1

CHAPTER I
INTRODUCTION
This chapter will discuss background of the study, research questions, purpose of the
study, scope of the study, and significance of the study.

1.1 Background of The Study
This study was aimed at reviewing teachers develop English learning
materials for Vocational School majoring in accounting as compiled in the module
entitled Successful Communication. Since the era of School-based curriculum,
teachers are responsible to develop the learning materials for the students needs. The
materials were developed in relation to the achievement of the Basic competences for
novice level semester 1 and 2, known as Kompetensi Dasar in The National Standard
(Standar Isi). For that reason, the materials were reviewed from the point of view of
Basic Competences stated in The National Standard.
Materials provide for much of the language practice that occurs in the
classroom. The instructional materials can guide the students in practising the
language. They also give guidance to teachers on both the intensity of coverage and
attention required by certain content or pedagogical tasks (Richards and Rodgers,
1986; Nunan, 2000:208; Richard, 2002:251; Tomlinson, 2012:143). Besides,
interesting materials that can facilitate and support learners can make them become
motivated in learning (Cunningsworth, 1995:1). Learning materials can be developed
by the English teacher to make it relevant with the achievements of the learning.
2



Standard of Competence and Basic Competence become direction and principle to
develop main materials, learning activities, and indicator of competence achivement
for assessment. (Standard of Competence and Competence Dasar of English for
SMK).
Unfortunately, there are materials which are learnt by students still
inconsistent to support their needs. Studies found that there is a textbook for
vocational students year 1 which provides only 50% learning materials which
relevant to four basic competences, while in vocational school year I there are eight
basic competences that should be achieved by the learners. The rest of learning
materials did not fulfill the needs of the achievement of those basic competence (Asri,
2011). There are some previous studies related to the consistency of learning
materials. The other study found that there is also a textbook designed for vocational
school student year III which provides the materials which are consistent to the six
basic competences. The other one of basic competence cannot be achiveved through
the learning materials which is not given exposure to the learners (Retiyaningsih,
2011).
The previous study found the textbook which was used in Sung Kyun Kwan
University in Suwon, South Korea has many notable and worthwhile characteristics.
The book was analyzed through the questionnaire for the students and teachers. The
result showed that it is very attractive and organized in a clear, logical, and coherent
manner. It reflects a multi-skills syllabus and manages to integrate the four language
skills without neglecting other important aspects of ELT, but the book has
3



shortcoming (Litz, 2001). The other previous study in terms of evaluating and
adapting materials for young learners. The coursebook were analyzed by using
checklist-based, requiring responses indicating levels of agreement or disagreement
with statements about the materials. The finding showed that the materials are clearly
laid out, easy to be used, the language and topic content is generally consistent but
sometimes need to be adapted for the local context. In terms of teaching
methodology, the teachers book is not compatible with either learning-or learner-
centered approaches (Dickinson, 2010). The other previous study found that material
development in writing business letter for vocational school XII grade are good,
interesting and consistent for them and it can be used in learning. It was analyzed
through the validity from English learning materials experts and learning media
design experts. The study showed that the content of the module is valid, the writing
techniques and the stuctures of language are good and it is approved to be tested in
the experiment (Diselita, et.al, 2011).
The previous studies mentioned above using different instruments in
reviewing the materials from the textbooks and point of view. The first textbook
evaluation conducted by Litz (2000) attempted to determine the overall pedagogical
value and suitability of the book towards this specific language program by using the
questionnaires which were spread to the students and the teacher. It was begun by
conducting Need Analysis to the students. The result of the Need Analysis become
the comparison to the content of the textbook. In this case, there were some
categories of questionnaire, such as Practical Considerations, Layout and Design,
4



Activities, Skills, Language Type, Subject and Content, and Overall Consensus.
These categories were ranked from 1 until 10 by giving statement from highly agree
until higly disagree. The second study were analyzed by using checklist-based,
requiring responses indicating levels of agreement or disagreement with statements
about the materials. The evaluation assessed the materials in relation to the General
Appearance, Layout and Design, Methodology, Activities, Language Skills, Language
Content, Topic Content, Teachability and Flexibility, and Assessment. It discussed
ways in which these materials might be adapted for these particular learners. The last
previous study by Diselita, et. al (2011) was conducted based on the point of view of
the requirements from the statement of Basic Competence for Vocational School
Students Year III. The module was developed by using development model which ws
proposed by Dicks et al. (2005). It used validation which was conducted by the
experts of material and expert of media, an English teacher, and the students. The
result gathered by tecniques of the one-to-one evaluation, small group evaluation,
field trial, the attitude questionnaires, interviews and observations.
In this research, the writer reviewed the content of English module which is
given by one of vocational school in Jakarta majoring in accounting by using point
of view of Basic Competences in The National Standard.




5



1.2 Research Questions
Based on the background of the study, the research questions of this study is
to what extent are the English learning materials developed by the teachers
consistent with the Basic Competence of Grade X of the Vocational School? The
sub questions of the research questions are:
1. What topics does cover the Basic Competences of Grade X of the Vocational
School?
2. What materilas are covered in every topic?

1.3 Purpose of the study
This study was aimed at reviewing learning materials developed by the
teacher. The focus was analyzing the completeness of the materials in the module of
Successful Communication. This study attempted to identify the consistency of the
materials to the Basic Competences stated for Grade X of the Vocaional School.

1.4 Scope of the study
The scope of this study was the materials which were developed by the
teachers in the module entitled Successful Communication.

1.5 Significance of the study
The result of this study is expected to be beneficial for other researchers who
want to carry out reseacrhes on dealing with the materials review. Hopefully, this
6



study could make the educational institutions such as State University of Jakarta pay
more attention in the field of developing materials for the vocational school. The
results of the study are also expected can give better insight to vocational English
teachers about how to select and develop materials in the teaching and learning
activities.

















