Please read the text below and find which ones are introduction, body, and conclusion. Put your answers in the blog's comment coloumn. To do the exercise, please open this link.
Please read the text below and find which ones are introduction, body, and conclusion. Put your answers in the blog's comment coloumn. To do the exercise, please open this link.
Aulia khairunisa
ReplyDelete231250005
MPI 5A
1. Introduction terdapat pada bagian Introduction yaitu halaman 1211-1214
2. Body terdapat pada bagian Research method hingga diiscussion yaitu pada halaman1214-1221
3. Conclusion terdapat pada bagian Conclusion yaitu pada halaman 1221-1222
Nama : Hikmah Islamiyati
ReplyDeleteNIM: 231250011
Kelas: MPI 5A
- Introduction (Pendahuluan)
The introduction discusses the role of vocational students as assets to society who need proper training for specific jobs. It highlights that vocational schools provide practical skills for occupations like technology and healthcare, aiming to prepare students for the workforce. The document points out a major challenge in these schools: the imbalance between English curriculum material and instructional time. With only two hours of English class per week, students' proficiency is hindered. The introduction emphasizes the importance of communicative competence, which is the ability to communicate effectively in a language. Previous studies have identified several obstacles students face in developing this competence, including a lack of practice, limited vocabulary, and a fear of making mistakes. The study aims to investigate the level of students' communicative competence, their needs, and appropriate teaching methods.
- Body (Isi)
This section outlines the research methodology and findings. The study used a descriptive qualitative approach with interviews, observation, and document analysis as its instruments. The respondents included 60 students, 3 English teachers, and 2 industry staff members from Garuda Maintenance Facilities (GMF).
The main findings revealed that most students felt the allocated time for English was inadequate and that teachers used traditional teaching methods. The teachers admitted that they did not consistently follow the 2013 curriculum, which they felt did not specifically focus on the needs of the workplace. An industry representative from GMF also confirmed that while graduates possess the necessary technical skills, their English proficiency is still lacking.
Overall, the body highlights a significant gap between what is taught in vocational schools and what the industry requires, along with issues in curriculum implementation and teaching methodology.
- Conclusion (Kesimpulan)
The study concludes that there is a significant gap between the English skills desired by the industry and the actual competencies of Indonesian vocational students. This is attributed to factors like teacher commitment, students' varying competencies, and school facilities. To address this, the study recommends that teachers commit to syllabus development and align their methods with students' needs. It also suggests that schools should recalibrate their English teaching strategies to be more contextualized, job-specific, and skill-oriented. The conclusion emphasizes that by implementing these changes, vocational schools can prepare students to be linguistically equipped for the global workforce.
Nama : Iin Anisah
ReplyDeleteNIM : 231250007
Kelas : MPI 5-A
• The introduction discusses how vocational students are regarded as valuable assets and how vocational schools are designed to provide practical skills for specific occupations such as technology, healthcare, business, and industry. It also points out the challenges in English learning and sets the purpose of the study: to investigate students’ communicative competence and the appropriate methods to develop it.
• The body explains the research method, participants, and findings. It shows that students still have weaknesses in vocabulary, phonology, and practical communication, even though they perform better in grammar and structure. The discussion highlights the gap between curriculum and industry needs, the lack of innovative teaching methods, and the inconsistency in using the syllabus.
• The conclusion emphasizes the gap between desired English skills and students’ actual abilities. It suggests that teachers need to commit to the syllabus, apply student-centered methods, and collaborate through professional forums to create a standardized syllabus for vocational students.
Dinda larasati
ReplyDelete231250024
MPI 5A
- Introduce
which is included in the introduction is, Vocational schools are educational institutions that provide practical skills and training for specific occupations. English classes in vocational schools face a significant challenge due to the imbalance between curriculum material and instructional time. Foreign language teaching is crucial in today's interconnected world, providing practical communication skills, cultural understanding, and global awareness.
- Body
which is included in the body of the article is, This research employed a descriptive qualitative method with 60 students, 3 English teachers, and 2 industry officers. The findings show that students’ communicative competence is still low, teachers rarely apply the syllabus and use traditional methods, and industry views graduates’ English proficiency as inadequate for workplace standards. The discussion highlights a misalignment between curriculum content and workplace language needs.
- Conclusion
which is included in the conclusion of the article is, The study highlights a gap between desired English skills and actual competencies. Teachers’ commitment, students’ competence, and school facilities are key factors. Enhancing communicative competence is essential for future career prospects and workforce success.
NAMA : SITI AMAS SAPINAH
DeleteNIM : 231250013
MPI 5A
-Introduction (pendahuluan)
The Introduction of the text highlights the significance of English communicative competence for vocational students who are expected to face global competition in the workplace. It also describes the main problems such as the limited time allocation for English lessons, the lack of teacher commitment, and the misalignment between the curriculum and industry needs. The introduction clearly sets the purpose of the study, which is to investigate the students’ level of competence and their actual needs in learning English.
- Body (isi)
The Body consists of the research method, findings, and discussion. The method section explains that the study used a descriptive qualitative approach involving students, teachers, and industry officers. The findings reveal that students are relatively strong in grammar but weak in vocabulary, phonology, and practical communication. Teachers are often inconsistent in applying the syllabus, mostly rely on traditional methods, and rarely use media. The curriculum, meanwhile, provides general English instead of specific workplace English, which creates a gap between what is taught in schools and what is required in the labor market. The discussion emphasizes that teacher training, more interactive learning, and curriculum alignment are urgently needed.
-Conclusion (kesimpulan)
The Conclusion restates that the communicative competence of vocational students is still far from the expected standard. The causes include teachers’ low commitment, insufficient facilities, and curriculum misfit with industry demands. Therefore, the study recommends that teachers apply the syllabus consistently, implement student-centered approaches, and participate in professional forums to standardize materials. It also suggests regular supervision and curriculum revision to ensure that students are well-prepared to compete in the global workplace.
Nama: Siti Khoriyah
ReplyDeleteNIM : 231250008
Kelas : MPI 5A
- Introduction
Vocational schools provide practical training for specific jobs such as technology, healthcare, and engineering. However, English learning in these schools faces challenges due to limited class time, lack of suitable materials, and the need for job-specific communication skills. Communicative competence is essential for vocational students to succeed in the workforce, as it enables them to use English effectively in real-life situations.
Many students struggle with limited vocabulary, fear of making mistakes, lack of motivation, and minimal exposure to authentic materials. This study aims to investigate the level and needs of vocational students’ communicative competence and identify appropriate teaching methods to improve their English skills for future employment.
