Case Study: Vocational High Schools (SMK) in Banten Province
Indonesia’s vocational schools are expected to prepare graduates with skills relevant to industry. However, many students struggle with English for workplace communication (airline, hospitality, IT sectors). The goal of this needs analysis is to identify what English skills are needed and how the current curriculum meets them. Please give your explanation about it
This needs analysis aims to identify the English language skills required by vocational school students to communicate effectively in the workplace, particularly in the airline, hospitality, and IT sectors. It also evaluates how well the current curriculum aligns with industry needs to ensure graduates are prepared for professional communication challenges.
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ReplyDeleteJadi intinya, untuk mengidentifikasi standar kurikulum, guru harus bandingkan KI/KD dengan real demand di dunia kerja. Untuk memenuhi standar, guru bisa menambahkan materi kontekstual (ESP), latihan speaking nyata, serta evaluasi berbasis kompetensi, sehingga lulusan SMK lebih siap kerja dan tidak hanya jadi angka pengangguran.
ReplyDeleteI think a good solution would be to first conduct a survey of companies in related sectors (such as airlines, hotels, IT) to determine which English language competencies are most needed, such as speaking for customer service, writing for business emails, and perhaps even reading for technical instructions. Learning could also focus on real world communication practices, such as role playing and work simulations.
ReplyDeleteSo in the results of our discussion after reading the problem above, namely adding a curriculum of learning methods such as bimbel (study guidance) in special subjects according to the school majors taken and then adding practice to the learning method itself. then don't forget to use the discussion method so that students understand better in voicing the results of the learning and tutoring that has been carried out and find out whether the results are adequate for the student, and teachers must also have adequate competence first before carrying out teaching and practice and tutoring.
ReplyDeleteFinding the discrepancy between the present SMK curriculum and the real English proficiency needed in the workplace requires a needs analysis. The curriculum can be modified to emphasize useful communication skills in sectors like IT, hospitality, and aviation by implementing English for Specific Purposes (ESP). In addition to assisting educators in creating pertinent resources and techniques, this strategy helps students become more employable and self-assured in authentic work environments.
ReplyDeleteIndonesia’s vocational schools aim to prepare students for industry, but many still struggle with English in fields like airlines, hospitality, and IT. These sectors require specific skills such as customer communication, email writing, presentations, and technical vocabulary. A needs analysis is useful to identify which English skills are truly needed and to check if the current curriculum matches workplace demands. If the curriculum is too general and grammar-focused, students may not be fully prepared, so schools should make English learning more practical and industry-based.
ReplyDelete(FIFI CHAERANI 231230102)
ReplyDeleteEnglish Skills Needed:
Hospitality: Speaking & listening to serve guests, technical vocabulary (reservation, amenities, etc.).
IT: Reading & writing for documentation/reports, listening for meetings/webinars.
Aviation: Speaking & listening for passengers & crew, technical vocabulary for aviation & safety.
Current Curriculum Limitations:
The curriculum is still general and less relevant to industry needs.
Weak focus on listening & speaking.
Limited materials (role-play, audio, specific vocabulary).
Teachers lack training in English for Specific Purposes (ESP).
Conclusion & Recommendations:
Vocational schools need to revise the curriculum by integrating industry-oriented English, training teachers in ESP, and establishing collaboration with industries to ensure the relevance of materials and skills.
I think first, teachers need to find out the requirements for working in a particular field. For example, if the requirement for working in aviation is the TOEIC, then teachers need to incorporate the TOEIC test into the curriculum for later study. The final result is that students will take the TOEIC test to determine their learning success.
ReplyDeleteIn my opinion, we can review this problem with achievements such as increasing teacher competence in teaching children so that children can gain knowledge according to their needs for the future or in the world of work. Apart from that, teachers must also practice with children according to their major and can carry out the practice using English. While practicing, teachers can assess and evaluate children's English grammar to evaluate learning to improve children's English skills.
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ReplyDeleteIndonesia has already embraced the international arena, and English is considered a second language after the mother tongue. Therefore, the Indonesian curriculum must require the study of English, even if only basic. If certain companies require English skills per employee, the school curriculum should target each student to have English language skills according to the company's needs.
