Email this article 
SEARCHING FOR ESP TEACHING MODELS TO MATCH THE TEXT-BASED INSTRUCTION FOR SENIOR SECONDARY VOCATIONAL SCHOOLS
(1) Yogyakarta State University, Indonesia
(*) Corresponding Author
Abstract
Students at vocational high school are expected to have proper English proficiency along with their vocational skill. However, Indonesian government has already set the teaching model to be Text-based Instruction (TBI) which is same with senior high school. As a result, English lesson for vocational school indicated as less purposeful. Therefore, this paper is intended to design appropriate teaching model in ESP to be integrated with the teaching cycle in TBI. By reviewing underlaying theories from TBI, and Teaching model in ESP, this paper proposed two teaching model combined with TBI. The first integration is integrating TBI with the practices of Flipped Learning Model in which the activities are divided into two phases namely before classroom time and inside classroom time. The second integration is integrating TBI with the phases of Project Based Learning in which the activities will be divided into four phases. The two proposed teaching model will be useful for promoting writing activities for students. Finally, by proposing those teaching models, it is expected that the practice of English lesson in vocational school will meet its objectives.
Keywords
Full Text:
PDFReferences
Adronova, E. (2020). Implementing communicative approach in ESP training as a pedagogical aspect at Uzbekistan universities. In III International Scientific Congress Society of Ambient Intelligence 2020 (ISC-SAI 2020) (pp. 222-228). Atlantis Press. https://doi.org/10.2991/aebmr.k.200318.028
Akbar, A. A. N. M., & Sulistyo, G. H. (2018). The current learning competences of English for vocational high school graduates: Do they really cater for the real-life professional needs. In Proceedings of the International English Language Teachers and Lecturers Conference iNELTAL (pp. 189-194).
Alhasov, Y., Verbytska, A., & Kolenichenko, T. (2020). Teaching English to adult learners within extracurricular activities at university: Barriers and motivation factors. Advanced Education, 7(15), 12–19. https://doi.org/10.20535/2410-8286.195696
Anggraeni, F. M. (2016). Learning English through text-based approach at vocational high school: Students’ lived experience (Master dissertation, Sanata Dharma University).
Arimbawa, I. N. (2012). Text-based approach to EFL teaching and learning in Indonesia. Prasi: Jurnal Bahasa, Seni, dan Pengajarannya, 7(13).
Bojovic, M. (2006). Teaching foreign language for specific purposes: Teacher development. The Proceedings of the 31st Annual Association of Teacher Education Conference, 487–493.
Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th Edition). London: Pearson.
Budianto, L & Suparmi (2017). Using project based learning to develop ESP students’ writing skill.
Caspary, M., & Wickstrom, C. D. (2017). Multicultural problem-based learning approaches facilitate ESP language acquisition. International Journal of Learning, Teaching and Educational Research, 16(3), 1-14.
Cowling, D. (2007). Needs analysis: Planning a syllabus for a series of intensive workplace courses at a leading Japanese company. English for Specific Purposes,26, 426–442.
Derewianka, B. 1990. Exploring how texts work. Sydney: Primary English Teaching Association of Australia. Reprinted 1991. Portsmouth, NH: Heinemann.
Dunn, J. (2014). The 6-step guide to flipping your classroom. Retrieved from https://kitzu.org/flipped-classroom-model/
Febrijanto, Y., & Kurniajati, S. (2017). Developing ESP nursing based on communicative language teaching. English Education: Journal of English Teaching and Research, 2(2), 62-37.
Foulger, T. S., & Jimenez-Silva, M. (2007). Enhancing the writing development of English language learners: Teacher perceptions of common technology in project-based learning. Journal of Research in Childhood Education, 22(2), 109-124.
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Second Edition. Portsmouth, NH: Heinemann. https://doi.org/10.1016/j.jeap.2011.09.002
Hammond, J & Derewianka, B. (2001). Genre. In Carter, R. and Nunan, D. The Cambridge guide to teaching English to speakers of other language. (pp.186-193). Cambridge: Cambridge University Press.
Hasani, A., Hendrayana, A., & Senjaya, A. (2017). Using project-based learning in writing an educational article: An experience report. Universal Journal of Educational Research, 5(6), 960-964.