- Body
The interview results from vocational students in Tangerang reveal that most students are dissatisfied with their English learning experience. A total of 52 students stated that the time allocated for English learning is insufficient, and 55 students said that the learning media used in class is unengaging and monotonous. Additionally, many students felt that learning objectives were not clearly communicated and that teaching methods were not applied effectively.
Interviews with English teachers and industry professionals further explored how to develop students' communicative competence. Teachers confirmed that the school uses the 2013 Curriculum (K13), which is available and serves as a guide for teaching and assessment. The curriculum is considered important because it includes clear objectives, materials, media, methods, and assessment tools. Teachers emphasized the need to use more creative and interactive media to make English learning more interesting and effective for students.
- Conclusion
there is a gap between the expected English skills and the actual abilities of vocational high school students in Indonesia. To overcome this, teachers need to commit to syllabus development, adjust teaching methods to students’ needs, conduct regular supervision, and encourage collaboration to make vocational education quality more consistent and relevant.
Aulia khairunisa
ReplyDelete231250005
MPI 5A
1. Introduction
Found in the INTRODUCTION section (pp. 1211–1214).
It explains:
The importance of vocational education and its link to English language skills.
Challenges in teaching English at vocational schools (limited class hours, lack of motivation, insufficient media, and mismatch with industry needs).
The concept and importance of communicative competence.
The research aims: to investigate the students’ communicative competence level, their needs, and ways to improve it.
2. Body
Covers RESEARCH METHOD, FINDINGS, and DISCUSSION (pp. 1214–1221).
It includes:
1. Research method – descriptive qualitative design using observation, interviews, and syllabus analysis.
2. Participants – 60 students, 3 English teachers, and 2 industry officers (Garuda Maintenance Facilities).
3. Instruments – interviews, observation, and documents.
4. Data analysis – Miles & Huberman model.
5. Findings:
Students’ communicative competence level is relatively low.
Main issues: limited learning time, lack of learning media, teachers not applying the syllabus, and mismatch between curriculum and industry demands.
Teachers and industry representatives confirm that English teaching is still general and not aligned with workplace communication needs.
6. Discussion – emphasizes the gap between national curriculum expectations and actual students’ skills. While grammar and structure are relatively good, students lack vocabulary, fluency, and workplace-oriented communication. Teachers’ reliance on textbooks and traditional methods also hinders communicative learning.
3. Conclusion
Found in the CONCLUSION section (pp. 1221–1222).
It highlights:
A significant gap between the desired English skills and students’ actual competence.
Contributing factors: teachers’ lack of commitment, students’ varied abilities, and limited facilities.
Recommendations: teachers should commit to the syllabus, adjust teaching to students’ work-related needs, program heads should supervise regularly, and MGMP forums should standardize vocational syllabi.
Improving communicative competence is essential to help vocational graduates compete in the global workforce.
Shofwah Badiyah Leksono ( 231250002 )
ReplyDelete( Introduction )
The study addresses the low English communicative competence of Indonesian vocational students. It highlights that while these schools provide practical training for professions like automotive and engineering, students' language skills are not sufficient for the global job market. The research, a descriptive qualitative study, aimed to determine the students' level of English competence and identify ways to improve it
( Body )
The research found a significant gap between the English skills of vocational students and the needs of the industry. Although students have a moderate grasp of grammar, they lack proficiency in vocabulary, pronunciation, and practical communication for the workplace. This is mainly due to a curriculum that focuses on general English instead of industry-specific needs, unengaging traditional teaching methods, and a limited class time of just two hours per week.
(Conclusion)
The study concludes that the low English proficiency among vocational students is due to a lack of teacher commitment, inadequate school facilities, and varied student competencies. To address this, the document recommends that teachers commit to using and improving their syllabi based on student and industry needs. It also suggests that school administrators provide regular supervision and create forums for teachers to share best practices. These changes are necessary to equip graduates with the essential language skills needed for the global workforce.
Shofwah Badiyah Leksono.
ReplyDelete( 231250002 ) MPI 5A
( Introduction )
The study addresses the low English communicative competence of Indonesian vocational students. It highlights that while these schools provide practical training for professions like automotive and engineering, students' language skills are not sufficient for the global job market. The research, a descriptive qualitative study, aimed to determine the students' level of English competence and identify ways to improve it
( Body )
The research found a significant gap between the English skills of vocational students and the needs of the industry. Although students have a moderate grasp of grammar, they lack proficiency in vocabulary, pronunciation, and practical communication for the workplace. This is mainly due to a curriculum that focuses on general English instead of industry-specific needs, unengaging traditional teaching methods, and a limited class time of just two hours per week.
(Conclusion)
The study concludes that the low English proficiency among vocational students is due to a lack of teacher commitment, inadequate school facilities, and varied student competencies. To address this, the document recommends that teachers commit to using and improving their syllabi based on student and industry needs. It also suggests that school administrators provide regular supervision and create forums for teachers to share best practices. These changes are necessary to equip graduates with the essential language skills needed for the global workforce.
Amalia Az-Zahra
ReplyDelete231250030 MPI 5A
1. Introduction
Vocational students as youths have always been regarded as an asset to the social group
by family, tribe or state. All students' programs are not well organized, so they need to be
properly organized and trained for a specific job. Pramesti and Susanto (2023) also mentioned
that Vocational schools itself are educational institutions that provide practical skills and
training for specific occupations such as technology, healthcare, business, and industry. They
seek to provide students with the knowledge and abilities required to enter the workforce after
completing their education, with an emphasis on job-specific skills and career routes. On the
flip side, their job performance relies on having the required manipulative skill, adequate
technical knowledge, and the intelligence to apply that knowledge to the job's challenges
(Lubis, Yudistira, & Saputra, 2025).
2. Body
Research Design
This research employed a descriptive method with a qualitative approach, focusing on
collecting, analyzing, and interpreting non-numerical data to provide a rich and detailed
understanding of the phenomenon under investigation. As emphasized in qualitative research,
the primary goal is to explore meaning, experiences, and perspectives rather than quantifying
variables.
Research Participants or Population and Sample
This research conducted at one of private vocational school in Tangerang City,
Indonesia. Vocational schools have become primary agenda of Ministry of Education and
Culture since 2000 to produce proficient graduates (in the regulation of Education and Culture
Ministry number 20 in 2006)
Instruments
The researcher used interviews, observations and documens for instrument in this study.
To determine the level of communicative competence of students and teachers, Hughes' (2011)
levels and areas of research were used.