ReplyDeleteSafety Mahadika Putri Assaidi and Desta Asditia Utami
ReplyDelete1. Developing a contextual and industry spesific English curriculum
2. Teacher training and profesional development
3. Colaboration with industry (link and match)
4. Use authentic materials and digital learning
5. Ongoing Curriculum Evaluation and Adjustment
6. Enhancing Students’ Confidence and Practical Communication Skills
1. Developing a contextual and industry spesific English curriculum
ReplyDelete2. Teacher training and profesional development
3. Colaboration with industry (link and match)
4. Use authentic materials and digital learning
5. Ongoing Curriculum Evaluation and Adjustment
6. Enhancing Students’ Confidence and Practical Communication Skills
"A major challenge in needs analysis is gathering accurate and relevant data, particularly when resources are limited."
ReplyDeleteImprove industry-based curriculum, teacher quality, intensive programs, industry partnerships, and regular evaluations.
ReplyDeleteAs a student, I see that one of the main reasons vocational graduates struggle with English is the easy access to translation tools. Many students rely too much on simply translating English into Indonesian rather than truly practicing communication. This makes them less confident when they face real workplace situations. In my opinion, the curriculum should be more flexible, focusing not only on general English but also on practical activities that reflect actual industry needs. This way, students can adapt better to different contexts and be more prepared for the demands of their future jobs.
ReplyDeleteneeds Analysis is not just the initial stage, but an ongoing process that affects the entire curriculum development cycle, from planning to implementation to evaluation. Success depends largely on the methods used, the involvement of stakeholders, and the ability to translate the results of the analysis into tangible curriculum design.
ReplyDeleteMenurut saya, tulisan ini membuka wawasan bahwa lulusan SMK tidak cukup hanya memiliki keterampilan teknis, tetapi juga harus menguasai bahasa Inggris untuk komunikasi di bidang kerja. Analisis kebutuhan bisa menjadi jembatan untuk menyesuaikan antara kurikulum dengan kebutuhan industri.
ReplyDeleteThis case study shows that vocational high school students in Banten still struggle with workplace English. In fact, industries such as aviation, hospitality, and IT require practical communication, not just grammar. This means there is a gap between the curriculum and workplace needs, so English learning should be more focused on real job practice.
ReplyDeleteThis needs analysis is a crucial first step in improving the quality of vocational education in Indonesia, particularly in Banten. By understanding industry needs and student abilities, we can prepare vocational school graduates who are work-ready and highly competitive.
ReplyDeleteTo solve this issue, the English curriculum in SMKs needs to be tailored more closely to the demands of the industries, focusing on communication skills such as speaking, listening, writing, and understanding industry-specific vocabulary for aviation, hospitality, and IT. Collaboration between schools and industries, along with teaching methods based on practical experience, will better prepare students for the challenges of the workplace.
ReplyDeleteVocational High Schools (SMK) in Banten are meant to prepare students with skills needed for jobs, but many students have difficulty using English at work, especially in the airline, hospitality, and IT sectors. This needs analysis looks at which English skills students really need and whether the current curriculum helps them. By checking students’ current skills, what industries require, their learning styles, and future needs, we can see the gaps between what students can do now and what they need for work. The results can help improve the curriculum, guide teacher training, and give ways to make sure students are confident and ready to use English in their jobs.
ReplyDeleteThis needs analysis aims to find out what English skills are actually required in the workplace and whether the current curriculum already supports those needs. By identifying the gaps, schools can improve their teaching so that students are better prepared to face real industry demands.
ReplyDeletejd ini perlu adanya need analysis, untuk meratakan "kebisaan dalam bahasa Inggris" sesuai spesifikasi pekerjaan kaya aspek airline, hospitality, atau IT. setelahnya mungkin bisa disisipkan tugas praktek kaya misal:
ReplyDeleteAirline: “make a short safety reminder & handle seat change request.”
Hospitality: “handle complaint via phone + write follow-up note.”
