English Subject on English for Specific Purposes (Esp) in Vocational Schools

Abstract

This study aimed to analyze the English subject in two vocational schools in Kota Langsa based on English for Specific Purposes (ESP) approach and how it was implemented in the classroom. This study applied a descriptive qualitative method. The two vocational schools involved in the research are Hotel Hospitality Management and Maritime Fishing Vessel Engineering. The data were gained from the teachers and students by conducting observation, interview, Focus Group Discusssion (FGD), and document analysis of syllabus and teaching materials. The data were analyzed by comparing the real condition of teaching-learning process and the ideal condition based on ESP approach. The finding showed that the two schools used General English (GE) frequently rather than ESP on English subject. Despite the common use of GE in these two schools, they had the option to adjust their English subject into ESP standard. One school had the ESP subject called English for Maritime and another school chose Mandarin subject as the option. As a result, the school only had GE for English subject. Thus, the English subject was taught and designed as English for General Purposes rather than English for Specific Purposes.

Developing ESP based-digital learning materials support students’ needs at Indonesian vocational schools: Perceived quality

“…This model was chosen because it is a feasible technique (Irawan, Padmadewi, & Artini, 2018). Prior research has been conducted on the defined stage by analyzing the needs of vocational students (Fadlia et al, 2020). The design stage involved format selection, which included creating the form of digital materials that meet the needs of 21st-century learners, as well as the creation of learning outcomes grids (adopted from the SMK SKL document).…”

“…To provide the stakeholder with the analysis of how current curriculum can be suited into student needs and future workforce. The general English implemented at current curriculum in vocational school is seen to have the urgency to be adapted to have more English for Specific Purposes (Fadlia, et. al, 2020;Poedjiastutie & Oliver, 2017).…”

“…As a result, there is a need for customizing the English curriculum in vocational high school to each specific competence. The teaching of general English is considered insufficient to meet the students' needs in vocational high school and their future employment (Fadlia et al, 2020;Pudjiastuti & Olliver, 2017). Dudley-Evans (1998) elaborated on the key stages of ESP to substantiate this notion.…”

“…The study discovered that the process and content of English learning in vocational schools are still general (GE) and do not address the specifics of English learning. It found that the syllabus for English learning in vocational high schools (SMK) is not aligned with vocational school majors and that there is a lack of examples of English learning content (ESP) (Fadlia, Zulida, Asra, Rahmiati, & Bania, 2020). However, the specifics of English learning materials can still be designed and taught to vocational students, for example, reading and vocabulary skills.…”

Digital Reading During the Pandemic: Exploring Vocational Students’ Perceptions

“…Vocational school in Indonesia is a part of formal education carried out at the secondary level and it offers a wide range of programs, such as Accounting, Animation, Engineering, Multimedia, and Office Administration. Recent studies have explored vocational school students in Indonesia during pandemics, including English in vocational schools (Fadlia, et al, 2020) and vocational students' writing (Risnawaty, et al, 2021), but there is a scarcity of research examining vocational school students' perceptions of digital reading in the times of COVID-19 pandemic.…”