DESIGNING PROJECT-BASED ENGLISH TASKS FOR ANIMAL HUSBANDRY STUDENTS: A CURRICULUM-ORIENTED PERSPECTIVE
DOI:
https://doi.org/10.22460/eltin.v14i1.p119-128Abstract
English for Specific Purposes (ESP) courses in vocational higher education often face challenges related to relevance, curriculum alignment, and student engagement. These challenges are more visible in under-researched fields such as Animal Husbandry. This study presents a curriculum-oriented design of project-based English tasks for first-semester Animal Husbandry students and examines students’ project outputs as evidence of learning. Using a qualitative pedagogical research design, the study documents the implementation of Project-Based Learning (PjBL) through poster projects based on real practicum activities, including pregnancy checking using ultrasonography and silage production. Data were collected from student-generated artifacts, such as posters, short written texts, vocabulary lists, and reflections. The findings show that project-based tasks helped first semester students use English in a functional way to describe procedures, explain processes, and communicate discipline-related knowledge. The student posters also show meaningful integration of language and content, as well as positive student engagement. This study suggests that curriculum-aligned project-based tasks can make ESP instruction more relevant, visible, and meaningful for vocational higher education students, particularly in Animal Husbandry study programs.
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