Background Analysis of Soft Skills Aspect Gaps Between The Demands of The Manufacturing Industry That Has Been Developed In Vocational Scho
3. Theoretical and Empirical Review
English language teaching for vocational technical school students is not different from Vocational English for Specific Purposes VESP which is typical English with specific vocational aims, covering: specific learning system, specific achievement orientation, and specific media. Therefore, to obtain relevant teaching materials, teaching process and the determination of the targeted outcomes, need to be understood that the English language for adaptive vocational competency has particular characteristics. These characteristics are closely linked to the basic understanding that the technical vocational English is the language that is directed to develop instrumental adaptive ability of students to the world of work orientation. This naturally implies that English language learning in vocational technical school do not approach the English language as a linguistic discipline standard, but more towards the specific nature of applied linguistics. Here specifically implies that the English language for students in vocational technical school rather a tool only. English as a tool not a target but more a holistic approach that is to communicate with a contemporary communicative target you know I know communication. This approach also contains an understanding that learners on vocational technical school to see more function than the knowledge of English. Therefore, based on the analysis of some vocational English language teaching experiences, it was found that the patterns of teaching materials should be urgently mastered are as described below:3.1 Vocabulary development
Vocabulary looks very dominant in English language learning for the vocational technical school students. All aspects related to the field of study of students, especially those associated with the name of the tools, the types of work, and terms of certain conventional practices in the workshop laboratory, for example, be reconciled with the vocabulary words and definitions. Example: bore means the inside diameter of the cylinder.3.2 Development of short clauses
The books that are intended for English language learning in vocational technical scholl tend to rely largely on the development of vocational learners communication techniques based on short clauses. In other words, diversity of languages are spoken in more word for word, which led to the clause franca. Idiomatic expressions smells almost difficult to be found because of the nature of vocational technical language to the point and tend to “you know I know”. Example: .. and check the radiator ...3.3 Development of Procedural Discourse
Discourses used in teaching materials likely lead to a simple discourse with simple sentences, and tend to the story script containing procedures or work on something with mechanical manual commands. Example: first, open the carburretor, then wash it ...3.4 Text Reading Development with Simple Structure
Reading texts developed for vocational learning English tend to use simple level of language structures, instead tend to use the basic effective sentences simple sentences. It appears that the tenses are not too complex; compound sentences tend to be still at the simple level. Compound complex sentences tend to be rarely used. Example: There are other types of structures used in building bridges, piers, and docks. Examples of these are the open caisson, the pneumatic caisson, the sheet piling, and the cofferdam.3.5 Development of the Use of Passive Sentences
Learning English is a dimensionless techniques; many expressions are expressed in passive sentences in order to get a core understanding of uncertainty and multiple interpretations. Subjects who are treated far considered important than who about what. Understanding the logic is obvious that engineering requires a very minimal degree of deviation, so this also affects the communicative behavior in the environment. Example: Lubrication is needed, next.4. The Application of Learning English through PBTT Model
4.1 Nature of PBTT model and Task
Based on the constructivisms kicks and inspiration, the core of PBTT model is in the essence of providing teachinglearning process in integrated style and brings the context of realm into the class of teachinglearning. It is holistic, linkable, adaptable, and flexible without being untargeted. ItParts
» The Australian Introduction History
» Skills Victoria is the state government department responsible for VET delivery in
» Industry Skills Councils http:www.isc.org.au
» Attractiveness of VET to Local Youth
» Conclusion Australia’s vocational education and training
» Measure 1: The European Framework for Education and its meaning for the TVET in
» Measure 2: Improving collaboration of VET and Industry in the training process by web
» Function of Vocational Education and Training are:
» Internship and Public Policy
» On Campus Preparation Discussion
» On Site Company Arrangements
» Assessment of Learning Outcome
» Funding in the Vocational High Schools
» The Existing Financing Pattern
» Improving the learning quality.
» Improving the Programmed-Quality Target in Utilization of QMS of ISO 9001:2000.
» Improving the academic atmosphere quality.
» Improving the academic services quality.
» The Implementation of Quality Target of QMS of ISO 9001 : 2000.
» Obstacles in Implementing Quality Targets of QMS of ISO 9001: 2000.
» The Implementation Result of Quality Targets of QMS of ISO 9001:2000
» Impact of Quality Target of QMS of ISO 9001:2000.
» Schools need measures of success and areas for improvement that go beyond test scores.
» Educators must have a comprehensive understanding of what “school culture” is.
» Tools for developing and assessing school culture.
