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.
This comment has been removed by the author.
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.
Nama: Siti raudatul janah
ReplyDeleteNim : 231250071
Kelas : MPI 5C
INTRODUCTION
Explains the role of vocational high schools (SMK) as institutions that provide practical skills for entering the workforce. Highlights the challenges of English classes in vocational high schools, including limited instructional time (only 2 hours per week). Defines communicative competence as the ability to communicate effectively, encompassing linguistic, sociolinguistic, discourse, and strategic competencies. Identify challenges faced by students, such as lack of practice, limited vocabulary/grammar, cultural differences, and fear of making mistakes. Stated that the research was conducted due to the gap between industry needs and graduate quality, as well as the lack of government guidance. The purpose of the research was to investigate the level and needs of vocational high school students' communicative competence and to find appropriate teaching methods.
BODY
Competency Level and Student Needs Findings: Most students (52 out of 60) stated that the time spent studying was inadequate. The students' main need was the use of learning media and the implementation of more effective teaching models in the classroom, because the existing models were still traditional and monotonous, causing students to get bored. Competency Development Findings: Teachers stated that they were still using the 2013 Curriculum (K13) which focused more on general English and was not specific to the needs of the workplace. Teachers also admitted that they did not apply the syllabus consistently in the classroom and rarely used learning media, only relying on textbooks and lecture methods. Findings from Industry (GMF): The industry assessed that graduates were suitable for the job field, but their English language standards were inadequate because many students were not yet able to speak English fluently.
CONCLUSION
The English communicative competence profile of Indonesian vocational students shows a gap between expected outcomes and actual skills. Although students are quite strong in grammatical structures, their competence in important communicative domains such as vocabulary, phonology, and especially applied communication in the workplace remains underdeveloped.
Putri Salsabila Andriani
ReplyDelete231250093
MPI 5C
Pendahuluan:
Bagian pembuka artikel ini menjelaskan tentang peran laba dalam dunia akuntansi. Penulis menggambarkan kenapa laba jadi salah satu ukuran penting untuk menilai kinerja manajemen dan bagaimana informasi laba ikut memengaruhi keputusan para pemangku kepentingan. Di bagian awal ini juga dijelaskan alasan kenapa laporan laba sering jadi sorotan.
Isi/Pembahasan:
Bagian inti artikel membahas kondisi bisnis yang penuh ketidakpastian dan dampaknya pada kualitas laporan keuangan. Penulis menjelaskan bahwa perubahan ekonomi membuat informasi tidak selalu stabil, sehingga memicu berbagai pihak ingin memengaruhi laporan sesuai kepentingannya. Artikel juga menyinggung karakteristik laporan keuangan serta bagaimana hubungan antara manajemen dan pemilik dapat menimbulkan ketidakseimbangan informasi. Kondisi inilah yang memungkinkan terjadinya praktik manajemen laba.
Kesimpulan:
Di bagian akhir, penulis menegaskan bahwa ketidakpastian dan ketimpangan informasi antara manajer dan pemilik dapat menurunkan kualitas laporan keuangan. Situasi tersebut memberi peluang munculnya manajemen laba. Karena itu, laporan keuangan sangat bergantung pada kondisi lingkungan usaha dan hubungan antara manajer serta pemilik perusahaan.
Yuni Oktavia
ReplyDelete231250084
MPI 5 C
Introduction
The Introduction section starts from the heading “INTRODUCTION” and ends right before the heading “RESEARCH METHOD.”
It includes:
-Background on vocational schools
-Importance of English communicative competence
-Review of related theories and previous studies
-Problems faced by vocational students
-Purpose of the research
Body
The Body consists of all main sections between the Introduction and the Conclusion.
