REALIZATION MODEL OF TEACHER’S CONCEPTION OF TEACHING IN ENGLISH CLASSROOM INTERACTION AT POLITEKNIK NEGERI MEDAN

This research was aimed at investigating the realization models of teacher’s conception of teaching in English classroom interaction at Politeknik Negeri Medan. This research is valuable for its theoretical and practical contribution to vocational education in Indonesia. Teacher’s conceptions of teaching in this study includes the process of teaching, content of teaching and students’ cognitive capabilities and motivation. The study was conducted by implementing multi-case study involving 11 English teachers, classroom observations and syllabus analysis. Instruments used in this research are in-depth interview prompt, observation sheets and retrospective interview prompt. The findings of the study indicate that teacher’s conception about process of teaching is partially-aligned with its realization; meanwhile the content of teaching and students’ cognitive capabilities and motivation show full alignment. This happens because of dynamic cultures of teachers’ conception of teaching which refers to contexts. Furthermore, the study identifies that the contexts are vocational curriculum, student-related factors institutional factors, and industry as the key influence on the model realizations. These findings provide insights for improving English instruction in vocational education in Indonesia