ADDRESSING THE NEED OF TEACHING ENGLISH FOR SPECIFIC PURPOSE AT SMK KESEHATAN BAKTI ASSYUKUR
DOI:
https://doi.org/10.22460/project.v4i1.p100-104Abstract
CTL method is one of the teaching techniques where students work in a group. It is used to improve the student’s skill in mastering and understanding English vocabulary. This study tries to determine the effectiveness of teaching and learning at the tenth-grade students of Vocational School. The main goal of this research is to improve English language skills, especially in vocabulary understanding. The method of this research is classroom action research and the populations are the tenth-grade students of pharmacy which consist of nine students as sample randomly. The data collection was done by pre-test and post-test as research instruments. The results of this research that had been carried out during the study showed that the post-test average score (71,5%) is higher than the pre-test average value (49,3%). It shows that the CTL method is very effective in increasing students’ understanding of English, especially in the homonym vocabulary pronounciation and spelling words.
Â
Keywords:Â ESP, CTL, Vocabulary, Teaching
Â
Â
References
Anwar, Y. T., Efransyah. (2018). Teaching English Vocabulary Using Crossword Puzzle Game At The Seventh Grade Students. Project (Professional Journal of English Education), 1(3), 235-240
Brand, B. (2003). Essential of High School Reform: New Forms of Assessment and Contextual Teaching and Learning. Washington: American Youth Policy Forum.
Dick, B and Swepson, P. (1997). Action Research FAQ: “frequently asked questions†file. Available at: http://www.scu.edu.au/schools/gem/ar/arp/arfaqhtm. Accessed on June 10th, 2020
Hinkel, E. (2018). Teaching speaking in integrated-skills classes. The TESOL Encyclopedia of English Language Teaching, 1-6 https://doi.org/10.1002/9781118784235.eelt0256
Hutchinson, T., Waters, A. (1992). English for Specific Purposes: A Learning-Centered Approach. Cambridge. Cambridge University press
Komariah, R., Subarjah, H., & Sujana, A. (2016). Pengaruh Model Pembelajaran Contextual Teaching And Learning Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Energi Panas. Jurnal Pena Ilmiah, 1(1), 621-630. doi:https://doi.org/10.17509/jpi.v1i1.2993
Lynch, R.L., Harnish, D. (2003). Contextual Teaching and Learning: Lessons Learned from Teacher Preparation through Novice Teaching. Georgia. University of Georgia.
Nurhajati, D., Kencanawati, D., Riwayatiningsih, R. (2020). Enhancing Critical Thinking in Speaking Skill through Sekawan-P. English Education, Journal of English Teaching and Research, 5(1), 92-102
Simbolon, D.R.S., Haryudin, A., Efransyah. (2019). Improving Students’ Speaking Skill Through Project Based Learning (Pbl). Project (Professional Journal of English Education), 2(2), 140-145
Sofiana, N., Mubarok, H., & Yuliasri, I. (2019). English language teaching in secondary school: An analysis of the implementation of Indonesian ELT 2013 curriculum. Int Journal of Instruction, 12(1), 1533-1544. https://doi.org/10.29333/iji.2019.12198a