This includes:
1. RESEARCH METHOD
-Research design
-Participants
-Instruments
-Data analysis
2. RESEARCH FINDINGS AND DISCUSSION
-Students’ level of communicative competence
-Students’ needs
-Development of communicative competencies
-Teachers’ practices and challenges
-Industry expectations
-Discussion of findings
Conclusion
The CONCLUSION section starts at the heading “CONCLUSION” and ends before the REFERENCES section.
It summarizes:
-The gap between expected and actual English communicative skills
-Factors affecting students’ performance
-Recommendations for teachers, curriculum designers, and school leadership
-Importance of improving communicative competence for future employment
Ila Deliyana
ReplyDelete231250074
MPI 5C
1. Introduction
The Introduction of the article provides an overview of vocational education in Indonesia and explains why English communicative competence is essential for vocational students. It highlights challenges such as limited instructional time, imbalance between curriculum content and students’ needs, and the importance of communicative competence in both academic and workplace contexts. The introduction also reviews relevant theories (e.g., Hughes’ communicative competence framework) and summarizes previous research on difficulties faced by students. Finally, it states the research gap and presents the study’s objectives: to determine students’ communicative competence level, their needs, and appropriate teaching methods.
2. Body
The Body consists of several major sections that describe the research process, findings, and analysis:
A. Research Method
This section explains the qualitative descriptive design, participants (60 students, 3 teachers, 2 industry officers), instruments (interviews, observations, document analysis), and procedures for data collection and analysis using Miles & Huberman’s framework.
B. Research Findings
This section presents detailed findings about:
(1) Students’ level of communicative competence, based on Hughes’ model. (2) Students’ perceived proficiency in grammar, morphology, vocabulary, and phonology. (3) Students’ needs, including inadequate learning time, unclear teaching models, and lack of learning media. (4) Teachers’ challenges, inconsistency in applying the syllabus, lack of media use, and teaching difficulties. (5) Industry expectations, showing that graduates possess basic skills but lack adequate English proficiency for workplace demands.
C. Discussion
This part interprets the findings, showing the mismatch between curriculum content and workplace needs, teachers’ limited use of the syllabus, lack of innovative teaching strategies, insufficient English learning time, and the need for industry-relevant English instruction. It also relates the results to previous studies and emphasizes the importance of communicative competence and ESP-based materials for vocational students.
3. Conclusion
That vocational students’ English communicative competence remains below expectations due to factors such as limited teacher commitment, insufficient facilities, and curriculum-practice mismatch. It emphasizes the importance of improving syllabus implementation, adopting student-centered methods, and enhancing collaboration between teachers, institutions, and industries. Final recommendations are provided, including syllabus revision, regular evaluation, and creating a teacher forum to standardize teaching across vocational schools.
Alvi hasanah
ReplyDelete231250094
MPI 5C
Introduction
The introduction presents background information about vocational schools and their role in preparing students for the workforce. It highlights the importance of English for vocational students and explains the concept of communicative competence through previous theories and studies. This section also identifies the problems faced by vocational schools and states the research objectives, which are to determine students’ communicative competence level, their needs, and the appropriate teaching method.
Body
The body discusses the full research process. It explains the research method, including the qualitative design, participants, instruments (interviews, observations, documents), and data analysis procedures. It also presents the findings, such as students’ competence levels, interview results, charts, and issues in classroom practice. This section then interprets the results, linking them to curriculum relevance, teacher practices, learning media, and workplace expectations. Overall, the body provides detailed evidence and analysis of the problem.
Conclusion
The conclusion summarizes the main findings, stating that students’ English communicative competence is still low. It explains factors causing the problem, such as teacher commitment, limited media, and lack of syllabus implementation. It also gives recommendations, including improving the syllabus, using better teaching strategies, enhancing supervision, and developing teacher collaboration. The conclusion emphasizes that improving English competence is essential for students’ employability and future careers.
Intriduction
ReplyDeleteThe Introduction section begins at the heading “INTRODUCTION” and ends right before the heading “RESEARCH METHOD.”
