ENGLISH TEACHING MATERIALS FOR SMK STUDENTS MAJORING IN ARTS: TEACHERS’ PERSPECTIVES

Siti Sudartini, Siwi Karmadi K, B Yuniar Diyanti

Abstract

The current practice of teaching English as a foreign language for students of SMK with art concentration needs to be reconsidered. These particular learners tend to be treated as having the same learning needs and target needs as those of SMA. Indeed, conducting an empirical study of the learning needs of SMK students, particularly those with art concentration is necessarily important. Regarding this fact, this piece of writing tries to figure out the learning needs of SMK students with art concentration by means of identifying the voices of those conducting the teaching and learning process of English as a foreign language for these particular learners. The data presented in the study were obtained through conducting a focus group discussion involving English teachers of 9 vocational schools with art concentration in Yogyakarta Special Region and by giving a set of questionnaires to them. The discussions presented cover the topics of the availability of the materials and sources of materials, types of texts used, the language skills being discussed, the activities, and the values or norms that need to be inserted in the teaching and learning processes. The study reveals that there is not any English textbook that fits the learning needs of these particular learners, teachers are supposed to use the same book as those for the common senior high schools. Consequently they also find their own materials to fit the learners’ needs from many different sources.

 

Keywords: English, language, students, SMK, art

Full Text:

PDF

References

Altbach, Philip G., et al. (eds). (1991). Textbook in American Society: Politics, Policy, and Pedagogy. New York: State University of New York press, Albany.

Britton, Bruce K., Arthur Voodward and Marilyn Binkley (eds). (2009). Learning from Textbooks: Theory and Practice. Digital Printing.New York: Routledge.

Djohar, A. (2007). Ilmu dan Aplikasi Pendidikan, Bagoan 4 Pendidikan Lintas

Bidang. Bandung: PT Imperial Bhakti Utama.

Farrell, Thomas S.C. (2008). Teaching Reading to English Language

Learners: A Reflective Guide. California: Corwin Press A Sage Company.

Foley, W. A. (2001). Anthropological Linguistics: An Introduction. Oxford: Blackwell Publishers Inc.

Jordan, R.R. (1997).English for Academic Purposes: A Guide and Resource book for Teachers. Cambridge: Cambridge University Press.

Kementerian Pendidikan dan Kebudayaan RI.(2014). Bahasa Inggris for SMA/MA/SMK/MAK Kelas XI Semester 1.Jakarta: Kementerian Pendidikan dan Kebudayaan.

Kurniawan, Eri and Arief Kurniawan.(2008). Communicative Builder: English for Vocational School for Intermediate Level (Grade XII) Vocational School (SMK/MAK). Jakarta: Pusat Perbukuan.

Miles, Matthew B., Michael Huberman, and Johny Saldana.(2014). Qualitative Data Analysis: A Methods Sourcebook. California: SAGE Publication, Inc.

Nieto, Sonia. (2010). Language, Culture, and Teaching: Critical Perspectives for a New Century. New York: Routledge.

Pratt, David. (1972). How to Find and Measure Bias in Textbooks. Englewood

Cliffs, New Jersey: Educational Technology Publications, Inc.

Sharifian, F. & Palmer, G. B. (2007). Applied Cultural Linguistics Implications for Second Language Learning and Intercultural Communication. Amsterdam/Philadelphia: John Benjamins Publishing Company.

Tomlinson, Brian (ed). (2011). Materials Development in Language Teaching: Second Edition. Cambridge: Cambridge University Press.

Wankel, Charles and Patrick Blessinger (eds). (2012). Increasing Student Engagement and Retention Using Online Learning Activities: Wikis, Blogs and Webquests. Bingley IWA, UK: Emerald Group Publishing Limited.

Widyantoro, Agus, Kartika Pratiwi, and Nuki Prihatini.(2008). Effecive Communication: An Integrated Course of English for Vocational High School Grade XI. Jakata: Pusat Perbukuan.

Refbacks

  • There are currently no refbacks.