Herrmann, K. J. (2013). The impact of cooperative learning on student engagement: Results from an intervention. SAGE Journals, 14(3), 175-187.
Huo, H. T., Wang, S. M., Lin, P. C., & Chang, K. E. (2015). Exploring the learner's knowledge construction and cognitive patterns of different asynchronous platforms: Comparison of an online discussion forum and Facebook. Innovations in Education and Teaching International, 52, 610–620. https://doi.org/10.1080/14703297.2013.847381
Humeniuk, I., Kuntso, O., Popel, N., & Voloshchuk, Y. (2021). mastering listening comprehension at ESP classes using Ted Talks. Advanced Education, 8(18), 27–34. https://doi.org/10.20535/2410-8286.226733
Hutchinson, T., and Waters, A. (1987) English for Specific Purposes: A learning –centered Approach. Cambridge: CUP.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of second language writing, 16(3), 148-164.
Irshad, I., & Anwar, B. (2018). English for specific purposes: Designing an EAP course for computer science students. Journal of Education and Educational Development, 5(1), 156. https://doi.org/10.22555/joeed.v5i1.1533
Islam, M. (2014). The differences and similarities between English for Specific Purposes (ESP) and English for General Purposes (EGP) teachers. Journal of Research (Humanities), 1(2), 67–76. https://pu.edu.pk/images/journal/english/PDF/4. ESP vs EGP Teacher Article after revision 13-12-14.pdf
Ismuwardani, Z., Nuryatin, A., & Doyin, M. (2019). Implementation of project based learning model to increased creativity and self-reliance of students on poetry writing skills. Journal of Primary Education, 8(1), 51-58. https://doi.org/10.15294/JPE.V8I1.25229
Kapur, D. S. (2015). Understanding the characteristics of an adult learner. Jamia Journal of Education-An International Biannual Publication, 2(1), 111–121. https://www.researchgate.net/publication/287488944
Karapetian, A. O. (2020). Creating ESP-based language learning environment to foster critical thinking capabilities in students’ papers. European Journal of Educational Research, 9(2), 717–728. https://doi.org/10.12973/eu-jer.9.2.717
Kenny, N. (2016). Is there a specific method for teaching ESP?. The Journal of Teaching English for Specific and Academic Purposes, 4(2), 253–260.
Khosiyono, B. H. C. (2018). Topic-based ESP materials for vocational school. Prominent Journal of English Studies, 1(1), 4–11. https://doi.org/10.24176/pro.v1i1.2486
Lee, B. (2017). TELL us ESP in a flipped classroom. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4995–5007. https://doi.org/10.12973/eurasia.2017.00978a
Lin, C. C., Barrett, N. E., & Liu, G. Z. (2020). English outside the academic sphere: A mobile-based context-aware comparison study on collaborative and individual learning. Journal of Computer Assisted Learning, 37(3), 657–671. https://doi.org/10.1111/jcal.12514
Liu, G. Z., Chen, J. Y., & Hwang, G. J. (2017). Mobile-based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context-aware application. British Journal of Educational Technology, 49(2), 305–320. https://doi.org/10.1111/bjet.12581
Liu, J., Chang, Y., Yang, F., & Sun, Y. (2011). Is what I need what I want? Reconceptualising college students’ needs in English courses for general and specific/academic purposes. Journal of English for Academic Purposes, 10(4), 271–280.
Long, T., Logan, J., & Waugh, M. (2016). Students’ perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 60(3), 245-252. https://doi.org/10.1007/s11528-016-0045-4
Mahbub, M. A. (2019). English teaching in vocational high school: A need analysis. JEELS Journal of English Education and Linguistics Studies, 5(2), 229–258.
Mannahali, M., Rijal, S. & Yusri (2020). Communicative translation method in increasing students’ performance in translation class. Asian ESP Journal, 16(4), 259-270.
Master, P. (2005). Research in English for specific purposes. In E. Hinkel, (Ed.), Handbook of research in second language teaching and learning (pp. 99-115). London: Lawrence Erlbaum Associates.
Medical Education Research and Development, M. S. U. (n.d.). What, why, and how to implement a flipped classroom modeL. Retrieved November 10, 2021, from https://omerad.msu.edu/teaching/teaching-skills-strategies/27-teaching/162-what-why-and-how-to-implement-a-flipped-classroom-model
Menteri Pendidikan dan Kebudayaan Republik Indonesia. (2013). Peraturan menteri pendidikan pendidikan dan kebudayaan republik indonesia nomor 70 tahun 2013 tentang kerangka dasar dan struktur kurikulum sekolah menengah kejuruan/madrasah aliyah kejuruan.
