Gauging the Interactive Language Learning to improve English Communication Skills Among Vocational High School Students

Abstract

Enhancing English language skills in Vocational High Schools (SMK) is crucial for preparing students to meet the demands of globalization and the workforce. This study aims to evaluate the effectiveness of communication-based learning methods in comparison to lecture, project, and game-based methods in improving students' scores on the English Proficiency Test (EPT). The research employs a quasi-experimental design with a post-test only approach, involving 53 students divided into four groups according to the learning methods applied. Data were collected through the EPT, and data analysis was conducted using One-Way ANOVA and Tukey's Post Hoc test. The findings indicate that the communication-based learning method is significantly more effective in enhancing EPT scores than the other methods, achieving the highest average score of 389.29. Additionally, both project-based and game-based methods also demonstrated significant improvements compared to the lecture method. The conclusion of this study underscores the importance of innovation in education, advocating for the integration of methods that combine communication, play, and technology. A technology-assisted edutainment Co-Trainers program is recommended as an innovative solution to create an interactive and effective learning environment, equipping students to face an increasingly competitive job market.