Creative Problem-Based Learning: A Need Analysis for Developing

Learning Model and Tools for Enhancing Students’ English

Competence in Vocational High School

Hersulastuti

, Dwi Bambang Putut Setiyadi

, Iswan Riyadi

Graduate Program , Universitas Widya Dharma Klaten, Klaten, Indonesia

Teacher Training Faculty, Universitas Widya Dharma Klaten, Klaten, Indonesia

Keywords: Creative problem-based learning, Need analysis, Vocational high school.

Abstract: The aims of this research: (1) to describe the condition of teaching and learning English in Vocational High

School (VHS) in implementing the 2013 National Curriculum, and (2) to determine the needs analysis of the

teachers and students for developing the Creative Problem-Based Learning (CPBL) model and tools for

English learning in VHS. This research was the initial stage of Research and Development (R&D) conducted

through descriptive qualitative approach involving ten participants (English teachers) and twenty respondents

(VHS students) of ten schools from different regions and provinces in Indonesia. Data were collected from

questionnaire, interview, observation, and document study. Triangulation technique was employed to examine

the trustworthiness of the data, then analysed using interactive model of Miles & Huberman (1994). The

finding indicated that there are two crucial problems faced by teachers in conducting English teaching

practices in VHS: the time constraint in implementing scientific models, and the usage of the general learning

material which was not relevant for preparing students entering the workplace. Based on the needs analysis,

both teachers and students need other alternative learning models and tools which are developed based on the

needs in VHS. Conceptually, CPBL Models and Tools is appropriate for English learning in VHS.

1 INTRODUCTION

At present, one big challenge for English teachers in

Vocational High School (VHS) is fostering students’

English competence needed for completing the tasks

relevant with the requirements in the workplace. As

stated in 2013 curriculum, English learning in VHS is

conducted only in 2- 3 hours/ week. The limited time

allotted brings lots of barriers for teachers since they

have to teach their students using scientific learning

models as recommended. This condition is worsened

by the policy to implement the same curriculum as

used in Senior High School. Consequently, there is

not any different on the use of the learning material,

whereas both schools have different objectives, need,

learning system, and characteristic.

Based on the preliminary study conducted at three

schools in Klaten, the findings indicated that in

implementing 2013 curriculum, there was positive

attitudes of the VHS teachers towards the scientific

learning, however, it was not optimally reflected in

the teaching practice. One important finding showed

that in teaching, teachers encountered problems with

the limited time to use the scientific learning models

because they needed longer time to perform the

whole syntax of the models (Hersulastuti and

Yuliantoro, 2016). Another study revealed that in

teaching, not all teachers were qualified to use the

scientific learning models, such as discovery/inquiry

based learning, project-based learning, and problem-

based learning. Surprisingly, as it was observed, there

was a teacher carrying out the lesson without making

preparation, as a consequence, the learning could not

run effectively (Novillia, 2016).

In relation with the learning tools, the initial

analysis toward the book of Bahasa Inggris which

was provided by government and widely used to

teach tenth grade students demonstrated that the

material presented was too general for VHS students,

most of the texts provided were less authentic,

moreover the activities designed had not optimally

supported the development of critical thinking and

problem solving skills of the students. This condition

challenges teachers to look for other relevant

Hersulastuti, ., Setiyadi, D. and Riyadi, I.

Creative Problem-Based Learning: A Need Analysis for Developing Learning Model and Tools for Enhancing Students’ English Competence in Vocational High School.

DOI: 10.5220/0008409801970203

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 197-203

ISBN: 978-989-758-391-9

197

materials to fulfil the students’ need by exploring

more appropriate materials browsed from the internet.

The two phenomenon presented in the previous

studies above might occur in other different districts,

or other provinces in Indonesia.

Meanwhile, following the nature of the scientific

learnings and accommodating the 21st century

learning, there is a strong requirement to lead VHS

students at least develop 4 Cs (critical thinking,

creative, communicative, and collaborative) which

are very important for successfully performing the

assignments of their job. To achieve this condition,

there should be great efforts to provide better learning

exposure to make them optimally achieve their

English competence so that they are able to win the

job competition in the workplace. Therefore,

developing learning model and tools of Creative

Problem-Based Learning (CPBL) is crucial to do.