IT: “read a short API doc & write a 5-line bug report/email.”
setelahnya lakukan pre test dan post task performance, atau portofolio seperti produk kerja siswa( script announcement, complaint log, bug report) sebagai tolak ukur keberhasilan siswa dalam menerapkan praktek bahasa inggris yg sesuai dan dibutuhkan dengan pekerjaan itu. ambil sertifikasi toeic bila diperlukan untuk jangka panjang.
Using Media & Technology
ReplyDelete1. Use language learning apps (for example, Duolingo) for self-practice.
2. Learn from movies, podcasts, and articles related to their major.
English skills are needed speaking and listening skills are weak, while industries demand high communicative competence.
ReplyDeleteSMK English should be more ESP-based, using role plays, simulations, authentic materials, and industry collaboration to make students job-ready.
The needs analysis of vocational high schools in Banten shows that there is a clear gap between what industries require and what the current English curriculum provides. While the curriculum often focuses on general English skills, the workplace demands more specific communication abilities such as speaking and listening in hospitality, or reading and writing technical documents in IT. Therefore, English teaching in SMK should move toward English for Specific Purposes (ESP) so that students are not only able to learn the language but also apply it effectively in real workplace situations.
ReplyDeleteMany Indonesian vocational students lack the English skills needed for jobs in hospitality, airlines, and IT because their school curriculum focuses on general grammar instead of practical, job-specific communication. To fix this, schools should teach English for Specific Purposes (ESP), using role-playing and other practical methods to prepare students for real-world interactions.
ReplyDeleteThis discussion shows that vocational school students in Indonesia, especially in Banten Province, greatly need strong English skills. They should not only master general English such as grammar, writing general paragraphs, and everyday conversations, but the curriculum must also be aligned with ESP (English for Specific Purposes) so that graduates are work-ready and able to adapt to the demands of their respective industries.
ReplyDeleteNama: Hikmah Islamiyati
ReplyDeleteNIM: 231250011
Kelas: MPI 5A
A case study of a vocational high school (SMK) in Banten shows that despite the existence of an English curriculum, there is a significant gap between the skills taught in schools and the practical needs of the workplace.
Graduates require strong speaking and listening skills, as well as professional vocabulary specific to their fields. Therefore, the curriculum must be reformed to be competency-based and industry-based, with interactive learning methods. The goal is to ensure graduates possess not only the knowledge but also the confidence to communicate in the workplace.
This comment has been removed by the author.
ReplyDeleteAulia khairunisa
ReplyDelete231250005
MPI 5A
Vocational High Schools (SMK) in Banten Province face challenges in preparing graduates who are able to communicate effectively in English, particularly in industries with global engagement such as aviation, hospitality, and information technology. The labor market requires English skills that are not only general but also specific, including the ability to communicate with customers, write reports or formal emails, understand technical instructions, and read work manuals. This indicates that English for Specific Purposes (ESP) is a crucial competency for SMK students in order to meet industry demands.
However, the current English curriculum in SMK still emphasizes General English and theoretical aspects such as grammar, thereby providing limited opportunities for practical workplace communication. As a result, many students experience a gap between their acquired abilities and the actual needs of the labor market. Therefore, curriculum adjustments are needed by incorporating ESP materials relevant to each major, supported by more practical teaching methods such as workplace simulations, role plays, and partnerships with industries. These efforts are expected to enhance the relevance of English learning in SMK and better prepare graduates to face global challenges.
Nama: Siti Khoriyah
ReplyDeleteNIM: 231250008
Kelas : MPI 5A
In my opinion, English proficiency is very important for vocational school students because many industries such as aviation, hospitality, and IT use it as the main language. Unfortunately, many students have not yet mastered English well. A needs analysis is necessary to identify which skills must be developed and how the curriculum can be adjusted to better support the demands of the workplace.
NAMA:SITI AMAS SAPINAH
ReplyDeleteNIM:231250013
MPI 5A
In my opinion, vocational high schools in Banten should not only teach technical skills but also strengthen English for workplace communication, especially in airline, hospitality, and IT. The most important needs are speaking, listening, and field-specific vocabulary because these are directly used in real jobs. However, the current curriculum is still too focused on general English, so it does not fully meet industry needs.
