<![CDATA[Writing competence is an essential outcome of English learning in vocational high schools, particularly for students of Computer and Network Engineering who are expected to communicate technical experiences, internship activities, and workplace procedures in English. This study aims to examine the effectiveness of English for Specific Purposes (ESP) Contextual Based Learning in improving students’ ability to write recount texts. The study was designed as a quasi-experimental research using a non-equivalent control group design. The participants consisted of two Grade X vocational classes: one experimental class receiving ESP contextual instruction and one control class receiving conventional instruction. The intervention integrated computer-networking themes, authentic workplace vocabulary, guided genre modeling, collaborative drafting, and reflection on students’ vocational experiences. Data were collected through writing pre-tests and post-tests, an analytic writing rubric, observation sheets, and student response questionnaires. The illustrative analysis shows that the experimental group gained a higher post-test mean score than the control group, particularly in content development, text organization, vocabulary relevance, and grammatical accuracy. The independent-samples test and normalized gain analysis indicate that ESP Contextual Based Learning has a meaningful effect on recount text writing achievement. The findings imply that contextualized ESP instruction can bridge general English learning and vocational communication needs by making writing tasks more authentic, purposeful, and connected to students’ technical fields.]]>
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