Data Analysis
For data analysis, in this research use (Miles & Huberman, 1994) as it allows for a
thorough description and analysis of multiple datasets, facilitating a more comprehensive
approach to addressing research questions compared to using just one method
3. Conclusion
The study on Indonesian vocational students' English communicative competence
highlights a significant gap between desired English skills and actual competencies. Factors
contributing to this discrepancy include teachers' commitment, students' diverse competencies,
and school facilities. To improve students' communicative abilities, the study recommends
teachers to be committed to syllabus development, align teaching methods with students' needs,
and adopt student-cantered approaches. Regular supervision and
Muhamad Fadil Idris
ReplyDelete231250006
MPI 5A
Introduction
Vocational students as youths have always been regarded as an asset to the social group by family, tribe or state. All students' programs are not well organized, so they need to be properly organized and trained for a specific job. Pramesti and Susanto (2023) also mentioned that Vocational schools itself are educational institutions that provide practical skills and training for specific occupations such as technology, healthcare, business, and industry. They seek to provide students with the knowledge and abilities required to enter the workforce after completing their education, with an emphasis on job-specific skills and career routes. On the flip side, their job performance relies on having the required manipulative skill, adequate technical knowledge, and the intelligence to apply that knowledge to the job's challenges (Lubis, Yudistira, & Saputra, 2025). ........ (1211-1215)
Body
Students’ Level Communicative Competence and Students’ Need
The First research objective is to find out the students’ level communicative competence and their need in English subject. Researchers conducted observation and structured interviews with sixty vocational school students in Tangerang City.......... This study confirms that while there is foundational awareness of English language
instruction in vocational schools, the implementation of communicative competence is largely theoretical and lacks practical application. To remedy this, schools must recalibrate their English teaching strategies by developing curriculum content that is contextualized, job-specific, and skill-oriented (Yasykur et al., 2023; Manalu et al., 2022).......... (1215-1221)
CONCLUSION
The study on Indonesian vocational students' English communicative competence highlights a significant gap between desired English skills and actual competencies. Factors contributing to this discrepancy include teachers' commitment, students' diverse competencies, and school facilities. To improve students' communicative abilities, the study recommends teachers to be committed to syllabus development, align teaching methods with students' needs, and adopt student-cantered approaches. Regular supervision and evaluation by program heads are also crucial. Collaborative efforts, can promote consistency and quality in vocational education.......... (1221-1222)
Muhammad Difa Izzati
ReplyDeleteNIM. 231250023
MPI - 5A
*INTRODUCTION*
Vocational students as youths have always been regarded as an asset to the social group
by family, tribe or state. All students' programs are not well organized, so they need to be
properly organized and trained for a specific job.....The last, summarizing the coded data in a table sheet. To ensure valid
data, researchers use triangulation methods. Then the researcher ensures that the data taken is
reliable because of the use of respondents who are in accordance with the research being
conducted..... (1211 - 1215)
*BODY*
The First research objective is to find out the students’ level communicative competence
and their need in English subject. Researchers conducted observation and structured interviews
with sixty vocational school students in Tangerang City.....graduates but also linguistically equipped individuals who can thrive in the global
workforce. These improvements are essential not only for enhancing educational quality but
also for securing better employment opportunities for students in a competitive and
interconnected world. (1215 - -1221)
*CONCLUSION*
The study on Indonesian vocational students' English communicative competence
highlights a significant gap between desired English skills and actual competencies.....The
last, teacher should create a MGMP forum to make standardize syllabus for vocational students.
(1221- 1222)
Nama: Awaliyah Nasuha
ReplyDeleteNIM: 231250031
Kelas: MPI - 5A
Introduction (pada hal. 1211–1214):
The introduction is found in the section titled INTRODUCTION. It explains the role of vocational schools, the importance of English language competence, and challenges faced by students. For example, it begins with the sentence:
“Vocational students as youths have always been regarded as an asset to the social group by family, tribe or state.” (pada hal. 1211).
Body (pada hal. 1214–1221):
The body is presented in the sections Research Method and Research Findings and Discussion. These pages describe the research design, participants, instruments, and data analysis. They also show the findings on students’ communicative competence levels, their needs, and how teachers and industry view the problem. For instance:
“This research employed a descriptive method with a qualitative approach, focusing on collecting, analyzing, and interpreting non-numerical data…” (pada hal. 1214).
Conclusion (pada hal. 1221–1222):
The conclusion appears in the section CONCLUSION. It summarizes the gap between desired and actual English skills, identifies influencing factors, and offers recommendations. For example:
“The study on Indonesian vocational students' English communicative competence highlights a significant gap between desired English skills and actual competencies.” (pada hal. 1221).
Nama : Lira Awanda
ReplyDeleteNIM : 231250009
Kelas : MPI 5 A
Introduction:
The introduction of the text is found in the section titled INTRODUCTION (pp. 1211–1214). It discusses the role of vocational schools, the challenges in teaching English, the importance of communicative competence, and previous studies highlighting students’ difficulties. It also explains the background and rationale for conducting the research, as well as the purposes of the study.
Body:
The body of the text is contained in the sections Research Method, Research Findings and Discussion (pp. 1214–1221). This part describes the research design, participants, instruments, and data analysis procedures. It then presents the findings on students’ communicative competence levels, needs, and challenges. Furthermore, it provides discussion connecting the findings with previous studies and theories, highlighting gaps between the curriculum and workplace requirements.
Conclusion:
The conclusion is found in the section titled CONCLUSION (pp. 1221–1222). It summarizes the main findings, pointing out the gap between students’ current English competence and the desired standard. It also gives recommendations such as teachers’ commitment to the syllabus, student-centered methods, regular supervision, and collaborative efforts to enhance the quality of vocational English education.
Nama = Chika Syahfitri
ReplyDeleteNim = 231250025
Kelas = 5 MPI A
- Introduction
The introduction section is on page 1, starting with the heading "INTRODUCTION".
Why is it considered the introduction?
This section sets the context and background for the research, highlighting the importance of English language competence for vocational school students in the global era. It also explicitly states the research's objectives, which are to investigate the level and needs of students' communicative competence and to find appropriate teaching methods.
- Body
The main body of the research covers several subsections from page 3 to page 11, specifically "RESEARCH METHOD" and "RESEARCH FINDINGS AND DISCUSSION".
Why is this considered the body?
This section contains the core details and main findings of the research.
