Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education

Authors

  • Sharizan Sharizan Universitas Negeri Yogyakarta, Indonesia
  • Fani Nabila Titania Universitas Negeri Yogyakarta, Indonesia
  • Rihatmi Rihatmi Universitas Negeri Yogyakarta, Indonesia
  • Riris Handayani Universitas Negeri Yogyakarta, Indonesia
  • Sukarno Sukarno Universitas Negeri Yogyakarta, Indonesia
  • La Ode Musaldin Monash University, Australia
  • Noviachri Imroatul Sadiyah University of Leeds, United Kingdom

DOI:

https://doi.org/10.33394/jollt.v12i4.12424

Keywords:

Content-based instruction (CBI), Motivation, Perception, Vocational education,

Abstract

Content-based Instruction (CBI) uses authentic materials and language as a medium for teaching English. It aligns with the ESP concept in vocational education and might affect students’ perception and motivation. This study assessed vocational high school students’ perception and motivation toward CBI implementation in teaching English. The case study involved 35 students of the 10.2 Culinary Arts Major class, SMK Negeri 2 Godean, Sleman Yogyakarta. The study was started from March to June 2024. The samples were determined through the purpose sampling technique, which involved all the participants as samples. Then, the instruments being used were validated questionnaires (a Pearson correlation value of 0.445 to 0.877 and a Cronbach alpha value of 0.997) supported by open-ended questions and classroom observation. The results showed that vocational high school students have a moderate level of perception (3.31) and motivation (3.44) on CBI implementation based on the Likert Scales’ interpretation. However, the students have a high perception of the authentic materials being used and instrumental motivation about the importance of English in their lives. This leads them to have a willingness to learn English. It is supported by their positive responses to open-ended questions and nuances in classroom observation. Meanwhile, it is vital to maintain internal motivation and be assertive in implementing CBI by applying clear learning objectives and contracts to make a conducive classroom. Finally, due to participants’ limitations, conducting future studies with broader participants, including teachers and students from other majors, is crucial. 

Author Biographies

Sharizan Sharizan, Universitas Negeri Yogyakarta

Master of English Education, Faculty of Languages, Arts, and Cultures, Universitas Negeri Yogyakarta, Indonesia

 

Fani Nabila Titania, Universitas Negeri Yogyakarta

Master of English Education, Faculty of Languages, Arts, and Cultures, Universitas Negeri Yogyakarta, Indonesia

Rihatmi Rihatmi, Universitas Negeri Yogyakarta

Master of English Education, Faculty of Languages, Arts, and Cultures, Universitas Negeri Yogyakarta, Indonesia

Riris Handayani, Universitas Negeri Yogyakarta

Master of English Education, Faculty of Languages, Arts, and Cultures, Universitas Negeri Yogyakarta, Indonesia

Sukarno Sukarno, Universitas Negeri Yogyakarta

Master of English Education, Faculty of Languages, Arts, and Cultures, Universitas Negeri Yogyakarta, Indonesia

La Ode Musaldin, Monash University

Master of TESOL, Faculty of Education, Monash University, Australia

Noviachri Imroatul Sadiyah, University of Leeds

MA Education, School of Education, University of Leeds, United Kingdom

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Published

2024-10-17

How to Cite

Sharizan, S., Titania, F. N., Rihatmi, R., Handayani, R., Sukarno, S., Musaldin, L. O., & Sadiyah, N. I. (2024). Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education. Journal of Languages and Language Teaching, 12(4), 1785–1799. https://doi.org/10.33394/jollt.v12i4.12424

Issue

Vol. 12 No. 4 (2024)

Section

Articles

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