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INTRODUCTION
Rationale of the study
In today's fast-paced world, English for Specific Purposes (ESP) has emerged as a crucial aspect of English language education, emphasizing effective communication in specialized fields such as business, law, medicine, science, and tourism While the acquisition of specialized vocabulary is a key objective in ESP instruction, the current state of teaching and learning vocabulary in this area remains unsatisfactory Due to its unique characteristics and differences from General English, many students find ESP challenging to master.
ESP learners utilize various methods to enhance their vocabulary acquisition, with scrapbooks being a particularly effective strategy This approach involves maintaining vocabulary notebooks where learners compile new words and related knowledge, thereby reinforcing their understanding and retention of vocabulary.
Maintaining a vocabulary notebook empowers learners to take control of their vocabulary acquisition When paired with strong dictionary skills, scrapbooks can foster independence in vocabulary learning Additionally, scrapbooks promote collaborative and creative vocabulary learning experiences.
Learning English for Specific Purposes (ESP) vocabulary, particularly for chefs, poses significant challenges for students at vocational colleges, especially within tourism and hotel faculties Many students find chef-related vocabulary to be difficult and unengaging, leading to a considerable investment of time and energy with minimal progress Consequently, ESP teachers face difficulties in engaging students during vocabulary lessons, often resulting in disappointing outcomes despite their efforts This raises an important question for educators: how can they effectively enhance students' ESP vocabulary, particularly through innovative methods such as scrapbooks?
For all these reasons, I would like to conduct a research project with the title
This action research project explores the effectiveness of using scrapbooks to enhance English for Specific Purposes (ESP) vocabulary among second-year students at the Faculty of Tourism and Hotel in a vocational college in Phu Tho province The study aims to demonstrate how scrapbooks can serve as a valuable tool for improving learners' vocabulary acquisition in a specialized context.
Aims and objectives of the research
This study aims to investigate whether using scrapbooks can enhance learning ESP vocabulary for second year students at the faculty of tourism and hotel at a vocational college or not
Based on the aims of the research, two objectives of the research are deployed as below:
- To examine the effects of scrapbooks in enhancing students‟ ESP vocabulary learning
- To find out the students‟ attitudes towards the use of scrapbooks in learning ESP vocabulary
Research questions
Based on the aims and objectives of the research, the following questions are designed to find out the answers to the objectives of the research:
(1) How can scrapbooks enhance ESP as project-based learning vocabulary learning?
(2) What are the students‟ attitudes towards the use of scrapbooks as project-based learning in enhancing their ESP vocabulary learning?
Research method
This study utilized action research, employing tests, questionnaires, and teaching diaries as research instruments to evaluate the effectiveness of scrapbooks in enhancing vocational college students' learning of English for Specific Purposes (ESP) vocabulary and their attitudes towards this learning technique A total of 20 students enrolled in a Chef course within the Faculty of Tourism and Hotel were purposefully selected for the research Data collection involved pre-tests, post-tests, questionnaires, and teaching diaries, with subsequent analysis conducted using SPSS Software 20.0.
Scope of the research
This research, conducted at the Faculty of Tourism and Hotel in a vocational college in Phu Tho province, aims to investigate the impact of scrapbooks on enhancing students' learning of English for Specific Purposes (ESP) vocabulary and to assess their attitudes towards using scrapbooks in this context The study will employ action research methodology to achieve its objectives.
A study will involve 20 students enrolled in a Chef course at a vocational college in Phu Tho, focusing on their enhancement in learning English for Specific Purposes (ESP) vocabulary through the use of scrapbooks The research will utilize three instruments: pre-tests, post-tests, and questionnaires to assess vocabulary improvement, along with teaching diaries to evaluate student attitudes towards scrapbooks This research is scheduled for the first semester of the 2021-2022 academic year.
Statement of the problem
Hornby in Choiriyah (2004, p.313) states, “vocabulary is the total number of the words (with their meaning and with rules for combining them) making up the
Mastering vocabulary is essential for achieving proficiency in English Students must not only learn a wide range of words but also retain their meanings A strong vocabulary enables students to comprehend spoken and written language effectively, allowing them to express their thoughts clearly in both speech and writing.
The direct method is an effective teaching approach, as noted by Larsen and Freeman (Donal, 2012, p.78-79) Utilizing scrapbooks in English instruction serves as a prime example, as it motivates students to learn new vocabulary This method not only encourages word selection but also fosters a relaxing and engaging learning environment for vocabulary acquisition.
Scrapbooks serve as a powerful tool to inspire students, enhancing their interest in learning English and facilitating the achievement of educational goals By encouraging vocabulary mastery, students expand their language skills not only through English textbooks but also by exploring various other resources Additionally, it is essential for students to familiarize themselves with specific English for Specific Purposes (ESP) vocabulary However, many students struggle with understanding and retaining new words, necessitating repeated exposure and practice with vocabulary To address this challenge, I implemented scrapbooks as a strategy to enhance the vocabulary learning process effectively.
From these above, it is summarized that scrapbook is one of the alternatives and effective media that can be applied to enhance the students‟ ESP vocabulary mastery.
Significance of the thesis
This research explores the use of scrapbooks as a tool to improve the learning of English for Specific Purposes (ESP) vocabulary among second-year tourism students at a vocational college The findings aim to enhance the theoretical framework for teaching ESP vocabulary, providing valuable insights for educators and researchers seeking effective strategies to assist students in overcoming challenges in this area Additionally, the study serves as a reference for implementing scrapbooks in ESP instruction.