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CHAPTER II
LITERATURE REVIEW
This chapter contains theory related to the study such as learning objectives, English
for Vocational School, principles of material organization, material evaluation,
related study and theoretical framework

2.1 Learning Objectives
The term of objectives relates to the goal and aims. Goals and aims are used to
refer to a description of the general purpose of a curriculum. They describe the
purpose in general, while the term objective refers to more specific and clear
description of purpose (Richards, 2002:122). The objectives are the statements about
how the goals will be achieved that describe the particular knoelwedge, and/or skills
that the learners will be expected to know or perform at the end of a course. They
have some characteristics such as describe what the aim seek to achieve in terms of
smaller units of learning, provide a basis for the organization of teaching activities
and describe learning in terms of observable behaviour or performance. (Brown,
1995:73; Graves, 2000:76; Richards, 2002: 123).
Stating the objectives explicitly is needed in order to know what students have
to get from the course, develop consistent materials and to choose to teach need to fit
the goals and objectives (Graves, 2000:73-74). It is important to state explicitly what
the teachers want students to gain from the lesson. Teacher should put the objectives
of the lesson first before they make a lesson plan Brown (2001:150).
8



Statements of objectives have to describe a learning outcome. For example,
objectives can be describe with phrases like students will learn how to, will be able
to. It also should be consistent with the curriculum aim. In stating the objectives
should be exact, means not ambigous. The objective also should be possible to be
achieved in terms of time available during the course (Richards, 2002:123-124).
To state the objectives, Graves (2000:87) explained about Browns
components of performance objectives adapted from Mager. They are, subject,
performance, conditions, measure and criterion. Subject means who will achieve the
objective. Performance can be infered as things that have to be able to do by the
subject. Condition means the way in which the subject will be able to perform.
Measure is the way the permormance will be observed or measure. Criterion is the
value about how well the subject will be able to perform. The objectives should be
stated in clearly because a clear set of objectives provides the basis os assessment of
students learning (Graves, 2000:94). It can be seen that the statement of objectives is
important point in planing course.

2.2 English for Vocational School
The role of teaching English is to make the learners are able to communicate.
As stated in Permendiknas no 22 Year 2006, English is classified as adaptive subject
which the time allocation is adapted by the needs of skils program and can be held in
time block or other alternatives. The goal of adaptive subject is to build
knowledgeable individual. Moreover, this subject has objectives to provide students
9



English commmunicative competence in the context of communication materials
which are needed by their skills program either in spoken or written. In addition,
English provides them communicative competence in daily life with the global
requirement and to develop communication to the higher level.
Furthermore, in Standar Kompetensi and Kompetensi Dasar of English for
SMK stated that English is divided into three scope of communication aspects. Those
are novice level for first grade, elementary level for second grade, and intermediate
level for third grade. As stated in Competence Standard and Base Competence of
English for SMK or vocational school, the objectives of English subject are:
Mata pelajaran Bahasa Inggris bertujuan agar peserta didik memiliki
kemampuan sebagai berikut.
1. Menguasai pengetahuan dan keterampilan dasar Bahasa Inggris
untuk mendukung pencapaian kompetensi program keahlian
2. Menerapkan penguasaan kemampuan dan keterampilan Bahasa
Inggris untuk berkomunikasi baik lisan maupun tertulis pada level
intermediate.

In novice level (Grade X) of vocational school, there are eight basic
competences that should be achived by the students. Belowa are the basic competence
for the students grade X.
1.1 Memahami ungkapan-ungkapan dasar pada interaksi sosial untuk
kepentingan kehidupan
1.2 Menyebutkan benda-benda, orang, ciri-ciri, waktu, hari, bulan,
dan tahun
1.3 Mendeskripsikan benda-benda, orang, ciri-ciri, waktu, hari, bulan,
dan tahun
1.4 Menghasilkan tuturan sederhana yang cukup untuk fungsi-fungsi
dasar
1.5 Menjelaskan secara sederhana kegiatan yang sedang terjadi
10



1.6 Memahami memo dan menu sederhana, jadwal perjalanan
kendaraan umum, dan rambu-rambu lalu lintas
1.7 Memahami kata-kata dan istilah asing serta kalimat sederhana
berdasarkan rumus
1.8 Menuliskan undangan sederhana

To achieve the objectives of learners, English should be learnt to meet the
students with target needs. It can be done by giving materials based on their major in
vocational school. Materials which are taught for facilitating them in their major
should be perceived by them as something relevant and useful. This might be
achieved in ways which could facilitate the achievement of the task outcomes desired
by the learners (Tomlinson, 2011:11). In this case, the materials should be given in a
course which can meet the needs of the learners based on the major, that is closely to
English for Specific Purpose (Dudley-Evans and John, 1998:4).
In terms of teaching for vocational students majoring accounting, the
materials should match their need. For instance, the reading texts can be given in the
work situation such as description of good professional accountant. In writing task, it
might be given to make a job application letter. Those materials can be developed not
only based on the learners need but also the requirement of the Standard of
Competence and Basic Competence.

2.3 Principles of Materials Organization
Organizing a course is deciding what underlying systems will be that pull
together the content and material in accordance with the goals and objectives and that
11



give the course a shape and structure (Graves, 2000:125). The possible organizations
of the materials for a course relates to the syllabus organization. It can be linguistic
skills, situations, topics/themes, communicative functions, competencies, notions task-
or activity-based, four skills: speaking, listening, reading, writing, and genre.
(Brown, 1995:142; Graves, 2000:46).
Linguistic skills or Structure focused on the systems that the way language is
structured. The materials organized arround grammatical structure. Situations are the
context where one uses langauge. The materials which are organized with this
principle mean they are organized within various setting where the leraners are
usually use the language such as at the restaurant, at the bank et. Topics/Themes are
what language is used to talk or write about. This principle organizes the materials
based on theme or topic, such as occupation, food etc. Communicative functions
means organizing materials in for the purpose of communicative function, such as
describing, greeting people, introducing someone etc. Competencies unite situations,
linguistic skills (grammar, pronunciation and lexicon), and function which intent to
specify and teach the language and behaviour needed to perform. Materials are
organized based on the specification of the competencies learners are expected to
master in relation to specific situations activities, such as how to open job interview,
how to open bank account.
Notions organize the materials arround set of conceptual categories such as
duration, size, quantity, location etc. It relates to the functional organization. Task- or
activity-based organizes the materials around the activities that students might be
12



