THE COMPILATION OF ENGLISH TEACHING MATERIALS FOR THE ARCHITECTURE STUDY PROGRAM [VERNACULAR ARCHITECTURE SPECIFICATION]: ODD SEMESTER 2026-2027

VISION-MISSION FOUNDATION

The Architecture English course directly supports the vision of the Architecture Study Program at IAKN Ambon: to produce competitive, innovative, and adaptive graduates in the field of vernacular architecture based on archipelagos. The online research project, which forms the backbone of the learning, simultaneously integrates three main pillars.

First, the aspect of sustainability is realised through the analysis of YouTube content exploring adaptive strategies of island communities in responding to climate change, the utilisation of sustainable local materials, and construction systems that respect coastal ecosystems. Hyland (2022) asserts that ESP has evolved into an independent discipline focusing on genre analysis, academic literacy, and professional identity in the context of globalisation—making the integration of sustainability into teaching materials no longer an option, but an epistemological necessity.

Second, the local wisdom of the Maluku archipelago serves as the foundation for comparative analysis with global vernacular architecture. Students are directed to identify the uniqueness of traditional ecological knowledge systems—baileo houses, sasao construction, bamboo and sago materials—which have been tested for centuries. Poedjiastutie (2017) reminds us that the pedagogical challenges of ESP in Indonesia include the limitation of adequate teaching resources; therefore, local Maluku content is precisely an authentic, untapped wealth.

Third, global competence is developed through mastering architectural terminology in English and the ability to present vernacular design concepts in international forums. As stated by Chu Anh Dat (2026), the teaching of ESP in the field of architecture and construction is not merely a supplementary course, but a foundation that determines the quality of graduates' competitiveness in the international job market.

This project-based approach aligns with the Sustainable Development Goals (SDGs): SDG 4 (Quality Education), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action), and SDG 17 (Partnerships for the Goals).

THEREFORE, this course adopts an Outcome-Based Education (OBE) model fully integrated with online research-based Project-Based Learning (PjBL). All learning activities take place asynchronously and synchronously through digital platforms without mandatory physical attendance. Students—in small groups of three to four—conduct content analysis studies of global vernacular architecture YouTube channels, extract a corpus of English terminology, compare presentation approaches between academic and popular channels, and then produce a mini research report in IMRAD format along with a professional presentation video.