This research highlights the crucial role of vocabulary in the teaching and learning of English for Specific Purposes (ESP) It focuses on the use of scrapbooks as an effective tool for enhancing ESP vocabulary acquisition among students.
Furthermore, the action program conducted at a vocational college can benefit the development of the “English for chef” course and assist teachers and students in the faculty in vocational training.
Structure of the research
This research project is divided into five chapters as below:
Chapter 1- Introduction: This part presents the rationale, statement of the problems, research aims and objectives, research question, scope of the research, and significance of the research
Chapter 2- Literature review: in this part, the concepts of vocabulary and scrapbooks are given Moreover, the relationship between scrapbooks and vocabulary learning and teaching is presented to see the influence of scrapbooks on learning which is reviewed by other researchers In addition, the definition, benefit, and uses of project-based learning through scrapbooks are presented Previous studies are also described at the end of this chapter
Chapter 3-Research methodology: This part presents the methods of the research, the participants, research setting, research instruments, data collection procedures, and data analysis procedures
Chapter 4-Findings and discussion: This part shows the results of the research Accordingly, the effects of scrapbooks on enhancing ESP vocabulary are presented at first Finally, the students‟ attitudes towards using scrapbooks are presented later
Chapter 5-Conclusion: this part gives a summary of the findings of the research Limitations, implications, and further research are also presented in this part
LITERATURE REVIEW
Vocabulary
Vocabulary is essential for effective communication, encompassing not just individual words but also multi-word expressions like "post office" and "mother-in-law," which convey single ideas According to Hornby (1995), vocabulary includes the total number of words in a language and their meanings Edward and Vallette (1997) emphasize that vocabulary is a crucial component of language teaching, as students must continuously learn new words alongside language structure and pronunciation.
Zimmerman, as cited in Coady and Huckin (1998), emphasized that vocabulary is central to language and crucial for effective language learning Additionally, Diamond and Gutlohn (2006) defined vocabulary as the knowledge of words and their meanings Thus, it can be concluded that vocabulary encompasses the total number of words necessary for conveying ideas and expressing meaning, highlighting the significance of vocabulary acquisition in language development.
Vocabulary can be categorized into two main types: active and passive According to Neuman and Dwyer (2009), this includes expressive vocabulary, which encompasses spoken words, and receptive vocabulary, which pertains to listening words Harmer (1991) also differentiates between these two lexical categories, emphasizing that the first type consists of vocabulary that students are actively taught.
Receptive vocabulary refers to the words that students are expected to understand and recognize, while productive vocabulary consists of the words they can pronounce but may not be able to use effectively in their own speech.
Receptive vocabulary refers to the words that learners can recognize and comprehend in context, although they are unable to produce them in speaking or writing According to Stuart (2008), learners may identify these words when encountering them in reading but do not actively use them in their own communication.
Productive vocabulary encompasses words that learners not only understand and pronounce accurately but also use correctly in both speaking and writing It involves the skills necessary for receptive vocabulary, along with the ability to articulate thoughts effectively Consequently, developing a strong productive vocabulary is a constructive process, enabling learners to formulate words that convey their ideas to others (Stuart, 2005).
Vocabulary encompasses the understanding of words and their meanings, which can be represented through sounds or written forms Mastering a word involves not just knowing its definition, but also understanding its register, associations, collocations, grammatical behavior, and both written and spoken forms, as well as its frequency of use Collectively, these aspects are referred to as "word knowledge" (Schmitt, 2000, p.5).
To enhance vocabulary retention, it is essential for instruction to involve learners in deep cognitive processing Teachers must also evaluate their methods and techniques for teaching vocabulary A potential approach to address this challenge is for educators to adopt a "levels of processing" perspective, as suggested by Craik and Tulving.
In vocabulary learning, it is essential for teachers to assess the level of thoughtfulness that learners exhibit This includes evaluating whether students focus on multiple aspects of a word, demonstrate creativity in their usage, and connect new vocabulary to their existing knowledge (Nation & Newton, 2009) Additionally, Schmitt and McCarthy (1997) emphasize the importance of these factors in effective vocabulary acquisition.
8 reasons for word choices, thinking aloud, and relating words to other known vocabulary items and learner experience leads to deep processing and effective learning and retention
The concept of "encoding elaboration" was introduced to address the limitations of the "depth of processing" theory The key distinction between these frameworks is the nature of encoding operations, where depth emphasizes a consistent sequence of analyses for learning, while elaboration prioritizes the quality of processing (Craik & Tulving, 1975) Furthermore, retention is suggested to be more closely related to the depth of initial information processing rather than the duration of time spent in primary memory (Craik & Tulving, 1975) Despite extensive empirical research on depth of processing and elaboration, these concepts have yet to be effectively operationalized (Laufer & Hulstijn, 2001; Keating, 2008; Marmol & Sanchez-Lafuente, 2013).
In summary, vocabulary retention refers to the ability of learners to acquire and retain words in their memory, which is essential for mastering a language This research project explores the use of scrapbooks as a tool to enhance students' vocabulary retention, specifically in the context of learning English for Specific Purposes (ESP).
Vocabulary knowledge is crucial for effective language learning, as it enables learners to acquire the language more efficiently Understanding the key aspects of vocabulary—form, meaning, and usage—is essential for both learners and teachers Nation (2001) emphasizes that the form of vocabulary encompasses pronunciation, spelling, and the components of words, such as suffixes.