1. "RESEARCH METHOD" explains how the study was conducted. It describes the research design (descriptive qualitative), the population and sample (60 students, 3 teachers, and 2 industry officers), and the instruments used to collect data (interviews, observation, and documents).
2. "RESEARCH FINDINGS AND DISCUSSION" presents the results of the data collected. This part shows findings such as the low level of students' competence and the mismatch between the taught curriculum and the needs of the professional world. The discussion also explores the factors influencing these conditions, such as teachers' lack of commitment to the syllabus and uninnovative teaching methods.
- Conclusion
The conclusion is located on page 11, under the heading "CONCLUSION".
Why is it considered the conclusion?
This section summarizes the main findings of the entire study. It highlights the significant gap between the desired English skills and the actual competence of the students. The section also provides practical suggestions and recommendations to address the issues, such as the need for teachers to be more committed to the syllabus and for routine supervision from the head of the study program.
Nama : Siti Nurul Mafudoh
ReplyDeleteNIM : 231250017
Kelas : MPI 5 A
Introduction
The article begins by highlighting the importance of vocational schools as institutions that prepare students with practical and technical skills for various professions such as automotive, engineering, healthcare, and construction. However, it emphasizes that English communicative competence is a crucial skill needed to compete in today’s globalized workforce. The introduction also explains the challenges faced by vocational schools in teaching English, including limited instructional time, lack of practice opportunities, and students’ low motivation. Furthermore, it presents the concept of communicative competence, based on Hughes’ theory, as the ability to use language effectively and appropriately in real-world contexts. The research is positioned as a response to the gap between vocational graduates’ skills and industry demands, with the purpose of assessing students’ level of English communicative competence, their needs, and strategies to improve them.
Body
The body of the article is divided into methodology, findings, and discussion:
1. Methodology
The study used a qualitative descriptive approach involving 60 students, 3 English teachers, and 2 industry officers from Garuda Maintenance Facilities. Data were collected through interviews, classroom observations, and syllabus/document analysis.
2. Findings
-Students’ Competence Students showed relatively good understanding of grammar and structure but weaker skills in vocabulary, phonology, and real communication tasks.
-NeedsStudents expressed dissatisfaction with limited learning time, lack of engaging media, and monotonous teaching methods. They requested more practical and industry-related materials.
-Teachers’ PracticesTeachers admitted they often did not fully apply the syllabus and relied on textbooks and lecture methods. They also faced difficulties in managing students and delivering materials effectively.
-Industry Perspective Industry officers considered vocational graduates technically skilled but lacking sufficient English competence, especially in speaking, writing, and understanding technical vocabulary.
3. Discussion
The article interprets these findings as evidence of a misalignment between the curriculum and workplace requirements. It stresses that current English instruction focuses too much on general skills (e.g., writing letters) rather than English for Specific Purposes (ESP). It also notes the lack of innovative teaching methods, weak teacher commitment to the syllabus, and insufficient integration of media and interactive practices. The discussion argues for revising the syllabus to match industry needs, strengthening teacher training, and promoting student-centered approaches.
Conclusion
The conclusion emphasizes that there is a significant gap between the English communicative competence expected from vocational students and their actual abilities. It attributes this gap to limited teacher commitment, inadequate resources, and curriculum misalignment with workplace needs. To address this, the article recommends:
* Teachers’ stronger adherence to and revision of the syllabus based on students’ vocational needs.
* More interactive, student-centered, and media-rich teaching methods.
* Regular supervision and evaluation by school authorities.
* Collaborative efforts such as teacher forums (MGMP) to standardize vocational English syllabi.
Ultimately, the study argues that improving English communicative competence is essential for vocational students’ employability and success in the global job market.
Nama : Fariha Bintang Cahyani
ReplyDeleteNim : 231250018
Kelas : MPI 5.A
- Introduction
Vocational schools in Indonesia aim to prepare students with practical skills and technical knowledge needed for various professions. However, English language learning in these schools faces challenges, especially because of limited instructional time and curriculum that is not fully aligned with workplace demands. Communicative competence covering speaking, writing, listening, and sociolinguistic skills is crucial for students to be competitive in a globalized workforce. This study, therefore, investigates the level of vocational students’ communicative competence, their needs, and strategies to improve their English skills.
- Body
The research was conducted in a private vocational school in Tangerang with sixty students, three English teachers, and two industry officers as participants. Findings show that students generally have stronger competence in grammar and structure, but weaker skills in vocabulary, phonology, and practical communication. Many students also feel that English learning is monotonous due to traditional teaching methods and minimal use of media. Teachers often do not apply the syllabus consistently, and the 2013 curriculum focuses mostly on general English rather than industry-specific needs. Industry representatives emphasized that while graduates are technically skilled, their English proficiency is insufficient for workplace communication. Thus, the study highlights the need for a more contextualized syllabus, innovative teaching methods, and consistent curriculum implementation to meet vocational demands.
- Conclusion
The study concludes that there is a gap between vocational students’ English communicative competence and industry expectations. To overcome this, teachers must commit to the syllabus, adapt materials to students’ vocational needs, and use interactive methods. School leaders should provide supervision and professional development to ensure consistent quality. By fostering a culture of innovation and aligning teaching with workplace requirements, vocational schools can equip graduates with the communicative competence necessary for success in the global job market.
Nama: Avilianti Pratiwi
ReplyDeleteNIM: 231250032
Kelas: MPI. 5A
1. *Introduction*
*Pages 1211–1213*
Vocational schools provide practical training in fields such as technology, healthcare, and engineering. English is essential, but limited teaching hours and curriculum imbalance hinder learning. Students often face challenges like limited vocabulary, grammar, confidence, and lack of practice. The study aims to identify students’ communicative competence level, their needs, and suitable methods to improve competence.
2. *Body*
*Pages 1213–1221*
* *Method*: Descriptive qualitative, case study at a vocational school in Tangerang. Participants: 60 students, 3 English teachers, 2 GMF officers. Data collected via interviews, observations, and syllabus analysis.
* Findings:
1. Students: strong in grammar, weak in vocabulary, phonology, and real communication.
2. Teachers: still apply the 2013 curriculum (general English, not workplace-oriented), often ignore the syllabus, rely on lectures and textbooks, with little use of media.
3. Industry (GMF): graduates fit their majors but lack sufficient English skills for workplace needs.
4. Discussion: Clear gap between curriculum and industry demands. A shift toward ESP-based curriculum, more innovative teaching, and greater teacher commitment is required.
