THE DEVELOPMENT OF COMMUNICATIVE ENGLISH-SPEAKING SKILLS TO EXPLAIN INDUSTRIAL TECHNICIAN WORK PROCEDURES IN ENGLISH THROUGH TASK-BASED LEARNING COMBINED WITH COOPERATIVE LEARNING FOR THE HIGHER VOCATIONAL CERTIFICATE LEVEL (DIPLOMA) INDUSTRIAL TECHNOLOGY STUDENTS OF BANTAK INDUSTRIAL AND COMMUNITY EDUCATION COLLEGE

Abstract

This research aimed to: (1) compare the English-speaking communication skills related to industrial work among higher vocational certificate (Diploma) students using Task-Based Learning (TBL) combined with Cooperative Learning (CL) against the 70 percent benchmark, and (2) investigate the students’ satisfaction toward the integrated instructional approach.
The sample group consisted of second-year students in the Automotive Technology program at Bantak Industrial and Community Education College in the first semester of the 2024 academic year. The sample was selected using cluster random sampling from a mixed-ability classroom consisting of high, medium, and low achievers. Research instruments included a lesson plan for communicative speaking development, a speaking proficiency test, and a student satisfaction questionnaire. The statistical tools used were mean, standard deviation, and t-test.

          The findings revealed that students who were taught using the integrated approach of TBL and CL achieved English-speaking skills exceeding the 70 percent criterion. Moreover, their satisfaction with the instructional model was at the highest level, with a mean score of 4.52. These results suggest that the combined use of Task-Based Learning and Cooperative Learning is effective in enhancing vocational students’ communicative English-speaking skills.