Bridging Classroom and Workplace: An Interactive English E-Module through Task-Based Simulation for Vocational Students' Professional Communication

Surya Setiadi Tarigan; Rohani P Dima; Yakobrina Weldiana W Tuka

doi:10.24256/ideas.v14i2.12694

Authors

Surya Setiadi Tarigan Business Administration, Kupang State Polytechnic, Indonesia
Rohani P Dima Business Administration, Kupang State Polytechnic, Indonesia
Yakobrina Weldiana W Tuka Business Administration, Kupang State Polytechnic, Indonesia

DOI:

https://doi.org/10.24256/ideas.v14i2.12694

Keywords:

interactive e-module, workplace-based learning, task-based simulation, professional communication, vocational English

Abstract

English instruction in vocational education remains largely general, leaving graduates underprepared for workplace communication. This study aimed to develop an interactive English e-module designed to support vocational students' professional communication competence and to evaluate its appropriateness, practicality, and preliminary effectiveness. Its novelty lies in the integration of Workplace-Based Learning (WBL), Task-Based Simulation (TBS), and ESP-oriented professional communication within one interactive e-module. Using a Research and Development (R&D) design with the ADDIE model, the study began with a needs analysis involving 40 Business Administration students. The resulting e-module, English for Workplace Communication, situates each unit in a simulated organizational scenario that combines language input, simulation tasks, and rubric-based assessment. It was validated by three experts (one per domain: content, language, and media) and trialed over three learning sessions, with practicality rated by 15 students and performance measured in 15 students using a one-group pretest-posttest design. The e-module was rated highly appropriate by experts (M = 4.25/5.00) and practical by students (75.60%). Students' professional communication performance increased from 2.23 to 3.12 (N-Gain = 0.43, moderate), a statistically significant improvement with a large effect size (Wilcoxon signed-rank, p < .001, rrb = .98). These findings provide initial evidence that the e-module was appropriate and practical and was associated with improved professional communication performance within the limited trial. Larger, controlled studies are needed to confirm its effectiveness.

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