It includes paragraphs that discuss:
• The role of vocational students and vocational schools
• The challenges in English teaching at vocational schools
• The importance of communicative competence
• Theoretical background (Hughes, pragmatic competence, discourse, etc.)
• Previous research on challenges in communicative competence
• The research gap, novelty, and background of the study
• The purpose of the study
In your file, the Introduction spans pages 1211–1214.
Body
The Body of the article includes everything after the Introduction and before the Conclusion.
It begins at “RESEARCH METHOD” and continues through “RESEARCH FINDINGS AND DISCUSSION” and “DISCUSSION.”
In your PDF, the Body contains:
1. Research Method
• Research design (qualitative descriptive)
• Participants
• Instruments
• Data analysis
2. Research Findings & Discussion
• Students’ communicative competence levels
• Graphs, tables, and interpretation of results
• Interviews with students, teachers, and GMF officers
• Analysis of curriculum gaps
• Issues in syllabus implementation
• Analysis using theories and previous studies
Cloncusion
The Conclusion starts at the heading “CONCLUSION” and ends before “REFERENCES.”
It includes:
• Summary of findings
• Key issues: teacher commitment, student competence, facility limitations
• Recommendations for improvement
• Suggestions for curriculum alignment
• Need for supervision and MGMP collaboration
Rahma alia
ReplyDelete231250073
MPI C/ 5
Profiling Indonesian Vocational Students' English Communicative Competence Overall, this research presents a nuanced and important portrait of English Language Teaching (ELT) in Vocational High Schools (SMK), particularly in private vocational schools in Tangerang City. Its findings indicate a significant gap between the English proficiency possessed by students and the demands of the industrial world.
1. Research Objectives and Methods Main Objective: The primary goal of the study was to determine the level and needs of SMK students' English communicative competence, as well as to identify appropriate teaching methodologies. Method: A qualitative descriptive method was employed, collecting data from 60 students, 3 English teachers, and 2 officers from Garuda Maintenance Facilities (GMF). 2. Key Findings on Students' Competence Level and Needs The research results highlight several critical issues: Low Competence Level:nThe profile of private SMK students' communicative competence was found to be low. Language Skill Gap Students felt most confident in the aspects of structure and grammar (scoring 4.53 out of 5). However, they rated themselves lower in lexical/vocabulary(3.68) and phonology (3.98) aspects, indicating that vocabulary mastery and pronunciation skills are less developed.
Mismatched Learning: The majority of students stated that the study time was insufficient(52 students answered "No"). They also felt that the English skills being taught were not in line with the needs of the industry (54 students answered "No"). Students felt bored because the teaching models and learning media used by teachers were considered traditional and monotonous. Key Findings on Curriculum and Instruction (Teacher's Side) Factors ifluencing the low student competence largely stem from curriculum and instructional implementation:
General Curriculum, Not Vocational (ESP): Schools still use the 2013 Curriculum (K13), which focuses on general English and is not specificto the workplace needs of vocational fields. This gap highlights the need for a more functional curriculum that is responsive to the students' vocational track.
* Syllabus Not Implemented: Teachers stated that they do not strictly adhere to the syllabus when teaching in class, which can lead to a lack of clear objectives and continuity of material.
* Limited Teaching Media: Teachers were reported not to use adequate learning media, relying only on textbooks and the lecture method.
4. Demands from the Industrial World
Officers from Garuda Maintenance Facilities (GMF) provided the industry perspective:
Inadequate English Proficiency: Although SMK graduates generally possess skills relevant to their field of work, their English standards are considered "inadequate."
* Required Skills: The industry emphasizes that many students cannot speak English fluently and need to learn more. The primary required skill is reading, especially mastering vocabulary related to technical terms and procedures in the vocational field.
Conclusion and Recommendations
This communication gap is influenced by teacher commitment and knowledge, student competence, and school facilities.
