CHAPTER I

INTRODUCTION

A. Background of the Study

English as a function in the context of technological education in
the era of globalization has not changed, namely as a tool for the accepting
of science and technology and to communicate with other nations and in
various aspects of human life. English can also be said as global language
(Crystal, 2003). It is developed in the world as a special role when it is
being recognized as a tool to communicate in different communities. A
Lingua Franca or common language has attached mostly to English
because many evidance of the development about technology and
education happens by using English. According to Crystal, nearly there are
about 1.5 billion of people around the world has using English , .
A number of countries also have made English the main language.
According to Kachru (2009), there are three circles to differ the role of
English in the world. The first is the native English, which the countries
has English as their mother tounge (like in United Kingdom, United
States, New Zealand, and Australia). Those country are called
monolingual English or belonging as Inner Circle. The second is the
country called the outer circle which the English become the second
language in their country. Neighboring country like Malaysia, Singapore,
or India made English as their daily language along with local language.
How about Indonesia? In Indonesia, English become a foreign language,
where the English can be a second language or a third language.
Indonesian might have a different mother tounge – for example West Java
people has Sundaneese languae or South Sulawesi people has Bugis
language. In that way, Indonesia does same as Egypt, Thailand, China
which called the Expanding Circle of English. Therefore, those expanding
circle country should made more effort to understanding English more to
gaining master of proficiency in English.
 According to English First – global English course, in its research
about “English Proficiency Index School”, Indonesia ranks 32nd out of 72
countries in the 2016. With a score of 52.91, the study put Indonesia below
Vietnam, which ranked 31st and fell under the Moderate Proficiency Band
category. Among Asian countries, Singapore was named as the leading
country in terms of English proficiency, followed by Malaysia and the
Philippines, which were included in the top 15. According to EF English
First Global Educational Research and Development Director Steve
Crooks (2016) Indonesia is a country that still continues to develop,
improving English language skills - both spoken and written - will be
important to attract greater foreign investment, bring in multinational
companies, and attract the type of high-skill, high-pay jobs that the
Indonesian government is aiming to develop in the future through greater
service level business investment.
When the society in Indonesia are aware of English as an
international language, the goverment made English as one of the subject
in school. Indonesian got taught English from the elementary school to the
higher degree school such as university or institute. Some private
institution introduce compulsory English for student from elementary level
and some of it used as the language in all classes. In the end, they starts to
accept about the significances of learning English, not just because it is the
first role in knowledge, science, and technology, but also English can be as
medium of career progress and job promotion (Kirkpatrick,2010)
Vocational Education in particular should have a great role in
providing industries with skilled workers. The government should realize
that vocational education must be improved. It is also the time now for the
government to improve the English proficiency of vocational students to
provide better graduates who don’t merely master their department know
how and vocational skills, but are also aware of English language skills.
They should be ready to adapt themselves to the demand of international
market, and compete to the challenge of the globalization era (Gunantar,
2015).
The vocational schools curriculum should meet and be relevant to
the industrial needs. Therefore as the science and technology progress
rapidly, the vocational curriculum needs adapt in accordance with the
industries or work demands. In the other aspect that should be paid
attention is how the vocational students can master the language skills in
general and listening and reading skills in particular. The vocational high
school students have very low scores in listening and reading skills among
four skills. It showed the students’ achievement in reading and listening
skills is only about 30% and 28 % (Hasanah, 2009: 77).
In other hand, the goverment have made curriculum including
English aspect in main competency (4), that the ability of English
language skills of students can be developed. The need for English
language skills in the world of work, there are many multinational
companies require English language skills as a condition for applying for
jobs. In addition, English language proficiency is also a competency
standard for vocational school students. Which regulation has been stated
in Ministry of Education and Culture Instruction or Permendikbud No. 34
year 2018 regarding the national education standard of vocational high
school education in appendix 1 chapter 3 contains 9 areas of competence
that are specifically for 3-year vocational education programs. (1) faith and
devotion to the Almighty God; (2) nationality and love for the country; (3)
personal and social character; (4) physical and spiritual health; (5)
Literacy; (6) creativity; (7) aesthetics; (8) technical capabilities; (9)
entrepreneurship.
In the point 5 of literacy area, there are graduate competency
standards, namely; (5.1) have the ability to communicate by using good
Indonesian to carry out work according to their expertise; (5.2) have the
ability to use English to support the implementation of tasks according to
their skills. (5.3) having mathematical understanding in carrying out tasks
according to their expertise; (5.4) having an understanding of concepts and
principles of science and nature carrying out tasks according to their
expertise (5.5) having an understanding of concepts and principles of
social knowledge in carrying out tasks according to their expertise (5.6)