required to perform in the language. For example, drawing maps, following
instructions, writing resume, making an appointment etc. Four skills:speaking,
listening, reading, writing organizes the materials aroun language skills such as
listening for specific information, reading text to find the main idea of a paragraph
etc. Genre organizes the materials around genre or text to involve studnets in
understanding and analyzing texts on a number of level including the lexico-
grammatical level, the discourse level, and the sociocultural level and also to create
text (Porter, 1991:144; Brown, 1995:142; Graves, 2000: 46).
In organizing the materials, there is one thing that should be considered,
which is the sequence of content. Sequencing means to decide which materials is
needed early in the content and which should be provided later. At the course level,
sequencing involves deciding the order in which teacher will teach the units and, to
some extent, the order within each unit (Graves, 2000: 135).

2.4 Materials Evaluation
Materials evaluation can be refered as a process to measure the value of the
materials whether or not they help learners to be able to use them and enjoy the
language learning which encompasses judging about the effect of the materials to the
learners and teachers using them. It is basically a straightforward, analytical
matching process: matching needs to available solutions (Hutchinson and Waters,
1987:97; Tomlinson, 2011:3; Tomlinson, p.15).
13



Some scholars in the field of ELT textbook design and analysis agree that
evaluation checklists should have some criteria pertaining to the physical
characteristics of textbooks. Harmer (2002:31) argues the criteria to assess
coursebook in terms of price, availability, layout and design, instruction,
methodology, syllabus type, language study and skills activities, topic, cultural
content, usability and teachers guide. While, Cunningsworth (1995) focuses on aims
and approach, design and organization, language content, skills, topic, methodology,
teachers book and practical consideration. Other important criteria that should be
integrated are methodology, aims, and approaches and the degree to which a set of
materials is not only teachable but also fits to the curriculum (Litz, 2001:9).
Moreover, Graves (2000: 176) argues, to investigate the materials can be done by
retracing the author through the question how they conceptualizes the content, what
the organizing principle (s) is, how the text content is sequenced, waht the objectives
of each unit are, how the units are organized.
Evaluating the materials has some roles to be done in the process of learning.
It can be useful for the materials users, in this case the eacher because when they
evaluate, they judge the consistency of something for a particlular aims. By
evaluating the materials, the materials writers can learn a lot in terms of providing
ideas for plans and techniques. It is also professional activity for all EFL teachers to
be able to evaluate the materials effectively (Hutchinson and Waters, 1987:96;
Graves, 2000:173; McDonough and Shaw, 2005:59).
14



Evaluating materials has important roles in learning. Therefore, teacher should
evaluate materials that they develop. It can be done by using their own evaluation
scheme which is suitabale to their local environment because some of the criteria
which proposed by the theorists might inapropriate to be conducted in certain
environtment.

2.5 Related Study
Studies which focused in textbook evaluation have been conducted. As the
writer has mentioned in the previous section, there are some previous study relates to
textbook evaluation. In this section the writer will discuss further the methodologies
which were used in the previous study.
The first study used the questionnaires which were spread to the students and
the teacher which was begun by conducting Need Analysis as the an additional
component of the study that was conducted at the same time as the textbook
evaluation survey. It could give accurate representation of classroom description in
terms of students aims, concerns, interests, expectations, and views regarding
teaching methodology would assist in the overall textbook evaluation process by
creating a clearer picture of the compatibility between actual students' 'needs' and the
perceived goals and objectives of the EFL program. It was felt as though the
questionnaires would be extremely beneficial in specifying aims and analyzing the
teaching and learning situation more clearly, gathering additional ideas, and acquiring
a variety of opinions and concerns that may have otherwise been overlooked.
15



The second study was conducted by using checklist-based, requiring
responses indicating levels of agreement or disagreement with statements about the
materials. In this study, learning centred approach to teaching influenced the
evaluation criteria which were used by the researcher. However, accepting that all
evaluations are essentially subjective (Tomlinson, 2003:15) this was unavoidable.
The evaluation scheme was designed with the aim of evaluating the ability of the
materials to promote learning in a particular context. The researcher thought that
some existing evaluation checklists provided some relevant and useful examples,
many criteria were irrelevant to my purposes and context. The last study that the
writer mentioned is evaluation of teacher developed module for vocational school.
Here, the materials developer used by using development model which proposed by
Dicks et al. (2005). The reasons are because the steps which have to be done in
developing procedure are clearly planned so it can be followed. To evaluate the
materials from the modul the researchers used tecniques of the one-to-one evaluation,
small group evaluation, field trial, the attitude questionnaires, interviews and
observations. Those steps are good to be conducted, however, they involve many
sides who take a part and time consumming. If the researcher have the adequate time,
those kinds of techniqes can be done to make the evaluation much reliable.
The writer concluded that all the scheme which has been applied by the
previous researchers were effective in terms of evaluating the materials. In this study
the writer used the statement of Basic Competence as the reference to measure
whether the materials developed by the teachers in the module of Successful
16



Communication adequate or not fro the vocational students majoring in Accounting
by using a framework which were proposed by Graves (2000:17).

