%0 Thesis
%9 S2
%A Ananda, Elsa
%A Ashadi, Ashadi
%B Pendidikan Bahasa Inggris
%D 2020
%F UNY:70503
%I Program Pascasarjana
%K vocational high school, teachers’ competence, learning materials
%T Vocational High School English Teachers’ Perception towards Their Competence in Developing Supplementary Materials in Pontianak
%U http://eprints.uny.ac.id/70503/
%X This study aimed at 1) describing the understanding of vocational high school English teachers related to their role in material development and 2) evaluating how far the teachers use their knowledge and skills to provide authentic and specific learning materials for their students. The generalization of curriculum and materials for general high schools and vocational high schools in Indonesia triggers some problems as it might not match the goals of each school. English teachers in vocational high schools are required to play their roles as material developers to provide their students with appropriate supplementary materials to cover the lack of specific materials to support the competence of vocational high school graduates.  This research was a case study with 31 participants of English teachers from nine state vocational high schools in Pontianak. Data were collected through questionnaires and interviews. Data were then analyzed by describing the findings from the questionnaires and transcribing, coding and describing the findings from the interviews.  The results show that vocational English teachers claim they have a high level of competence in understanding their role in material development, but they cannot perform it well due to some reasons. First, Indonesian education still focuses on national examinations with general materials. Next, the teachers should divide their time teaching a lot of materials, coping with students with low levels of proficiency, and doing complicated administrative duty. Finally, the English teachers in vocational high schools face a dilemma between achieving the goals of the national examination and the goals of the vocational school itself. Therefore, the teachers could not play their role as material developers.