Improving English Soft Skills Through Integrated Task-Based Learning Methods in Vocational High Schools

Arvina Sholawati Arvina Sholawati,Difa Pratama Difa Pratama,Halimatussa'diyah Halimatussa'Diyah,Atris Yuliarti Mulyani Atris Yuliarti Mulyani

doi:10.54259/diajar.v1i1.151

Arvina Sholawati Arvina Sholawati, Difa Pratama Difa Pratama + Show 2 more

Open Access

https://doi.org/10.54259/diajar.v1i1.151

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Abstract

This study aims to find out about improving English language skills through the Integrated Task Based Learning method for vocational students. Based on the research objectives, the method in this study uses qualitative research methods with a literature review approach. The stages of the research carried out were the collection of articles and journals, reduction and summary of articles, discussion, and conclusions. Sources of research data are articles and related journals that have the same topic. The results of the study indicate that the ability to speak English is very important to be learned and mastered by vocational students. Improving their ability to speak English can be done through the ITBL method because it is very useful to prepare them to enter the world of work.

Highlights

Based on the will of the President of the Republic of Indonesia to increase the role and function of vocational high school in advancing and equitable development of socio-economic welfare in Indonesia
For this reason, integrated task-based learning is considered to have a high level of relevance and flexibility are quite high, when combined with aspects of the objectives of the vocational education program, the need for adaptive competence, and operational needs because of their "acting out" nature. This allows it to be used as an alternative solution in managing English learning in vocational high schools.[2]. This scientific work is the result of literature on Improving English Soft Skills Through Integrated TaskBased Learning Methods in Vocational High Schools. the specific purpose of this scientific work is vocational high school students because it is based on the following reasons: (1) integrated based learning is appropriate to be applied in vocational high schools, (2) the use of English in vocational high schools is very influential for the world of work later; (3) many benefits will be obtained from the application of the integrated-based learning method
Through the development of Integrated Task Based Learning, vocational high school students are directed to develop the quality of English language learning management in Vocational High Schools by providing opportunities for all program components

Summary

Introduction

Competency-based learning applied at vocational high school is intended to reinforce with measurable mastery of competencies to students covering aspects of attitudes, knowledge, skills, and values completely and intact.[1] production-based learning is intended to emphasize the achievement of competencies that must be mastered by vocational high school students and an emphasis on providing a more meaningful learning experience through actual work processes and producing goods or services by market standards by prioritizing the preparation of students for entering the workforce and develop a worthy professional attitude. Through the development of Integrated Task-Based Learning learning, this discussion is directed at developing the quality of management of Vocational High School English learning by providing opportunities for all program components, especially students & "teachers" to play an active role in the process of managing the vocational education instructional field in an integrated & synergized manner, starting from the planning stage, implementation stage, and evaluation stage. Through the development of Integrated Task-Based Learning learning, this discussion is directed at developing the quality of management of Vocational High School English learning by providing opportunities for all program components, especially students & "teachers" to play an active role in the process of managing the vocational education instructional field in an integrated & synergized manner, starting from the planning stage, implementation stage, and evaluation stage. [1]

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