2.6 Theoretical Framework
English for vocational school students has objectives to provide students
English communicative competence in the context of communication materials which
are needed by their skills program either in spoken or written. To achive the
objectives the materials which are given should be developed to fulfil the needs to
achieve the goals stated in Basic Competences. In this case, the materials should be
given to meet students needs majoring in accounting.
In the statements of Basic Competence, the communicative competence which
are required the by the students are still general. Hence, the writer made the eight
Basic Competences become real. One of them is Basic Competence 1.1 Memahami
ungkapan-ungkapan dasar pada interaksi sosial untuk kepentingan kehidupan. In this
Basic Competence, materials related to expressions of social interaction can be given
more specific, such as self introduction, greeting and leave taking, giving, and
accepting or refusing service and goods.
Since the English is classified in adaptive subject which held based on the
needs of the skills, the materials should be given based on their needs. The materials
here, what will be taught to the students from the module entitled Successful
communication. To measure whether the materials that have been given consistent
or not with the Basic Compettences, the materials will be reviewed from by using
17



Basic Competences stated for Grade X of the Vocational School. It can guide the
teachers and materials developers to reflect whether the materials have been
consintent or not to the Basic Competence.
































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CHAPTER III
METHODOLOGY
This chapter discusses research method, time and place of the study data and
data sources, instruments, data collection procedures and data analysis procedures
which were used in this research.

3.1 Research Method
As stated before, this research focused on review the consistency of English
learning materials in the English coursebook to the planned objectives of Basic
Competence for vocational school students majoring in accounting. Thus, the method
of this research is content analysis. Leedy and Ormrod (2001) argue that Content-
analysis review several creations of human including books, news, films, and
newspapers. In addition, they state that the function of this method is to reach the
highest possible objective analysis and involves identifying the body material to be
learned and defining the qualities to be explored. Content analysis is also useful for
examining trends and patterns in documents (Stemler: 2001; Retyaningsih: 2011).
The researcher focused on the written materials from the module. The materials were
reviewed by using Basic Competences stated for Grade X of the Vocational School as
stated in chapter 2.



19



3.2 Time and Place of the Study
This research was conducted from May to June at one of SMK in Jakarta
involving the documents which were English learning materials.

3.3 Data and Data Source
Data of this research were English learning materials in the module entitled
Successful Communication and Basic Competences for Grade X of the Vocational
School. Data source of this research was English module entitled Successful
Communication.

3.4 Instruments of the Study
The instrument of the study is developed by criteria stated in Basic
Competences. The consistency will be found by reviewing the learning materials in
the module from each unit according to the basic competence.

3.4.1 Table of Materials Analysis
To answer the research questions about the consistency of the
materials to the planned objectives of Basic Competence, this research
reviewed the materials by using the table of materials analysis.



20



3.5 Data Collection Procedures
To collect the needed data, the writer used English materials from one SMK
in Jakarta which has their own English module as learning resource.

3.6 Data Analysis Procedures
Data analysis was done in order to find out the answer of the research
question about whether the teacher developed learning materials consistent with the
Basic Competence. After finding the English module that will be reviewed, the
researcher used Basic Competence as a reference for the data analysis procedure to
find whether the materials were consistent or not. Then, the researcher classified the
topic of the module. Below is the example of the points used in classifying the topic.

Table 3.1 The Content of The Module
No Topics Headings


1.


Greeting and Leave Taking

A. Greeting and Leave Takings
B. Introducing Oneself and Others
C. Thanking
D. Regret and Apologies
E. Simple Present Tense

After that, the researcher broke down the Basic Competence into detail to
develop the criteria of materials analysis. Then, the writer analyzed the what topic
that covered the Basic Competences by using table of topic analysis. After that, the
resercher analyzed the materials which were covered in every unit by using table of
materials analsyis. The researcher reviewed the module using instrument, interpreting
21



the data based on the instrument, and judging the result whether the module
consistent or not with the Basic Competence. Below is the table of Basic
Competences, table of topic analysis and table of materials analysis.

Table 3.2 The Basic Competences
No. Basic Competences Possible Materials Activities
1. 1.1 Memahami ungkapan-
ungkapan dasar pada
interaksi sosial untuk
kepentingan kehidupan
- Expression of Greeting and Leave
Taking
- Expression of Introducing oneself and
Others
- Expression of Thanking
- Expression of Regret and Apology
- Expression of Symphatize and Response
- Expression of Command and Request
- Expression of Offering Things and
Services
- Expression of Asking and Giving
Permission
- Expression of Asking and Giving
Direction
- Expression of Making Invitation and
Response
- Listening conversations
about the expressions from
the audio or video
- Reading the examples of
dialogues of the expressions
- Practising the examples of
dialogues of the expressions
in pairs.
- Explaining about the use of
the expressions
- Writing simple dialogues
using the expressions
- Performing the dialogues in
front of the class

Table 3.3 The Topic that Covered the Basic Competences Analysis
Topics Basic
Competences
Unit 1: Greeting and Leave Taking
A. Greeting and Leave Takings
Activities:
a. Listening: Listen to the dictation. write all the words or phrases dictated! (p.1)
b. Speaking:
- Practice the following dialogue with your partner!(p.2)
- Suppose you meet your friend. what will you say? (p.2)
c. Reading: Answer these questions based on the information in the passage! (pp. 2-3)
d. Writing: Notice the used of to be in the following sentences. To be is commonly placed after
the subject of a sentence.
1.1







1.4


22



Table 3.4 The Material which were Covered in Every Topic Analysis
No. Topics Materials Principle of Materials
Organization
1. Greeting and Leave Taking A. Greeting and Leave Takings

Function-Expression
Personal Pronoun

Structure/Grammar
B. Introducing Oneself and Others

Function-Expression
C. Thanking

Function-Expression
D. Regret and Apologies

Function-Expression
E. Simple Present Tense Structure/Grammar


















23



CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the finding and the discussion of the research. It
answers the research question about to what extent are the English learning materials
developed by the teacher in the module of Successful Communication consistent
with the of Basic Competences stated for Grade X of the Vocational School.