3. *Conclusion*
*Pages 1221–1222*
There is a significant gap between the expected and actual English competence of vocational students. Causes include teacher commitment, student ability, school facilities, and curriculum design. Recommendations:
1. Teachers should commit to and improve the syllabus based on workplace needs.
2. Teaching must consider students’ psychological and cognitive conditions.
3. Program heads should supervise and evaluate regularly.
4. A teacher forum (MGMP) should standardize English syllabi for vocational schools.
Improving communicative competence is crucial for students’ future careers and competitiveness in the global workforce.
Nama : Nova safira
ReplyDeleteNIM: 231250021
kelas : MPI 5 A
INTRODUCTION
Vocational students as youths have always been regarded as an asset to the social group by family, tribe or state. All students' programs are not well organized, so they need to be properly organized and trained for a specific job. Pramesti and Susanto (2023) also mentioned that Vocational schools itself are educational institutions that provide practical skills and training for specific occupations such as technology, healthcare, business, and industry. They seek to provide students with the knowledge and abilities required to enter the workforce after completing their education, with an emphasis on job-specific skills and career routes. On the flip side, their job performance relies on having the required manipulative skill, adequate technical knowledge, and the intelligence to apply that knowledge to the job's challenges (Lubis, Yudistira, & Saputra, 2025). (Hal-1211)
BODY
This research employed a descriptive method with a qualitative approach, focusing on collecting, analyzing, and interpreting non-numerical data to provide a rich and detailed understanding of the phenomenon under investigation. As emphasized in qualitative research, the primary goal is to explore meaning, experiences, and perspectives rather than quantifying variables. According to Nassaji, a descriptive study aims to thoroughly describe a phenomenon and its distinctive characteristics. In this context, the research produces an in-depth narrative that captures the complexities of the subject matter, particularly through textual data analysis. (Hal-1213)
Research Participants or Population and Sample
This research conducted at one of private vocational school in Tangerang City, Indonesia. Vocational schools have become primary agenda of Ministry of Education and Culture since 2000 to produce proficient graduates (in the regulation of Education and Culture Ministry number 20 in 2006). There are 122 vocational study programs. People might choose one of the programs they interested in. The reason is because vocational school graduates are prepared to enter the industrial world, one of the skills they must have is communicative competence. Specifically, english communicative competence in this advance techology and global era.
For data analysis, in this research use (Miles & Huberman, 1994) as it allows for a thorough description and analysis of multiple datasets, facilitating a more comprehensive approach to addressing research questions compared to using just one method.
Based on the findings of the study, the discussion on the English communicative competence of Indonesian vocational students reveals a nuanced portrait of challenges and gaps that require urgent pedagogical and curricular attention. The data gathered from observations, interviews, and document analysis collectively point to (hal 1214-1220)
CONCLUSION
The study on Indonesian vocational students' English communicative competence highlights a significant gap between desired English skills and actual competencies. Factors contributing to this discrepancy include teachers' commitment, students' diverse competencies, and school facilities. To improve students' communicative abilities, the study recommends teachers to be committed to syllabus development, align teaching methods with students' needs, and adopt student-cantered approaches. Regular supervision and evaluation by program heads are also crucial. (1221)
Nama : Muhamad Qulyuby
ReplyDeleteNIM : 231250022
Kelas : MPI 5A
1. Introduction
This study begins with an explanation of the importance of vocational schools in preparing graduates with practical skills for the workplace. English is considered a crucial competency for graduates to compete in the global era, yet learning in vocational schools still faces limitations, such as limited learning time, monotonous teaching methods, and a lack of relevance to industry needs. The researcher emphasizes the concept of communicative competence, which encompasses linguistic, sociolinguistic, discourse, and communication strategy skills. Based on this background, this study aims to determine the level of communicative competence of vocational students, their needs, and appropriate development strategies. (pages 1211–1214)
2. Body
The research method used a qualitative descriptive approach with a case study at a private vocational high school in Tangerang. Participants included 60 students, three English teachers, and two industry practitioners. Data were collected through observation, interviews, and analysis of syllabus documents. (Research Method, pages 1214–1216).
The results showed that students' communicative competence remained low, despite their relatively good understanding of structure and grammar. Conversely, vocabulary, phonology, and application of language in real-world work contexts remained weak. Interviews with students revealed dissatisfaction with the learning media and methods. Teachers acknowledged that the curriculum used was still general, less relevant to industry needs, and rarely followed consistently. From the industry perspective, although graduates were deemed technically appropriate, their English language skills did not meet work standards. The discussion emphasized the need for an industry-based syllabus, more interactive teaching methods, the use of innovative learning media, and the improvement of teacher professionalism through regular training and evaluation. (Research Findings and Discussion, pages 1216–1221)
3. Conclusion
The study concluded that there is a significant gap between the English language skills required by industry and the abilities of vocational high school students. Contributing factors include teacher commitment, diverse student abilities, and limited school facilities. To address this, teachers need to consistently implement and adapt the syllabus to workplace needs, employ a student-centered approach, and utilize a variety of learning media. Furthermore, program heads are advised to conduct regular evaluations, and a MGMP forum should be established to develop syllabus standards that align with the needs of the workplace. With these steps, vocational school graduates are expected to be better prepared to compete in the global job market. (pages 1221–1222)
Nama : Ines Munajah
ReplyDeleteNIM : 231250016
Kelas : MPI 5A
Introduction
Vocational schools provide students with practical training and technical knowledge to prepare them for specific jobs in fields such as technology, healthcare, and engineering. However, English learning in vocational schools faces challenges, including limited class time (only 2 hours per week) and materials that are not fully aligned with workplace needs. Since English is essential for communication in the global era, this study examines the communicative competence of vocational students, their needs, and suitable methods for improvement.
Body
The research was conducted at a private vocational school in Tangerang, involving 60 students, 3 English teachers, and 2 industry officers. Findings show that students are relatively strong in grammar and structure but weak in vocabulary, phonology, and practical communication. Most students feel English learning is monotonous, with limited media and time. Teachers admitted not fully applying the syllabus and relying mainly on textbooks, which reduces effectiveness. From the industry’s perspective, vocational graduates have sufficient technical skills but lack English proficiency, particularly in reading technical documents, writing formal correspondence, giving presentations, and workplace communication.
Conclusion
There is a clear gap between the English communicative competence of vocational students and the demands of the workplace. Contributing factors include weak syllabus implementation, lack of engaging teaching methods, and insufficient facilities. To address this, teachers must commit to using and improving the syllabus, apply student-centered approaches, and integrate relevant materials that meet industry needs. Regular supervision and teacher collaboration are also needed. Strengthening communicative competence will better prepare students for employment in the global workforce.
