EXPLORING TEACHING STRATEGIES FOR ENGLISH LANGUAGE TEACHING AT VOCATIONAL HIGH SCHOOL 1 NGUNUT

CINDY SAFITRA SARI, 1880510230001 and SUSANTO, 197308311999031002 and IDA ISNAWATI, 197808162006042002 (2025) EXPLORING TEACHING STRATEGIES FOR ENGLISH LANGUAGE TEACHING AT VOCATIONAL HIGH SCHOOL 1 NGUNUT. [ Thesis ]

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Abstract

Sari, Cindy Safitra. Student Registered Number. 1880510230001. 2025. Exploring Teaching Strategies for English Language Teaching at Vocational High School 1 Ngunut. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. H. Susanto, S. S., M. Pd., and Dr. Ida Isnawati, M. Pd. Keywords: teaching strategies, classroom management, assessment strategies. This study aimed to explore the effective teaching strategies used by English teachers at SMK Negeri 1 Ngunut, focusing on how they deliver instruction, manage the classroom, and assess student performance in a vocational education context. The research questions formulated were: 1) How do the teachers perform instructional delivery methods in teaching English at SMK 1 Ngunut? 2) How do the teachers manage the class in teaching English at SMK 1 Ngunut? 3) How do the teachers use assessment strategies to evaluate the students in teaching English at SMK 1 Ngunut? The objectives of this study were: 1) To describe the methods used by English teachers in delivering instructional content. 2) To investigate how teachers manage the classroom environment to support English language learning. 3) To identify the assessment strategies employed to evaluate students' progress. Research Method: 1) This research employed a qualitative design using a case study approach. 2) The subjects of the study were two English teachers at SMK Negeri 1 Ngunut. 3) Data collection techniques included interviews, observations, and documentation. 4) Data analysis was conducted using Miles and Huberman’s interactive model: data condensation, data display, and conclusion drawing. 5) The trustworthiness of the data was ensured through triangulation, credibility, and dependability. The results of the study indicated that teachers used various instructional delivery methods such as motivation and aperception, storytelling, and the integration of vocational content into English lessons. Classroom management was supported through clear routines, student-centered activities, and discipline strategies that maintained student focus. For assessment, teachers employed both formative and summative evaluations including observation, quizzes, oral presentations, and project-based tasks. These strategies aligned with the students’ vocational contexts and promoted authentic language use. The application of digital tools and context-based materials also reflected the TPACK framework, integrating content, pedagogy, and technology to improve instructional effectiveness in vocational settings.

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