This model uses theoretical bases of problem –based

learning where learner’s simultantly develop new

knowledge and skills based on their initial knowledge

and treat them as the active subject of learning to

become problem solvers by facing them to problems

reflecting of the real life (Arends, 2007). This model,

theoretically, is believed to be appropriate for VHS

context to improve students’ competence and develop

positive characters, think critically, to be creative in

finding solutions of the problems, and develop

collaborations at once. These skills are essential to

gain success in their job performances which have

different complexities and require smart and creative

solutions.

The choice to develop CPBL model and tools was

triggered by some proofs of the previous findings that

students were able to learn effectively in the problem

solving class as they were required to develop their

high order thinking skills and resulted higher grade in

accomplishing their assignments (Ormrod, 2006;

Idowu, Muir and Easton, 2016). Another evidence

demonstrated that in the language learning, problem-

based learning could foster student’s grammar

mastery, acquire more vocabulary, and successfully

handle problems in the communication process. It

happened because students were challenged to be

problem solvers to explore and communicate their

solution creatively to be accepted by others

(Doghonadze and Gorgiladze, 2008). (Othman and

Shah, 2013) highlighted the effect of PBL in essay

writing and they found that the experiment group

could develop thesis and supporting arguments

variously than the control group. The use of PBL in

English class enhanced students doing more

exploration and meaningful interaction as they had a

freedom to determine the solutions to solve the

problems without interfering with their mother

language.

Taking the results of the previous studies, it is

important to recommend English teachers in VHS put

PBL into practices, however as VHS has different

learning situation and specific characteristic, a

particular modification or adjustment needs to be

made for accommodating VHS learning context to

achieve the learning success. It is, therefore, the

present study mainly aims at describing English

learning in VHS and analysing the needs for

developing the CPBL model and tools for enhancing

students’ English competence in VHS context.

2 METHOD

The present study was the initial phase of Research

and development (R&D). It was conducted through

descriptive research by means of qualitative

approach. There were thirty participants and

respondents consisted of ten participants from

different provinces (East Java, Mid Java, West Java,

DIY, DKI, Bali) and twenty respondents from two

different provinces (West Java, and Mid Java). They

were selected purposively to take part in the study.

This study used questionnaire, observation,

interview, and document study to collect the data.

The interview was conducted to the participants

either by face to face and phone as well as by written

communication using e-mail, Line, or WhatsApp

focusing on English learning in VHS and the needs

for developing CPBL Model and Tools for enhancing

students’ English competence in VHS. The

questionnaire was administered to obtain data from

the respondents contained questions relating to their

general views about the learning, especially focusing

on the learning models and material used in their

study and identified their needs of the learning

materials which are relevant to support their

competence. Meanwhile, observations were done at

three schools (Solo, Klaten, and Magelang) and it was

video recorded aimed at obtaining the factual data of

the English learning. Several documents, like

syllabus, lesson plans, and book which was used in

English learning were studied to support the data. To

examine the trustworthiness of the data, this study

used triangulation of multiple method of data

collection to ensure that the data obtained were

dependable each other. Data then further analyzed by

interactive model analysis (Miles and Huberman,

1994), consisted of three main activities: data

reduction, data display, and conclusion drawing/

verification. At the first step, the data from the field

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note and interview script, and questionnaire were

reduced and selected according to the main focus of

the study, only the relevant data were analyzed, while

the irrelevant data were reduced. At the second step,

the data were presented in narrative text and table to

help the researcher’s understood and what was

happening. The data were displayed systematically

and objectively. The data display in this study was

passed through several activities: cross checking the

findings, synthesizing, and writing report. The last

step was conclusion drawing/verification. It was done

by noting patterns and themes, giving meaning and

interpreting the data, comparing, and verifying to add

the clarity. Confirmation and verification was carried

out through triangulation.

3 RESULT AND DISCUSSION

By referring to the data collected from questionnaire,

interview, observation, and document study, they can

be presented according to the focus of the research.

The data obtained were classified into three major

aspects: (1) teachers’ point of view about English

learning in VHS: the purpose, syllabus, instruction

material, method, media, and assessment; (2) the

practice of English learning in VHS (3) the need

analysis for developing CPBL models and tools for

enhancing students’ English competence.

3.1 Teachers’ Point of View about

English learning in VHS

Ten teachers (T1, T2, T3...T10) who are selected in

this study state that English learning based on the

2013 National Curriculum, either VHS or Senior

High School (SHS) implement the same syllabus and

learning materials provided by the ministry to achieve

the mastery of communicative competence. As a

consequence, there is no difference in using the

learning materials for both schools. Whereas seen

from the learning characteristic, teachers think that

teaching and learning English in VHS should be

different from SHS. For this matter, they claim that

ideally, English learning in VHS should be directed

to make students proficient in both written and

spoken language to support their competence relevant

with their field of expertise. To facilitate this to occur,

there should be a suitability of other learning

components. It includes the implementation of

appropriate learning models and the use of relevant

materials to support students have communication

skills required in the workplace. They believe that

appropriate materials in learning can lead students get

better achievement. In this case, there is a

discrepancy between what is regulated and what is

needed.

