Enhancing Vocational Students’ English Communication Skills through the KIPAR Plus AI Learning Model

Abstract

This classroom research aimed to examine the effects of English learning management using the KIPAR Plus AI learning model on English learning achievement and attitudes toward English learning among vocational students. The research participants consisted of three vocational students enrolled in the Agro-Industrial Technology program at the higher vocational certificate level (Diploma level), selected through purposive sampling. The learning activities were implemented over a period of four weeks within the learning unit entitled Food Safety Rules. The KIPAR Plus AI learning model consists of five instructional stages: Kick-off, Introduce, Practice, Apply, and Review. Artificial Intelligence (AI) was integrated as a supportive learning tool in the Introduce, Practice, and Apply stages under the supervision of the teacher in order to assist students in checking grammatical accuracy and receiving immediate feedback for improving their language use. The research instruments included lesson plans based on the KIPAR Plus AI model, a pretest and posttest to measure English learning achievement, an attitude questionnaire toward English learning, and a student interview form. All research instruments were validated for content validity by five experts. Quantitative data were analyzed using mean and standard deviation, while qualitative data were analyzed through content analysis. The results revealed that the students’ English learning achievement scores increased from a mean of 6.33 to 9.00 out of 10 after the implementation of the learning activities. In addition, the students’ attitudes toward English learning showed a mean score of 41.33 out of 50, indicating a generally positive tendency toward learning English. Qualitative findings further suggested that students became more confident in using English and gradually improved their language use through AI-supported feedback during classroom activities. The findings suggest that the KIPAR Plus AI learning model may support the development of English communication skills and positive attitudes toward English learning among vocational students within this classroom research context. However, the findings should be interpreted within the limitations of a small-scale classroom study. The model may also be adapted for English teaching and learning in vocational education settings with appropriate consideration of learner context and instructional conditions.