the two previous topics. Guideline; 1. Greet students. 2. Ask their profile (name, date and place of birth, address, age, origin, hobby, etc). 3. Ask their want after they graduate.

8


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

Sometimes

Identifies some vocal effects, including tone, pace, pitch, pronunciation

Rarely Identifies some vocal effects, including tone, pace, pitch, pronunciation

Identify some nonverbal cues, including facial expressions, gestures and eye contact, and uses them in oral communications, appropriately to help convey meaning

Always identifies or uses nonverbal cues

Usually identifies or uses non-verbal cues

Sometimes identifies or uses non-verbal cues

Rarely identifies or uses nonverbal 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

9



Communication Practice Score TEST 1 Date

: No.

Name

Understanding of appropriate speaking

Communication in clear (coherent, good grammar, understandable)

10

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

Gesture

Respect to human diversity

Total


UNIT 3 DESCRIBING PEOPLE Let’s Keep in Touch Reading Teacher asks students to read this text bellow! Teacher may ask students to read loudly.

MISSING Name: Will Smith Age : 15 years old He has curly black hair. He has an oval face. He has slanted eyes and thick lips. His nose is pointed. He is thin and tall. He has dark skin. When he left our house, he wore blue jeans and white t-shirt. He was wearing a watch on his right hand. To people who find him, please contact 081328118513. Thanks for your attention.

Teacher asks students to discuss these questions by sharing their answers!  What are the characteristics of Will Smith? He has curly black hair. He has oval face. He has slanted eyes and thick lips. His nose is pointed. He is thin and tall. He has dark skin.

 What do you do if you meet someone who has characteristics like Will Smith? Call police or call 081328118513

11


Let’s Be Open-Minded Writing Teacher asks students to describe about their best friend characteristics by filling this guideline! Teacher may help students. Name : _______________________ Age

: _______________________

Gender: ______________________ Hair

: His / Her hair is __________

Eyes

: _______________________

Lips

: ________________________

Nose : _______________________ Face

: _______________________

Body : _______________________ Skin

: _______________________

Special characteristic : ___________

Let’s Practice Presentation Teacher asks students to choose three pictures and describe the pictures to other friends or describe the pictures in front of the class!

12


13


UNIT 4 DESCRIBING THINGS Let’s Keep in Touch Reading Teacher asks students to read this text bellow!

My new cell phone is an Apple iPhone 4S which is a smart phone. It is small and slim so it is so easy to be brought. The color is white. It has an internal memory of 32GB and exhibits camera clarity of 8 Megapixels. My phone is updated with the latest applications, videos and movies. (Adapted from www.english.eagetutor.com, accessed on 26th of December 2014)

Teacher asks students to answer and discuss the answer!  What are the characteristics of that thing above? It is small, slim and white; it has internal memory of 32 GB and 8 megapixels of camera; it has updated applications, videos and movies.

Let’s Be Open-Minded Writing Teacher asks students to describe their favorite thing by answering these questions! Teacher should help students when they need.

14


1. What is your favorite thing? _______________________________________________________________ _______________________________________________________________ _________________________________________________________ 2. Why do you like that thing? _______________________________________________________________ _______________________________________________________________ _________________________________________________________ 3. Describe that thing by explaining its characteristics or its size, shape, color, functions, etc! _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _________________________________________________________

Let’s Practice Presentation Teacher asks students to restate their description orally in front of the class!

15


TEST 2


Test 2 includes materials in Unit 3 and Unit 4. In this test, teacher asks students to present about their best friend or a public figure’s description and their favorite thing in front of the classroom. Teacher and other students may ask questions about the presentation.

16




20

15

10

5













Usually

Sometimes













17




: No.

Name



18


Gesture


Total


UNIT 5 OFFERING Let’s Keep in Touch Reading Teacher asks students to read the dialogue! Server