Main Recommendations from the study are:
* The importance of revising the syllabus to provide supplementary materials that are more relevant to workplace needs, such as vocabulary knowledge, interactive presentations, and formal letter writing.
* Teachers need to be encouraged to use innovative and varied learning media to enhance the quality of student learning and interest.
* Further training and guidance are needed for teachers to overcome difficulties in Teaching and Learning Activities (KBM) so that the instructional process becomes more effective.
Muhamad Dzikry Raehan
ReplyDelete231250085
Analysis of the Introduction, Body, and Conclusion
Introduction
The introduction begins from the sentence “Vocational students as youths have always been regarded as an asset…” and ends at the sentence “…they might communicate directly or indirectly to achieve their purposes.”
This section provides background information about vocational students, the importance of English in their future careers, and the challenges they face in learning foreign languages. It also discusses issues such as limited instructional time, obstacles during online learning, teacher motivation, and the need for communicative competence. In addition, this part introduces relevant theories, including communicative competence and its role in real-world communication. Overall, this section sets the context and explains why studying communicative competence among vocational school students is important.
Body
The body begins from the sentence “Communicative competence is crucial for students learning English as a foreign language…” and continues until the sentence “…inform more effective syllabus implementation strategies and support mechanisms in vocational education settings.”
This part contains the main discussion, including reviews of previous research on communicative competence, definitions from various experts, and detailed explanations of challenges faced by students. The body presents findings from multiple researchers regarding issues such as limited vocabulary, lack of practice, cultural misunderstandings, communication anxiety, low motivation, and limited exposure to authentic materials. The section also synthesizes previous studies, identifies research gaps, and highlights the novelty and contributions of the present study. This makes it the central part of the discussion where the author develops and analyzes the problem in depth.
Conclusion (closing part of the introductory section)
The conclusion begins from the sentence “This research was conducted at a private vocational school…” and ends at the sentence “…to find out the appropriate method to teach vocational students.”
This section summarizes the main problem and restates the importance of English competence for vocational students. It explains the specific conditions at the vocational school where the study takes place, including the need for graduates to master English for industrial purposes. It also highlights the gap between industry expectations and students’ actual English abilities, as well as the lack of sufficient guidelines for teachers. The section concludes by stating the research objectives: to investigate the level and needs of students’ communicative competence and to determine the appropriate teaching method for vocational students. This part closes the introductory discussion and leads directly to the purpose of the study.
ahmad fadhlur rahman sofyan
ReplyDelete(231250083)_MPI 5C
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.
The body discusses the full research process. It explains the research method, including the qualitative design, participants, instruments (interviews, observations, documents), and data analysis procedures. It also presents the findings, such as students’ competence levels, interview results, charts, and issues in classroom practice. This section then interprets the results, linking them to curriculum relevance, teacher practices, learning media, and workplace expectations. Overall, the body provides detailed evidence and analysis of the problem.
Conclusion (closing part of the introductory section)
The conclusion begins from the sentence “This research was conducted at a private vocational school…” and ends at the sentence “…to find out the appropriate method to teach vocational students.”
This section summarizes the main problem and restates the importance of English competence for vocational students. It explains the specific conditions at the vocational school where the study takes place, including the need for graduates to master English for industrial purposes. It also highlights the gap between industry expectations and students’ actual English abilities, as well as the lack of sufficient guidelines for teachers. The section concludes by stating the research objectives: to investigate the level and needs of students’ communicative competence and to determine the appropriate teaching method for vocational students. This part closes the introductory discussion and leads directly to the purpose of the study.
Ade Susilawati
Delete231250087
1. Pengantar (Pengantar) Bagian pengantar adalah bagian awal yang menjelaskan latar belakang, masalah yang diangkat, dan alasan mengapa topik ini penting. Dalam artikel ini, pengantar berada pada bagian awal yang menjelaskan bahwa: Tubuh manusia tersusun dari sel-sel yang terspesialisasi. Sistem peredaran darah adalah sistem transportasi tubuh. Sistem pernapasan dan sirkulasi darah saling berhubungan untuk membawa oksigen ke seluruh tubuh. Bagian ini berfungsi membuka topik sebelum masuk ke penjelasan lebih detail.
