Developing an ELT Instructional Model for Vocational High Schools Students at Tourism Zones
DOI:
https://doi.org/10.36312/jolls.v2i1.669Keywords:
English instructional model, communicative competence, Tourism-based instructionAbstract
Indonesian Economic Development has become a gate to Bali and Lombok for international visitors. Recently, the Lombok tourism development has established a refinement after facing serial earthquakes. In the statistic for the tourism year 2016, there were 3.1 million tourists coming to Lombok. In addition, 3.8 million people were targeted to come to Lombok in the year 2020. In other words, Lombok promotes the highest contribution to the national government economy. Because of these issues, the vocational high schools which have tourism study programs should lead their students in foreign language communication, English. Teaching English for a specific purpose needs a precise instructional model because ELT teachers apply the ELT model for different objectives. Therefore, learners study English for different purposes. For vocational high school students, they learn English to help them to communicate in the workplace. Because of this, they are directed to have communicative competence. In senior or junior high schools, scientific-based instruction has been applied to help students learn English and even other subjects. This instruction is considered as a solution for them to have not only linguistic competencies but also communicative skills. Therefore, this study will be aimed at developing an instructional model for vocational high school students in tourism zones. This study applied the procedural research and development (R&D) design. The R&D design follows the Borg & Gall and David design, which consists of pre-development and development stages. The product of this study was an instructional model, namely the tourism-based instructional (TBI) model for vocational high school students in the tourism zones.
Downloads
References
Abe, E. (2013). Communicative language teaching in Japan: Current practices and future prospects. English Today, 29(2), 46–53. https://doi.org/10.1017/S0266078413000163
Abobaker, R. (2017). Improving ELLs’ Listening Competence Through Written Scaffolds. TESOL Journal, 8(4), 831–849. https://doi.org/10.1002/tesj.339
Afifah, N., & Devana, T. (2020). Speaking Skill through Task Based Learning in English Foreign Language Classroom. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 135. https://doi.org/10.33394/jo-elt.v7i2.3109
Aini, Q., Sulistyarso, H., & Purwadio, H. (2018). Konsep pengembangan sekolah Menengah Kejuruan (SMK) Berbasis Industri di Kabupaten Sidoarjo. Jurnal Penataan Ruang, 1–9. Accessed at 1st April, 2018.
Akbari, S. I. (2018). Tourism vocational high school students’ and teachers’ perception of foreign languages in communicative competencies and the 21st century skills in Yogyakarta. Jurnal Pendidikan Vokasi, 8(3), 277. https://doi.org/10.21831/jpv.v8i3.20006
Alfatihah, D. F. N., & Tyas, P. A. (2022). The Correlation Between Undergraduate-Students’ Reading Interest and Their Reading Comprehension. Journal of Languages and Language Teaching, 10(3), 343. https://doi.org/10.33394/jollt.v10i3.5460
Biber, D., Gray, B., Staples, S., & Egbert, J. (2020). Investigating grammatical complexity in L2 English writing research: Linguistic description versus predictive measurement. Journal of English for Academic Purposes, 46, 100869. https://doi.org/10.1016/j.jeap.2020.100869
Celce-Murcia, M. (2007). Rethinking the role of communicative competence in language teaching. Intercultural Language Use and Language Learning, 41–57. https://doi.org/10.1007/978-1-4020-5639-0_3
Chaudhry, A. S., & Al-Adwani, A. (2019). Reading Practices of EFL Students: A Survey of Kuwaiti College Students. English Language Teaching, 12(5), 130. https://doi.org/10.5539/elt.v12n5p130
Cheng, A. (2006). Understanding learners and learning in ESP genre-based writing instruction. English for Specific Purposes. 25, 76–89. https://doi.org/10.1016/j.esp.2005.07.002
Cheng, A. (2007). Transferring generic features and re-contextualizing genre awareness: Understanding writing performance in the ESP genre-based literacy framework. English for Specific Purposes, 26(3), 287–307. https://doi.org/10.1016/j.esp.2006.12.002
Eliata, N. M. A., & Miftakh, F. (2021). Emphasizing text structure strategy instruction to scaffold 11th grade students’ reading comprehension. Journal of Languages and Language Teaching, 9(4), 411. https://doi.org/10.33394/jollt.v9i4.3998
Freiermuth, M. R. (2005). Purposeful Writing in the ESP Classroom: Assessing the “Beg, Borrow or Steal Simulation.” Language Teaching, 2(1), 16–24.
