Portraying EFL necessities, lacks, and wants among fine art’s students: A case study at an Indonesian Vocational High School

Sastrawijaya, Delda Lesmana (2025) Portraying EFL necessities, lacks, and wants among fine art’s students: A case study at an Indonesian Vocational High School. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

In today's globalized workforce, English proficiency is essential, especially for vocational high school students preparing for specialized careers. Despite this, English instruction in many Indonesian vocational schools remains general and detached from students' actual professional needs. At SMKN 14 Bandung, students in the Visual Communication Design (VCD) program struggle to apply English in real-world contexts such as understanding software, communicating with clients, or interpreting design resources. This misalignment reveals a pressing need to identify and address their specific language requirements. This study aims to (1) figure out the necessities of the twelfth-grade students of the Visual Communication Design program in SMKN 14 Bandung, (2) figure out their lacks, and (3) figure out their wants related to learning English. These three focus areas are intended to guide curriculum development that aligns with students' actual language needs in vocational and professional contexts. A qualitative case study approach was used, involving questionnaires, semi-structured interviews, and document analysis. Data were collected from 129 students across seven VCD classes, along with interviews from class representatives. Students' final English scores (PSAJ) were also analyzed to support the interpretation of their current competencies and areas for improvement. The study revealed that students view English as a necessity for their future careers. Most agreed that English is necessary for reading technical materials, communicating with clients, and using design software. 98% of students acknowledged the importance of English in professional settings, with over 80% needing it to understand design tutorials, manuals, and industry resources. These findings emphasize the need for English instruction that directly supports workplace communication and design-related tasks. Despite recognizing its importance, students reported several lacks. Many struggled with technical vocabulary, have limited confidence in speaking, and face challenges in writing emails or reports. 72.2% of respondents had trouble understanding design terminology in English, while 64.6% found it difficult to follow English-language tutorials. These gaps reflect the absence of contextualized, skill-building instruction tailored to their field. Students expressed wants for more engaging, practical learning experiences. They want English lessons that incorporate real design projects, industry-specific vocabulary, collaborative group work, and multimedia resources. Nearly 90% expressed interest in learning English through tasks related to their major, such as interpreting client briefs or presenting portfolios. These preferences highlight the need for a learner-centered, task-based approach that reflects the realities of creative industry work. This study concludes that current English instruction in the VCD program does not sufficiently meet students’ professional needs. It is recommended that the curriculum adopt an ESP’s (English for Specific Purposes) needs analysis framework, integrating real-world tasks, authentic materials, and collaborative learning. Teachers should be supported with training and resources to create a more relevant and motivating learning environment. Aligning English education with students’ vocational paths will better equip them for the demands of the global creative industry.

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