Developing Flipped Content-Based English Materials for XI-Grade Fashion Program at Vocational High School
Abstract
This study aimed to develop Flipped Content-Based English Materials for eleventh-grade students in the Fashion study program at a vocational high school in Yogyakarta. The development process followed the model proposed by Jolly and Bolitho (1998), employing both qualitative and quantitative data collection methods. Quantitative data were obtained through questionnaires, while qualitative data were gathered through interviews. The findings address students’ necessities, lacks, and wants, highlighting gaps in their English proficiency. The materials were specifically designed to overcome common challenges requiring practical and communicative English skills relevant to the fashion industry. Six units were developed, combining the Flipped Learning Approach and Content-Based Instruction (CBI) to ensure material relevance to subject content and promote more effective learning by shifting instructional content outside the classroom while allocating in-class time for interactive activities. Expert validation categorized the materials as "very good," with a mean score of 3.5, within the range of 3.28 ≤ x ≤ 4.00. Student feedback from the materials' implementation indicated that the Flipped Content-Based English Materials facilitated engagement and comprehension, making English learning more meaningful and relevant to their future careers. Despite the positive outcomes, challenges were identified, particularly in ensuring student engagement with out-of-class activities. To address this, interactive multimedia resources and structured preparatory tasks were integrated to support comprehension and motivation. Overall, this study underscores the potential of integrating flipped learning and CBI in ESP contexts to enhance vocational high school students’ language proficiency and career readiness.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i10.7115
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