Vocational Secondary School English Coursebooks Based on Social Semiotic Perspective: Voices from Engineering Professionals
DOR: 20.1001.1.23223898.2021.9.36.1.7

Document Type : Research Paper

Authors

Universitas Negeri Semarang, Indonesia

Abstract

English coursebooks used in vocational secondary schools should accommodate the engineering students’ needs for their future profession. It is essential to reveal company trainers’ and engineers’ perception of the English coursebook used at school to know whether the English coursebook meets students’ needs for their future profession or not. Therefore, in this study, we investigated company trainers’ and engineers’ perception of the English coursebook that is used at vocational secondary schools based on the social semiotic perspective. We distributed open-ended questionnaires and conducted in-depth interviews to both engineers and engineering company trainers as professionals about the topics and registers provided in the English coursebook. The results of data analysis revealed that the topics and registers in the coursebook are not relevant with what students need for their future profession as engineers. In fact, both engineers and company trainers believed that the English coursebook should provide topics and registers related to the engineering field. Thus, we hope that the findings of this article would positively contribute to the development of English materials and coursebooks for vocational secondary school level.

Keywords


Aviyanti, L. (2015). Developing English Learning Materials for Grade XI Students of Beauty and Skin Care Study Programme at Vocational High Schools. Published Bachelor Thesis. English Education Study Program, Yogyakarta State University.
Cohen, L., Manion, D., & Morrison, K. (2007). Research methods in Education. New York: Rutledge.
Halliday, M. A. K. (1978). Language as social semiotic. London: Edward Arnold.
Mahbub, M.A. (2018). English Teaching in Vocational High School: A Need Analysis. JEELS 5(2), 229-258
Martin, J.R., and Rose, D. (2007). Working with Discourse Meaning beyond the Clause. New York: Continuum.
Muhammad, I., and Raof, A.H.A. (2019). Assessing ESP Needs of Saudi Engineering Undergraduates: A Diagnostic View. Arab World English Journal, 10 (4), 204-222.
Macalister, J., & Nation, I. P. (2019). Language curriculum design. Routledge.
Rehouma, S. (2013). Identification and Analysis of Students’ Needs in Learning English for Specific Purposes: The Case of the 2nd Year Students at the Department of Business, Kasdi Merbeh University-Ouargla. Published Dissertation. Faculty of Letters and Languages, Kasdi Merbah University.
Sagli, S. (2017). Teachers’ and Students’ Perceptions of Vocational Orientation in the English Subject. Published Master Thesis. University of Oslo.
Widodo, H.P. (2015). The Development of Vocational English Materials from a Social Semiotic Perspective: Participatory Action Research. Published Dissertation. School of Humanities, Faculty of Arts, University of Adelaide Australia.
Widodo, H.P. (2016). Teaching English for Specific Purposes (ESP): English for Vocational Purposes (EVP). In W.A Renandya & H.P Widodo (Eds.), English Language Teaching Today Linking Theory and Practice (pp.277-291). Switzerland: Springer International Publishing.
Volume 9, Issue 36 - Serial Number 36
1400- تابستان
July 2021
Pages 11-20
  • Receive Date: 25 October 2020
  • Revise Date: 13 December 2020
  • Accept Date: 17 February 2021
  • First Publish Date: 25 March 2021