4.1 Data Description
The data were English learning materials from the module entitled
Successful Communication: An Integrated Study for Vocational School (Business
Management and Technician) Novice Level. This module is written by the teachers
as learning resource to help students achieve the objectives and the requirement stated
in Basic Competences. The format of the materials is written materials. The total
Unit in the module is 8 Units. The module consists of 75 pages. In order to analyze
the consistentnes of the materials, the writer reviewed whether the materials are
consistent or not to the statement of Basic Competence.

4.2 Data Analysis
This research used table of materials analysis to investigate whether the
materials consistent or not with the Basic Competences of Grade X of the Vocational
School. The table of topic analysis consists of Topic and Basic competences and the
table of materials analysis consists of Topic, Materials and Principle of Organization.
24



4.3 Findings and Discussion
This finding presents about English materials organization and its description,
the topic and materials analysis to answer the research question about learning
materials developed by teacher are consistent or not with the Basic Competence and
its description.

4.3.1 The Topic that Covered The Basic Competences
Before analyzing the materials to find their consistency with the Basic
competences, the researcher broke the Basic Competences into detail to develop the
criteria of materials analysis. The Basic Competences are broken down into detail to
see what are the possible materials which should be given to the students. The table
of the Basic Competences can be seen in Appendix 3, while the analysis of the topic
which covered the Basic Competence can bee seen in Appendix 4.
1. Unit 1 Greeting and Leave Taking
There were six materials given in this unit. The materilas were about
the Expression of greeting and leave takings, Personal Pronoun, Expression of
Introsucing Oneself and Others, Expression of Thanking, Expression of
Regret and Apologies and Simple Present. The materials are consistent with
three Basic Competences. The materials about basci expressions are
consistent with Basic Competence number 1.1 Memahami ungkapan-
ungkapan dasar pada interaksi sosial untuk kepentingan kehidupan. The
materials avout Personal Pronoun consistent with Basic competence number
25



1.4 Menghasilkan tuturan sederhana yang cukup untuk fungsi-fungsi dasar.
Then, the materials about Simple Present Tense consistent with Basic
Competence number 1.7 Memahami kata-kata dan istilah asing serta kalimat
sederhana berdasarkan rumus.
Although the unit are consistent with the Basic Competences, some of
the activities have not support to achieve the Basic Competence. For example
, the listening activity should be not listening dictation but listening the real
conversations from audio or video. There is no activity that relates to the
materials about Personal Pronoun in this unit. The activity is only about
Arranging the jumbled roles. The researcher suggested that should be writing
activity , such as writing sentences using Personal Pronoun.

2. Unit 2 Cardinal and Ordinal Number
There are two main materials in this unit which are Cardinal and
Ordinal Number. these materials consistent with the Basic Competence
number 1.2 Menyebutkan benda-benda, orang, ciri-ciri, waktu, hari, bulan,
dan tahun. However, in this unit the materials about telling time only
provided in short note. The researcher concluded that this unit has not meet
the consistency woth the Basic compettence, because some of the materials
such as adjectives, telling time, days, dates, months and years were not
available.
26



This unit only focused on the Cardinal and Ordinal number. The
researcher suggested the materials about ordinal number should be more
elaborated with the materials about date, not only provided in some examples
on page 17. The materials should be provided completely because the
competency is telling things, people, characteristicis, time, days, months, and
years.

3. Unit 3 Introduction
This unit provided three materials which are Adjectives, Expletive
There and The Preposition of Location. The authors stated the Basic
Competence number 1.2 to start the materials. It can be proved through the
activity 1 task I that support the students to mention the characteristics of
things (p. 22). The researcher argued that this unit also consistent with the
Basic Competence number 1.3 Mendeskripsikan benda-benda, orang, ciri-
ciri, waktu, hari, bulan, dan tahun.
The authors provided materials about Expletive There by giving its
pattern that the expletive there followed by singular noun/plural noun.
However, the authors did not provide some vocabularies about singular and
plural nouns. The researcher suggested that there should be some vocabularies
about singular/plural nouns provided in this unit. I
n this unit, the authors still do not provide the materrials about telling
time, days, months, and years. The materials about Profession and Nationality
27



to describe people are also not available in this unit. The resercher concluded
that this unit are still not consistent with the Basic Competence completely.
4. Unit 4 Expressions and Adjectives
There were two main materials in this unit which were about
expressions and grammar. The expressions consisted of five expressions
which consistent with Basic Competence number 1.1 Memahami ungkapan-
ungkapan dasar pada interaksi sosial untuk kepentingan kehidupan. The
materials about grammar consisted of Adjectives of -ed and -ing. They are
consistent with Basic competence number 1.4 Menghasilkan tuturan
sederhana yang cukup untuk fungsi-fungsi dasar.
The materials about Adjectives of -ed and -ing were not provided
sufficiently. The authors did not explain the function or the use of the
adjectives. They also just gave two examples of Adjectives of -ed and two
examples of Adjectives of -ing. However, the materials about Modal
Auxiliaries are given sufficiently. The authors classified the modal in some
classifications, such as modal auxiliaries which are used to express capability,
possibility, prohibition etc.
The researcher concluded the materials in this unit are consistent with
the Basic Competence, however the activities given should be added. Since
there are five expressions discussed in this unit, so the activities should be
varied. The explanation about Adjectives of -ed and -ing is also should be
added to make it clearer for the students.
28




5. Unit 5 I am Studying English Now
There were two main materials given in this unit which were about
Grammar and Present Continous. The grammar talks about There Is/Are and
Preposition about place and time. They are consistent with Bassic
Competence number 1.3 Mendeskripsikan benda-benda, orang, ciri-ciri,
waktu, hari, bulan, dan tahun and 1.5 Menjelaskan secara sederhana kegiatan
yang sedang terjadi.Those materials relate to description of things, so they are
used to describe or explain the events which are happening. The materials
about Present Continous Tense are consistent with Basic Competence number
1.5 Menjelaskan secara sederhana kegiatan yang sedang terjadi because as
has been known that Present Continous Tense is used to explain activity that
is happening. In this part of Present Continous Tense, there are the materials
about Question Words which are consistent with the Basic Competence
number 1.7 Memahami kata-kata dan istilah asing serta kalimat sederhana
berdasarkan rumus.
The activities given in this unit are varied both for the first and the
second part. The authors focused on the reading and writign activities. In the
part of Present Continous, the task is not only to complete the sentences but
also make a paragraph. These activities are consistent with the Basic
Competence stated.