According to Nation (2001), meaning involves the interplay between forms and their significance, encompassing the concepts they represent and the associations triggered by specific words or expressions Additionally, usage pertains to the grammatical functions of these words or phrases, along with the typical collocations that accompany them.
9 that vocabulary has both a receptive and productive dimension Consequently, understanding these three aspects of vocabulary is the involvement of 18 different types of lexical knowledge, as shown in table 2.1 below
What does the word sound like?
What does the word look like?
What parts are recognizable in this word?
How is the word pronounced?
How is the word written and spelled?
What word parts are needed to express the meaning?
Meaning form and meaning concepts and referents associations
What meaning does this word form signal?
What is included in this concept?
What other words does this make people think of?
What word form can be used to express this meaning?
What items can the concept refer to? What other words could people use instead of this one?
Use Grammatical functions collocations constraints on the use
In what patterns does the word occur?
What words or types of words occur with this one?
Where, when, and how often would people expect to meet this word?
In what patterns must people use this word?
What words or types of words must people use with this one? Where, when, and how often can people use this word?
Mastering vocabulary is crucial for acquiring a foreign language, as new words are frequently highlighted in both literature and educational settings It plays a vital role in language education and is significant for learners However, recent studies indicate that teaching vocabulary poses challenges, as many educators lack confidence and clarity on how to effectively introduce and emphasize new words (Berne & Blachowicz, 2008).
Schmitt (2000) highlights that the goal of vocabulary learning is to transfer lexical information from short-term to long-term memory To effectively acquire both general and technical vocabulary in English for Specific Purposes (ESP), students must recognize the significance of language learning strategies and receive proper training in their application Teachers play a crucial role in facilitating students' understanding of vocabulary pertinent to their specific fields of study.
Teaching English For Specific Purpose Vocabulary
The term ESP, originally meaning English for Special Purposes, has evolved in significance over the years, as noted by Pauline Robinson (1980) Today, it is recognized by a growing number of scholars, practitioners, and institutions While some view ESP as pertaining to specialized or restricted languages, it actually emphasizes the learner's purpose and encompasses a wide array of language resources.
English for Specific Purposes (ESP) is defined by its focus on meeting the specific needs of learners, as highlighted by Strevens (1988) It is tailored to the content relevant to particular disciplines, occupations, and activities, emphasizing the appropriate language in terms of syntax, lexis, discourse, and semantics Understanding these aspects is crucial for anyone involved in ESP.
According to Hutchinson and Waters (1987), English for Specific Purposes (ESP) is a language teaching approach that tailors content and methods to the specific reasons learners have for studying the language The design of an ESP course centers on understanding these motivations, emphasizing the importance of selecting appropriate pedagogical materials to meet students' goals Villalobos and Diaz-Ducca (2017) further highlight that ESP focuses on teaching English to learners with distinct objectives and purposes.
ESP, or English for Specific Purposes, focuses on helping learners achieve targeted goals in the English language, such as mastering marketing terminology By studying marketing in English, learners enhance their language skills within that specific field A strong vocabulary is essential for effective communication, as it comprises the words necessary for conveying ideas clearly.
Vocabulary encompasses not only individual words but also multi-word expressions that convey a single concept, such as "post office" and "mother-in-law" (Hornby, 1995) To better capture this complexity, it is beneficial to refer to these expressions as "items" of vocabulary Furthermore, vocabulary plays a crucial role in language education, as highlighted by Edward and Vallette (1997), who emphasize that students must consistently acquire new words alongside learning grammatical structures and practicing pronunciation.
ESP vocabulary is often referred to by various terms such as special purpose, specialized, technical, subtechnical, and semi-technical vocabulary, all of which pertain to the language used in specific fields of study or professional contexts The significance of a word's range is crucial in ESP, as specialized terms typically have a limited application within a particular subject area While individuals outside these fields may possess some familiarity with this vocabulary, fluency in its use is expected from those within the academic or professional domains It's important to note that specialized vocabulary isn't exclusively composed of complex Graeco-Latin terms; even common words can have precise meanings in specific contexts.
As for ESP specialized vocabulary and according to Yassin (2013, p.2), there are three levels:
Technical vocabulary consists of specialized terms that are infrequently found in other disciplines, such as "photosynthesis" in science These terms are used internationally and fall under the purview of subject-specific teachers In this context, English for Specific Purposes (ESP) teachers can collaborate with subject teachers to enhance vocabulary instruction.
Semi-Technical /sub-technical Vocabulary: This refers to words that are not specific to specialists but occur in scientific texts /fields (gross profit cash flow)
General vocabulary encompasses the everyday words used in daily life, distinct from the specialized terminology relevant to ESP (English for Specific Purposes) teachers To effectively address the challenges posed by ESP specialized vocabulary, various techniques and strategies can be employed.
1- Words information (prefixes – rout- suffixes)
3- Symbols & formulators (Dr& CR for debit & credit)
ESP specialized vocabulary is crucial for businessmen, as it enables them to effectively engage in sales conferences and extract essential information from sales catalogs.
The ESP learners also need to know the linguistic features, discourse, function, structure, and lexis which are commonly used in target situations.
Use Of Project-Based Learning Method In Classroom
Project-based learning (PBL) has gained popularity in foreign language education globally, with notable implementations in Japanese classes at California University, San Diego, English classes at West Bohemia University in the Czech Republic, and business English courses in Indonesia In the realm of second language teaching, PBL is often referred to by various terms, including project work, project method, project approach, project-oriented approach, project-based instruction, and experiential learning.
