ATTITUDE AND PRACTISES OF TEACHERS IN VOCATIONAL UNIVERSITY LEARNING LANGUAGE FOR SPECIFIC PURPOSES

Abstract

The information for this article was gathered using a qualitative case study methodology. The main objective of the research is to enhance our comprehension of instructors' perspectives on teaching English in professional contexts, how those perspectives manifest in their daily activities, and how instructors' feedback from students in the classroom influences those perspectives. The research included six English instructors from the Majenang district's three technical high schools. Numerous techniques, such as semi-structured interviews, taking notes during conversations, and classroom observations, were used to gather the data. The data was then divided into logical groups. Many often, people think that an English teacher at a vocational high school and an ESP (English for Specific Purposes) instructor at a traditional high school are the same. This is a result of the specialised knowledge and skill set required by ESP instructors. This study demonstrates how challenging it might be for teachers to try out novel teaching strategies. These arguments are supported by the result. The number of students enrolled, the workload, the incompatibility of the textbook, and the needs of each individual student might all contribute to a gap between what is taught in the classroom and what is applied in the real world.