2. Isi (Konten / Pembahasan) Isi artikel adalah bagian terpanjang yang menjelaskan materi inti, konsep utama, dan penjelasan detail. Pada artikel ini, bagian isi mencakup seluruh penjelasan tentang:
• Sistem Persirdaran Darah Manusia Fungsi sistem peredaran darah Peran jantung sebagai pemompa darah Pengertian pembuluh darah Perbedaan arteri dan vena artikel
• Sistem Pernapasan Proses masuknya oksigen Peran alveolus dalam pertukaran gas Difusi oksigen dan karbon dioksida artikel
• Hubungan Persirdaran Darah dan Pernafasan Cara kedua sistem bekerja sama mengalirkan oksigen Proses pengangkutan CO2 kembali ke paru-paru artikel Ini adalah inti pembelajaran dari artikel tersebut.
3. Kesimpulan (Kesimpulan) Kesimpulan terletak pada bagian akhir yang menegaskan lagi hubungan penting antara dua sistem. Artikel menyimpulkan bahwa: Sistem peredaran darah dan pernapasan bekerja sama untuk menyediakan oksigen bagi seluruh tubuh. Alveolus dan kapiler merupakan tempat utama terjadinya pertukaran gas. Tanpa bekerja sama dengan dua sistem tersebut, tubuh tidak dapat berfungsi dengan baik. Bagian akhir artikel ini menjadi rangkuman dari semua penjelasan sebelumnya.
Fathur Rahman
ReplyDelete231250075
Introduction
Discussing the development of ICT and the importance of technology in the Independent Curriculum, it was explained that teachers in Serang Regency need training to improve their scientific writing skills using the application. Virtual Writing Tutor (VWT).
Body(isi)
The body section covers training methods (socialization, tutorials, discussions, evaluations), implementation of activities from opening to practice, and training outcomes. The results indicate an increase.
Conclusion
The VWT training was deemed highly beneficial for improving teachers' competencies in teaching and scientific writing. The use of ICT is considered essential in supporting the Independent Curriculum.
Majriul haq
ReplyDelete231250096
MPI 5C
After analyzing the text, the structure of the article can be divided as follows:
1. Introduction
The Introduction begins from the first paragraph:
This article introduces a series of writing tips that will appear each month.
until
.Effective scientific writing, however, is not easy.
This section explains the purpose of the series, the target audience, and why writing scientific papers is challenging.
2. Body
The Body starts from:
Many novice academic researchers, and even senior researchers, may struggle with writing papers.
and continues through the detailed explanation of writing challenges, the importance of guidelines, the need for clearer instruction, and the description of the 12-part series (including Table 1)
It ends at:
and are beyond the scope of the series.
This section contains the main ideas, background, justification, and explanation of the series content.
3. Conclusion
The Conclusion begins at:
The series was written to offer tips and tricks for clear and concise writing.
and ends at the acknowledgments.
This section summarizes the purpose, expresses hopes for the readers, and closes the text.
INTRODUCTION, BODY, AND CONCLUSION
ReplyDeleteINTRODUCTION
The introduction begins at the heading “INTRODUCTION” and ends right before the heading “RESEARCH METHOD.”
In your PDF, the introduction covers everything from:
“Vocational students as youths have always been regarded as an asset…”
until
to find out the appropriate method to teach vocational students.”
Everything between “RESEARCH METHOD” and before “CONCLUSION” is the body.
The body includes:
RESEARCH METHOD
RESEARCH FINDINGS AND DISCUSSION
All charts and interview results
Discussion section
So the entire middle portion — from:
RESEARCH METHOD”
until
these improvements are essential not only for enhancing educational quality…” (end of Discussion section)
CONCLUSION
The conclusion starts at the heading “CONCLUSION” and ends before the References list.
