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The Need Analysis of English for Specific Purposes for The Tenth Grade Computer Engineering and Networking Students at SMKN 3 Takalar Nur Hamidah; Pidia Warahma; Al Qadri Halim; Ayu Lestari; Ryzka Ramasyari; Andini Agustiani
Bulletin of Scientific Reseach in English Education Vol. 3 No. 1 (2026): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v3i1.75

This research examines the English language needs of tenth-grade Computer Engineering and Networking students at SMKN 3 Takalar, aiming to design an English for Specific Purposes (ESP) curriculum tailored to their academic and professional requirements. A questionnaire involving 60 students revealed that most are motivated to learn English for career preparation and global communication. Writing and speaking were identified as the most essential skills, though speaking posed the greatest challenge due to limited practice, lack of confidence, and minimal peer interaction. Students preferred interactive learning methods such as group discussions, presentation simulations, project-based learning, and multimedia use. They also favored digital resources like learning apps and videos. Major barriers included limited study time, insufficient speaking practice, and a lack of relevant resources. Thus, an effective ESP curriculum should integrate technology, encourage active learning, and adopt collaborative approaches aligned with students' needs. Additionally, incorporating real-world tasks can help bridge the gap between theoretical knowledge and practical application. This study underscores the importance of ESP in vocational education for enhancing English proficiency, critical thinking, collaboration, and problem-solving skills. With the right approach, ESP can serve as a transformative tool in preparing students to excel academically and professionally. The findings carry direct implications for curriculum developers, English teachers, and educational policymakers in Indonesian vocational schools, underscoring the need for context-sensitive, technology-enhanced ESP programs that bridge disciplinary demands with learner realities.

The Analysis of Student's Lack in English Learning of Eleventh Grade Computer Networking Engineering at SMKN 3 Takalar Pidia Warahma; Subhan Rahmat
Journal of Social Science Vol. 7 No. 1 (2026): Journal of Social Science
Publisher : Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jss.v7i1.1067

This study investigates the English language learning difficulties experienced by eleventh-grade students majoring in Computer and Network Engineering at SMKN 3 Takalar, a vocational high school (SMK) in Indonesia. A quantitative research methodology utilizing questionnaires was employed to gather data from 75 students, focusing on their proficiency levels across four key language skills (speaking, reading, listening, and writing), as well as factors contributing to their learning difficulties. The findings revealed that 68% of students experience significant difficulties in learning English, with speaking identified as the most challenging skill (73% of respondents), followed by reading and listening (30.33% each), while writing represents the least difficult area (14% of respondents). The primary factors contributing to these difficulties include insufficient speaking practice (45.3%), limited study time (42.7%), and lack of motivation (38.7%). Additionally, students identified inadequate teaching materials relevant to their technical field (18.7%) and the absence of study partners (30.7%) as significant barriers. However, the study also found that students actively engage in self-directed learning through watching English movies or videos (52%), reading English books or articles (45.3%), and listening to podcasts or music (46.7%) outside the classroom. The majority of students (76%) expressed a strong need for specialized English training focused on technical texts related to computer and network engineering, with 53.3% considering such training very necessary. These findings underscore the critical importance of developing targeted interventions and specialized English for Specific Purposes (ESP) materials tailored to vocational students' unique academic and professional needs. Keywords: English learning difficulties, vocational education, technical English, ESL, qualitative analysis, curriculum development.

Implementation of Authentic Assessment by Teachers in the Independent Curriculum for English Reading Skills at SMAN 16 Makassar Pidia Warahma; Hikma Patika Sari; Dzulqarnain Dzulqarnain Rahmat
Islamic Journal of Teaching and Learning Vol. 1 No. 2 (2025): Islamic Journal of Teaching and Learning
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/xpnj8x52

This study aims to explore the implementation of authentic assessment in English reading instruction based on the Independent Curriculum (Kurikulum Merdeka) through semi-structured interviews with an English teacher at SMAN 16 Makassar. Employing a qualitative descriptive design, data were collected through a semi-structured interview instrument comprising eight open-ended questions, audio-recorded and transcribed manually for thematic analysis. Using a qualitative descriptive approach, this study explores the teacher's understanding, the types of tasks used, student engagement, challenges faced, and their alignment with curriculum objectives. The results indicate that the teacher implemented authentic assessment primarily through oral reading activities, vocabulary development, and performance-based observations. These strategies reflect language use in real contexts and support student-centered learning. Despite facing challenges such as students' pronunciation difficulties due to regional dialects, the teacher implemented adaptive strategies such as repetition, inclusive feedback, and the use of flexible assessment tools such as rubrics and stopwatches. The study concludes that although the current implementation is still rudimentary, the practice aligns with the principles of the Independent Curriculum, which emphasize flexibility, engagement, and competency-based assessment. This study highlights the importance of implementing contextual and inclusive assessment to meaningfully improve students' reading skills. It is recommended that teachers diversify authentic assessment tasks by incorporating reading journals, portfolios, and peer review activities to more comprehensively evaluate students' reading competencies in line with the Independent Curriculum.

The Analysis of Student's Lack in English Learning of Eleventh Grade Computer Networking Engineering at SMKN 3 Takalar Pidia Warahma; Subhan Rahmat
Journal of Social Science Vol. 7 No. 1 (2026): Journal of Social Science
Publisher : Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jss.v7i1.1067

This study investigates the English language learning difficulties experienced by eleventh-grade students majoring in Computer and Network Engineering at SMKN 3 Takalar, a vocational high school (SMK) in Indonesia. A quantitative research methodology utilizing questionnaires was employed to gather data from 75 students, focusing on their proficiency levels across four key language skills (speaking, reading, listening, and writing), as well as factors contributing to their learning difficulties. The findings revealed that 68% of students experience significant difficulties in learning English, with speaking identified as the most challenging skill (73% of respondents), followed by reading and listening (30.33% each), while writing represents the least difficult area (14% of respondents). The primary factors contributing to these difficulties include insufficient speaking practice (45.3%), limited study time (42.7%), and lack of motivation (38.7%). Additionally, students identified inadequate teaching materials relevant to their technical field (18.7%) and the absence of study partners (30.7%) as significant barriers. However, the study also found that students actively engage in self-directed learning through watching English movies or videos (52%), reading English books or articles (45.3%), and listening to podcasts or music (46.7%) outside the classroom. The majority of students (76%) expressed a strong need for specialized English training focused on technical texts related to computer and network engineering, with 53.3% considering such training very necessary. These findings underscore the critical importance of developing targeted interventions and specialized English for Specific Purposes (ESP) materials tailored to vocational students' unique academic and professional needs. Keywords: English learning difficulties, vocational education, technical English, ESL, qualitative analysis, curriculum development.

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