Customer Server Customer Server Customer Server

Customer Server Customer Server Customer Server Customer Server

Customer Server

: Hi. Welcome to Joe's Hamburger Restaurant, Home of the onepound super deluxe hot and spicy cheeseburger. Will this be for here or to go? : Uh, to go. : Okay. What would you like today? Would you like to try the onepound super hot and spicy cheeseburger? : Uh. I don't think so. I'd probably have heartburn for a week after downing that monster. : Well. It's our house special this week, and it comes with fries, and a large specialty drink called "Everything-but-the-kitchen-sink." : A what? "Everything-but-the-kitchen-sink"? What in the world is that? : Well, it's a little mix of everything in a large cup: Pepsi, Sprite, Fanta Orange, and lemonade with crushed ice and a scoop of ice cream. : I think I'll just order a hamburger with some mustard and lettuce and a glass of water. : Would you care for anything else like a side order of amazing cheesy onion rings? : No. Thank you. Onion rings usually don't agree with me. : Hmm. Okay. Your total comes to ten ninety. : Ten ninety? For just a hamburger?! You've got to be kidding : Well, the one-pound super deluxe hamburger is nine dollars. : Hey, I didn't order a one-pound burger. I just wanted a simple burger. That's all. : Well, Sir. Joe's Hamburger Restaurant only serves one-pound burgers. The one-pound super hot and spicy, the one-pound barbecue burger, the one-pound bacon cheese burger, the onepound…………. : Okay. Thanks. : You’re welcome, Sir.

(Adapted from http://www.esl-lab.com, accessed on 26th of December 2014)

19


Teacher invites students to answer these questions bellow and share the answers together! 

From the dialogue above, can you guess what the offering is? Offering is something that you give or offer to someone (Cambridge Advance Learner’s Dictionary).



What are the examples of offering in the dialogue? Will this be for here or to go?; What would you like today?; Would you like to try the one-pound super hot and spicy cheeseburger?; Would you care for anything else

like a side order of amazing cheesy onion rings?

Let’s Be Open-Minded Writing Teacher asks students to make a role play in pairs about OFFERING! Teacher may help students when they need and allow students to practice.

Let’s Practice Role Play Teacher asks students to perform their role play in front of the class!

20


UNIT 6 SUGGESTIONS Let’s Keep in Touch Reading Teacher asks students to read this message bellow!

Teacher asks students to answer and share the answers together!  How many suggestions are in the message above? There are two suggestions.

 Mention the expressions of suggestions in the message above! What about taking your motorcycle to garage? You can use mine.

21


Let’s Be Open-Minded Writing Teacher asks students to give suggestions to the situations bellow! Teacher should help students when they need.

Situations

Suggestions

I want to pass all of examinations.

I have difficulties in English and Math.

I want to make my parents proud.

I am not confident enough.

I want to be a successful person.

Let’s Practice Presentation Based on the suggestions above, teacher asks students to be a motivator of being a good student to be a successful person and then students should share their suggestions and tips to their classmate!

22


TEST 3


Test 3 includes materials in Unit 5 and Unit 6. In this test, teacher asks students to perform a role play related to two previous units. In this test, students work in pairs. Teacher will provide students some situations or topics about Unit 5 and Unit 6 and students will choose randomly. Students will be given time to prepare the role play. Topics: 1. Your friend gets bad score in English. 2. You are a waiter in a restaurant. 3. Your friend gets flu. 4. Your friend comes to your house. 5. Your friend wants to get slim and healthy body.

23




20

15

10

5













Usually

Sometimes













24




: No.

Name



25


Gesture


Total


UNIT 7 OPINIONS Let’s Keep in Touch Reading Teacher asks students to read this dialogue carefully!

Abel

: “What do you think about Indonesia, Susan?”

Susan

: “In my opinion, Indonesia is a big country. Indonesia has a lot of islands with their beautiful nature.

Besides, I think Indonesia is an

amazing country with its cultures. How about you? What is your opinion on our beloved country?” Abel

: “Hmmm…..Indonesia is really amazing but it is difficult for the people to live in a country with many differences.”

Susan

: “Yeah…. I agree with your opinion. Do you agree if Indonesian people don’t respect each other?”

Abel

: “For some reasons, I agree that Indonesian people do not respect each other. As we know, there are many cases and issues related to discrimination, religions and ethnics.”

Susan

: “I think Indonesian people are tolerant enough. They can live together with their diversity.”

Abel

: “I know. But sometimes, I don’t believe that we can live together in all of the differences because it seems so impossible.”

Susan

: “I believe, we can live and work together. Come on! Don’t be pessimistic. We should have positive thinking for Indonesia future.”

26


Teacher asks students to answer and share the answers together!  What is an opinion? Opinion is a thought of belief about something or someone (Cambridge Advance Learner’s Dictionary).

 Mention the expressions of opinions in the dialogue above! What do you think about Indonesia, Susan?; In my opinion, Indonesia is a big country; Besides, I think Indonesia is amazing country with its cultures; How about you?; What is your opinion on our beloved country?; I agree with your opinion.; I think Indonesian people are tolerant enough.

