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All Journal CARONG: Jurnal Pendidikan, Sosial dan Humaniora Jurnal Ilmu Sosial dan Humaniora Indonesia Berdampak: Jurnal Pengabdian Kepada Masyarakat Educational Journal Kayee: Jurnal Pendidikan dan Ilmu Sosial
Yulita Halim
SMK Negeri 1 Tapaktuan
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Journal : educational journal

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Assessing Writing Proficiency in Bilingual Vocational High School Students: A Case Study at SMKN 1 Tapak Tuan Grade X Yulita Halim
Educational Journal Vol. 1 No. 2 (2026): JANUARI
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/x0ge7233

Abstract

This study investigates the writing proficiency of bilingual students in Grade X at SMKN 1 Tapak Tuan, a vocational high school implementing a bilingual instructional model. The research aims to assess students’ overall writing performance and identify the most frequent linguistic issues that influence their proficiency. Using a mixed-method design, data were collected through a writing test, analytic scoring rubric, interviews, and classroom observations. The students’ written texts were evaluated across five components: content, organization, vocabulary, language use, and mechanics. In addition, linguistic errors were categorized using the Error Analysis framework consisting of omission, addition, misformation, and misordering. The findings indicate that most students are positioned at the fair proficiency level, with significant challenges in grammar accuracy, vocabulary range, and organization. Misformation and omission emerged as the most dominant error types, suggesting strong L1 interference and limited exposure to English writing conventions. Qualitative data reveal that students’ difficulties are influenced by low confidence, limited academic vocabulary, and inconsistent bilingual support. The study highlights the need for more explicit writing instruction, targeted feedback, and increased English input within vocational bilingual contexts. Implications for teaching practices and curriculum refinement are also discussed.
Teachers’ Strategies in Teaching English Vocabulary to Tenth-Grade Students at SMKN 1 Tapaktuan in the Academic Year 2024/2025 Yulita Halim
Educational Journal Vol. 1 No. 3 (2026): FEBRUARI-APRIL
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/3vfegf83

Abstract

The present study sets out to explore and analyze the instructional strategies employed by English teachers in teaching vocabulary to tenth-grade students at SMKN 1 Tapaktuan during the 2024/2025 academic year. Vocabulary acquisition is widely recognized as a cornerstone of language learning, and teachers’ choices of strategies significantly shape learners’ success. This research not only identifies the specific strategies used but also examines the contextual and pedagogical factors that influence teachers’ decisions. By doing so, it aims to provide a comprehensive understanding of how vocabulary instruction is managed in a vocational high school setting, where students often face unique challenges compared to those in general academic tracks.   The study adopts a qualitative descriptive design, which is particularly suited to capturing the richness and complexity of classroom practices. Unlike quantitative approaches that focus on numerical data, qualitative research emphasizes meaning, interpretation, and context. In this case, the voices and experiences of teachers are central. Two English teachers were selected as the primary subjects, allowing for an in-depth exploration of their perspectives and practices. Data collection relied on semi-structured interviews, which provided flexibility for teachers to elaborate on their experiences while ensuring that key topics were consistently addressed. In addition, documentation such as lesson plans and syllabi was analyzed to triangulate findings and provide evidence of how strategies were planned and implemented.  The analytical framework was guided by Miles and Huberman’s model of qualitative data analysis, which involves three interconnected steps: data reduction, data display, and conclusion verification (Sugiyono, 2015). Data reduction refers to the process of selecting, simplifying, and focusing on the most relevant information. Data display involves organizing information in a way that makes patterns and relationships visible. Finally, conclusion verification ensures that interpretations are credible and supported by evidence. This systematic approach allowed the researchers to move beyond surface-level descriptions and develop well-grounded insights into vocabulary teaching practices. 
Teaching English Grammar in Grade X SMKN 1 Tapaktuan Yulita Halim
Educational Journal Vol. 1 No. 3 (2026): FEBRUARI-APRIL
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/bdxpmn23

Abstract

Grammar plays a crucial role in supporting language skills, including listening, speaking, reading, and writing. This study aims to explore the approaches used in teaching grammar in grade X SMKN 1 Tapaktuan  through a qualitative reflective design. Data were collected through reflective journals, classroom observations, and thematic notes, and analyzed using thematic analysis. The findings reveal that two main approaches were employed: focus on forms and focus on form. The focus on forms approach was effective in improving students’ grammatical accuracy through explicit instruction and structured exercises. In contrast, the focus on form approach enhanced students’ communicative fluency by integrating grammar into meaningful and context-based tasks. The study further found that a combination of both approaches provided a more balanced development of accuracy and fluency, particularly in vocational contexts where language use is closely related to professional communication. These findings suggest that grammar instruction in  should not rely on a single approach but rather integrate explicit teaching with contextualized practice. This study contributes to the field of English language teaching by highlighting the importance of context-sensitive grammar instruction that aligns with students’ vocational needs
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