29




6. Unit 6 Sign and Symbol
There were 4 main materials provided in this unit. The materials about
short functional text which are Traffic signs, memo, and menu. The other
materials are about Grammar, consists of Degrees of Comparison. The
materials about short functional texts are consistent with the Basic
competence number 1.6 Memahami memo dan menu sederhana, jadwal
perjalanan kendaraan umum, dan rambu-rambu lalu lintas, while the
Dmaterials about Degrees of Comparison are consistent with the Basic
competence number 1.7 Memahami kata-kata dan istilah asing serta kalimat
sederhana berdasarkan rumus.
The activities related to the short functional texts in this unit mostly
focused on reading and writing. There is only one listening activity and there
is no speaking activity. The researcher suggested the activities should be
varied in terms of listening and speaking about short functional text. For
instance making dialogue about ordering food by using the menu. In terms of
Degrees of Comparison, the authors also gave the little activities which about
writing comparative and superlative of some words and compeletng
sentences. It should be added to make the students more understand about the
materials.
Although some materials about short functional texts were provide
here, there is another material that is not available in this unit. There is no
30



itineraries materials given here, while the Basic Competence stated one of the
short functional texts that should be mastered is about understanding
itineraries. The researcher concluded that the materials in this unit are still not
consistent completely with the Basic Competence.

7. Unit 7 I Preper Studying English to Mathematics
There were threee parts of the materilas in this unit. The first part was
about Expressing Preference, second is about Conditional Sentence and the
third part s about Expressing in Asking and Giving Direction. The materials
about Expressing Preference and Conditional Sentence are consistent with the
Basic Competence number 1.7 Memahami kata-kata dan istilah asing serta
kalimat sederhana berdasarkan rumus. And, the materials about Expressing in
Asking and Giving Direction are consistent with the Basic compettence
number 1.1 Memahami ungkapan-ungkapan dasar pada interaksi sosial untuk
kepentingan kehidupan and 1.4 Menghasilkan tuturan sederhana yang cukup
untuk fungsi-fungsi dasar.
The authors explained the materials about Expression of preference
briefly. They just gave one example for one type of expression of preference.
In terms of Conditional Sentence, the authors explained the definition, the use
of the Conditional Sentence, th e pattern and one example for each type. The
activities for Expressing Preference are only given in Competency test, while
for Conditional Sentence providedd in Activity 1 (p. 52). However, the
31



activities are not varied. They just identfying the type of Conditional Sentence
and Completeng Conditional Sentence Type 1. It should be added by giving
the actvity about writing sentences using Expressing Preference and the three
types of Conditional Sentence.
The materials about Expression in Asking and Giving Direction were
given in the table with 9 examples of the expression for asking direction, 7
examples of expression in giivng diretion and 2 examples of the response in
terms of AskingDirection. However, the expressions of giving direction and
response are in the same coloumn. It should be separated because the function
is differrent. The athors did not give the example of dialogue in terms of
Asking and Giving Direction. Here, the activities provided only in True False,
Naming the building, and filling the missing preposition based on the picture.
It should be there is an example and aso the task about Asking and Giving
Direction to make studetns more understand the materials. However, the
researcher concluded that the materials are consistent with the Basic
Compettence because the materials can be found in this unit.

8. Unit 8 Writing an Invitation
There were five parts of materials provided in this unit. The materials
were organized in genre-based. The first part was Learning. The researcher
argued it should be Listening, because the activity is Listening short
32



conversation and the letter. It is consistent with the Basic Competence number
1.8 Menuliskan undangan sederhana.
The second part was Speaking that consisted of the materials about
Making Invitation and Command and Request which are consistent with the
Basic Competence number 1.1 Memahami ungkapan-ungkapan dasar pada
interaksi sosial untuk kepentingan kehidupan and 1.4 Menghasilkan tuturan
sederhana yang cukup untuk fungsi-fungsi dasar. The activities were given in
form of completing dialogue and creating dialogue absed on the situation
given. It should be Listening activity to make the students more understand
the materials. The third part was Reading which is consistent with the Basic
Competence number 1.5 Menjelaskan secara sederhana kegiatan yang
sedang terjadi. However, the researcher argued that the text given is close to
descriptive text and it should not in this unit because the topic was about
Writing an Invitation.
The fourth part was Grammar which talks about Command and
Request, Future Tense, Modals, Prefixes and Suffixes, and Indirect Speech.
The materials about Command and Request are consistent with the Basic
competence number 1.1 Memahami ungkapan-ungkapan dasar pada interaksi
sosial untuk kepentingan kehidupan and 1.4 Menghasilkan tuturan sederhana
yang cukup untuk fungsi-fungsi dasar. The materials about Command focused
on The Imperatives Words. The activities are not varied, but there are some
activities relate to body movement activity (Activity 5 first and second task on
33



