READING TO LEARN: INCORPORATING CONTENT KNOWLEDGE IN ENGLISH LEARNING AT VOCATIONAL HIGH SCHOOL AT SMKN DANDER

RATMAN, RATMAN (2026) READING TO LEARN: INCORPORATING CONTENT KNOWLEDGE IN ENGLISH LEARNING AT VOCATIONAL HIGH SCHOOL AT SMKN DANDER. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Ratman, 2026. Reading to Learn: Incorporating Content Knowledge in English Learning at Vocational High School at SMKN Dander. English Education Department, Faculty of Languages and Arts Education, IKIP PGRI Bojonegoro. Advisors: (I) Dr. Ima Isnaini Taufiqur.R, S.Pd., M.Pd. (II) Dr. Fitri Nurdianingsih, S.Pd., M.Pd. Keywords: Reading to Learn, Vocational Content Knowledge, Reading Comprehension, Classroom Action Research, Procedure Text. Reading comprehension constitutes one of the key competencies in English language learning at Vocational High Schools (SMK). However, based on preliminary observations conducted during the Teaching Practicum (PPL) at SMKN Dander, Grade XI TKR1 students experienced significant difficulties in comprehending English procedure texts. Students tended to read at a literal, word-by-word level and were unable to distinguish the generic structure of procedure texts, particularly in differentiating the goal, materials, and steps. The limited relevance of reading materials to students' vocational context further contributed to low motivation and passive participation in learning activities. Based on these problems, this study formulates three research questions: (1) How can the implementation of the Reading to Learn approach integrated with vocational content knowledge improve students' reading comprehension in understanding procedure texts? (2) How can this approach increase students' activeness in learning to read procedure texts? (3) How can this approach improve students' learning outcomes in procedure text materials at SMKN Dander? This study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart spiral model, consisting of two cycles each comprising the stages of planning, acting, observing, and reflecting. The research subjects were 30 Grade XI TKR1 students at SMKN Dander in the second semester of the 2025/2026 academic year. Data were collected through reading comprehension tests, observation checklists, student worksheets (LKPD), field notes, and interviews. Quantitative data were analyzed using mean scores and classical mastery percentages, while qualitative data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Data validation was conducted through technique triangulation and source triangulation. The results demonstrated a consistent improvement across all three indicators. The class mean score increased from 59.63 (Pre-Cycle) to 72.60 (Cycle I) and 79.97 (Cycle II). Classical mastery rose from 0% to 36.7% and finally to 76.7%, exceeding the predetermined success threshold of ≥75%. Student activeness improved from the Fair category (66.7%) in Cycle I to Very Good (87.5%) in Cycle II, as measured by the observation checklist completed by the collaborating teacher. viii The findings indicate that the implementation of the Reading to Learn approach integrated with vocational content knowledge was effective in improving the reading comprehension, learning activeness, and learning outcomes of the students in Class XI TKR1 at SMKN Dander.

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