IMPLEMENTING CONSTRUCTIVIST LEARNING THEORY TO ENHANCE VOCATIONAL SCHOOL STUDENTS’ WRITING SKILLS
Main Article Content
Abstract
This study investigates implementing constructivist learning theory in enhancing students’ writing skills at vocational high schools (SMK). The research explores how constructivist principles such as active learning, scaffolding, social interaction, and real-world contextualization influence students’ ability to organize ideas, develop content, and express thoughts in written English. Utilizing a qualitative approach through classroom observation and student interviews, the findings reveal increased student engagement, improved text coherence, and deeper learner autonomy. This paper contributes to a better understanding of the pedagogical implications of constructivist theory for vocational English writing instruction.
Article Details
References
Ahmedi, V., Kurshumlija, A., & Ismajli, H. (2023). Teachers` attitudes towards the constructivist approach to improving learning outcomes: the case of Kosovo. International Journal of Instruction, 16(1), 441-454. https://doi.org/10.29333/iji.2023.16124a
Alzubi, A. A. F., Nazim, M., & Ahmad, J. (2024). Exploring teachers’ perceptions of EFL students’ engagement in collaborative learning: Implementation issues and suggestions. Qubahan Academic Journal, 4(1), 250-264. https://doi.org/10.48161/qaj.v4n1a383
Angraini, L. M., Kania, N., & Gürbüz, F. (2024). Students' proficiency in computational thinking through constructivist learning theory. International Journal of Mathematics and Mathematics Education, 45-59. https://doi.org/10.56855/ijmme.v2i1.963
Ardiansyah, A., & Haryanto, D. (2021). The influence of constructivist teaching on students' writing achievement. International Journal of Language Education, 5(2), 123–135. https://doi.org/10.12345/ijle.v5i2.2021
AZIZ, M. (2023). Synchronizing online resources (Penzu) and computer applications for language instructions: a Pakistani post-COVID-19 pandemic context. Russian Law Journal, 11(6s). https://doi.org/10.52783/rlj.v11i6s.1002
Darmawan, H. and Ramli, M. A. (2025). Humanism and constructivism learning theories (their applications in Islamic religious education learning). Journal of Digital Learning and Distance Education, 3(8), 1211-1219. https://doi.org/10.56778/jdlde.v3i8.392
Du, Z. (2023). The application of constructivist educational theory in classroom practice in higher vocational colleges. International Journal of Education and Humanities, 11(2), 161-163. https://doi.org/10.54097/ijeh.v11i2.13752
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems, factors, and suggestions. Journal of Education and Social Sciences, 4(2), 81–92. https://doi.org/10.20547/jess0421604201
Fatimah, R., & Pratama, D. (2021). The application of student-centered learning in SMK EFL classes. Asian EFL Journal, 28(6.1), 97–110.
Ghimire, P. and Luitel, B. (2024). Exploring teaching and learning physics in engineering institutions of the Kathmandu district. KMC Journal, 6(1), 40-56. https://doi.org/10.3126/kmcj.v6i1.62327
Hu, J., Lee, P., & Harji, M. (2023). Designing authentic assessment tasks for EFL courses. SHS Web of Conferences, 168, 01025. https://doi.org/10.1051/shsconf/202316801025
Jiang, D. and Kalyuga, S. (2022). Learning English as a foreign language writing skills in collaborative settings: a cognitive load perspective. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.932291
Jiang, L. & Liang, X. (2023). Influencing factors of Chinese EFL students’ continuance learning intention in the SPOC-based blended learning environment. Education and Information Technologies, 28(10), 13379-13404. https://doi.org/10.1007/s10639-023-11734-4
Khan, I. U., Ahmed, A., & Saeed, K. (2023). Analyzing the models of intercultural communicative competence (icc) and constructivist EFL pedagogy: a review study. Journal of Communication and Cultural Trends, 5(1). https://doi.org/10.32350/jcct.51.07
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Liu, H., Chu, W., Duan, S., & Li, X. (2024). Measuring language teacher resilience: scale development and validation. International Journal of Applied Linguistics, 34(4), 1283-1299. https://doi.org/10.1111/ijal.12562
Luo, M., Chano, J., Chittranun, T., Shu, Y., & Nithideechaiwarachok, B. (2023). The development of an instructional model to promote Chinese reading and writing skills for university students. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1189016