Project-Based Learning (PBL) is an educational model that centers learning around complex projects, as noted by Thomas (2000) These projects are designed to tackle challenging questions or problems, engaging students in activities that involve design, problem-solving, decision-making, and investigation, thereby providing them with valuable opportunities for collaborative work.
Project-Based Learning (PBL) involves the design, planning, and execution of extended projects that result in publicly-exhibited outputs, such as products, publications, or presentations (Jones, Rasmussen, & Moffitt, 1997; Patton, 2012) This approach allows learners to work autonomously over extended periods, culminating in realistic and meaningful outcomes.
Project-Based Learning (PBL), as defined by Stoller (2006), encompasses several key elements: it involves both a process and a product, grants students partial ownership of their projects, and spans an extended timeframe PBL integrates various skills while enhancing students' understanding of a topic through the combination of language and content It encourages collaboration among students, as well as independent work, and holds them accountable for their learning by requiring them to gather, process, and report information from target-language resources Additionally, PBL assigns new roles and responsibilities to both students and teachers, culminates in a tangible final product, and includes reflection on both the process and the outcome.
(1998) says about the main characteristics of project work, they are:
- Learner-centeredness: By taking decisions and working together on the project, the students take responsibility for their own learning
Personality is shaped by both individual traits and collaborative experiences, reflecting the unique influence of a person as an individual and as part of a group.
- Creativity: Students put a lot of imagination and original thinking into carrying out the task
- Adaptability: Project work fits all ages and levels of knowledge
Patton (2012) provided five steps in the process of conducting PBL in the classroom as below:
The first step- Get an idea
Generating a solid idea is crucial for achieving successful project outcomes, which can manifest as performances like debates, tangible products such as machines, or services like educational lessons It is essential that these outcomes hold value for students and the wider community.
Through the projects, students can master the content that they are required to learn At the same time, the students can learn something meaningful from the projects
The second step- Design the project
Creating a project plan template is essential for students, as it aids in understanding and successfully completing their projects This template ensures that important elements are not overlooked Teachers can utilize this opportunity to outline key learning objectives, which include course-specific content, teamwork skills, drafting abilities, specialized skills, and personal attributes like student confidence.
The third step-Deal with the project
In this stage, students will showcase their projects to peers, who will offer constructive feedback, suggest innovative ideas, and highlight potential issues that may have been overlooked.
The fourth step-Do the project
Teachers can enhance student engagement in projects by allowing them to express their concerns and interests, linking these to the project's objectives Throughout the project, it is essential for teachers to monitor students' progress and provide constructive feedback.
The final step-Exhibit the project
In this step, the students are allowed to show their projects to the public They can show their projects in museums, galleries, parks, cafes, community centers, etc
Project-based teaching (PBL) offers significant advantages for learners by fostering self-directed learning It encourages students to document their progress and think systematically about their educational journey Additionally, PBL enhances self-regulation as learners set goals, plan, and organize their tasks, ultimately leading to greater autonomy in their learning process.
17 inspired in learning Thus, PBL contributes to developing learners‟autonomy capacity in learning
Project-Based Learning (PBL) fosters the development of collaborative skills, which are essential in the teaching and learning process According to Markham (2011), PBL allows learners to engage and communicate in real contexts, enhancing their ability to work together These collaborative skills mirror the teamwork abilities required in professional settings, equipping learners with the necessary skills for effective collaboration in their future careers.
Project-Based Learning (PBL) enhances learners' problem-solving and critical thinking skills, which are essential lifelong skills applicable beyond the classroom By engaging in project design and construction, learners actively participate in the learning process, fostering greater awareness and involvement The practical nature of PBL not only boosts interest but also motivates learners to engage more deeply in their projects, ultimately promoting effective learning.
Use Of Scrapbooks As PBL
According to Widiyanto, Ulfah, and Zia (2018), a scrapbook serves as a medium for preserving cherished memories from unforgettable experiences, often themed around events like holidays, weddings, and graduations Solomon (2008) adds that a scrapbook is a unique photo album that incorporates not only photographs but also writing, memorabilia, and various decorative elements such as stickers, die-cuts, rubber-stamping, and drawings.
Scrapbooking is a creative process that combines crafting and documentation, fostering creativity as individuals use photographs, clippings, drawings, and personal notes to embellish blank pages According to Obando (2019), this artistic endeavor allows people to preserve their memories, as highlighted by The Spruce Crafts (2018), which emphasizes the personal and creative involvement in the scrapbooking process.
Mulvey and Cullen (2009) argue that while scrapbooks may seem outdated in today's digital age dominated by social media platforms like Facebook and Instagram, they play a significant role in second language education The scrapbook creation process actively engages students by encouraging them to share their personal life experiences, making learning more relevant and meaningful This approach not only fosters creativity but also motivates students intrinsically, as they express their own thoughts and real-life situations, enhancing their overall learning experience (Mulvey & Cullen, 2009).
Various types of scrapbooks, including handmade and digital versions, can significantly enhance students' learning of English for Specific Purposes (ESP) vocabulary These creative tools are effective in helping students expand and enrich their vocabulary.
2.4.2 The procedure of teaching ESP vocabulary through scrapbooks
This research explores the use of "Scrapbook" as a medium for teaching ESP vocabulary through Project Based Learning (PBL) PBL emphasizes student responsibility in the learning process, positioning students as active participants and the teacher as a facilitator (Solomon, 2003) This approach allows students to construct their knowledge and enhance their skills through both individual and collaborative projects.