The belief held by the teachers supports

(Ojanperä, 2014) study that English matters,

especially for contributing the employees’ job

performance. This study proved that having good

English mastery, some employees got some merits for

enhancing their career path as they were given more

opportunities and promotions to be sent to other

countries for handling particular jobs, hence they

earned more financial and rewards. In contrast, those

who were lack of English competence might get some

barriers in accomplishing their tasks. This finding

implied that the ability to communicate in English

fluently in the workplace was a very valuable skill

and became great asset to many companies.

In relation with the scientific method which

should be conducted in all schools, including in VHS,

all teachers showed positive responses. It is because

all teachers have attended workshops on the

implementation of the 2013 National Curriculum.

They agree that implementing such a method

comprising of five or six phases (observing,

questioning, experimenting, associating,

communicating, or/and creating) in learning is a

golden way to lead students develop attitudes, skills,

and knowledge. Such belief was similar with the

finding of the previous study that the good perception

on the implementation of scientific approach was

possibly influenced by some professional

development, like seminar, or workshop they have

attended before. Therefore they did not hesitate to put

it into practice (Sofyan, 2016). Another reason was

because they believed that this methods could direct

students to act like scientist by putting forward the

inductive reasoning rather than deductive one. With

this nature, in conducing learning, teachers realize

that they have to change their mind set from teacher-

oriented learning to student- oriented one. This

condition brings consequences that in the learning

process they should provide students with

opportunities to develop their curiosity and construct

knowledge in their cognitive process to make students

develop high order thinking skills, foster problem

solving skills, as well as gain communication skills at

once.

Teachers in this study viewed media as an

important factor to gain the learning success. An

interesting media could arouse students’ motivation

to learn. They also believed that various media would

make good impacts in learning. The analysis showed

that the kinds of media which teachers usually used

were pictures, printed media (newspapers and

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magazines), electronic media (film, video, tapes) and

some other new Medias like mobile phone, tablet, and

internet. This finding was similar with the previous

study that English teachers in Czech secondary school

used a variety of media in their EFL classroom. In

comparing which kinds of media which is appropriate

for teaching English, the finding showed that both the

old and new media were commonly used and

regarded as effective. However, seen from the

student’s preference, the new media, especially

internet was the most popular for the students than the

old media (Slavíková, 2014).

The assessment recommended in the 2013

National Curriculum is authentic assessment.

Teachers (T3, T6, and T7) admitted that they did not

know in particular details, however they viewed that

authentic assessment as the method for assessing

students’ competence comprising three areas, namely

attitudes, knowledge, and skills. In conducting the

assessment, it could be in form of project,

performance, and portfolio. The finding revealed that

teachers had understood about this kind of

assessments. However, it was not quite easy to put it

into practice. Further checking in the lesson plan,

although they had implemented several techniques in

assessing students’ progress and achievement, but

they still encountered some problems in designing

assignments, providing the rubric for scoring, and

writing the report. This finding has been similar with

the previous study that teachers get difficulties in

implementing authentic assessment due to the lack of

teachers’ comprehensive understanding of the 2013

National Curriculum. Therefore, further

recommendation was addressed to provide teachers

with effective training program (Retnawati, Hadi and

Nugraha, 2016).

3.2 The Practice of English Learning in

VHS

In teaching practice, based on the interview, all

teachers admitted that they carried out learning

following the phases of the scientific approach.

Different activities were designed in every phases of

the method. The procedures of each phases simply

summarized as follows: (1) observing – give students

opportunity to observe text, picture, or certain object

relevant to the topic presented, identify the important

things from the object, and comprehend the result; (2)

questioning – encourage students to actively learn and

develop questions relating what they have observed,

inspire others to answer logically, support students to

participate in the discussion, encourage tolerance, and

foster students’ ability to think critically; (3)

experimenting – put students into several groups for

discussion, supervise and guide the process, and

monitor the results; (4) associating – provide students

opportunity to analyse and associate the information

obtained from the discussion, ask students to make

connection of each information for drawing

conclusion; (5) communicating - encourage students

to communicate the result to other by demonstrating

their abilities, or reporting the result, and (6) creating

– the follow up activity by creating products or ideas

by using the knowledge that has been constructed.