Let’s Be Open-Minded Writing Teacher asks students to organize their ideas which are related to the school’s rules by filling the table! Teacher should help students when they need.

Topic

Reason for Agreement

Reason for Disagreement

Giving punishment for

Reason

Reason

students who smoke is a

1………………………

1…………………..

must.

Reason

Reason

2………………………

2…………………..

Reason

Reason

3……………………..

3…………………..

Students may bring

Reason

Reason

Smartphone in the class

1………………………

1…………………..

Reason

Reason

2………………………

2…………………..

Reason

Reason

3……………………..

3…………………..

27


Let’s Practice Debate Teacher asks students to have debate in front of the class and teacher asks students to make a group of three. Teacher will divide the groups as a positive team and a negative team. The positive team should agree with the statement and the negative team should disagree with the statement. Each team should defend their opinion. Teacher will choose the topics for each group randomly. The debate uses the topics which are discussed previously in the “Let’s Be Open-Minded” part.

1.

2. 3.

POSITIVE TEAM 1. Agree that giving punishment for students who smoke is a must.

5.

2. Agree to bring Smartphone in the class.

6. 7.

4.

8.

DEBATE

28

NEGATIVE TEAM 1. Disagree that giving punishment for students who smoke is a must. 2. Disagree to bring Smartphone in the class.


UNIT 8 ADVERTISEMENTS Let’s Keep in Touch Listening Teacher asks students to listen to the recording about an advertisement and then to fill the blanks! The recording may be repeated twice. After that, teacher discusses the correct answers! Transcript Hey you! This is your 1 carpet speaking. Helllooo! Hey, I take a real beating from you and your family everyday. The kids track mud all over me, the dog leaves a 2 bunch of fur balls everywhere. You spilt 3 coffee the other day while entertaining guests and your 4 husband left a trail of potato chip crumbs from the sofa to the 5 kitchen last night while watching the football game. Don't you think it's about time to give me a good 6 cleaning? Now 7 pick up that phone and call Master Cleaners now. I see them on the TV all the time. They'll clean any three rooms for $29.95, and any connecting hall is free. Plus, they'll throw in a free bottle of their 8 amazing stain remover. And if you call now, you'll receive a 15% 9 discount off their already low prices. So come on! Give them a call at 637-5001, and make life for me a little 10 easier. Uh, nice doggie, nice doggie . . .

Teacher asks students to answer and share the answers together!  What is an advertisement? An advertisement is a picture, short film, song, etc which tries to persuade people to buy. (Cambridge Advance Learner’s Dictionary).

 Where do you find the examples of advertisements? On TV, radio, in newspaper, magazine, advertisement board in the street, etc.

29


Let’s Be Open-Minded Writing Teacher asks students to make an advertisement of a product or service and to organize their idea by using these guiding questions. Teacher should help students when they need. 1. What a product or service do you want to offer? ____________________________________________________________ _______________________________________________________

2. Mention about the slogan of your product or service? ____________________________________________________________ _______________________________________________________ 3. Support your advertisement with some benefits or strengths of your product or service ; Strength or benefits 1 ____________________________________________________________ _______________________________________________________ Strength or benefits 2 _____________________________________________________________ _______________________________________________________ Strength or benefits 3 _____________________________________________________________ ________________________________________________________

Let’s Practice Presentation Teacher asks students to act as a producer or a marketing manager or a businessman. Students should introduce and present their product or service in front of the class! Teacher should encourage students to be creative

30


TEST 4


Test 4 includes materials in Unit 7 and Unit 8. In this test, teacher asks students to present about a product and their opinion. Teacher asks them to present their product in front of the class. Students should also give opinion about their product. Teacher and other students may ask questions related to the product.

31




20

15

10

5













Usually

Sometimes













32




: No.

