Students’ Perceptions of English Learning during Teaching Assistance Program in Vocational High School

Nurzila Diah Malatifa, Dewi Sri Kuning

Abstract


English plays an important role in vocational education because it supports students’ workplace readiness and future career opportunities. However, studies examining students’ perceptions of English learning during teaching assistance programs in vocational high schools are still limited. This study aimed to analyze students’ perceptions of English learning during the teaching assistance program at SMKN 1 Abung Selatan based on Bimo Walgito’s theory, which includes cognitive, affective, and conative components. This research used a descriptive quantitative design with a 24-item questionnaire distributed to 33 students of class XI Accounting 2. The instrument was reliable with a Cronbach’s Alpha value of 0.730. The findings showed that students had a very positive perception, with an overall mean score of 4.50 (90.08%). The cognitive component gained the highest score, followed by affective and conative. These results indicate that the program effectively improved students’ understanding, motivation, comfort, and participation in English learning.

Keywords


Students’ Perception; English Learning; Teaching Assistance Program; Vocational High School

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DOI: https://doi.org/10.31004/jele.v11i3.2449

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