1.

I think if I teach students from the culinary department and my colleague will teach from
the fashion design department, the materials for the two departments are different. Because
the need for English lessons for their majors is different. Here are examples of the
differences required in their majors:
 Culinary Department
In the culinary department, students are expected to have competence in the
application of English, namely reading, writing, and speaking in the culinary field.
Theories for the culinary department are geometrical shape, job vacancy, position,
quantity expression, natural and artificial process, manual, American and British
English, speaking in public, mathematical formula, potpourri, the classifieds and
tables, graphics, and diagrams. The required assessment consists of
participation/activity in lectures, independent assignments, presentations, mid-
semester examinations and end-semester examinations.
 Fashion design Department
This fashion design department contains theoretical and practical concepts
about the correspondence of technical terms in the fashion field in English,
presentation techniques, sentence applications that use simple structures, tenses, and
compositions which are mainly closely related to the use of English in understanding
textbooks, journals/ fashion articles, manuals for operating tools or machines, and job
information. The learning outcome of this course is that students are able to
communicate actively both orally and in writing according to their field of expertise in
fashion and to the problems they face independently or in groups.

2. Vocational High School cannot be equated with high school in general. Including basic
competencies where the ability to achieve core competencies, or the minimum knowledge,
skills and attitudes that students must achieve to demonstrate mastery of predetermined
competency standards that must be achieved is also different. In general, high school
(SMA) prioritizes theory, so that on average graduates get good and satisfactory test scores
and knowledge. SMK (Vocational High School) Prioritizing vocational practice, so that
the average graduate already has expertise in a field. So this will also affect the basic
competencies that must be achieved because learning styles, needs, characteristics of SMA
and SMK are very different.
3. The basic competencies of those in vocational learning that are not found in high school
learning are:
 KD 3.9 and 4.9
(Special text material in the form of memo, menu, schedule, and sign according to the
context in the world of work)

3.9 Menganalisis fungsi social, struktur 4.9 menyusun teks khusus dalam bentuk
teks dan unsur kebahasaan beberapa teks memo, menu, jadwal dan tanda-tanda
khusus dalam bentuk memo, menu, (signs) lisan dan tulis, pendek, dan
schedule dan signs dengan memberi dan sederhana, dengan memperhatikan fungsi
meminta informasi terkait kegiatan sekolah sosial, struktur teks dan unsur kebahasaan
atau tempat kerja, sesuai dengan konteks secara benar dan sesuai konteks.
penggunaannya di dunia kerja.

An example activity:

The student practices to write a memo for the directure in the cigarette manufactur if the
writer want to make a business relation with the factory.

 KD 3.12 and 4.12

(Text material related to routine tasks according to the context in the world of work)

3.12 Menganalisis fungsi social, struktur 4.12 Menyusun teks interaksi

teks dan unsur kebahasaan teks interaksi transaksional lisan dan tulis, pendek dan
transaksional yang melibatkan tindakan sederhana yang melibatkan tindakan
memberi dan meminta informasi terkait memberi dan meminta informasi terkait
kegiatan/tugas-tugas rutin sederhana kegiatan/tugas-tugas rutin sederhana
(simple routine tasks) sesuai dengan (simple routine tasks) dengan
konteks penggunaan di dunia kerja. memperhatikan fungsi social, struktur teks
dan unsur kebahasaan yang benar dan
sesuai konteks dunia kerja.

An example activity:
The students make a drama to acts as a customer service in bank with the client who
want to make a banking account.
 KD 3.15 and 4.15
(Simple text message over the phone related to the world of work)

3.15 Menerapkan fungsi social, struktur 4.15 Menuliskan kembali teks pesan
teks dan unsur kebahasaan teks interaksi sederhana lewat telephone terkait
transaksional yang melibatkan tindakan tempat kerja dengan memperhatikan
memberi dan meminta informasi terkait fungsi sosial, struktur teks dan unsur
pesan sederhana lewat telephone (taking kebahasaan secara benar dan sesuai
simple phone message) sesuai dengan konteks dunia kerja.
konteks penggunaannya di dunia kerja.

An example activity:

The students practice a pairs in front of class to take a telephone message as marketing
of Yamaha dealer to make a dealing with the buyer.