TEACHING ENGLISH FOR SPECIFIC PURPOSES IN VOCATIONAL UNIVERSITY: TEACHERS’ ATTITUDE AND PRACTICES

Abstract

A qualitative case study approach was used to compile the data for this article. The study's overarching goal is to improve our understanding of teachers' opinions on English teaching in vocational settings, how those views play out in teachers' everyday  practices, and how teachers' pupil feedback in school shape those views. Six English teachers from three technical high schools in the Majenang district took part in the study. Data was collected using a variety of methods, including semi-structured interviews, notes taken during discussions, and classroom observations. After that, the data was separated in a logical order. It's often assumed that an ESP (English for Specific Purposes) teacher at a vocational high school is the same as an English teacher at a conventional high school. This is because ESP teachers need a certain skill set and body of knowledge. This research shows how difficult it may be for educators to attempt new approaches in the classroom. The end outcome proves these rationales. There might be a disconnect between classroom instruction and real-world application because of issues including student population, workload, textbook incompatibility, and individual requirements.