Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal AL ISHLAH Jurnal Pendidikan JOLLT Journal of Languages and Language Teaching
Rihatmi, Rihatmi
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education Sharizan, Sharizan; Titania, Fani Nabila; Rihatmi, Rihatmi; Handayani, Riris; Sukarno, Sukarno; Musaldin, La Ode; Sadiyah, Noviachri Imroatul
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12424

Abstract

Content-based Instruction (CBI) uses authentic materials and language as a medium for teaching English. It aligns with the ESP concept in vocational education and might affect students’ perception and motivation. This study assessed vocational high school students’ perception and motivation toward CBI implementation in teaching English. The case study involved 35 students of the 10.2 Culinary Arts Major class, SMK Negeri 2 Godean, Sleman Yogyakarta. The study was started from March to June 2024. The samples were determined through the purpose sampling technique, which involved all the participants as samples. Then, the instruments being used were validated questionnaires (a Pearson correlation value of 0.445 to 0.877 and a Cronbach alpha value of 0.997) supported by open-ended questions and classroom observation. The results showed that vocational high school students have a moderate level of perception (3.31) and motivation (3.44) on CBI implementation based on the Likert Scales’ interpretation. However, the students have a high perception of the authentic materials being used and instrumental motivation about the importance of English in their lives. This leads them to have a willingness to learn English. It is supported by their positive responses to open-ended questions and nuances in classroom observation. Meanwhile, it is vital to maintain internal motivation and be assertive in implementing CBI by applying clear learning objectives and contracts to make a conducive classroom. Finally, due to participants’ limitations, conducting future studies with broader participants, including teachers and students from other majors, is crucial. 
English Learning Outcomes Based on Indonesian Enacted Current Curriculum in the Perspective of Vocational Students’ Need: A Critical Discourse Analysis Rihatmi, Rihatmi; Margana, Margana; Handayani, Riris; Nabila Titania, Fani; Sharizan, Sharizan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6056

Abstract

English learning outcomes in vocational education must align with enacted curriculum policies and the specific needs of vocational students. In Indonesia, the Merdeka Curriculum (Freedom to Learn Curriculum) 2022 sets national educational standards, including English language policies. This study examines the alignment between these policies and the English for Specific Purposes (ESP) approach, which is essential for vocational students preparing for future professions. This qualitative study employs Critical Discourse Analysis (CDA) to analyze pedagogical discourse at the policy level. Content analysis of government documents on English learning outcomes was conducted, alongside interviews with teachers and students to gather practical insights. Findings indicate that while the Merdeka Curriculum provides general learning outcomes, vocational educators must adapt these to meet students' specific needs. Teachers play a crucial role in integrating relevant themes, practical assignments, and industry-related activities into English instruction. However, challenges remain in effectively implementing ESP due to curriculum constraints and a lack of contextualized materials. The study highlights the need for flexibility in curriculum implementation, emphasizing a balance between national policies and vocational students' professional requirements. Teachers require support in curriculum adaptation to enhance pedagogical strategies and ensure meaningful learning experiences. This research provides critical insights into the impact of policy changes on English learning in vocational schools. It underscores the importance of contextualized instruction and suggests improvements in policy implementation to better serve vocational students’ career aspirations.
Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education Sharizan, Sharizan; Titania, Fani Nabila; Rihatmi, Rihatmi; Handayani, Riris; Sukarno, Sukarno; Musaldin, La Ode; Sadiyah, Noviachri Imroatul
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12424

Abstract

Content-based Instruction (CBI) uses authentic materials and language as a medium for teaching English. It aligns with the ESP concept in vocational education and might affect students’ perception and motivation. This study assessed vocational high school students’ perception and motivation toward CBI implementation in teaching English. The case study involved 35 students of the 10.2 Culinary Arts Major class, SMK Negeri 2 Godean, Sleman Yogyakarta. The study was started from March to June 2024. The samples were determined through the purpose sampling technique, which involved all the participants as samples. Then, the instruments being used were validated questionnaires (a Pearson correlation value of 0.445 to 0.877 and a Cronbach alpha value of 0.997) supported by open-ended questions and classroom observation. The results showed that vocational high school students have a moderate level of perception (3.31) and motivation (3.44) on CBI implementation based on the Likert Scales’ interpretation. However, the students have a high perception of the authentic materials being used and instrumental motivation about the importance of English in their lives. This leads them to have a willingness to learn English. It is supported by their positive responses to open-ended questions and nuances in classroom observation. Meanwhile, it is vital to maintain internal motivation and be assertive in implementing CBI by applying clear learning objectives and contracts to make a conducive classroom. Finally, due to participants’ limitations, conducting future studies with broader participants, including teachers and students from other majors, is crucial. 
Co-Authors Handayani, Riris M. Sukarno Margana Margana Musaldin, La Ode Nabila Titania, Fani Sadiyah, Noviachri Imroatul Sharizan, Sharizan Titania, Fani Nabila