Project-based learning involves a structured procedure that assists teachers in developing projects and guiding students through their implementation This process includes various phases essential for effectively integrating project-based learning in the classroom Researchers have proposed different steps to facilitate project development, which are crucial for successful educational outcomes.
19 scrapbooks as media for projects because scrapbooks are related to the characteristics of project-based learning
Scrapbooks play a significant role in ESP vocabulary learning by connecting vocabulary to past events and personal experiences According to Phillips (2007), using scrapbooks enhances students' understanding of concepts through creative visual representation, aligning with their interests and experiences, which fosters a greater desire to learn The applications of scrapbooks in ESP vocabulary learning are diverse and impactful.
- Students deal with the topic of vocabulary learning
- Then, they were asked to write vocabulary based on their experience or event in the past and what they learned in the lessons
- After that, the students put their stories and vocabulary in scrapbooks They also can add some pictures, stickers, drawings, etc
- The students freely design and decorate the scrapbook based on their interests They can apply their ideas creatively
Using scrapbooks as a project allows students to enhance their ESP vocabulary while engaging in creative organization This approach is far more enjoyable and stimulating than traditional pencil-and-paper tests, fostering creativity in product creation Additionally, scrapbooks make vocabulary learning more engaging, significantly boosting student motivation and reducing boredom during the teaching and learning process.
2.4.3 Benefits Of scrapbooks In ESP vocabulary learning
Students can enhance their vocabulary acquisition by maintaining vocabulary notebooks, where they record new words and related knowledge (Schmitt & Schmitt, 1995) This practice not only aids in vocabulary retention but also fosters self-management skills, empowering students to take charge of their own learning process.
20 setting goals for their own vocabulary learning Scrapbooks help students enhance their ESP vocabulary learning, which leads to their progress in studying
Scrapbooks are a creative outlet that combines crafting and documentation, enhancing individuals' creativity through the building process Utilizing photographs, clippings, drawings, and personal notes, scrapbookers decorate blank pages to preserve memories This art form continues to thrive, serving as a personal reflection of life and creativity.
Through the use of scrapbooks, students can select and learn words that resonate with them, recognizing the significance of their choices Carter (1998) emphasizes that motivation plays a crucial role in learning new vocabulary Allowing students to choose their own words enhances their motivation to expand their vocabulary, which in turn influences their intention to learn and their ability to commit words to memory (Baddeley, 1990) By engaging with words in meaningful contexts, such as newspapers and advertisements, students gain a deeper understanding of their usage This approach addresses students' real needs and provides insight into when, where, and how words are used, ultimately leading to improved comprehension and application of new English vocabulary.
“put the students in the position where they are capable of deriving and producing meanings from lexical items both for themselves and out of the classroom.”
Scrapbook is an engaging, learner-centered textbook designed to motivate both students and teachers It fosters a positive learning environment by setting clear goals for each unit, culminating in a complete scrapbook for students As noted by Dürnyei (2001), these defined goals play a crucial role in generating initial motivation among learners.
To foster motivation in the learning process, it is essential to make learning enjoyable and to establish specific goals (Dürnyei, 2001) The scrapbook textbook effectively achieves these objectives by facilitating the exploration of diverse cultures Engaging in pair and group work encourages a supportive and fun community, while also enhancing motivation by ensuring that teaching materials are relevant to learners.
Scrapbooks are not traditional memorization tools; instead, they encourage students to think spontaneously and express themselves naturally This approach fosters a more engaging and dynamic classroom environment for both students and instructors With scrapbooks, students enthusiastically share their favorite books, music, clubs, and travel aspirations, making the learning experience more motivational and interesting.
Previous studies
Poe (2013) investigated student learning in a multimodal composition course utilizing scrapbooks, employing a rhetorical analysis of 18 first-year students from three institutions The analysis focused on elements such as material, textual, multimodal, and audience decisions Findings indicated that scrapbooking positively enhanced students' learning experiences by engaging them in creative design and message decisions.
Widiyanto, Ulfah, and Zia (2018) conducted a study to investigate students' writing abilities in recount text, comparing the use of scrapbooks to traditional methods The research utilized a true experimental approach, employing pre-tests and post-tests to measure outcomes The study involved two intact classes, designated as the control group and the experimental group, to assess any significant differences in writing performance between the two methods.
In a study involving 22 students per class, VIII A served as the control group while VIII B was the experimental group The findings indicated that students taught using scrapbooks demonstrated a significant improvement in their writing abilities, compared to those who were not taught with this method, who exhibited only fair writing skills This highlights a notable difference in the effectiveness of using scrapbooks for teaching recount text.
Darini (2020) conducted a research project to investigate how scrapbooks influence students' motivation and writing skills The study utilized a quasi-experimental design, focusing on a sample of X students.
The study involved an experimental group (A) and a control group (B) from Ma Al-Qasimiyah Sorek Satu, utilizing writing tests and questionnaires as instruments Data analysis revealed that scrapbooks effectively motivate students during the learning process Consequently, the implementation of scrapbooks positively impacts writing instruction and enhances student motivation.
Faizah, Mahbuddin, and Rofiki (2020) conducted a quantitative experimental study to examine the impact of scrapbook media on students' speaking skills The research involved 60 fifth-grade students from MI Nasyrul Ulum Bocek Maland, utilizing a questionnaire and observation sheet as instruments Data analysis was performed using an independent sample t-test, revealing that 76% of the students demonstrated good and correct speaking skills The results confirmed that scrapbooks positively influenced the students' speaking abilities.