Menteri Pendidikan dan Kebudayaan Republik Indonesia. (2018). Peraturan Menteri Pendidikan dan Kebudayaan RI No. 37 Tahun 2018 tentang Perubahan atas Peraturan Menteri Pendidikan dan Kebudayaan RI No. 24 Tahun 2016 tentang Kompetensi Inti dan Kompetensi Dasar
Norton, J. (2018). Lesson study in higher education: A collaborative vehicle for professional learning and practice development of teachers of English for specific purposes. In Key issues in English for specific purposes in higher education (pp. 95-109). Springer, Cham.
Novitasari, F. N. (2019). Collaborative learning in ESP speaking classroom: Learners’ perceptions and experiences. KnE Social Sciences, 3(10), 309. https://doi.org/10.18502/kss.v3i10.3912
Patton, A. (2012). Work that matters the teacher's guide to project-based learning. Paul Hamlyn Foundation.
Rhahima, A., Inderawati, R., & Eryansyah, E. (2021). Students’ needs analysis for the development of electronic descriptive reading materials for hotel accommodation program in VHS. Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra, 5(2), 470-482. https://doi.org/10.26858/eralingua.v5i2.20182
Sadeghi, B., Taghi Hassani, M., & Hemmati, M. R. (2013). The effects of genre-based instruction on ESP learners’ reading comprehension. Theory and Practice in Language Studies, 3(6), 1009–1020. https://doi.org/10.4304/tpls.3.6.1009-1020
Salem, A. A. M. S. (2018). Engaging ESP university students in flipped classrooms for developing functional writing skills, HOTs, and eliminating writer’s block. English Language Teaching, 11(12), 177. https://doi.org/10.5539/elt.v11n12p177
Salleh, F. I. M., Ghazali, J. M., Ismail, W. N. H. W., & Raidzuan, S. N. M. (2018). Problem based learning (PBL) in ESP classroom. International Journal of Pure and Applied Mathematics, 118(24), 1-13.
Salmani-Nodoushan, M. A. (2020). English for specific purposes: Traditions, trends, directions. Studies in English Language and Education, 7(1), 247–268. https://doi.org/10.24815/siele.v7i1.16342
Sezer, B., Sezer, T., & Lampotang, S. (2017). How to flip a classroom in four simple steps. IACB, ICE & ICTE Proceedings
Shaalan, I. E. N. A. W. (2020). Integrating project-based learning strategies in the design of an ESP dental vocabulary course for ESL Malaysian majors. Arab World English Journal, 11(3), 464-483.
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of business research, 104, 333-339.
Taillefer, G. (2007). The professional language needs of economic graduates: Assessment and perception for French context. English for Specific Purposes,26, 135-155.
Tangpermpoon, T. (2008). Integrated approaches to improve students writing skills for English major students. ABAC journal, 28(2), 1-9.
Trujeque-Moreno, E. E., Romero-Fernández, A., Esparragoza-Barragán, A., & Villa-Jaimes, C. J. (2021). Needs analysis in the English for specific purposes (ESP) approach: The case of the benemérita Universidad Autónoma de Puebla. Mextesol Journal, 45(2), 1–24.
Vogt, K., & Kantelinen, R. (2013). Vocationally oriented language learning revisited. ELT Journal, 67(1), 62–69. https://doi.org/10.1093/elt/ccs049
Wette, R. (2018). English for specific purposes (ESP) and English for Academic purposes (EAP). The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0199
Wiranegara, D. A. (2019). Designing project-based learning in ESP class. Journal of English for Academic and Specific Purposes, 2(2), 25-35.
Zuana, M. M. M. (2016). Implementing project-based learning (PBL) learning course in ESP classroom. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 1(2), 115-125.
DOI: https://doi.org/10.24071/ijiet.v6i2.4388
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Sibakhul Milad Malik Hidayatulloh
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
IJIET Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.
This work is licensed under CC BY-SA.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
IJIET DOI: https://doi.org/10.24071/ijiet
p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)
IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.