It includes:
The study on Indonesian vocational students’ English communicative competence highlight
until
make standardized syllabus for vocational students.
nama : ipulloh
ReplyDeletenim : 231250028
kelas : 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)
This comment has been removed by the author.
ReplyDeleteNama :Riyanti
ReplyDeleteKelas : mpi 5A
Mata kuliah : academic wriring
NIM :231250012
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.
Teuku Faisal Rachmadani
ReplyDelete231250077
Introduction:
The introduction of the text is found in the section titled INTRODUCTION. It explains the background of vocational education in Indonesia, the importance of English communicative competence for vocational students, challenges faced in English learning, and the gap between workplace needs and students’ abilities. It also presents the purpose of the study: to investigate students’ communicative competence levels, their needs, and the appropriate teaching methods for vocational students.
Body (Content):
The body consists of several sections:
Research Method: explains the research design, participants, instruments, and analysis procedure.
Research Findings and Discussion: presents findings on students’ communicative competence levels, students’ needs, interview results with teachers and industry officers, and detailed discussion on curriculum mismatch, teaching practices, lack of learning media, and gaps between students' skills and industry requirements.
These parts contain the main explanation, data analysis, and interpretation of results.
Conclusion:
The conclusion summarizes the key findings: vocational students’ English communicative competence remains low, influenced by teacher commitment, student abilities, and school facilities. The study recommends strengthening syllabus implementation, improving teaching strategies, aligning lessons with workplace needs, and conducting regular evaluations. It emphasizes the importance of English skills for students’ future job opportunities.
In academic writing, the structure generally follows the IMRaD format (Introduction, Method, Results/Findings, and Discussion). When categorizing sections into the three requested parts (Introduction, Body, Conclusion):
ReplyDelete- The Introduction sets the context, provides background literature, and states the purpose and research questions of the study.
- The Body comprises the Method (how the research was conducted) and the Findings and Discussion (the results of the study and their interpretation). These sections contain the core information and analysis.
- The Conclusion summarizes the main findings, discusses their implications, and provides final recommendations or suggestions. The final "Suggestions as recommendation" section serves this function in the provided text.
Sulthonudin
ReplyDelete231250080
MPI 5C
Introduction
The introduction explains the role of vocational education in preparing students for specific jobs and highlights the importance of English communicative competence in the globalization era. It discusses the challenges faced by vocational students in learning English, such as limited instructional time, curriculum mismatch with workplace needs, and low communicative competence. The section also reviews theories and previous studies on communicative competence and justifies the need to examine English syllabus implementation in vocational schools. Finally, it states the purpose of the study, which is to investigate the level and needs of students’ communicative competence and to identify appropriate teaching methods for vocational students.
Body/Content
The body of the article consists of the research method, findings, and discussion. It explains the qualitative descriptive research design, research participants, instruments, and data analysis procedures. The findings reveal that vocational students’ English communicative competence is generally low, especially in vocabulary use, phonology, and practical workplace communication. Classroom observations and interviews show that teachers often do not consistently implement the syllabus and rely on traditional teaching methods with limited use of learning media. The discussion connects these findings with previous studies and emphasizes the mismatch between curriculum content and industry demands, highlighting the need for syllabus revision, teacher commitment, and the integration of communicative and workplace-oriented English teaching.
Conclusion
The conclusion states that Indonesian vocational students’ English communicative competence does not yet meet workplace expectations. This condition is influenced by factors such as limited teacher commitment to the syllabus, students’ varying abilities, and inadequate facilities. The study recommends improving syllabus implementation, adopting student-centered and workplace-oriented teaching approaches, strengthening supervision and evaluation, and fostering collaboration among teachers. Enhancing English communicative competence is essential to prepare vocational graduates to compete successfully in the global job market.