In their 2006 study, Deni, Zainal, and Mohamed explored vocabulary learning through the use of vocabulary scrapbooks The research aimed to illustrate the practical application of vocabulary learning principles, identify challenges faced by both teachers and students during the project, and assess the effectiveness of scrapbooks in enhancing students' word and phrase inventories A quantitative research approach was employed to gather data.
The study involved 30 randomly selected students who participated in a project utilizing a questionnaire as the research instrument The findings indicated that the students responded positively to the project, highlighting that the scrapbook served as an effective tool for enhancing their vocabulary They reported that the scrapbook had beneficial effects on expanding their inventory of words and phrases.
Previous research has explored the impact of scrapbooks on language learning and teaching, focusing on aspects such as writing skills, student motivation, and vocabulary acquisition However, there is a lack of studies specifically addressing the effect of scrapbooks on enhancing English for Specific Purposes (ESP) vocabulary among vocational college students This research aims to fill that gap by employing an action research approach to investigate the influence of scrapbooks on improving ESP vocabulary at the Faculty of Tourism and Hotel in a vocational college located in Phu Tho province.
Chapter Summary
This chapter provides a comprehensive overview of vocabulary theory, including its definition, types, aspects, and significance in language learning It specifically addresses English for Specific Purposes (ESP) vocabulary, enhancing readers' understanding of its role Additionally, the chapter introduces project-based learning as an effective method for acquiring ESP vocabulary It also explores the concept of scrapbooks, highlighting their benefits and the procedures for improving them in the context of ESP vocabulary learning To investigate how scrapbooks can enhance learners' ESP vocabulary acquisition, this research employs Nunan's (1992) action research approach, with detailed insights presented in Chapter 3.
RESEARCH METHODOLOGY
Research methods
This study explored the effectiveness of scrapbooks in enhancing the English for Specific Purposes (ESP) vocabulary of second-year students at a vocational college's faculty of hotel and tourism, as well as their attitudes towards using scrapbooks for vocabulary learning An action research methodology was employed to conduct this investigation.
Action research is a reflective process that enables researchers to explore and analyze vocabulary learning and teaching methods, facilitating improvements in current practices As noted by Latief (2012, p.145), "Classroom Action Research aims to develop innovative instructional strategies that enhance students' success in learning English," while also identifying and addressing problematic situations to implement immediate improvements.
The action research approach can be conducted in one or two cycles, but this study adhered to Nunan's (1992) model, which consists of a single cycle with seven key steps: initiation, preliminary investigation, hypothesis, intervention, evaluation, dissemination, and follow-up Spanning 12 weeks, the research was executed in three distinct phases: pre-action, action, and post-action.
Figure 3.1 Action research model (Nunan, 1992)
This study employs the action research approach for two main reasons Firstly, the researcher aims to enhance vocabulary teaching practices, leading to improved vocabulary learning outcomes for students According to Bassey (1998), action research is an inquiry designed to understand, evaluate, and change educational practices for improvement It is contextual and suitable for small-scale studies (Wallace, 1998), allowing educators to refine their teaching methods and deepen their understanding of educational philosophy Secondly, action research is inherently cyclical (Mertler & Charles, 2011), enabling researchers to revisit steps, gather additional evidence, identify intervention issues, and explore new solutions This approach fosters a continuous cycle of reflection and action (Mertler & Charles, 2011).
The context of research
The research took place at a vocational college specializing in hotel and tourism in Viet Tri city, Phu Tho province, which was established in 1999 The institution currently comprises seven faculties, six classrooms, and two service centers.
The school employs over 200 officers, teachers, and staff, training more than 2,000 students annually in 29 professions Among these are nine key national occupations, such as automotive technology, civil electricity, metal cutting, information technology, welding, fashion sewing, animal husbandry, and crop protection Additionally, the school focuses on two vital industries in the ASEAN region: food processing and industrial electricity.
To enhance the quality of vocational training and attract students, the school has implemented various strategies, with a key focus on forming partnerships with businesses These collaborations involve enterprises in developing training programs, coordinating enrollment, and providing support for internships By facilitating practical training experiences, students gain access to the latest technologies and insights from industry professionals, ensuring they meet the standards required by employers Graduates are positioned for successful careers with domestic companies offering stable, high incomes Additionally, the school aligns its training with the specific needs of enterprises, which also provide scholarships to students This approach prepares graduates for roles in factories, particularly in the Japanese and Korean markets, ultimately contributing to a skilled workforce ready to support both local and international businesses.
Participants
This study involved 20 students enrolled in the English for Chef course at a vocational college's faculty of hotel and tourism, with the researcher serving as the course instructor throughout the semester.
The selected students, all in the first term of their second year at the faculty, completed a basic English course using a vocational textbook They are currently enrolled in an English for Specific Purposes (ESP) course, utilizing the textbook "English for Chef." These students hail from various districts in Phu Tho province.
There were five males and fifteen females in this class Their ages varied from
A group of 20 students, aged 19 to 22 with diverse English learning backgrounds, participated in a study involving pre-tests and post-tests, along with a questionnaire Initially, the students were not instructed using scrapbooks; however, in the post-test phase, they learned English for Specific Purposes (ESP) vocabulary through the action method utilizing scrapbooks This approach allowed us to analyze the impact of scrapbooks on the students' ESP vocabulary acquisition.
Action Research Procedure
The 12-week action program focused on using scrapbooks to enhance vocabulary learning for units 2 through 6 of the "English for Chef" textbook Students selected vocabulary words to compile in their scrapbooks, facilitating effective memorization of English for Specific Purposes (ESP) vocabulary Additionally, students reinforced their learning by completing supplementary exercises at home.