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ReplyDeleteUmu Hani
ReplyDelete231250091
Kelas MPI 5C
INTRODUCTION
Vocational schools prepare students with practical and technical skills, yet many graduates still lack the English communicative competence needed to compete in a global workforce. Limited instructional time, minimal authentic practice, and insufficient guidance for teachers create challenges such as weak vocabulary, low confidence, and communication anxiety. Because industry demands workers who can communicate effectively in English, this study examines the level and needs of vocational students’ communicative competence and explores appropriate teaching methods at a private technology-information vocational school in Tangerang City.
BODY
The study investigates the communicative English competence of vocational high school students in Tangerang. Using a descriptive qualitative approach, the researchers collected data through classroom observations, interviews with students, teachers, and industry representatives, and document analysis. The findings reveal that students demonstrate relatively strong grammar and structural skills but show weaknesses in vocabulary, pronunciation, and practical communication needed in the workplace. Teachers often deviate from the prescribed syllabus, rarely use varied learning media, and face limited instructional time. Moreover, the 2013 curriculum focuses on general English rather than the specific language demands of industry. As a result, employers report that graduates lack the fluency and workplace communication standards required. The study concludes that curriculum revisions are essential to align with industry needs, supported by teacher training, the use of creative instructional media, and the implementation of context-based teaching strategies.
CONCLUSION
The study finds a clear gap between the English skills vocational students need and their actual abilities. Key causes include limited teacher commitment, varying student competence, and inadequate school facilities. To close this gap, teachers should follow and refine the syllabus based on workplace needs, use student-centered methods, and consider students’ psychological and cognitive conditions. Program heads should supervise and evaluate teaching every semester, and teachers are encouraged to create an MGMP forum to standardize vocational English syllabi. Strengthening collaboration and continuous improvement will better prepare graduates for the global job market.
Nama: Muhamad Ferdiyanto
ReplyDeleteNIM: 231250015
Kelas: MPI 5A
- introduction
The study begins by emphasizing the importance of vocational schools in preparing students with practical and technical skills for the workforce. However, one major challenge faced by these students is low English communicative competence, which is essential for global competitiveness. Despite the inclusion of English in the curriculum, limited class hours, insufficient teaching resources, and lack of relevant learning materials hinder effective language acquisition. The paper defines communicative competence as the ability to use language effectively and appropriately in real-world contexts and sets out to examine the level of students’ competence, their needs, and methods to improve it.
- Body
The research employed a descriptive qualitative approach, focusing on a private vocational school in Tangerang City, with 65 participants (60 students, 3 teachers, 2 industry officers). Data were collected through interviews, classroom observations, and document analysis. Findings include is the Students’ competence is students performed well in grammar and structure, they lacked vocabulary, pronunciation, and real-life communication skills. In The Discussion The article highlights a clear disconnect between the national curriculum and workplace requirements. While basic English skills are taught, they are not contextualized for specific professions, leading to poor motivation and limited practical application.
- Conclusion
The study concludes that Indonesian vocational students’ English communicative competence remains low due to curriculum misalignment, inadequate teaching methods, and lack of facilities. To bridge the gap, the authors recommend.
INTRODUCTION
ReplyDeleteThe introduction explains how vocational students are seen as valuable assets who must be trained with specific skills. Vocational schools provide practical knowledge in fields like technology, healthcare, and business, but English learning is still limited, making it hard for students to develop strong communicative competence. (p. 1211)
BODY
The body describes the research method, participants, and instruments such as interviews, observations, and documents. The findings show that students’ communicative competence is still quite low, especially in vocabulary, pronunciation, and workplace communication. The discussion highlights a mismatch between the curriculum and industry needs, as well as a lack of innovative teaching practices from teachers. (pp. 1213–1220)
Conclusion
The conclusion points out the gap between students’ English ability and the requirements of the workplace. It suggests teachers should follow the syllabus consistently, adapt lessons to students’ needs, and have regular evaluations. Collaboration among teachers is also encouraged so that vocational graduates are more prepared to compete in the global job market. (p. 1221)
Aulia Novi Santoso
ReplyDelete231250033
MPI 5 A
Academic Writing
- *Introduction* (page 1211-1214)
Vocational schools in Indonesia aim to prepare students with practical skills and technical knowledge needed for various professions. However, English language learning in these schools faces challenges, especially because of limited instructional time and curriculum that is not fully aligned with workplace demands. Communicative competence covering speaking, writing, listening, and sociolinguistic skills is crucial for students to be competitive in a globalized workforce. This study, therefore, investigates the level of vocational students' communicative competence, their needs, and strategies to improve their English skills.
- *Body* (page 1214-1221)
The Body consists of the research method, findings, and discussion. The method section explains that the study used a descriptive qualitative approach involving students, teachers, and industry officers. The findings reveal that students are relatively strong in grammar but weak in vocabulary, phonology, and practical communication. Teachers are often inconsistent in applying the syllabus, mostly rely on traditional methods, and rarely use media. The curriculum, meanwhile, provides general English instead of specific workplace English, which creates a gap between what is taught in schools and what is required in the labor market. The discussion emphasizes that teacher training, more interactive learning, and curriculum alignment are urgently needed.
- *conclusion* (page 1221-1222)
The study on Indonesian vocational students' English communicative competence highlights a significant gap between desired English skills and actual competencies. Factors contributing to this discrepancy include teachers' commitment, students' diverse competencies, and school facilities. To improve students' communicative abilities, the study recommends teachers to be committed to syllabus development, align teaching methods with students' needs, and adopt student-cantered approaches. Regular supervision and evaluation by program heads are also crucial. Collaborative efforts, can promote consistency and quality in vocational education..........
Nama : Tuti Musaropah
ReplyDeleteNIM : 231250004
Kelas : MPI 5 A
NTRODUCTION:
Vocational schools are educational institutions focused on providing practical skills and training to prepare students for specific job fields. However, English language learning in vocational schools often faces significant challenges due to a mismatch between the curriculum content and the limited time available for instruction. In today’s era of globalization, learning foreign languages has become very important because it not only improves communication skills but also broadens cultural awareness and understanding of the international world.
BODY:
The research found a significant gap between the English proficiency of vocational students and the needs of the industry. Although students have a reasonable grasp of grammar, they still lack mastery in vocabulary, pronunciation, and practical communication skills required in the workplace. This is mainly due to a curriculum that focuses more on general English rather than industry-specific needs, traditional and less engaging teaching methods, and limited learning time—only two hours per week.