Teachers’ explanations above was in accordance

with the steps stated in the Regulation of Minister of

Culture and Education Number 103 of 2014. In the

real practice, T1 and T5 further explained that the five

or six phases of the scientific method were not always

delivered in one meeting at once. They sometimes

broke up the syntax into several meetings to deal with

the limited time they had, for this matter, there was

another problem relating with developing four

language skills integrated. Such findings was in line

with the previous study conducted by (Budianto,

2014) who proved that due to the limited time

available, the teacher observed was not able to

perform all the scientific stages as recommended.

However, some features presented by the teacher

could encourage students to participate into the

learning and build student’s confidence in

accomplishing tasks given by the teacher.

The analysis on 3 lesson plans made by the

teachers (T3, T4, and T7) reflected the teachers’

knowledge that in general, they have understood the

nature of scientific learning. It could be traced from

the method chosen by the teachers which was

presented in the main learning activities reflecting the

syntax of the method stated.

Confronting to the result of the observations

conducted in three schools in different places: Solo

(S1), Klaten (S2), and Magelang (S3), it was clear to

see that teachers have implemented scientific learning

variously. The summary of the observation can be

presented in Table 1.

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Table 1: The teaching practice in 3 vocational high schools.

No.

Aspects

Syllabus

English syllabus for

SMA/MA/SMK/MAK

English syllabus for

SMA/MA/SMK/MAK

English syllabus for

SMA/MA/SMK/MAK

Method

Project-Based Learning:

(start with the essential

question; design a plan for

the project; create a

schedule; monitor the

progress of the project; and

asses the outcome)

Scientific Method:

(observing; questioning;

experimenting; associating;

communicating)

Problem-Based Learning:

(problem orientation;

organizing learners;

conducting investigation;

presenting the result; and

evaluating the problem

solving process)

Material &

Sources

Exposition writing; Bahasa

Inggris Kelas XI; other

texts taken from internet

Describing people; Bahasa

Inggris Kelas X

Asking and giving

information; Bahasa Inggris

Kelas XII, other

supplementary materials

taken from internet.

Media

Multi-media

Picture

Multi-media

Evaluation

Authentic assesment

Authentic assessment

It can be seen from the Table 1, teachers have

conducted scientific learning, however, some

fundamental problems encountered during teaching

and learning process. The teacher in S1, though she

has a good capability in presenting the materials, at

the beginning she still found difficult to encourage

students to engage in the learning. This situation

challenged the teacher to elicit several questions to

make students think critically about the topic

presented. Another problem found was relating with

the time constraint. It was observed that to present

Project-Based Learning method by following its

whole syntax really consumed longer time. This was

similar with the result of the preliminary study

conducted for the present study (Hersulastuti and

Yuliantoro, 2016). Confronted to some students, they

said that actually they enjoyed the learning as the

teacher was qualified, but they were not accustomed

to learn in such learning situation, they needed time

to adjust.

Several barriers also found in S2. In applying the

scientific method, especially in the questioning phase,

there was a stagnant of the learning as students did

not pose any questions relating with the picture

observed, instead of that, the teacher himself

delivered questions to students. The findings of the

present study was in line with the study conducted by

(Zaim, 2017). In questioning phase, students were

expected to actively learn and develop questions to

raise skills and the other answer systematically and

logically using correct grammar, however it was

found out that in general, teachers still had problems

to do this activity. The problems occurred were

related to students’ ability as they have limited

vocabularies to ask questions, another reason was that

they were afraid of making mistakes. Similar problem

occurred in the communicating phase. It was still

difficult to encourage students to present their

descriptions.

Meanwhile, different problems occurred in S3. In

implementing Problem-Based Learning method,

teacher tried to perform its syntax as it was prepared

in her lesson plan, nevertheless she was looked in

rush to move from one phase to another phase. When

it was confirmed, she argued that she was limited by

the time allotted.

Apart of the finding above, another finding

showed that not all teachers participating in this study

(T4, and T9) experienced in using all learning

methods as recommended in curriculum. In addition,

three other teachers (T1, T3, and T6) sometimes used

other methods, like jigsaw, or think pair share

depended on the learning situations.