Unit 6: Ingredients and cooking methods
The researcher, serving as the class teacher, identified that the students in the selected class struggled with English for Specific Purposes (ESP) vocabulary They exhibited a significant lack of vocabulary knowledge, failing to understand the meanings of various words and unable to recognize different types of vocabulary.
The researcher conducted a pre-test with students enrolled in the Chef course at a vocational college's faculty of hotel and tourism to further investigate and clarify the issue regarding the use of nouns, prepositions, adjectives, and other parts of speech.
The researcher dedicated time to gather baseline data through a pre-questionnaire and pre-test, aiming to assess participants' knowledge of ESP vocabulary, evaluate their perceptions of how the action project aids their learning, and identify the challenges they face in acquiring ESP vocabulary.
A hypothesis was established suggesting that incorporating scrapbooks into the learning of English for Specific Purposes (ESP) vocabulary could significantly enhance students' vocabulary retention It was believed that this method would not only improve retention rates but also foster positive attitudes among students towards using scrapbooks as a tool for enhancing their ESP vocabulary skills.
The researcher aims to enhance students' English for Specific Purposes (ESP) vocabulary by implementing scrapbooks as a teaching tool over a 12-week period This intervention, spanning from week one to week twelve, will utilize materials from units 2 through 6 of the textbook "English for Chef."
The researcher identified a deficiency in ESP vocabulary among students, as evidenced by their pre-test results and pre-questionnaire responses To address this, the textbook "English for Chef" was utilized in lesson plans, focusing on units 2 through 6 The teacher engaged a class of 20 students in project-based learning, ensuring that their projects were relevant to the Chef Course Each week, the teacher selected specific topics for the students to explore.
Twenty-nine students were assigned the responsibility of completing various topics through project-based learning in groups They were divided into five groups of five members each, and the process involved creating scrapbooks as part of their projects.
Before starting the scrapbook project, the teacher instructed 20 students, divided into four groups of five, on vocabulary and the project topic Each group was tasked with gathering pictures and information related to the topic, incorporating 10 to 15 ESP vocabulary words Students were required to bring printed images, stickers, drawings, and necessary supplies like crayons and scissors to class They could source materials from course books, the internet, or cookery books, ensuring relevance to the scrapbook theme Approximately 70% of the vocabulary was derived from previous lessons, while 30% could be sourced from external materials During the project, students compiled their vocabulary and information into scrapbooks, enhancing them with pictures and decorations to create engaging three-page layouts each lesson This creative process allowed students to express their ideas and later use the scrapbooks to construct sentences and short passages utilizing the ESP vocabulary.
- Thirdly, the students could present their products to their peers and discuss in groups
The teacher encouraged student engagement by allowing time for discussions on their interests related to the topics Additionally, providing both feedback and rewards motivated students to participate actively in the project.
These helped students recall vocabulary and keep ESP vocabulary in their minds
-Fifthly, the students showed their scrapbooks to other classes and kept them as learning experiences
1 Pre-test, pre-questionnaires 45ms
2 Unit 2: Kitchen organization The students were required to put their vocabulary about kitchen tools: spatula, whisk, colander, box grater spoon, tongs, apron, etc… in the scrapbooks
3 Unit 2: Kitchen organization The students were required to put their vocabulary about jobs: sauce cook, pastry cook, waiter, bartender, fish cook, head chef, waitress, etc…in the scrapbooks
In Unit 3, the students focused on enhancing their vocabulary related to kitchen spices, including ketchup, soy sauce, garlic, vinegar, leek, curry powder, ginger, turmeric, galangal, onion, chili, lemongrass, pepper, and coriander, by compiling them in their scrapbooks.
5 Unit 3: At a kitchen The students were required to put their vocabulary about food: tiger prawn, Sushi, steak, salmon fillet, lamb, bacon, sandwich, hotpot, and spaghetti in the scrapbooks
6 Unit 4: Kitchen equipment The students were required to put their vocabulary about kitchen equipment: peeler,
Week Topic Vocabulary Time saucepan, chopping board, bamboo steamer, etc… in the scrapbooks
7 Unit 4: Kitchen equipment The students were required to put their vocabulary about kitchen equipment: food mixer, ice-cream machine, microwave oven, etc… in the scrapbooks
In Unit 5, students compiled vocabulary related to various types of cakes and their preparation methods, including donuts, pies, cheesecakes, cookies, pancakes, cupcakes, and croissants, into their scrapbooks.
9 Unit 5: Menus and Recipes The students were required to put their vocabulary about some Vietnamese dishes: spring rolls, grilled skewered pork, etc… in the scrapbooks
10 Unit6: Ingredients and cooking methods
The students were required to put their vocabulary about drinks: smoothies, milkshakes, cocktails, etc… in the scrapbooks
11 Unit6: Ingredients and cooking methods
The students were required to put their vocabulary about vegetables and fruits like kohlrabi, choyate, broccoli, etc… in the scrapbooks
After several weeks of implementing the action plan, students completed a post-test and post-questionnaires to assess their progress in learning English for Specific Purposes (ESP) vocabulary through scrapbooks The post-questionnaire aimed to evaluate students' attitudes toward using scrapbooks in the "English for Chef" course Additionally, the researcher maintained diaries to document students' participation and attitudes throughout the learning process.