Nama: Fia Ahfiatul Muhibah
ReplyDeleteNIM. : 231250068
MPI 5C
In my opinion, vocational schools in Banten Province need to conduct a needs analysis to identify the English language skills required by industries like the airline, hospitality, and IT sectors, such as oral and written communication, technical vocabulary, and cultural understanding. To meet these needs, the curriculum can be enhanced with interactive teaching methods, speaking and writing exercises, and collaboration with industry to provide students with real-world experience so they can effectively meet these industry needs.
Putri Salsabila Andriani
ReplyDelete231250093
MPI 5C
Vocational schools in Indonesia are designed to prepare students with skills that meet industry demands, yet many graduates still struggle to use English in the workplace, especially in fields such as aviation, hospitality, and information technology, where international communication is essential. This needs analysis aims to identify the specific English skills required in these industries and to evaluate whether the current curriculum adequately addresses those needs. Each sector requires different language competencies, such as speaking and understanding instructions in aviation, polite communication and guest services in hospitality, and reading technical documents and communicating professionally in the IT field. These requirements show that industries expect practical, workplace-oriented English rather than general English instruction. The analysis also examines whether the curriculum provides relevant materials, real-life practice activities, and industry-specific English. However, the curriculum is still largely general and does not fully support the English skills needed in real work environments. Overall, this needs analysis seeks to understand the gap between industry expectations and the existing curriculum so that adjustments can be made to better prepare vocational school graduates for the workforce.
Yuni Oktavia
ReplyDelete231250084
MPI 5 C
in my opinion, Indonesia’s vocational schools are designed to equip students with practical and technical skills aligned with industry needs. As graduates are expected to work in various professional sectors—such as airlines, hospitality, information technology, engineering, and services—the ability to use English for workplace communication becomes essential. English is not only a global lingua franca but also a core requirement in industries that involve international collaboration, technical documentation, customer interaction, and digital communication. This needs analysis serves as a bridge between what industries expect and what schools currently provide, enabling vocational education to better prepare students for real employment demands in a globalized era.
ISTIQOMAH
ReplyDelete231250092
MPI 5c
Menurut saya, bahasa Inggris itu bukan cuma sekadar mata pelajaran yang dikejar nilainya saja, tapi lebih ke bekal penting yang akan benar-benar dipakai siswa SMK ketika masuk dunia kerja. Soalnya, industri sekarang enggak hanya butuh orang yang paham teori, tapi yang bisa berkomunikasi dengan baik secara langsung — misalnya menangani tamu, menyampaikan informasi, memahami instruksi, atau menulis email profesional.
Kalau kita lihat kondisi di sekolah saat ini, pembelajaran bahasa Inggris masih cenderung fokus ke teori dan grammar. Padahal dunia kerja minta skill yang beda: lebih ke kemampuan berbicara, mendengar, dan penggunaan bahasa Inggris sesuai bidang pekerjaan. Jadi menurut saya, sudah saatnya sekolah mulai menerapkan English for Specific Purposes (ESP) dan memberikan lebih banyak latihan komunikasi berbasis situasi kerja nyata. Dengan begitu, lulusan SMK akan jauh lebih siap menghadapi dunia kerja, baik di dalam negeri maupun di luar negeri.
Ila Deliyana
ReplyDelete231250074
MPI 5C
Indonesia’s vocational schools are meant to prepare students to be job-ready and meet what industries expect. But in reality, many students still find English challenging, even though it’s really important in fields like airlines, hospitality, and IT. A needs analysis helps us understand two things:
1. What English skills students actually need in their future jobs such as customer service expressions, technical vocabulary, or writing professional emails.
2. Whether the current curriculum already provides those skills, and if it focuses enough on practical English that students will use at work.
Overall, this analysis helps make the English lessons more relevant, supports students in communicating confidently, and better prepares them for real workplace situations.
ahmad fadhlur rahman sofyan
ReplyDelete(231250083)_MPI 5C
I think a good solution would be to first conduct a survey of companies in related sectors (such as airlines, hotels, IT) to determine which English language competencies are most needed, such as speaking for customer service, writing for business emails, and perhaps even reading for technical instructions. Learning could also focus on real world communication practices, such as role playing and work simulations.