page 61). However, the activites in terms of Request are varied. It can be seen
in Activity 6 on page 62.
The materials about Future Tense were consistent with the Basic
Competence number 1.7 Memahami kata-kata dan istilah asing serta kalimat
sederhana berdasarkan rumus. The authors explained clearly about the two
kinds of future Tense which use will and be going to. The activities given
were also varied in terms of changing verbs, changing forms of sentences and
making questions and asnwer based on the jumbled sentence. The materials
about Modals, and Prefixes and Suffixes are also consistent with the Basic
competence number 1.4. There is no explanation about Modals but the authors
gave an acticvity which is suggesting possibilities by using could and
might based on the picture. While, for Prefixes and Suffixes the authors
gave some examples of words that formed by adding preffix and suffix and
the activity which was completeing the sentences by using the word provided.
The materials about Indirect Speech are consistent with the Basic
Competence number 1.7 Memahami kata-kata dan istilah asing serta kalimat
sederhana berdasarkan rumus. This unit discussed some kinds of Indirect
speech such as Tense changes, Changes with modals, Questions and
commands. The activities were given for each kind of Indirect speech,
however there is no explanation about Tense changes and Changes with
modals. Mostly the activities were changing sentences from direct to indirect
speech. The researcher suggested that should be more explanation about all of
34



kinds of Indirect Speech to help students reach the competency about
understanding foreign words and simple sentences based on the pattern.
The last part of this unit was Writing with the materials aboutWriting
formal and informal invitation. The materials are consistent with the Basic
Competence number 1.8 Menuliskan undangan sederhana. The authors did
not give the explanation about the parts of invitation and the differences
between formal and informal invitation. The activity of this unit focused on
reading and Writing Invitation. However, in the reading invitation, the activity
is only reading, there is no question related to the invitation given, It should
be given some questions in order to measure the students understanding about
the invitation. The researcher conclude the materials in this unit were
consistent with the Basic Competence. However, there should be some
addition in terms of the explanation and the activities for the materials.

Based on the finding, the researcher concluded that materials in 5 units of the
module of Successful Communication are consistent with the Basic Competence,
while the 3 units have not been consistent with the Basic Comptences. This happened
because the materials are not available in the module.
In this module, the writer found some text related to vocational school, but
there are no materials about specific vocabularies which were given in certain part.
This module mostly provides materials about Expression, Grammar and Text. In
35



order to make the module have more consistent materials, itthe writer suggested to
add some technical vocabularies and terminologies in terms of Accounting program.

4.3.2 The Materials which were Covered in Every Topic
The materials organization will be discussed in this chapter. Before analyzing
the organization, the researcher clasified the headings of each Unit from the module.
The table of the content of Successful Communication module can be seen in
Appendix 2, while the table of the analysis of the materials which were covered in
every topic can be seen in Appendix 5.

1. Unit 1 Greeting and Leave Taking
The materials which were covered in this unit used Function-expression
and structure/grammar principle of material organization. For example, in Unit 1
page 1 the authors began the materials by the expression of Greeting and Leave
Taking which means the materials were organized based on the function-
expression. On page 3 the authors organized the material about Subject pronoun.
It can be reffered as structure/grammar, while on page 4 to 11 the materials were
organized based on function-expression. They were about Expression of
Introducing Oneself and Otehrs, Thanking and Regret and Appologies. On page
12 the materials about Simle Present Tense, which meant organized based on the
structure/grammar.
36



The authors mostly provided materials about function-expression in order
to make it consistent with the Basic Competence number 1.1 Memahami
ungkapan-ungkapan dasar pada interaksi sosial untuk kepentingan kehidupan.
In terms of the structure/grammar they gave the materials which were consistent
with the Basic competence number 1.4 Menghasilkan tuturan sederhana yang
cukup untuk fungsi-fungsi dasar.

2. Unit 2 Cardinal and Ordinal Number
In this unit te materials given were organized in Notion. They were
about Cardinal and Ordinal Number. The authors gave the materials to make it
consistent with the Basic Competence number 1.2 Menyebutkan benda-benda,
orang, ciri-ciri, waktu, hari, bulan, dan tahun as they stated in the first part of
the unit.
The materials scopes in this unit mostly were about the cardinal and
ordinal number. However, the authors gave short explanantion about using
quarter in telling time and examples of sentences about the use of ordinal
number in writing the date.

3. Unit 3 Introduction
The materials in this unit were organized in notion and
structure/grammar. The materials relate to notion were about the Adjectives
37



and Preposition of location while the materials relate to structure/grammar
were about The use of expletive there to describe things.
The authors combined the three materials in this unit to make it
consistent with the Basic Competence number 1.2 as they atated in the first
part of this unit. However, the researcher argued that these materials given
more consistent with the Basic Competence number 1.3 Mendeskripsikan
benda-benda, orang, ciri-ciri, waktu, hari, bulan, dan tahun because the
authors stated The use of the Preposition to describe things.

4. Unit 4 Expressions and Adjectives
In this unit, the materials weere organized in the combination of the
three principles of materials organization. They were in function-expression,
notions and structure/grammar. The materials which relate to function-
expression were about the Expressions of regret and Apology, Sympathy,
request and Commands, Offering things and Sevices and Asking and Giving
Permission. The materials which relate to notion were about Adjectives of -
ed and -ing. And the materials which relate to structure/grammar were
about Modal Auxiliaries.
The researcher found that the materials were combine in such
principles of organization in order to make it consistent with the Basic
Competence number 1.2 and 1.4, where the studdents are required to
38



understand about the basic expresion of social interaction and producing
enough simple utterances for basic functions.

5. Unit 5 I am Studying English Now
In this unit, the covered materials were organized in
structure/grammar. The materials were about There Is/Are, Preposition,
Present Continous Tense and Question Words. The authors stated the learning
objectives of this unit/topic were to explain about activity that is happening by
using the materials such as there is/are in appropriate ways, understanding the
Present Continous Tense and to talk about events. In this case, the materials
about there is/are and Present Continous Tense will guide the students to be
able to explain about activities which are happening.
Based on the finding, the researcher argued that the materials in this
unit/topic were given in order to make it consistent with the Basic competence
number 1.5 Menjelaskan secara sederhana kegiatan yang sedang terjadi.