In relation with the use of learning materials. In

this case, there were four teachers (T2, T4, T5, T9)

who committed using the books distributed by the

ministry as the main learning source, whereas six

others (T1, T3, T6, T7, T8, T10) prefer using other

authentic materials taken from other learning sources

which considered more relevant with the needs of the

students. The difficulties laid on adjusting the

authentic materials which are appropriate with the

topics they were going to teach. In most cases, such

materials contain more difficult language and terms

which require more explanation.

Creative Problem-Based Learning: A Need Analysis for Developing Learning Model and Tools for Enhancing Students’ English

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3.3 The Need for Developing Creative

Problem-Based Learning Model

and Tools

The two crucial problems relating with the

implementation of scientific learning in VHS brings

implication to develop CPBL Models and Tools for

alternative solution to overcome the barriers faced by

teachers. Based on the analysis of the interview, there

is a need from the teachers (100%) to remain using

scientific method in their learning, as it becomes

mandate of the curriculum, however it should

accommodate the limited time available. They

claimed that based on their practices, to perform the

whole syntax of the learning models as recommended

really consumed longer time. T1, T7, and T10

experienced of such matter often that made their

learning unfinished. This statement further

strengthens the finding of the previous studies

(Budianto, 2014; Hersulastuti and Yuliantoro, 2016).

For this reason, they suggest that the model which

will be developed through the present study should

have simple syntax and easy to remember to avoid

teachers taking a look often into their lesson plan

during they are implementing the model. This is

important matter as it will build their confidence and

generally will influence students’ perception toward

teachers’ readiness as well. Therefore, 100 % of the

participants agree with the development of the model

and tools which encourages students’ active

participation. 90 % of them are willing to take part in

developing CPBL models and tools by actively

contribute in the development process. Whereas 10 %

of the participants still need to see the effectiveness

of the model which will be developed and know its

impact on students’ learning before stating the

willingness to be involved.

To optimally support the students’ enhancement

on their communicative competence, teachers (100%)

need learning tools, especially learning materials

which accommodate the students’ needs for

habituating them to the communication context of

workplace. It is because the existing book they used

to teach at present contains too general material for

VHS students. They need other supporting material to

encourage students to be more competent in English

since they have to compete for getting job as soon as

they graduate from schools. The analysis shows that

teachers need any supplementary book which

contains the balanced proportion of the four

integrated skills, provides authentic material,

grammar insert, vocabulary building, and uses

interesting illustrations to attract students to learn.

Another point to include is the guidelines on how to

use the books, summary, and reflection page.

The analysis of students’ needs highlights the

importance of learning English for preparing them to

enter the workplace. 90 % of the respondents believe

that having good English mastery is beneficial for

supporting their competence. Whereas 10% believe

that productive skills are more important for them. In

relation with the English learning conducted by the

teachers, surprisingly, only 70 % of the respondents

claimed that they enjoyed learning English using the

scientific models. The rest of 30% felt confused as

teachers changed activities often, even when they had

not finished doing a certain task yet, soon they needed

to move to another task. Such situation made them not

so excited since it put them in rush to accomplish the

task. In answering to their preference of the learning

methods, 100% of the respondents stated that they

like to study English in situations where they could

participate actively in more fun learning situation.

Further analysis on their needs of learning

materials, 100% of the respondents agree that the

existing book they used to study contained general

materials, therefore they need other supporting

sources which could fulfil their vocational English to

improve their competence. The reason was to prepare

them to enter to the workplace. Taking the needs

analysis conducted in this initial phase, it signifies

that developing the CPBL models and tools which

accommodates VHS learning context is urgently

needed to enhance the students’ competence.

4 CONCLUSIONS

The present study have revealed the factual condition

in English learning in VHS in implementing the 2013

National Curriculum. The findings show that teachers

have sufficient knowledge about the implementation

of the curriculum for English learning in VHS

context. Teachers have implemented scientific

models as recommended in the curriculum, however

there are two crucial problems that become barriers in

conducting the English learning, firstly, dealing with

the time constraint to perform the whole syntax of the

scientific learning models, and secondly in relation

with the learning material used to teach English

which is not relevant with the student’s needs.

The needs analysis conducted to teachers and

students resulting the needs to develop other

alternative scientific learning models which are

simple in its syntax and practical to be implemented

in VHS context. To optimize such models, teachers

and students need learning tools, including learning

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materials which are relevant with their needs to

habituate students to the field of English in the

workplace. Conceptually, CPBL model and tools can

meet the needs for enhancing students’ English

competence, and developing their positive characters.

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Competence in Vocational High School

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