Name



33


Gesture


Total


UNIT 9 INVITATIONS Let’s Keep in Touch Reading Teacher asks students to read this dialogue bellow! Doug: Well, I was just wondering if you'd like to go out this Thursday night. Well, there's this real great movie playing downtown at the theater, and I thought . . . Well . . . well, we can't use my car 'cause I was in an accident with this wild man driving this BMW, so I've already checked the bus schedule, and . . . Diane: Uh-hem, Well. Doug. I'm sorry, but I have to work that evening. Doug: Oh really? Well, I thought you said before that you quit your job. Diane: Well, I did, but I found a new one. Doug: Uh, well, how about this Friday night? We could have dinner and then see that movie. Diane: A movie? How boring! Doug: Well, well, uh, well. A movie? Yeah, for . . . forget a movie. Diane: Anyway, I'm afraid I have to cook dinner for my family, and . . . Doug: Hey, I love to cook. We could whip something up together! I mean, it would be great! Diane: I don't think that's a good idea. It's just a family occasion and . . . Doug: Well, hey, are you free this Saturday night? I have two tickets to the football game, and I thought . . . Diane: Sure. I'd love to go. I've wanted to see a game all year. My roommate will be so surprised when she finds out I have a ticket for her, and . . . Doug: Well, but…..Well, it's been really nice talking to you, but I have to run. Here are the tickets. Have a great time! (Adapted from http://www.esl-lab.com/invite/invitesc1.htm, accessed on 26th of December 2014)

Teacher asks students to answer and share the answers together!  What is an invitation? An invitation is when someone is asked to go to an event. (Cambridge Advance Learner’s Dictionary).

 What are the examples of invitations? Birthday party invitation, farewell party, wedding party, etc.

34


Let’s Be Open-Minded Writing Teacher asks students to make a role play in pairs about INVITATIONS! Teacher should help students when they need and allow students to practice.

Let’s Practice Role Play Teacher asks students to perform their role play in front of the class!

35


UNIT 10 APOLOGY AND PERMISSION Let’s Keep in Touch Reading Teacher asks students to read this dialogue bellow! Ann

: Good morning, Sir. I am so sorry for coming late. May I join your class?

Teacher

: Yes, you may. Why do you come late?

Ann

: My mom is sick so I have to take care about her before I go to school.

Teacher

: I am sorry to hear that. I hope she gets well soon.

Ann

: Thank you! May I have a seat?

Teacher

: Oh…Of course!

Teacher invites students to answer and share the answers together!  What is the expression of asking apology in the dialogue? I am so sorry for coming late.

 What is the expression of asking permission in the dialogue? May I join your class?

36


Let’s Be Open-Minded Writing Teacher asks students to work in pairs. Student A should apologize or ask for permission at the end of each of the following situations. Student B should replay. Teacher should help students when they need.

Situation I

haven’t

Student A

done

our

I’m

so

haven’t

project.

sorry. done

project yet. I am late to submit the task.

I should leave the class earlier

to

join

competition. I

come

late

student

to

the

organization

meeting. I want to borrow your book. I dropped the mineral water on your shorts.

I want to join your study club.

37

Student B I our

That’s fine. We will do it together.


Let’s Practice Mini-dialogue Teacher asks students to work in pair and create mini-dialogues around the following situations. Teacher may go around for checking when students are having the dialogues or teacher may ask students to perform the dialogues. 1. You complaint about your room to the manager hotel. 2. You want to invite your friend to the party but you should ask his or her father’s permission. 3. You forget to return your friend’s book. 4. You ask your teacher’s permission to have remedial test. 5. You hit your friend accidentally. 6. You ask permission to go to the rest room.

38


TEST 5


Test 5 includes materials in Unit 9 and Unit 10. In this test, teacher asks students to perform a role play related to two previous units. In this test, students work in pairs. Teacher will provide some situations or topics about Unit 9 and Unit 10 and students will choose randomly. Topics: 1. You invite your friend to come to your party. 2. You forget to bring your book and you ask permission to take your book. 3. You invite your friend to have dinner. 4. You ask permission to your father because you get invitation from your friend.

39




20

15

10

5













Usually

Sometimes













40




: No.

Name



41


Gesture


Total


UNIT 11 MEMO

MMemo

Let’s Keep in Touch Reading Teacher invites students to answer and share the answers together!  Have you ever written a memo? The answer depends on the students since each student has different experience.

 What is a memo? Memo is a message or other information in writing sent by one person or department to another in the same business organization (Cambridge Advance Learner’s Dictionary.)

Teacher asks students to read this informal and formal Memo bellow!

Dear Sassy, Grandma is sick so I should go to hospital. Please pick up your brother at 2 p.m. and prepare lunch for him. Thanks. I love you. Mom

To

: All staff

From

: Manager

Subject

: Meeting

There will be a meeting today at 13.00 o’clock in the meeting room. Please come on time. Thank you. Mr. Lee

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Teacher invites students to answer and share the answers together!  What are the differences between informal and formal memo? Informal memo is personal. Formal memo is for institution or office.

 What does the first memo talk about? It talks about a message from a mother to pick up her son because she goes to hospital.