having the ability to use technology in carrying out tasks according to their
expertise (5.7) having the ability to express and create local and national
cultural artwork.
The importance of English is listed in point 5.2 which includes
English language skills to support the implementation of tasks or work in
accordance with the expertise of the department. It is undeniable that
several companies need English language skills for large companies such
as PT. Petrochemical Gresik; which is where the company accepts high
school graduates on condition that they have English language skills and
computers. Besides that, there is PT GMF aero Asia which is an aviation
company, said that for vocational support, vocational children can
compete with other graduates above, but if they are required to
communicate with English, vocational children are still not satisfying
(Kemendikbud,2017). Therefore, English is very important for the
progress of each individual Vocational student. In addition to being the
main lesson, English also serves to support the work of high school
students in the future.
However, with the status as a foreign language, English is
occasionally used outside the classroom. Even during the class, instead of
speaking English the Indonesia students tend to speak in Bahasa Indonesia
(Indonesian Language) or their local language. Such situation directly
affects the Indonesian students‘ English proficiency. Generally speaking,
the teaching of English language in Indonesia has been labeled as to be far
from successful. This can be seen from the fact that after the school ended,
most Indonesian students cannot use English properly in their daily
communication (Gunantar, 2015).
 To determine the proficiency of English that the Vocational
Students get in the school there will be several test of English. There are
TOEFL, TOEIC, IELTS, and etc.
Because of the limited journal can relate, there are two journals
from the previous study. The first is from the writer Willy A. Renandya
titled “English Language Proficiency in Indonesia: Issues and Prospects”.
Their focused sample is from English teacher by their proficiency could
affect students classroom learning. The results showed that two of the
seven teachers in the study who had higher proficiency levels were able to
cover all seven aspects satisfactorily. The method of this research is using
a test called LPATE (Language Proficiency Assestment for Teachers of
English), the sample is from the teacher in Hongkong.
The second, it is from the writer Robelle Millie entitled “English
Language Proficiency and Academic Performance of Philippine Science
High School Students”. It says that the students have average English
language proficiency level. This implies the students have typical skills in
grammar, vocabulary and reading comprehension. The audience is from
the Philippine Science High School grade 8th students. The test assesment
that she took is CALP, it is the type of language proficiency needed in the
academic settings.
However the writer has difference perspective and questions from
the student perspective at theVocational School, SMK N 1 Cirebon. This
study will bring the new point of view. The writer will have vocational
students correspondence, and there will be different result that may appear.
It will be from the all major of department. And the writer will also ask the
school authorities some question related to the research. Thus, the writer
will have a study differently and there will be different data that may
appears . Therefore, the writer interested to do the research about “The
Analysis of Student’s English Proficiency at A Vocational School in
Cirebon”. This study will find out the students English Proficiency for
making them realize the use of English is very wide.
B. Scope and Limitation of the Study
This study is conducted to analyze the student’s English
proficiency at Vocational School in Cirebon. The English proficiency is
about reading and listening that connect to their major skill. This study is
focusing on the result of the students English Proficiency in all major
department in SMK N 1 Cirebon. This is their effort to participate and
compete in the workforce, besides that they are not only spectators when
people on their age at general high school are competing to get a job
whereas they had study about vocational skill and ready for work. It also
focused on the school effort to facilitate learning English more and make
sure all the students have the balance skill between vocational skill and the
English skill. It can see what could school bring up English as the
important position for the student’s future job.

C. Formulation of the Problem

According to the problem above, the writer has research questions as
follows:
a. How is the result of student’s English Proficiency at Vocational
High School in Cirebon?
b. What is the school effort on facilitating students to learn English
more?

D. Objective of the Study

This study aims to:
a. Figure out the result of student’s English Proficiency at Vocational
High School in Cirebon
b. Find out the school effort on facilitating students on learning
English

E. Significance of the Study

The result of this study is expected that:
a. Theoretical:
The result of this study is expected to enrich the knowledge about
Student’s English Proficiency as general and specific purposes.
b. Practical:
1) All the students are aware of English. Give them courage to
understand English is not only important as a subject, but also as
media to communicate in work field. Give them understand that if
they are capable understand English, they will be have different
value in the eye of the company.
2) All the teachers in class or in workshop should always give
students time and space to pleased them to grow in communicating
with English and do not give up to always encourage them. Give
them more understanding about English importance to their future.
3) The school authorities who made school regulation should look
closely and concern about what vocational school and its standard
in the work force.
4) The readers who will read this study as a milestone of how the
English Proficiency at Vocational School in Cirebon. This study
will gave a true result and it could help if the readers want to cite
this study.