The International Test Center (ITC) report based on the TOEIC exam for
vocational high school students in 2016, the average English language ability of
students is at the elementary level. On a larger scale, the ITC using the vocational
Institutions English Readiness Assessment (VIERA) revealed that more than 70%
of vocational high school students were difficult achieving the intermediate level.
This shows that there are problems in the English learning process. Therefore, it is
of interest to analyze the teachers' difficulties in teaching English at vocational
high school. This study aims to analyze the difficulties and how the teacher
overcomes them in teaching English for vocational students in the field of animal
husbandry.
This research is a case study research with a qualitative approach. This
research was conducted at SMKN-PP Pelaihari, Tanah Laut, South Kalimantan.
The subjects of this research are two English teachers of class X from each
expertise program. Data collection in this study was conducted by interviews,
observations, and documentation.
The results of the study revealed the difficulties faced by the teachers
including: a) students‟ lack of basic knowledge, b) students‟ lack of interest, c)
students‟ lack of motivation, d) determining appropriate method, e) determining
appropriate strategy, f) availability of relevant materials, g) limited time, h) lack
of facilities, i) technologically illiterate. In overcoming the difficulties, teachers
re-explained the material to overcome the students‟ lack of basic knowledge; used
games, jokes, ice breaking, and daily stories to attract students' interest; provided
an understanding of the urgency and benefits of learning English to increase
student motivation; did not explain the material in full English so that students
understand the material well; implemented a punishment system to discipline
students about their assignments; often appointed students randomly, especially
students who did not focus on the lesson; asked students to memorize terms
related to their expertise program; searched for additional material from the
internet and other books; utilized technology to overcome time constraints and the
unavailability of the necessary facilities; and asked students to help each other and
teach them how to use technology they could not.