 What does the second memo talk about? It talks about announcement for meeting.

Let’s Be Open-Minded Writing Teacher asks students to write a memo. Students may choose informal or formal memo!

Let’s Practice Discussion Teacher invites students to tell their friends what message in their memo is!

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UNIT 12 MY HOLIDAY Let’s Keep in Touch Listening Teacher asks students to answer this question before listening section and share the answer together!  Have you ever gone to the beach? What do you do there? The answers depend on each student.

Teacher asks students to listen to the recording about “Going to the Beach” three times! Transcript I always love beach. So I and my father decided to go to the beach last weekend. I agreed at once. I brought everything I need at the beach like swimming suit, towel and glasses and hat. Arriving at the Anyer beach, I rushed to the beach to catch the sunset. Watching the red sky in the horizon and the sun went down slowly was amazing. The hotel for us to stay was small and clean. The hotel staffs were so friendly. And the important is its location was near the beach. Early in the morning, I walked along the beach. I found a beautiful place to lie. I enjoyed the sunrise while lying on the sand. My mom brought my breakfast. A moment later, I decided to learn to surf. I hired a surfing board. I found that surfing is not easy at all. I fell many times but it was fun. I played in the water all day. I loved every minute of my holiday there. The whole relaxing atmosphere was fabulous and real changed from my usual busy life. In the afternoon we came back home. I felt fresh and ready to do my daily activities. (Taken from http://daffodilousme.wordpress.com/2012/06/03/recount-tell-your-experience-2, accessed on 26th of December 2014)

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Teacher invites students to have discussion and answer this question!  According to the recording, what did the speaker do in the beach?      

Caught the sunset Walked along the beach Lied on the sand Enjoyed sunrise Learned surfing Played in the water all day

Let’s Be Open-Minded Writing Teacher asks students to tell their holiday by filling this guideline! 1. What did you do during your holiday? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ___________________________________________________________ 2. Please tell your experience or your story about your holiday! ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ___________________________________________________________

Let’s Practice Presentation Teacher asks students to restate their holiday story or experience orally in front of their friends!

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TEST 6


Test 6 includes materials in Unit 11 and Unit 12. In this test, teacher asks students to present about their experience in front of the classroom. Teacher and other friends may ask questions about their presentation.

46




20

15

10

5













Usually

Sometimes













47




: No.

Name



48


Gesture


Total


UNIT 13 HANDLING TELEPHONE Let’s Keep in Touch Listening Teacher asks students to listen to the recording about the dialogue between “Ronald and Receptionist” three times.

Receptionist: Dr. Carter's Office. Ronald: Yes, I'd like to make an appointment to see Dr. Carter, please. Receptionist: Is this your first visit? Ronald: Yes it is. Receptionist: Okay. Could I have your name please? Ronald: Yes. My name is Ronald Schuller. Receptionist: And may I ask who referred you to our office? Ronald: Uh, I drove past your office yesterday. Receptionist: Okay. How about the day after tomorrow on Wednesday at 4:00 O'clock? Ronald: Uh. Do you happen to have an opening in the morning? I usually pick up my kids from school around that time. Receptionist: Okay. Um . . . how about Tuesday at 8:00 A.M. or Thursday at 8:15 A.M.? Ronald: Uh, do you have anything earlier, like 7:30? Receptionist: No. I'm sorry. Ronald: Well, in that case, Thursday would be fine. Receptionist: Okay. Could I have your phone number please? Ronald: It's 643-0547. Receptionist: Alright. And what's the nature of your visit? Ronald: Uh . . . Receptionist: Yes sir. Ronald: Well, to tell the truth, I fell from a ladder two days ago while painting my house, and I sprained my ankle when my foot landed in a paint can. I suffered a few scratches on my hands and knees, but I'm most concerned that the swelling in my ankle hasn't gone down yet. Receptionist: Well, did you put ice on it immediately after this happened? Ronald: Well yeah. I just filled the paint can with ice and . . . Receptionist: And so after you removed the paint can . . . Sir, sir, Mr. Schuller, are you still there? Ronald: Well that's part of the problem. Uh, the paint can is still on my foot. Receptionist: Look, Mr. Schuller. Please come in today. I don't think your case can wait. (Taken from www.esl-lab.com/office/offsc1.htm. , accessed on 26th of December 2014)

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Teacher asks students to answer and share the answers together!  What does the recording talk about? It talks about receptionist of Dr. Carter who receives telephone from a patient. Handling telephone for making an appointment with Dr. Carter.

