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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan
Karolis Anaktototy
Pattimura University, Ambon, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect of ADDIE-Based ESP Materials on Vocational Students’ Skills in Brackish and Marine Aquaculture Agribusiness Warda Lessy; Karolis Anaktototy; Sophia Binnendyk
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8201

Abstract

This study investigates the effect of ADDIE-based English for Specific Purposes (ESP) reading materials on vocational students’ reading comprehension in the Brackish and Marine Aquaculture Agribusiness program. The research addresses the issue of students’ low reading comprehension due to the use of general English materials that are not aligned with their vocational needs. A pre-experimental one-group pre-test and post-test design was employed, involving 25 vocational students selected through purposive sampling. The instructional materials were systematically developed using the ADDIE model to ensure relevance to students’ field of study. Data were collected through reading comprehension tests and a student effectiveness questionnaire. The results revealed a significant improvement in students’ reading comprehension, as indicated by an increase in the mean score from 62 (pre-test) to 81 (post-test), with a gain score of 19. The normalised gain score of 0.5 suggests moderate effectiveness of the intervention. Additionally, the questionnaire results showed a mean score of 4.3, indicating that students perceived the materials as very effective. The findings demonstrate that ESP-based reading materials, when developed systematically using the ADDIE model, can significantly enhance vocational students’ reading comprehension, motivation, and confidence. Therefore, integrating contextualised and discipline-specific materials into vocational English instruction is highly recommended to support both language proficiency and professional literacy.
Exploring the Implementation of Differentiated Instruction in Vocational English Classrooms Cindy Rizky Kamsurya; Karolis Anaktototy; Rosina Lekawael
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8202

Abstract

This study aims to explore the challenges an English teacher faces in implementing differentiated instruction in a vocational English classroom. The study was conducted at a Muhammadiyah vocational high school in Ambon, Indonesia, using a qualitative single-case study design, as described by Yin (2014). The participant in this study was an English teacher with experience teaching in a vocational context. Data were collected through classroom observation, semi-structured interviews, and document analysis. The data were analysed using thematic analysis to identify patterns related to the challenges the teacher encountered. The findings reveal that the teacher experienced several significant challenges in implementing differentiated instruction. These include a lack of professional training, limited theoretical understanding of differentiated instruction, and difficulty in conducting initial assessments of students’ readiness, interests, and learning profiles. In addition, the teacher faced challenges in differentiating instruction, particularly in grouping students and providing varied student products. The study also found that traditional teaching habits and mindset contributed to the difficulty in adopting differentiated practices. Overall, the findings suggest that while there is an awareness of differentiated instruction, its implementation remains limited and not fully aligned with its theoretical principles. This study highlights the importance of providing professional development and practical support to help teachers effectively implement differentiated instruction in vocational English classrooms.
Co-Authors Cindy Rizky Kamsurya Rosina Lekawael Sophia Binnendyk Warda Lessy