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All Journal JURNAL IQRA´ IJoLE: International Journal of Language Education
Peter John Wanner
Tohoku University, Japan
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Impact of Contextual Authentic Materials on Reading Comprehension among Vocational High School Learners Zulkifli Surahmat; Ahmad Risal Majid; Agnez; Sitti Hadija; Peter John Wanner
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 3 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i3.6073

Abstract

This study investigates the effectiveness of using contextual authentic materials in improving vocational high school (SMK) students’ reading comprehension and motivation in learning English reading. The research was conducted among tenth-grade hospitality students at SMK Negeri 2 Polewali during the 2025/2026 academic year. Using a quasi-experimental nonequivalent control group design, 42 students were randomly assigned to experimental (n = 21) and control (n = 21) groups. The experimental group was taught using contextual authentic materials, such as hotel advertisements, reservation forms, tourism brochures, and workplace memos—while the control group received conventional textbook-based instruction over six sessions within five weeks. Data were collected through pretests and posttests consisting of 20 multiple-choice items measuring four sub-skills: identifying main ideas, recognizing supporting details, making inferences, and interpreting references. Statistical analyses using SPSS version 26 included descriptive statistics, assumption testing, and inferential analyses (ANCOVA and independent-samples t-test). The results revealed that the experimental group outperformed the control group significantly, F(1, 39) = 26.48, p < .001, partial η² = .40, with a large effect size (Cohen’s d = 1.62). Students exposed to contextual authentic materials demonstrated greater gains across all sub-skills, with the highest improvement in inference-making. Classroom observations further indicated that these materials enhanced students’ engagement and motivation by linking classroom learning to real-world professional contexts. The findings affirm that contextual authentic materials are effective in fostering both cognitive and affective outcomes in vocational English learning. They enable students to connect language learning with their future careers, promoting meaningful, relevant, and motivated reading comprehension. Consequently, English teachers and curriculum developers in vocational schools are encouraged to integrate authentic vocational texts into instruction to bridge the gap between classroom learning and workplace communication.
Bridging Skills and Language: Developing Web-Based English Learning Platforms for Vocational Education Ahmad Rossydi; Peter John Wanner; Muawal Al As’ary; Benny Kurnianto; Aat Eska Fahmadi
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83709

Abstract

This research is based on the rapid development of Information and Communication Technology (ICT) in the education sector. Developing a web-based English learning platform tailored to vocational students not only meets the demand for innovative educational solutions but also improves their language competence and prepares them for the job market. It also promotes access, scalability, 21st-century skills, and real-life issues, and helps shape what a modern, accessible, 21st-century education is like. This study aims to contribute to addressing the increasingly widespread demand for ICT integration in education, especially in vocational higher education, and to reconcile technology with human resource development. The study's objective was to develop a web-based learning platform, "Gamal Station," focused on English language instruction for vocational students. The study employed a Design and Development (D&D) research approach, following a structured analysis, design, and development method. The resulting product, Gamal Station, offers features for learning English, including content, exercises, and assessments that can be accessed anytime, anywhere. Expert validation of both the material and the media verified the tool's effectiveness and usability, classifying it as a suitable educational resource. Nevertheless, some minor challenges, such as network limitations and necessary interface modifications, were noted during the evaluation. The application demonstrated significant potential to enhance English teaching and learning outcomes following adjustments. This research highlights the need to employ innovative, accessible educational tools in vocational training to meet diverse learner needs and support contemporary teaching methods. The affirmation of Gamal Station represents progress in the creation of ICT-based educational resources, setting the stage for broader adoption in vocational institutions and encouraging more inclusive and effective English language instruction.
Co-Authors Aat Eska Fahmadi Agnez Ahmad Risal Majid Benny Kurnianto Muawal Al As’ary Rossydi, Ahmad Sitti Hadija Zulkifli Surahmat