Meanwhile, interviews with English teachers and industry professionals discussed efforts to develop students' communicative competence. Teachers stated that the 2013 Curriculum (K13) is used as a reference in the teaching and assessment process because it includes important components such as objectives, materials, media, methods, and evaluation. However, they also emphasized the need for innovation in using more creative and interactive learning media to make the English learning process more engaging and efficient for students.
CONCLUSION:
This study revealed a significant discrepancy between the English skills required by the industry and the actual abilities possessed by vocational education students in Indonesia. This gap is influenced by several factors, including the level of teacher commitment, the diverse abilities of students, and limitations in school facilities. To address these issues, the research recommends that teachers be more proactive in designing and developing syllabi and adjusting teaching methods to meet students’ needs. Furthermore, vocational schools are expected to review and adjust their English teaching strategies to better align with the workplace context, be more specific to industry needs, and focus more on practical skill development. The study concludes that by implementing these changes, vocational schools can better prepare students with adequate English proficiency to face competition in the global job market.
Nama : Erika Ulan Dari
ReplyDeleteNIM : 231250001
Kelas : MPI 5A
PENDAHULUAN
Sekolah menengah kejuruan (SMK) merupakan institusi pendidikan yang menitikberatkan pada penguasaan keterampilan dan pelatihan praktis guna mempersiapkan peserta didik memasuki dunia kerja di bidang tertentu. Namun demikian, proses pembelajaran bahasa Inggris di SMK kerap menemui berbagai hambatan, terutama karena ketidaksesuaian antara isi kurikulum dan terbatasnya alokasi waktu pengajaran. Di tengah era globalisasi saat ini, penguasaan bahasa asing menjadi semakin krusial karena tidak hanya meningkatkan kemampuan berkomunikasi, tetapi juga memperluas wawasan budaya dan pemahaman terhadap dinamika global.
ISI
Penelitian ini menunjukkan adanya ketimpangan yang cukup mencolok antara kemampuan berbahasa Inggris siswa SMK dan tuntutan dari dunia industri. Walaupun siswa umumnya memahami tata bahasa dengan baik, mereka masih mengalami kesulitan dalam penguasaan kosakata, pelafalan, serta keterampilan komunikasi praktis yang dibutuhkan dalam lingkungan kerja. Hal ini disebabkan oleh kurikulum yang lebih menekankan pada bahasa Inggris umum ketimbang bahasa Inggris yang relevan dengan kebutuhan industri, penggunaan metode pembelajaran yang konvensional dan kurang menarik, serta keterbatasan waktu belajar yang hanya dua jam setiap minggu.
Hasil wawancara dengan guru bahasa Inggris dan praktisi industri juga mengungkapkan bahwa upaya peningkatan kemampuan komunikatif siswa memang sedang diupayakan. Para guru menyatakan bahwa Kurikulum 2013 (K13) dijadikan pedoman dalam proses pembelajaran, mencakup aspek-aspek penting seperti tujuan, materi ajar, media, metode, hingga evaluasi. Meski demikian, mereka menekankan pentingnya inovasi dalam pemanfaatan media pembelajaran yang lebih kreatif dan interaktif, agar pelajaran bahasa Inggris menjadi lebih menarik dan efektif bagi siswa.
KESIMPULAN
Penelitian ini menyoroti adanya jurang yang lebar antara kompetensi bahasa Inggris yang dibutuhkan oleh industri dan kemampuan yang dimiliki oleh siswa SMK. Faktor-faktor seperti komitmen guru, tingkat kemampuan siswa yang beragam, serta keterbatasan sarana dan prasarana sekolah turut mempengaruhi kondisi ini. Untuk menjawab tantangan tersebut, penelitian ini merekomendasikan agar guru lebih aktif dalam merancang serta menyesuaikan silabus dan metode pengajaran dengan kebutuhan peserta didik. Selain itu, sekolah kejuruan perlu meninjau kembali strategi pengajaran bahasa Inggris mereka agar lebih relevan dengan dunia industri, dengan fokus yang lebih besar pada pengembangan keterampilan praktis yang aplikatif. Dengan menerapkan pembaruan-pembaruan ini, diharapkan SMK dapat membekali siswa dengan kemampuan bahasa Inggris yang lebih siap pakai untuk menghadapi persaingan di pasar kerja internasional.
Fia Ahfiatul Muhibah
ReplyDelete231250068
MPI 5C
INTRODUCTION
Vocational students as youths have always been regarded as an asset to the social group by family, tribe or state. All students' programs are not well organized, so they need to be properly organized and trained for a specific job. Pramesti and Susanto (2023) also mentioned that Vocational schools itself are educational institutions that provide practical skills and training for specific occupations such as technology, healthcare, business, and industry. They seek to provide students with the knowledge and abilities required to enter the workforce after completing their education, with an emphasis on job-specific skills and career routes. On the flip side, their job performance relies on having the required manipulative skill, adequate technical knowledge, and the intelligence to apply that knowledge to the job's challenges (Lubis, Yudistira, & Saputra, 2025). A vocational school is a secondary education institution that teaches students particular skills and knowledge for various job kinds. These schools emphasize practical training and technical education, preparing students for professions in automotive, construction, engineering, and healthcare (Niswah et al., 2024). English classes in vocational schools face a significant challenge due to the imbalance between curriculum material and instructional time. Etc......
BODY
RESEARCH FINDINGS AND DISCUSSION
Students’ Level Communicative Competence and Students’ Need.
The First research objective is to find out the students’ level communicative competence and their need in English subject. Researchers conducted observation and structured interviews
with sixty vocational school students in Tangerang City. Etc.......
CONCLUSION
The study on Indonesian vocational students' English communicative competence highlights a significant gap between desired English skills and actual competencies. Factors contributing to this discrepancy include teachers' commitment, students' diverse competencies, and school facilities. To improve students' communicative abilities, the study recommends teachers to be committed to syllabus development, align teaching methods with students' needs, and adopt student-cantered approaches. Regular supervision and evaluation by program heads are also crucial. Collaborative efforts, can promote consistency and quality in vocational education. Etc.....
Nama : Faizatun Nisa Al-Karimah
ReplyDeleteNIM : 231250019
Kelas : MPI 5A
##Introduction
The introduction explains the importance of vocational schools in providing practical skills for professions such as automotive, construction, and healthcare. It highlights the essential role of English communicative competence for students to be competitive globally and ready for the workforce. The introduction discusses challenges such as limited instructional time for English, teacher motivation, and the need for communicative competence beyond grammar (including sociolinguistics, pragmatics, discourse, and kinesics). The study aims to investigate the level and needs of English communicative competence among vocational students and the appropriate teaching methods, focusing on a private vocational school in Tangerang City.
