[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600746-105":59,"doc-detail-600746-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","syllabus-of-vocational-high-school-based-on-esp-approach","Syllabus of Vocational High School Based on ESP - Approach","","This case study examines qualitative data about the actual development and implementation of an ESP syllabus at Indonesian vocational high schools. The principal, English teachers, and students serve as key informants, with data collected through in-depth interviews, questionnaires, documentation, and observation. Findings are analyzed using descriptive qualitative and descriptive quantitative methods, focusing on two issues: syllabus designing and students’ needs analysis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/syllabus-of-vocational-high-school-based-on-esp-approach/600746/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/syllabus-of-vocational-high-school-based-on-esp-approach/600746.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research design and data sources are used in this study?","Question",{"text":112,"@type":113},"The study is designed as a case study using qualitative data, with the principal, English teachers, and students as key informants. Data are gathered through in-depth interviews, questionnaires, documentation, and observation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the two main problems discussed in the study?",{"text":117,"@type":113},"The study identifies problems from two perspectives: syllabus designing and students’ needs analysis. In syllabus designing, issues relate to defining the syllabus typically as a content standard from higher authorities.",{"name":119,"@type":110,"acceptedAnswer":120},"How do teachers define TSA and PSA in students’ needs analysis?",{"text":121,"@type":113},"Teachers define Target Situation Analysis (TSA) mainly as the content of students’ subject matters in their majors rather than students’ linguistic performance after the course. Present Situation Analysis (PSA) is defined mainly as students’ strengths and weaknesses in following the English course.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600746,1792091302,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Dinamika Ilmu  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  2015, Vol. 15 No. 2  \nSyllabus of Vocational High School Based on ESP  \nApproach  \nSri Utami Dewi  \nEnglish Teacher of STKIP PGRI Trenggalek, Indonesia [muthiadewi_83@yahoo.co.id](muthiadewi_83@yahoo.co.id)  \nAbstract:  \nThis study is designed as a case study and concerned on qualitative data, which reflected what actually happened in the area. The principal, the English teachers and students are placed as the key informants. The data is gained from the informants by applying in depth interview, questionnaire, documentation and observation. The data are analyzed by employing two methods, those are: descriptive qualitative and descriptive quantitative. There are two problems in this study that can be seen from two perspectives; syllabus designing and students’ needs analysis. From the perspectives of syllabus designing, the problem arises on defining a syllabus typically as the content standard which is commonly and formally provided by the higher authority (i.e. Ministry of National Education) . In evidence, the existence of UN (Ujian Nasional/National Examination) makes teachers come into problems. Moreover, from students’ needs analysis perspective, teachers define Target Situation Analysis (TSA) mainly as the content of students’ subject matters of their majors rather than students’ linguistic performance after finishing the course. Further, teachers define Present Situation Analysis (PSA) mainly as students’strengths/weaknesses in following English course.  \nKeywords: Syllabus, Vocational High School, ESP  \nA. Introduction  \nIn secondary level, English teaching is applied on two conventions. The first is that English is taught as a foreign language which comprises at four language skills and two language components, known as General English. The second is that English is given to the students with specific ultimate goals to enable them to understand English written texts in their field of study. This is known as English for Specific Purpose. Hutchinson & Waters (1989) state that ESP is categorized into two divisions: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) . EAP is subjected to the learners who need English for academic study such as English for Medical Study, English for Economics, English for Agriculture and the like. Whereas, EOP is intended for the learners who need English for work training such as English for Technicians, and English for Secretaries. However, there is no clear-cut distinction between the two divisions since language learners can study simultaneously. It is also possible that language competence owned by the learners will be used later if the students apply for job.  \nThe phenomenon of ESP will be easily found at students‘ specific area of competence, especially at Vocational Schools or Colleges that educate learners to reach their specific purposes for joining the course at the colleges or schools. SMK (Sekolah Menengah Kejuruan) identically with the vocational high school in Indonesia. Then, since training and education programs at SMK are aimed at enabling students to assess certain competence in order to encourage them to get jobs dealing with national welfare (Schippers & Patriana, 1994), the English teaching at SMK must be directed at reaching the aim. The issue of English teaching, in this case concerns with how to provide English to meet learners needs. ESP, then, becomes an essential approach in English language teaching.  \nWhen English is used for special purposes, there should be a particular program for learners in order to learn it effectively. To set up a program for ESP, a teacher has to concern with several points: teaching guideline, syllabus, selecting a good materials selection for ESP program, the objectives and the students. Along with this program, good teachers will set up a program (teaching guidelines) before they begin teaching. These programs are necessary because they can prepare a","cbCaie61ameG32bY","https://ap.wps.com/l/cbCaie61ameG32bY","pdf",268880,23,"English","# A. Introduction\n## English teaching conventions in secondary level\n## ESP as an essential approach\n## Program design for ESP\n## Designing relevant materials for SMK\n# B. Literature Review\n## English teaching in Indonesia and EFL context\n## Problems and perspectives on ESP","[{\"question\":\"What research design and data sources are used in this study?\",\"answer\":\"The study is designed as a case study using qualitative data, with the principal, English teachers, and students as key informants. Data are gathered through in-depth interviews, questionnaires, documentation, and observation.\"},{\"question\":\"What are the two main problems discussed in the study?\",\"answer\":\"The study identifies problems from two perspectives: syllabus designing and students’ needs analysis. In syllabus designing, issues relate to defining the syllabus typically as a content standard from higher authorities.\"},{\"question\":\"How do teachers define TSA and PSA in students’ needs analysis?\",\"answer\":\"Teachers define Target Situation Analysis (TSA) mainly as the content of students’ subject matters in their majors rather than students’ linguistic performance after the course. Present Situation Analysis (PSA) is defined mainly as students’ strengths and weaknesses in following the English course.\"}]","Syllabus of Vocational High School Based on ESP - Approach | PDF",58]