» Educational Leadership Constituent Council Standards
» PRIDE for Developing School culture
» A globally fundamental change in technology, economy, and the world of
» Competitiveness challenges of human resources HR Indonesia
» Curriculum Development Educational Redesign on Vocational Field in Indonesia
» Teaching Learning Process PBM
» Educator or Teacher Educational Redesign on Vocational Field in Indonesia
» Evaluation Educational Redesign on Vocational Field in Indonesia
» Competency-Based Assessment CBA Introduction
» Method Results and Discussion.
» Verbesserungsvorschläge auf der Basis ausgewählter Studiengänge in Deutschland
» Secondary School Level Characteristics
» The Role of Teacher Leadership in Teaching and Learning
» Evaluation and Diagnostics Procedures
» Polytechnic Education in Indonesia
» Qualifications Frameworks and Graduate Competence
» Conclusions and suugestion for further research
» Research Results and Discussion
» Vocabulary development Theoretical and Empirical Review
» Development of short clauses
» Development of Procedural Discourse
» Text Reading Development with Simple Structure
» Development of the Use of Passive Sentences
» Nature of PBTT model and Task
» Pre-task: Introduction to topic and task
» Task-Cycle: Tasks, Operational Procedures of Task Based Learning
» Post-Task Language Focus: Analysis and Practice
» Advantages Advantages and Limitations of PBTT Model
» Characteristics of Teachers of English Vocational Technical School
» Characteristics of Students Vocational Technical School
» Characteristics of Learning Design VESP
» The Learning of Consumer Education and the Values of Character Builder with All
» The Skill of Thinking Critically through Problem Solving Habituation
» The Problem Solving-Based Performace Assessment in the Learning of Consumer
» Principles of Learning Theory
» The purpose of ILS Model Development
» The Developed Learning Experience
» Video Based Learning Discussion 1 Teaching
» Social Media as Media Learning
» WBL Activities Structure and Anatomy of WBL 1 Definition WBL
» Work Experience-Based Structure and Anatomy of WBL 1 Definition WBL
» One form of apprenticeship WBL Learning
» Map cognitive WBL. Structure and Anatomy of WBL 1 Definition WBL
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» The Profile of Attitude of Sewing Woman’s
» The Profile of the Time Used in Sewing Woman’s Coat The Profil e of Sewing Woman’s Coat
» Information need Implementation 1 Requirement Definition
» Application Need Implementation 1 Requirement Definition
» Software Need Per Section Administrator
» Vocational High School Empowerment
» The Empowerment of Vocational High School Based on Total Quality Concept
» Discussion Rolling and Integrated WBL ModelRo-Ter WBL
» Project Based Learning Model 1. Model Development
» Principles of Competency Based Learning CBT
» Models of active student learning Learning by Doing
» Cooperative and Collaborative Learning
» Discoveri Learning Model Learning
» Problem-Based Learning Model Learning
» INTENTION OF AILR Adoption of Internet as Learning Resource
» Attitude Toward AILR FACTORS OF AILR INTENTION
» AILR Related Subjective Norm
» AILR Perceived Behavioral Control
» Discussion RESULT AND DISCUSSION 1 Results
» Suggestion CONCLUSION AND SUGGESTION 1 Conclusion
» Development of Teachers Professionalism
» Characteristics of Internet Based Learning
» How to Submit Internet-Based Learning
» The Advantages Internet-Based Education
» The Weaknesswa Internet-Based Education
» Development Model of Internet-Based Learning
» Internet-Based Learning Components Internet-Based Education
» Soft Skills for the Work Readiness in Industry
» Utilization and development advice More Products
» The Economic Transformation Program ETP is a comprehensive effort that will
» The History and Evolution of Polytechnics Development in Malaysia
» Efforts relevant to Standards since 2000
» Skill Development - Challenges
» Factor preventing in meeting the
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» High skills and work experiences
» Weak-collaboration provide Apprenticeship Training
» Strategic planning for implementing Tri Dharma PT
» Organizational work Apprenticeship Training
» Assessment, Evaluation and Recognition
» Vocational Education Issues in Indonesia The curriculum
» Zur Entwicklung deutscher Unternehmens- aktivitäten in Indonesien
» Das Corporate Social Responsibility CSR Programm der deutschen Unternehmen in
» Cooperation on Vocational School
» Dual System of Education Organization purpose
» Partner institutions: Dual System of Education component
» Education and Dual System of Education component
» System Assessment and Certification.
» Institutional Cooperation Dual System of Education component
» Guarantee the implementation of the PSG
» CONCLUSIONS RECOMMENDATIONS CONCLUSIONS AND RECOMMENDATIONS
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» Scenario System analysis 1 mGBL Infrastructure
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