Challenge-Responsive Vocational English Teaching at SMK Negeri 4 Pandeglang

Abstract

This study explores the challenges English teachers report experiencing in teaching English at SMK Negeri 4 Pandeglang and the strategies they use to address those challenges. A qualitative descriptive design was employed with five English teachers selected purposively because of their direct experience in vocational English classrooms. Data were collected through individual semi-structured interviews and analyzed using cross-participant thematic analysis. Seven interrelated challenge themes emerged: limited linguistic readiness and student engagement; psychological barriers to oral communication; institutional and resource constraints; pedagogical challenges in managing diverse learners; curriculum and material alignment challenges; limited vocational-specific professional development; and contextual inequalities affecting English learning. Four broad strategy themes were identified: adapting and contextualizing learning materials; scaffolding language use and building confidence; managing interaction, feedback, and classroom constraints; and strengthening vocational relevance through authenticity and collaboration. Material adaptation was the only specific strategy reported across all five participants. The findings indicate that teachers did not rely on a single instructional method. Instead, they selected strategies according to the linguistic, affective, institutional, curricular, and occupational demands they encountered. Vocational relevance emerged as the cross-cutting principle connecting both challenges and strategies. The study concludes that sustainable vocational English teaching requires both teacher-level adaptation and institutional support for major-specific materials, professional development, collaboration, and authentic workplace-oriented learning.