Vocational High School Students’ Needs on English Speaking Learning Materials for Hospitality Study Program

Khalida, Azharia; Refnaldi,

doi:10.2991/assehr.k.200306.039

Cited by 7 publications

(5 citation statements)

References 5 publications

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“…Basic English skills in tourism, especially hospitality, they are; how to greet guests, provide necessary information, respond to questions and requests, use prompts, body language, resolve customer difficulties, and respond to complaints well (Blue & Harun, 2003). Khalida (2020) adds that the need for tourism English language skills needed as human resources in the tourism sector in hotels, among others; greeting, giving directions, meetings, presentations, handling complaints, offering laundry services (offering laundry services), tourism places, travel plans and schedules (tourism plans and schedules), room facilities, and hotel services and facilities (Khalida, 2019).…”

Section: Stake Holder's Opinion About the Role Of English In Tourismmentioning

confidence: 99%

Develop English Electronic Module for Tourism Through Analysis of Learner’s and Context

Wibawa

Sumantri

2022

eqr

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Tourism development in Lampung province has been developing rapidly and the need for English communication skills at the tourism workplace is highly required due to a lot of visitors are foreigners. The state Polytechnic of Lampung has opened a new program study of tour and travel to support the government in the tourism sector and train students to have better English skills therefore need to develop good materials for teaching which meet with tourism industry. Developing good English materials for tourism based on an Android smartphone is needed since students lack academic hours for learning English. The objective of this research is to develop an electronic module (e-module) of English for tourism based on analysis learners and context that become important step in Dick and Carey Model. The development of e-module of English for tourism applied collaboration of research and development (R&D) that focus on the third of ten steps of Dick and Carey Model. The result of this research is a prototype of e-module of English for tourism that has been validated and published on google play store.

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Section: Stake Holder's Opinion About the Role Of English In Tourismmentioning

confidence: 99%

Develop English Electronic Module for Tourism Through Analysis of Learner’s and Context

Wibawa

Sumantri

2022

eqr

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“…Given that it is necessary, though not the only necessity, for EFL teachers to have sufficient proficiency in order to conduct effective language teaching in classroom settings (Richards, 2017 andTsang, 2017), and the importance of foreign language mastery for VHS graduates' employability in the workforce (Putri, Kher, & Yani, 2018;Khalida & Refnaldi, 2020), this study aims to analyze the English proficiency level of VHSs EFL teachers in Sumbawa and Teachers' Strong and weak points at the Proficiency Test.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Sumbawa Vocational High Schools English Foreign Language Teachers’ English Proficiency

Rahmatul Iman,

Fatmawati,

Winata

2024

KLASIKAL

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The aim of the study is to analyze the English proficiency of VHSs EFL teachers in Sumbawa. In Indonesia, English is considered a foreign language and a mandatory subject that has to be taught at schools. Especially at Vocational High School (VHS), neither current nor official records of English as a Foreign Language (EFL) teachers’ proficiency levels exists in our national databases (Yusuf and Novita, 2020). It could be argued that many English teachers in Indonesian schools fall under the category of less-skilled professionals with the lack of adequate competences to teach the language (Renandya, Hamid, & Nurkanto, 2018). The participants of the study consisted of 30 VHSs EFL Teachers of Sumbawa. The data collected using TOEFL like test, and it was analyzed in thre steps; correcting the TOEFL score, converting it into CEFR level, and intepreting the data. The results of the study show that the English proficiency of the VHSs EFL teachers is range from A1 to B1 which the majority of the participating teachers’ language proficiency are still at the CEFR A2 level. Regarding the strong points, it shows that the participants perform better at listening comprehension compared to the other two sets of skills tested. Based on the analysis of their numbers of correct answers, SWE section seemed to be a weak point for nearly every participant.

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“…There has been no study that examines the dimensions of critical thinking skills integrated into digital English learning materials in vocational high schools in the Indonesian context. Most of the studies, especially those related to learning materials in vocational high schools are developing learning materials, students' need analysis, productive lesson plans, and digital literacy (Anuvervely & Fauziati, 2019;Dewanti et al, 2022;Fadliah & Sugirin, 2019;Khalida & Refnaldi, 2020;Ronaldo, 2016;Oktariyani et al, 2022;Suhardi et al, 2020;Siregar et al, 2021). Thus, this research objective is to investigate the indicators of critical thinking skills are integrated in English Learning Materials in Vocational Schools, in Jakarta based on the Facione model (Facione, 2020)…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking Skills Integrated in English Language Materials in Vocational School

2024

Nusantara Science and Technology Proceedings

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This paper presents the results of a study aiming to investigate the critical thinking skill integration in English learning materials involving three Vocational State Schools in Jakarta, Indonesia. The study used the content analysis method by Klaus Krippendorff's to examine textual, visual, or multimedia materials. It involves categorizing, coding, and analyzing content to uncover critical thinking indicators. The steps are to choose a representative sample of the learning materials to be analyzed, create the indicators of each element of critical thinking skills, and analyze the selected content by systematically categorizing and coding data based on the established criteria to identify critical thinking indicators, The data analysis procedures were data reduction, data presentation, and conclusion or drawing a verification after analyzing all the data which have completed aspects of English learning materials. The results show that all critical thinking skills elements are integrated into English learning materials and the most frequent indicator is the "interpretation". The Critical thinking indicators in learning materials are interpretation denotes the highest grade, succeeded by Explanation, Self-regulation, Analysis, Inference, and Evaluation. It is recommended that teachers are advised to design adaptable English learning materials suited to specific majors and prompt the students to think critically through English learning materials.

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Vocational High School Students’ Needs on English Speaking Learning Materials for Hospitality Study Program

Cited by 7 publications

References 5 publications

Develop English Electronic Module for Tourism Through Analysis of Learner’s and Context

Develop English Electronic Module for Tourism Through Analysis of Learner’s and Context

An Analysis of Sumbawa Vocational High Schools English Foreign Language Teachers’ English Proficiency

Critical Thinking Skills Integrated in English Language Materials in Vocational School

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