Gani, H., & Usman, H. (2018). Developing a model of partnership management between the vocational high school and the employment domain in the curriculum of industrial working practice. Jurnal Pendidikan Vokasi, 8(3), 289. https://doi.org/10.21831/jpv.v8i3.22107
Haerazi, H., May Vikasari, R., & Prayati, Z. (2019). The Use of Scientific-Based Approach in ELT Class to Improve Students’ Achievement and Classroom Interaction. Register Journal, 12(2), 157–180. https://doi.org/10.18326/rgt.v12i2.157-180
Haerazi, H., Prayati, Z., & Vikasari, R. M. (2019). Practicing Contextual Teaching and Learning (CTL) Approach to Improve Students’ Reading Comprehension in Relation to Motivation. English Review: Journal of English Education, 8(1), 139. https://doi.org/10.25134/erjee.v8i1.2011
Haerazi, H., Dehghani, S., Rachmawati, U., & Irwansyah, D. (2021). The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 5(2), 152–167. https://doi.org/10.36312/esaintika.v5i2.503
Haerazi, H., Irawan, L. A., Suadiyatno, T., & Hidyatullah, H. (2020). Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity. International Journal of Evaluation and Research in Education (IJERE), 9(1), 234. https://doi.org/10.11591/ijere.v9i1.20395
Hanan, A., & Budiarti, H. A. (2019). Improving Students’ Motivation and Speaking Competence By Using Think-Pair-Share Strategy. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 6(1), 41. https://doi.org/10.33394/jo-elt.v6i1.2349
Hattani, H., A. (2018). Communicative Language Teaching in the Moroccan EFL Classroom. Journal of English Language Teaching and Linguistics, 3(2), 87. https://doi.org/10.21462/jeltl.v3i2.108
Hayati, A. (2020). The Use of Digital Guessing Game to Improve Students’ Speaking Ability. Journal of English Education and Teaching, 4(1), 115–126. https://doi.org/10.33369/jeet.4.1.115-126
Ihsan, P., & Aulia, E. R. (2020). Instagram As Medium of Promoting English Speaking Skill: English Edupreneurship. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 105. https://doi.org/10.33394/jo-elt.v7i2.3180
Khan, R., Radzuan, N., Shahbaz, M., Ibrahim, A., & Mustafa, G. (2018). The Role of Vocabulary Knowledge in Speaking Development of Saudi EFL Learners. Arab World English Journal, 9(1), 406–418. https://doi.org/10.24093/awej/vol9no1.28
Liu, S. (2015). Reflections on Communicative Language Teaching and Its Application in China. Theory and Practice in Language Studies. 5(5), 1047–1052. http://dx.doi.org/10.17507/tpls.0505.20
Martina, F., Akbarjono, A., Friantary, H., & Sari, T. N. P. (2021). Investigating English Students’ Motivation in Speaking Class during New Normal Era. Journal of English Education and Teaching, 5(3), 436–452. https://doi.org/10.33369/jeet.5.3.436-452
Nation, I. (2006). How Large a Vocabulary is Needed For Reading and Listening? The Canadian Modern Language Review, 63(1), 59–82. https://doi.org/10.3138/cmlr.63.1.59
Plakans, L., Liao, J.-T., & Wang, F. (2019). “I should summarize this whole paragraph”: Shared processes of reading and writing in iterative integrated assessment tasks. Assessing Writing, 40, 14–26. https://doi.org/10.1016/j.asw.2019.03.003
Richards, J. C. (2013). “Curriculum Approaches in Language Teaching: Forward,
Central and Backward Design”. RELC Journal, 44(1), 5–33.
Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press.
Rusmawan, P. N., Trianasari, E., & Wilujeng, N. S. R. (2021). Teaching Speaking of Hotel Room Service Information by Using Comic Strip via Google Meet Application. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(1), 38. https://doi.org/10.33394/jo-elt.v8i1.3708
Sari, M., & R. Abdulrahman, T. (2019). Discovery Learning (DL) Strategy on Students Reading Comprehension in Report Text. Lingua, 15(2), 19–26. https://doi.org/10.34005/lingua.v15i2.356
Sreehari, P. (2012). Communicative language teaching: Possibilities and problems. English Language Teaching, 5(12), 87–93. https://doi.org/10.5539/elt.v5n12p87
Sudarmaji, I., Amaliyah Anwar, A. A., & Mulyana, A. (2021). Developing Students’ Speaking Skills through Flipped Classroom Model. Journal of English Education and Teaching, 5(2), 188–200. https://doi.org/10.33369/jeet.5.2.188-200
Suntharesan, V. (2014). Task Based Language Teaching to Promote Communicative Competence. Language in India, 14(8), 174–187. Retrieved from http://search.ebscohost.com/login.aspx?direct
Widijantie, N., & Handayani, W. (2018). English Material Development for Three Departments of Chemistry Vocational School to Meet the Industrial Needs. International Journal of English and Cultural Studies, 1(2), 8. https://doi.org/10.11114/ijecs.v1i2.3739
Wu, X., Liao, L., & DeBacker, T. K. (2016). Implementing Task-based Instruction in ESP Class: An Empirical Study in Marine Engineering English. Journal of Language Teaching and Research, 7(5), 936. https://doi.org/10.17507/jltr.0705.14
Yang, F.-Y., Chang, C.-C., Chen, L.-L., & Chen, Y.-C. (2016). Exploring learners’ beliefs about science reading and scientific epistemic beliefs, and their relations with science text understanding. International Journal of Science Education, 38(10), 1591–1606. https://doi.org/10.1080/09500693.2016.1200763
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Lalu Ari Irawan Irawan, Tina Oral Frank, Sadaf Dehghani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JOLLS agree to the following terms:
- For all articles published in JOLLS, copyright is retained by the authors. Authors permit the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