 What the expressions of handling telephone do you usually use? Hallo! Karin’s speaking/ good morning/ afternoon/ evening. What can I do for you? Etc.

Let’s Be Open-Minded Writing Teacher asks students to make a group in pairs and to make a telephone conversation and teacher allows students to practice! Students may choose the topics that are provided bellow. Topics: 1. Booking a room in a hotel. 2. Making an appointment to meet a manager. 3. Ordering something. 4. Calling a mechanic. 5. Calling a secretary to postpone a meeting. 6. Handling a phone from a listener who requests a song and greets his friends.

Let’s Practice Role Play Teacher asks students to perform their telephone conversation in front of the class!

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UNIT 14 DIRECTIONS Let’s Keep in Touch Reading Teacher asks students to answer to this question and share the answer together!  Have you ever got lost? What did you do? The answers depend on students.

Teacher asks students to read this dialogue bellow and practice with another student! Claire

: Excuse me!

Lisa

: Can I help you?

Claire

: Yes. Thank you. I get lost I guess. Can you show me how to find the Green Hotel?

Lisa

: Of course. You just go straight and pass the crossroad.

Claire

: Then?

Lisa

: Just go ahead until you find a t-junction and you should turn left.

Claire

: Okay.

Lisa

: Go straight and pass the crossroad. Go straight again and you will find the Green Hotel on your right side.

Claire : Oh, I see. Thank you so much for your help. Lisa

: You’re welcome.

Teacher asks students to answer this question and share their answers together!  Mention the expression of asking directions from the dialogue above! Can you show me how to find the Green Hotel?

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 Mention the expressions of giving directions from the dialogue above! You just go straight and pass the crossroad. Just go ahead until you find a t-junction and you should turn left. Go straight and pass the crossroad. Go straight again and you will find the Green Hotel on your right side.

Let’s Be Open-Minded Writing Teacher asks students to draw the pictures based on the information that is provided and to discuss the answers together!

Information 1.

Drawing

The bank is between

the hospital and the police station. 2.

The shop is in front

of the cafe and the cafe is next to the music store. 3.

The post office is

beside the school and there is a pet shop in front of the post office. 4.

The

pet

shop

is

between the barber shop and the bakery. There is a restaurant in front of the bakery. 5.

The book store is

between

bank

and

supermarket. There is a school

in

front

of

supermarket.

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Let’s Practice Interview Based on the picture bellow, teacher asks students where they are and the way to go to some places. The questions are:

1. I am in the Bank. Can you show me the way to go to the Pet shop? 2. How can I go to the Fast Food restaurant from the Flower shop? 3. Can you tell me how to get the Restaurant from the Hospital? 4. Would you like to tell me how to find a Flower shop from the Pet shop?

(Taken from www.tattooscreator.com, accessed on 1st of March 2015)

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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! I studied in Putratama vocational high school. I took accounting program. What is weakness?

your

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

What are your strengths?

Where did you study?

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

Could you tell me about your achievements?

I am cooperative, creative and hard worker.

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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.

55


TEST 7


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? What is your weakness? Etc.

56




20

15

10

5













Usually

Sometimes













57




: No.

Name



58


Gesture


Total


REFERENCES

https://www.dropbox.com/s/rl2k31hzaxwcqit/listening_%20common%20greetings %20in%20the%20us.Mp3, accessed on 26th of December 2014 www.esl-lab.com, accessed on 26th of December 2014 http://www.milk.mb.ca/teachers/Grade4Power/Rubric4.pdf, accessed on 26th of December 2014 www.english.eagetutor.com, accessed on 26th of December 2014 http://www.esl-lab.com, accessed on 26th of December 2014 www.esl-lab.com/office/offsc1.htm, accessed on 26th of December 2014 http://daffodilousme.wordpress.com/2012/06/03/recount-tell-your-experience-2/, accessed on 26th of December 2014 t1.gastatic.com/images?q=t, accessed on 26th of December 2014 www.tattooscreator.com, accessed on 1st of March 2015 www.bekas.com, accessed on 1st of March 2015 www.rumahbatik.com, accessed on 1st of March 2015 www.nettinatarida.blogspot.in, accessed on 2nd of March 2015 www.nur-punya-blog.blogspot.com, accessed on 2nd of March 2015 www.5637664-group-of-colorful-celebration-or-birthday-barty-balloons-overblue-sky-background, accessed on 2nd of March 2015 Software of Cambridge Advance Learner’s Dictionary Third Edition.

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