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All Journal CARONG: Jurnal Pendidikan, Sosial dan Humaniora Indonesia Berdampak: Jurnal Pengabdian Kepada Masyarakat Educational Journal Kayee: Jurnal Pendidikan dan Ilmu Sosial
Halim, Yulita
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 1 
Teachers’ Strategies in Teaching English Vocabulary to Tenth-Grade Students at SMKN 1 Tapaktuan in the Academic Year 2024/2025 Halim, Yulita
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. 
A Comparative Study of Fluency and Accuracy in Second Language Speaking for The Tenth Grade of SMKN 1 Tapaktuan Halim, Yulita
Kayee: Jurnal Pendidikan dan Ilmu Sosial Vol. 1 No. 2 (2026): JANUARI-JUNI
Publisher : CV. Rumoh Aceh Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/bn82jc70

Abstract

This study explores the relationship between fluency and accuracy in second language speaking among the tenth grade students of SMKN 1 Tapaktuan enrolled in English as a Foreign Language (EFL) programmes. Adopting a descriptive comparative approach, the research examines how different instructional orientations—communicative-focused and grammar-focused teaching—shape patterns of oral performance. 26  students from two classes participated in speaking tasks consisting of monologic and dialogic activities, followed by semi-structured interviews. Speaking performances were evaluated using analytic rubrics assessing continuity of speech, hesitation patterns, grammatical control, and lexical appropriateness. The findings indicate contrasting tendencies between the two groups: learners exposed to communicative-oriented instruction demonstrated greater fluency and interactional flow, whereas those receiving grammar-focused instruction exhibited stronger linguistic accuracy. The study highlights the pedagogical tension between meaning-focused communication and attention to form, suggesting that balanced instructional design may better support holistic speaking development. By situating the analysis within the Indonesian EFL context, this research contributes to applied linguistics discussions on how classroom practices influence oral proficiency.  
Internship Implementation at PT Xtend Integrasi Indonesia Halim, Yulita
Indonesia Berdampak: Jurnal Pengabdian kepada Masyarakat Vol. 2 No. 1 (2026): JANUARI-JUNI 2026
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/y33tgw83

Abstract

Internship is a vocational programme designed to provide students with authentic workplace experience and to bridge the gap between school learning and industry practices. This paper reports the internship activities conducted at PT Xtend Integrasi Indonesia from June to December 2025. The internship involved project planning, system installation, software configuration, integration of IT-based solutions, and maintenance tasks such as fibre optic cable splicing and panel repair. Through these activities, students applied theoretical knowledge in practical contexts, thereby enhancing technical competencies in troubleshooting, hardware installation, and system integration. Beyond technical skills, the internship fostered soft skills including discipline, adaptability, teamwork, and communication, which are essential for professional success. Challenges such as technological gaps between school and industry, limited mentorship due to supervisors’ workload, and cultural adjustment to workplace discipline were encountered. These challenges were overcome through proactive learning, collaboration with colleagues, and flexibility in adapting to new environments. Overall, the internship programme significantly enhanced students’ readiness for professional work, strengthened their technical expertise, and contributed to the formation of professional identities.    
Pembelajaran Simple Present Tense pada Kelas X SMKN 1 Tapaktuan dengan Metode Drilling Halim, Yulita
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 2 (2026): JUNI
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/p8ww1m10

Abstract

This study aims to determine the effectiveness of the drilling method in improving students' understanding of the simple present tense. The study used a Classroom Action Research (CAR) design with the stages of planning, action, observation, and reflection. The subjects were grade X students of SMKN 1 Tapaktuan in the 2025/2026 academic year. Data were collected through observation, interviews, and initial (pre-test) and final (post-test) tests. The results showed a significant increase from an average pre-test score of 60 to 80 in the post-test. This finding confirms that the drilling method is able to improve mastery of English grammar, especially the simple present tense.
Teaching English Grammar in Grade X SMKN 1 Tapaktuan Halim, Yulita
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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