Vocabulary Learning Strategies in Vocational School for English Specific Purposes

Abstract

There are several difficulties for both teachers and students in EFL classrooms while planning lessons and activities. The way they deal with the challenge, the quality with which they perform the task, and the value they provide to the group are just some of the ways in which this circumstance reveals its solutions. In this research, we questioned SMKN 2 Magelang's business and management students to get insight into the challenges they face while trying to learn English. The researchers in this study used a qualitative approach by recording their observations and conducting in-depth interviews. The results were confirmed once the data was summarized and presented. The results show that ESL students experience a broad variety of challenges while learning English. This happened because of the wide range of pupils' starting points in terms of competency.

Analysis of Readiness Factors for Islamic Boarding Schools to Implement the Merdeka Curriculum

“…The Ministry of Religion stipulates that the curriculum implementation review policy is holistic The process of implementing the curriculum at Madrasah/Pondok Islamic Boarding School follows an integral policy set by the Central Government (Kemendikbud) [25]. However, adaptations can be made according to the needs and profiles of students so that each policy can be studied as a whole and thoroughly [26], [27] The curriculum as a program or plan has a hierarchy that is interrelated with various aspects and components so that the curriculum implementation process can be realized effectively and integrated in a clear system [28], [29] and in accordance with the learning experiences of the participants students in Islamic boarding schools with curriculum mapping that is carried out specifically and in accordance with the principles [30] which makes it more flexible to be communicated to each stakeholder so that the principles and development management take place in a systematic manner consisting of several main stages namely the development of curriculum components (curriculum development), implementation, feedback process and complete construction of each aspect or component (integrated curriculum component) [31].…”