Active learning has been shown to significantly improve students’ interest, classroom participation, and academic achievement in English language learning at vocational high schools. The finding comes from a 2026 study by Veronika Arnoldina Donge Tukan, Veronika Unun Pratiwi, and Giyatmi of Universitas Veteran Bangun Nusantara, Indonesia, published in the International Journal of Applied Educational Research (IJAER). Conducted with Grade XI students at SMK Tunas Bangsa Tawangsari, the research demonstrates that learning environments encouraging collaboration, discussion, and active participation can substantially improve both engagement and learning outcomes.
As English continues to play an essential role in higher education, employment, and global communication, schools are increasingly exploring teaching approaches that help students become more engaged in the learning process. For vocational high school students, whose learning often emphasizes practical skills and real-world applications, instructional strategies that encourage participation can make language learning more meaningful and relevant.
The researchers observed that many students initially showed limited participation during English lessons and experienced difficulty connecting classroom materials with practical situations related to their vocational studies. Rather than replacing existing teaching practices, the study examined how active learning activities could enrich classroom experiences and provide students with greater opportunities to communicate, collaborate, and develop confidence in using English.
Interactive Learning in a Vocational Classroom
The research involved 32 Grade XI students in the Computer and Network Engineering program (TKJ) at SMK Tunas Bangsa Tawangsari. Using a Classroom Action Research design, the researchers implemented active learning over two instructional cycles.
Instead of relying solely on individual learning activities, students participated in:
- Small-group discussions
- Collaborative problem-solving
- Classroom presentations
- Peer feedback sessions
- Teacher-guided reflection
The English lessons focused on descriptive texts using examples related to technology and digital devices, allowing students to practice English through topics closely connected to their vocational background. Teachers acted as facilitators who guided discussions and supported students throughout the learning process while encouraging active participation from every group member.
Learning Outcomes Improved Across Every Indicator
The study recorded consistent improvements in classroom engagement and academic performance throughout the two learning cycles.
Key findings include:
- Student participation increased from 54% before the intervention to 69% after the first cycle and reached 83% in the second cycle.
- Average English scores improved from 65.6 to 72, then increased again to 82 by the end of the study.
- Students meeting the minimum competency standard (KKM) increased from 11 students to 20 students, eventually reaching 29 of the 32 participants.
- Class-wide learning mastery rose dramatically from 34.4% to 62.5%, before reaching 90.6%, exceeding the research success target.
The findings indicate that combining collaborative activities with structured classroom guidance can create a more engaging learning environment while supporting measurable improvements in academic achievement.
Confidence Grew Alongside Academic Performance
Beyond higher test scores, the researchers documented noticeable changes in students' confidence and classroom participation.
During the early stages of the project, many students were hesitant to express opinions or present ideas in English. As collaborative learning activities became a regular part of classroom instruction, students became increasingly willing to ask questions, contribute to discussions, present their work, and support classmates during group activities.
One particularly effective strategy was peer feedback, where students reviewed and commented on each other's work using clear guidance provided by the teacher. According to the researchers, this approach helped students become more comfortable improving their English while simultaneously developing communication and teamwork skills.
Connecting English Learning with Students' Daily Experience
Another important element of the study was the use of learning materials connected to students' vocational specialization. Rather than using generic examples, the lessons incorporated descriptions of smartphones, computers, networking equipment, and other technology-related objects familiar to students.
This contextual approach helped students better understand vocabulary, sentence construction, and descriptive writing because the learning materials reflected situations they regularly encounter in their academic and future professional environments.
Implications for Education
The findings suggest that active learning can complement existing classroom practices by providing students with more opportunities to participate, collaborate, and communicate during English lessons.
For teachers, the study offers practical examples of integrating group discussions, presentations, and peer feedback into language instruction. For schools, the research highlights the value of supporting professional development that equips educators with diverse student-centered learning strategies. Policymakers may also view these findings as evidence supporting instructional approaches that strengthen student engagement while improving learning outcomes in vocational education.
As Veronika Arnoldina Donge Tukan, Veronika Unun Pratiwi, and Giyatmi from Universitas Veteran Bangun Nusantara conclude, active learning creates learning experiences that encourage greater participation, confidence, collaboration, and improved academic performance. Their findings suggest that when students are given structured opportunities to interact with both learning materials and classmates, English language learning becomes more engaging and effective.
Author Profiles
Veronika Arnoldina Donge Tukan is a researcher at Universitas Veteran Bangun Nusantara whose work focuses on English language education, classroom innovation, and student-centered learning.
Veronika Unun Pratiwi is affiliated with Universitas Veteran Bangun Nusantara and specializes in English education, instructional innovation, and teaching methodology.
Giyatmi is a researcher and lecturer at Universitas Veteran Bangun Nusantara with expertise in English language teaching, classroom action research, and educational development.
Source
Article Title: The Application of Active Learning Methods to Increasing Students' Interest and Achievement in English Language Learning
Authors: Veronika Arnoldina Donge Tukan, Veronika Unun Pratiwi, Giyatmi
Journal: International Journal of Applied Educational Research (IJAER), Vol. 4, No. 3 (2026), pp. 221–232.
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