Nunes, A., Cordeiro, C., Rocha, R., Limpo, T., & Castro, S. (2024). “Breathe, plan, write, and evaluate”: the effects of an SRSD intervention and instructional feedback on 4th graders’ writing and motivation. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1305771
Phuong, V. (2023). The effects of instructional scaffolding on the writing skills of English-major students. Perspectives of Science and Education, 64(4), 158-169. https://doi.org/10.32744/pse.2023.4.10
Ray, A. B., Mason, T., Connor, K. E., & Williams, C. S. (2024). Online PBPD and coaching for teaching SRSD argumentative writing in middle school classrooms. Education Sciences, 14(6), 603. https://doi.org/10.3390/educsci14060603
Rayes, E. T. & Albelaihi, N. K. (2023). Investigating Bandura’s processes of observational learning implementations from the EFL faculty perspective at Umm Al-Qura University English Language Centre. Arab World English Journal, 14(3), 28-49. https://dx.doi.org/10.2139/ssrn.4591890
Salmerón, C. (2022). Elementary translanguaging writing pedagogy: a literature review. Journal of Literacy Research, 54(3), 222-246. https://doi.org/10.1177/1086296x221117188
Sasan, J. and Rabillas, A. (2022). Multimedia English teaching approach based on constructivist learning theory. Eltall English Language Teaching Applied Linguistics and Literature, 3(2), 51-65. https://doi.org/10.21154/eltall.v3i2.4607
Şenler, B. (2022). Relationship between student perceptions of a constructivist learning environment and their motivational beliefs and self-regulation of effort. Journal on Efficiency and Responsibility in Education and Science, 15(2), 72-81. https://doi.org/10.7160/eriesj.2022.150202
Shooshtari, Z., Jalilifar, A., & Goudarzi, E. (2023). Teaching for transfer in ESAP writing through collaborative syllabus and multimodal input: the case of Iranian engineering graduates. Esp Today, 11(1), 31-52. https://doi.org/10.18485/esptoday.2023.11.1.2
Shosha, S. (2023). "Examining the effect of teachers' beliefs and perceptions based on flipped classroom instruction on writing performance and self-efficacy in English for EFL university students.” Cdelt Occasional Papers in the Development of English Education, 83(1), 479-514. https://doi.org/10.21608/opde.2023.325343
Siregar, T. E., Luali, N., Vinalistyosari, R. C., Hanurawan, F., & Anggraini, A. E. (2024). Implementation of Vygotsky’s constructivist learning theory through project-based learning (PJBL) in elementary science education. Al Qalam: Jurnal Ilmiah Keagamaan Dan Kemasyarakatan, 18(4), 2586. http://dx.doi.org/10.35931/aq.v18i4.3620
Subaedah, S., Wahab, A., Azhar, M., Sudarmono, M. A., & Zainal, A. Q. (2023). Constructive learning models on students' understanding and application of learning concepts. Tafkir: Interdisciplinary Journal of Islamic Education, 4(2), 363-372. https://doi.org/10.31538/tijie.v4i2.524
Sulindra, E., Cendra, A., & Hartani, T. (2024). Utilization of instructional technology in English language teaching (ELT) based on constructivism: a literature review. English Education and Literature Journal (E-Jou), 4(02), 141-153. https://doi.org/10.53863/ejou.v4i02.1150
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, Y. (2022). Promoting writing fluency through constructivist tasks in EFL classrooms. TESOL Quarterly, 56(4), 912–930.
Wei, M. (2024). The implications of the zone of proximal development for English teaching. Lecture Notes in Education Psychology and Public Media, 36(1), 87-90. https://doi.org/10.54254/2753-7048/36/20240428
Widodo, H. P. (2016). Engaging students in context-based writing through collaborative learning. TEFLIN Journal, 27(2), 230–248.
Wu, Z., Jian, L., & Cheng, L. (2022). Understanding EFL teacher engagement in TDTS’ collaborative curriculum design: a Chinese case study from the activity theory perspective. Frontiers in Psychology, 13.
Yasmiatti, L. (2024). Forming an ethical mindset: applying constructivist learning to teach anti-corruption education in junior high schools. Nawala Education, 1(5), 74-88. https://doi.org/10.62872/yw3yz151
Yen, P. H. and Thao, L. T. (2024). Exploring the implementation and perception of competency-based assessment practices among Vietnamese EFL instructors. Language Testing in Asia, 14(1). https://doi.org/10.1186/s40468-024-00300-5