An implementation of integrated performance assessment model in vocational English for communication learning

Abstract

This research implemented the Integrated Performance Assessment (IPA) model within the context of vocational English for communication learning. The IPA model, proposed by the American Council on the Teaching of Foreign Languages (ACTFL), serves as a comprehensive framework aimed at unifying teaching and assessment methodologies to enhance students' speaking abilities. The primary objective of this research is to evaluate the efficacy of the IPA model in improving students' communication skills within a vocational English setting. First-semester students at AKN Blitar serve as the subjects of this research. A mixed-method approach is employed, encompassing both quantitative and qualitative analyses. Pre-test and post-test stages are conducted, with student scores calculated using the Shapiro-Wilk test to ensure the validity of the findings. The results of this research demonstrate a significant improvement in students' communication skills following the implementation of the IPA model. Despite the observed increase in scores between the pre-test and post-test stages, further investigation reveals that the significance value (p) remains above 0.05 (sig. > 0.05), underscoring the need for continued assessment and refinement of the IPA model in vocational English education.

Keywords

• Integrated Performance Assessment (IPA)
• English for Communication
• Non-English Major Student