6. Unit 6 Sign and Symbol
The materials in this unit were organized in two principles of materials
organization. The first principle is genre-based with the materials about short
functional text such as Traffic Sign, Memo and Menu. And the othe principle
is structure/grammar whis was about Degrees of comparison.
39



Based on the finding the researcher concluded that this topic was
given in order to mae it consistent with the Basic Competence number 1.6
Memahami memo dan menu sederhana, jadwal perjalanan kendaraan umum,
dan rambu-rambu lalu lintas because this unit provided some materials
related to the Basic Competence. Howeever, there was no material about
itineraries in this unit. The materials about Degrees of comparison were given
to make this unit consistent with the Basic Competence number 1.7
Memahami kata-kata dan istilah asing serta kalimat sederhana berdasarkan
rumus.

7. Unit 7 I Prefer Studying English to Mathematics
The covered materials in this unit were organized in two principles of
materials organiation. The first principle was structure/grammar with the
materials about Expressing Preference and Conditional Sentence. The second
principle is function-expression with the materials about Expressing in Asking
and Giving Direcction.
The researcher concluded the authors gave the materials about
Expressing Preference and conditional Sentence to make it consistent with the
Basic Competence number 1.7 Memahami kata-kata dan istilah asing serta
kalimat sederhana berdasarkan rumus. And the materials about Expressing in
Asking and Giving Direcction were given to make it consistent with the Basic
Competence number 1.1 and 1.4.
40



8. Unit 8 Writing an Invitation
The covered materials in this topic were organized in genre-based,
function-expression, and structure/grammar. The materials related genre-
based can be found in the first partabout a letter in Listening activity, Reading
in the third part, and Writing in the last part of this unit. The materials related
to the function-expression weere about Making an Invitation and Command
and Request. The materials related to structure/grammar were about
command and Request (The Imperative Words), Modals, Future Tense,
Prefixes and Suffixes to Form Verbs,and Indirect Speech.
Based on the finding the reseacher concluded that in this unit the
authors combined more principles to cover the materials that can be consistent
with more than one Basic Competences. Although the topic was about
Writing an Invitation, the authors gave more materials that might not relate to
the topic. Here the materials related to function-expression are consistent with
the Basic Competence number 1.1 and 1.4. The materials about Reading on
page 59 are consistent with the Basic Competence number 1.5. And, the
materials about structure/grammar in this unit are consistent with the Baisc
compettence number 1.7. The last materials about Writing Invitation are
consistent with the Basci competence number 1.8 Menulis Undangan
Sederhana.


41



Based on the findings in terms of the materials which were covered in every
topic (unit), the researcher concluded that the materials in the modul entitled
Successful communication were given in each unit in order to make it consistent
with the Basic Competences. The materials were organized based on the number of
Basic Compettence. For example, the topic of Unit 1 is about Greeting and Leave
Taking. It was given in the first unit of this module, because the first Basic
Competence is about understanding the basic expression for social interraction.
The other example can be found in Unit 5. The topic is I am Studying
English Now. The materials given about Present Continous Tense because the fifth
Basic Competence is about Explaining simply the activities which are happening.
Although the authors have been organized the materials in every topic based
on the sequence of the Basic Competence, the writer could not found some materials
in three units as the researcher stated before in the first finding about the topic which
covered the Basic Competences.








42



CHAPTER V
CONCLUSION, IMPLICATION, AND RECOMMENDATION
This chapter contains the conclusion of the whole research, implication and
recomendation that based on the writers findings and discussion about The
consistency of English learning materials with the Basic Competence stated for Grade
X of the Vocational School.

5.1 Conclusion
After the data had been analyzed, the result is the materials in the module of
Successful Communication were organized in more than one model. The authors
combined Structure/Grammar, Function, Notion and Genre principles of material
organization. The other finding related to the consistency of materials with Basic
Competence stated showed that there were materials from three Units/Topics in the
module Successful communication have not met the requirement of an consistent
materials yet. It is because some of the materials cannot be found in the module.
Some of the unit need to add explanation and activities in order to make the students
more understand about the materials. The other findings were the covered materials
were organized based on the sequence of Basic Competence.
This study analyzed the consistency of the English learning materials to the
planned objectives of basic competences. The focus of this study was only to identify
whether the materials are consistent or not with the Basic Competence. This study
also only used 1 instrument which was Table of Materials Analysis. Those are the
43



weaknesses of this study. So, it is better if the next researcher of the same topic
consider including the other criteria of materials evaluation and more instruments.

5.2 Implication
The implication of this research is expected to the vocational teachers who
want to develop their own materials. The materials which organized by using more
than one principles the students will learn language not only about the structure but
also function, skills and other competencies. In order to make students achieve the
objectives, the materials should be given consistently with the Basic competences
stated.
The materials that have not been consistent to the planned objectives of Basic
Competence might not help the students to achieve their objectives. Therefore, the
materials should be given consistently. The brief explanation of the materials and
tasks which are not given varied might not help students to understad clearly about
the materilas taught because they just learn a little about the materials. Therefore, the
materials should explained clearly and the tasks and activities should be varied.

5.3 Recommendation
Based on the findings, the writer makes some considerable suggestions. The
first suggestion is addressed to the materials developers of the module Successful
Communication. There are some mistypings in this module such as in Unit 1(page
3, 9, 10 and 12), Unit 3 (page 21) and Unit 8 (page 57, 65, and 70). It also happened
44



in some texts. Besides the mistyping, in this module there are some texts given
without title, such as in Unit 1 (page 3, 5, and 11), Unit 5 (page 39 and 40), Unit 7
(page 51) and Unit 8 (page 59). Also, the materials developers should add some
materials related to technical vocabularies and terminologies.
Second, it is recommended for teachers who want to use the result of the
findings to be a reference before deveoping the materials. The material developers
need to revise the materials. Also, the teaching and learning activities in the
classroom must also be improved. The last suggestion is addressed to those
researchers who are interested in conducting a research about materials evaluation. It
is recommended for them to use interview and questionnaire to the students and
teachers as their instrument and conduct need analysis to the target learner in order to
make the better research.










45



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