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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature INTERACTION: Jurnal Pendidikan Bahasa
Rahmaniar
SMK Negeri 2 Polewali
Education Environmental Science Languange, Linguistic, Communication & Media Other

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A Systematic Examination of Digital Technology Integration in English Language Teaching at Vocational High Schools: Challenges and Opportunities Rahmaniar; Zulkifli Surahmat; Emelia Fitri Limchio Sinaga
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.4487

Abstract

The use of various technologies in vocational high schools in response to the need for graduates to have digital and English skills have changed English instruction even more. This study attempts to analyze the issues and the possibilities that both educators and learners face as they use digital technologies in English teaching. This study is limited to five English teachers in vocational high schools in West Sulawesi, Indonesia. This case study employed qualitative methodology through in-depth interviews and ATLAS.ti 24 software was used for data analysis. Findings showed that the teachers face several issues including the lack of technology, poor and unreliable internet, limited assistance, and different amounts of digital skills students have. Nevertheless, the study also showed that teachers' use of different digital technologies and more varied methods of teaching English motivated students to become involved and participate in English learning more than they have in the past. In addition to this, more skilled teachers are better able to adapt their material to fit vocational contexts and therefore increase relevancy to students’ future workplace outcomes, as this study has shown. The study adds to the knowledge base by showing that the successful application of digital technologies in vocational English education is not only a question of existing digital technologies and infrastructure, but also of ongoing professional digital pedagogical training and educational organizational support. The authors of the study are suggesting that digital infrastructures are available, that there are ongoing training efforts, and that there is a balanced provision of digital tools and resources for educators. These steps are required to take full advantage of digital technologies for teaching and learning English in vocational secondary education.
Authentic Content-Based Instruction in EFL Classrooms: Preparing University Students for Real-World Communication Rasmah N; Ayu Ashari; Emelia Fitri Limchio Sinaga; Zulkifli Surahmat; Markuna; Rahmaniar
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10362

Abstract

This study examines the effectiveness of Authentic Content-Based Instruction (CBI) in enhancing university students’ English communication skills and their readiness for real-world communication. It addresses two research questions: whether authentic CBI leads to greater improvement in communication performance compared to conventional instruction, and how students perceive its relevance to real-world contexts. A quasi-experimental design was employed involving 50 undergraduate students divided into experimental and control groups. Data were collected through pre-test and post-test assessments, questionnaires, and supporting qualitative insights, and analyzed using paired and independent sample t-tests alongside effect size estimation. The results indicate that while both groups improved, the experimental group achieved substantially higher gains, with mean scores increasing from 65.21 to 82.45, compared to 64.87 to 72.13 in the control group, reflecting a large effect. Students also reported higher engagement, stronger perceived authenticity, and greater communication readiness. These findings demonstrate that integrating authentic materials and task-based activities fosters meaningful language use and accelerates communicative competence. The study advances Content-Based Instruction by positioning authenticity as a core pedagogical element and provides practical guidance for designing context-driven, real-world-oriented EFL instruction in higher education.
Co-Authors Ayu Ashari Emelia Fitri Limchio Sinaga Markuna Rasmah N Zulkifli Surahmat Zulkifli Surahmat