##Body (Research Findings and Discussion)
The main body presents qualitative research findings from observations, interviews with students, teachers, and industry officers, and analysis of curriculum implementation. Key points include:
- Students’ communicative competence is low, especially in vocabulary, phonology, and applied communication relevant to industrial needs.
- Students rate their English structure and grammar skills higher than vocabulary and phonology.
- Many students are dissatisfied with the current English teaching methods and materials, which are traditional, monotonous, and insufficiently connected to workplace demands.
- Teachers do not consistently apply the syllabus and rarely use learning media.
- Time constraints and lack of innovative teaching methods hinder effective learning.
- Industry officers say graduates’ English skills are inadequate despite matching vocational technical skills.
- The gap between curriculum content (still based on a general 2013 curriculum) and the actual communicative needs of the workplace is a significant challenge.
- The study calls for curriculum revision to focus on job-specific language skills and more interactive, media-supported teaching approaches.
- Teachers need more professional development and commitment to follow the syllabus.
##Conclusion
The conclusion summarizes that there is a significant gap between the desired and actual English communicative competence of vocational students, caused by several factors including teacher commitment and curriculum relevance. Recommendations include developing and committing to a syllabus that reflects workplace needs, adopting student-centered teaching approaches, ensuring regular supervision, and establishing teacher forums for syllabus standardization. Enhancing communicative competence is essential to prepare students for the competitive global workforce and improve vocational education quality.
Nama : Agis Maulana
ReplyDeleteNIM : 231250003
Kelas : MPI 5 A
Introduction
(page 1211–1214)
Vocational students as youths have always been regarded as an asset to the social group by family, tribe or state. All students' programs are not well organized, so they need to be properly organized and trained for a specific job… Therefore, the purposes of this study are to investigate level and need of communicative competence of vocational students; and to find out the appropriate method to teach vocational students.
Body
(page 1215–1221)
Based on the findings of the study, the discussion on the English communicative competence of Indonesian vocational students reveals a nuanced portrait of challenges and gaps that require urgent pedagogical and curricular attention. The data gathered from observations, interviews, and document analysis collectively point to a disconnect between the expected communicative outcomes outlined in national educational goals and the actual skills possessed by vocational school students.
Conclusion
(page 1221–1222)
The study on Indonesian vocational students' English communicative competence highlights a significant gap between desired English skills and actual competencies. Factors contributing to this discrepancy include teachers' commitment, students' diverse competencies, and school facilities. To improve students' communicative abilities, the study recommends teachers to be committed to syllabus development, align teaching methods with students' needs, and adopt student-centered approaches.
Nama : siti zahra maulida
ReplyDeleteNim : 231250014
MPI 5 A
Introduction
This study examines the importance of English communicative competence for vocational high school students as preparation for entering the workforce. They face numerous challenges, such as limited study time, lack of practice, limited media, and low motivation. The study aims to measure student abilities, identify needs, and identify appropriate learning methods.
Body
Research method: case study at a private vocational high school in Tangerang; participants were students, teachers, and industry representatives; data were obtained through interviews, observations, and documents.
Findings: Student skills are still low, especially in vocabulary, phonology, and discourse; teachers tend to lecture only and do not follow the syllabus; learning time is limited; industry considers vocational high school graduates unsuited to job requirements.
Discussion: There is a gap between industry needs and curriculum implementation. An ESP-based curriculum, teacher commitment, learning media, and student-centered methods are needed.
Conclusion
There is a significant gap between the expected English language competencies and the abilities of vocational high school students. The main factors are teacher commitment, student conditions, and school facilities. Recommendations: Teachers should be consistent with the syllabus, adapt learning to student needs, program heads should conduct regular supervision, and establish a MGMP forum to standardize the syllabus.
This comment has been removed by the author.
ReplyDeleteNama : Aep Saefullah
ReplyDeleteNIM : 231250029
Kelas :MPI 5 A
PENDAHULUAN
Pendahuluan menjelaskan pentingnya pendidikan vokasi di Indonesia dan kebutuhan akan keterampilan bahasa Inggris yang memadai untuk menghadapi persaingan global. Ditekankan bahwa siswa vokasi perlu memiliki kompetensi komunikatif yang baik dalam bahasa Inggris untuk dapat berkomunikasi efektif di dunia kerja. Meskipun sekolah vokasi fokus pada keterampilan praktis, pengajaran bahasa Inggris sering kali kurang memadai, yang dapat memengaruhi kesiapan siswa untuk memasuki dunia kerja.
ISI
1. Metode Penelitian: Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan mengumpulkan data melalui wawancara, observasi, dan dokumen. Responden termasuk siswa, guru bahasa Inggris, dan petugas dari industri.
2. Profil Kompetensi Komunikatif Siswa: Penelitian menemukan bahwa kompetensi komunikatif siswa masih rendah. Beberapa faktor yang memengaruhi adalah komitmen guru, pengetahuan siswa, dan fasilitas sekolah.
3. Kebutuhan Keterampilan: Siswa perlu menguasai keterampilan berbicara, menulis, membaca, dan pemahaman terhadap bahasa komputer untuk dapat bersaing di pasar kerja.
4. Tantangan dalam Pembelajaran: Beberapa tantangan yang dihadapi siswa dalam mengembangkan kompetensi komunikatif meliputi kurangnya praktik, perbedaan budaya, dan kekhawatiran akan kesalahan.
5. Rekomendasi untuk Pengembangan: Diperlukan revisi kurikulum yang lebih relevan dengan kebutuhan industri dan pelatihan untuk guru agar lebih efektif dalam mengajar.
KESIMPULAN
Kesimpulan menyatakan bahwa terdapat kesenjangan signifikan antara keterampilan bahasa Inggris yang diharapkan dan yang sebenarnya dimiliki oleh siswa vokasi. Faktor-faktor seperti komitmen guru, kondisi siswa, dan fasilitas sekolah berkontribusi pada masalah ini. Rekomendasi untuk perbaikan termasuk peningkatan komitmen pengajaran, penyesuaian metode pengajaran dengan kebutuhan siswa, dan pengawasan berkala oleh kepala program studi. Dengan mengatasi tantangan ini, sekolah vokasi dapat lebih baik mempersiapkan siswa untuk pasar kerja global.