Vocational schools in Indonesia are designed to prepare students with skills that meet industry demands, yet many graduates still struggle to use English in the workplace, especially in fields such as aviation, hospitality, and information technology, where international communication is essential. This needs analysis aims to identify the specific English skills required in these industries and to evaluate whether the current curriculum adequately addresses those needs. Each sector requires different language competencies, such as speaking and understanding instructions in aviation, polite communication and guest services in hospitality, and reading technical documents and communicating professionally in the IT field. These requirements show that industries expect practical, workplace-oriented English rather than general English instruction. The analysis also examines whether the curriculum provides relevant materials, real-life practice activities, and industry-specific English. However, the curriculum is still largely general and does not fully support the English skills needed in real work environments. Overall, this needs analysis seeks to understand the gap between industry expectations and the existing curriculum so that adjustments can be made to better prepare vocational school graduates for the workforce.
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ReplyDeleteAde susilawati
ReplyDelete231250087
Studi kasus ini menunjukkan bahwa banyak siswa SMK di Banten masih kesulitan menggunakan bahasa Inggris dalam konteks kerja, terutama di bidang penerbangan, perhotelan, dan TI. Padahal industri membutuhkan kemampuan bahasa Inggris yang lebih spesifik, seperti komunikasi dengan pelanggan, penggunaan istilah teknis, penanganan telepon, penulisan email profesional, hingga instruksi kerja.
Kurikulum SMK saat ini masih berfokus pada bahasa Inggris umum, sehingga belum cukup mendukung kebutuhan tersebut. Karena itu, analisis kebutuhan dilakukan untuk melihat kesenjangan antara apa yang diajarkan di sekolah dan apa yang benar-benar dibutuhkan di tempat kerja. Hasilnya menunjukkan perlunya penyesuaian kurikulum agar lebih berbasis praktik dan sesuai tiap jurusan, sehingga lulusan lebih siap menghadapi tuntutan industri.
Shofwah Badiyah ( 231250002 )
ReplyDeleteMPI 5A
An analysis of the English language needs of vocational school students shows that there is a gap between the curriculum, which still focuses on grammar, and the real communication needs in the workplace, especially in the aviation, hospitality, and IT sectors, which demand practical skills such as customer communication, professional email writing, presentations, and mastery of technical skills. Therefore, English learning in vocational schools must be more directed towards the industrial context so that graduates are truly prepared to face the challenges of professional communication in the work environment.
Teuku Faisal Rachmadani
ReplyDelete231250077
Vocational High Schools in Banten are expected to prepare students for real jobs, but many still struggle with English needed in workplaces such as hotels, airlines, and IT.
The needs analysis shows that students actually need skills in speaking, listening, reading SOPs, and writing emails or reports.
However, the current curriculum still focuses on general English, not job-related English.
Therefore, the curriculum should be adjusted to include more communication practice, industry vocabulary, and tasks that match workplace needs.
Majriul haq
ReplyDelete231250096
In Banten SMKs, students’ English skills do not fully meet industry demands. They need English to serve customers, understand instructions, write reports, and communicate professionally.
The current curriculum is too general and lacks real workplace practice.
A needs analysis helps identify what students actually need so the curriculum can be improved to make them more job-ready.
Sulthonudin
ReplyDelete231250080
MPI 5C
The statement highlights the importance of conducting a needs analysis in vocational education, especially regarding English competency. A needs analysis aims to identify the specific English skills required by industries such as aviation, hospitality, and IT. Each sector demands different types of communication abilities—for example, aviation students need English for announcements and safety briefings, hospitality students need skills for greeting guests, handling reservations, and providing services, while IT students require English for reading technical manuals, writing professional emails, and explaining technical processes.
By conducting this needs analysis, schools can determine whether the current English curriculum is aligned with these industry demands. In many cases, the curriculum may still be too general and not yet tailored to workplace communication needs. If gaps are found, curriculum improvements are necessary, such as integrating English for Specific Purposes (ESP), providing more practical communication tasks, and incorporating project-based activities that simulate real workplace situations.
In conclusion, this needs analysis is essential to ensure that English instruction truly supports vocational students’ readiness for the workforce and enhances the relevance of graduates to industry requirements.