After getting data from the post-test, the post-questionnaire and teaching diaries, the researcher analyzed the data, gave conclusions and recommendations and suggestions for further study
The action research procedure and its findings were compiled into a thesis, which was then shared with fellow educators at the Faculty of Hotel and Tourism in a vocational college, as well as with other colleges in Phu Tho province.
Lessons learned and suggestions for improved application were considered for modification in the next cycle of research.
Data collection instruments
This research employed three instruments, including tests, questionnaires and teaching diaries
At the start and conclusion of the project, students completed a pre-test and post-test to assess vocabulary retention The pre-test aimed to evaluate students' understanding and memorization of key concepts from the English for Chef course, focusing on the integration of both skills.
In a vocabulary learning study, the pre-test consisted of various question formats, including matching words with pictures, selecting the correct word, and categorizing terms Each test form contained five to ten questions, contributing to a maximum of 25 points per form Overall, the pre-test was structured to total 100 points across 20 questions.
The researcher administered a post-test to evaluate the progress of second-year students in learning ESP vocabulary through scrapbooks This post-test mirrored the pre-test in design and included three types of vocabulary assessments: matching words to pictures, matching words to definitions, and selecting the correct word Comprising a total of 20 questions, the test was evenly divided into the three sections, with each question worth 5 points, resulting in a maximum score of 100 points.
The pre-test and post-test were each completed in 15 minutes, with questions based on prior lessons To ensure validity, a different teacher graded the tests The primary goal was to assess the effectiveness of using scrapbooks in improving students' English for Specific Purposes (ESP) vocabulary.
The researcher utilized questionnaires to collect data on the effectiveness of scrapbooks in enhancing ESP vocabulary and to assess participants' attitudes towards this learning technique.
ESP vocabulary The questionnaire was distributed to the students after they completed the project through using scrapbooks in learning ESP vocabulary
This research utilized two types of questionnaires: pre-questionnaires and post-questionnaires, each serving distinct purposes The pre-questionnaire, administered in the first week, aimed to assess students' perceptions of the action project's effectiveness, gather their opinions on learning English for Specific Purposes (ESP), and identify any challenges faced Conversely, the post-questionnaire was distributed in the final week of the action plan to evaluate the impact of scrapbooks and students' attitudes towards using them for learning ESP vocabulary in the English for Chef course.
The study utilized a pre-questionnaire with five closed-ended questions and a post-questionnaire featuring 11 closed-ended questions, designed based on research questions and relevant literature Initially developed in English, the questionnaire items were translated into Vietnamese to ensure clarity and prevent misunderstandings among participants Additionally, all items were reworded to align with the specific context of learning and teaching in Vietnam.
After designing the questionnaire, the researcher sought feedback and suggestions from the supervisor Following the supervisor's comments, the researcher revised and edited the questionnaire accordingly The final version of the questionnaire was approved by the supervisor.
To enhance the reliability of the research findings, the researcher utilized teaching diaries as a reflective tool for both research and personal professional growth As noted by Elliott (1991), teaching diaries encompass a range of elements, including observations, feelings, reactions, interpretations, reflections, hunches, and explanations from both students and teachers This process of maintaining a teaching diary serves as a means of self-observation and self-evaluation In this study, the researcher also fulfills the role of the course instructor, leveraging the insights gained from writing teaching diaries.
35 researcher could have deep insights into what happened in a vocabulary lesson, how scrapbooks were implemented in classrooms and how scrapbooks had influences on students' learning attitudes
Teaching diaries were utilized after lessons, effectively incorporating scrapbooks in vocabulary instruction By taking quick notes on the teaching processes and classroom events, the researcher can analyze how students engaged with their scrapbooks and identify any challenges they faced This analysis will also reveal students' opinions and participation levels during lessons To qualitatively assess the teaching diaries, it is crucial to consider the topics and comments made, as they provide valuable insights that can inform pedagogical strategies for teaching vocabulary.
Data collection procedures
The researcher collected data from three instruments: pre-test and post-test, questionnaires and teaching diaries
To assess students' vocabulary abilities, a pre-test was administered in the first week, followed by pre-questionnaires to gauge their attitudes towards using scrapbooks in English for Specific Purposes (ESP) learning From weeks 2 to 11, the researcher implemented a treatment phase, utilizing teaching diaries to document the learning process, participation, and progress In week 12, students completed post-tests and post-questionnaires, with detailed instructions provided to ensure understanding and appropriate option selection The improvement in students' ESP learning was evaluated based on the test scores collected from the post-test and post-questionnaire data.
Data analysis
After collecting quantitative data from the pre-test and the post-test, the researcher used IBM SPSS 2.0 to calculate descriptive statistics of mean scores and
The researcher analyzed the standard deviation of pre-test and post-test scores, utilizing paired samples statistics to compare the mean scores The findings demonstrated the effectiveness of scrapbooks in enhancing ESP vocabulary.
To assess students' progress and attitudes towards using scrapbooks for learning English for Specific Purposes (ESP) vocabulary, quantitative data from pre- and post-questionnaires were analyzed using descriptive statistics, including frequency and percentage Additionally, qualitative data from teaching diaries were inductively analyzed to identify themes and subthemes through various coding levels.
Pre-test and post-test:
+ Mean scores +Pair sample t-test +Comparison of the mean scores between the pre-test and the post-test
Chapter Summary
This chapter offers a comprehensive overview of the research methodology, detailing the research setting, methods, participants, procedures, data collection instruments, and analysis techniques The subsequent chapter will present the findings and discussions in a clear and concise manner.