This research aimed to analyze the methods and media that are used
mainly by English teachers in their teaching, the English teachers' consideration
when deciding methods and media in their education, the factors that influenced
the English teachers' consideration in selecting methods and media, and the
impact of teachers' decision making in determining method and media on the
student's learning achievement. This research employed a mixed technique,
combining qualitative and quantitative elements. The researcher took 53 English
teachers from 23 Vocational High Schools in Purwokerto as the research
respondents. A considerable proportion of teachers (34%) primarily employed
discussion-based methods with video content (53%) to impart English language
training. When choosing instructional strategies and media, teachers prioritized
which would best improve students' comprehension. Alignment with curriculum
targets was the main factor influencing teachers' selections of instructional
strategies and media. The knowledge and experience that teachers possessed and
their involvement in workshops or training programs served as additional support
for their decisions. Interestingly, their decision-making process was largely
unaffected by their employment status (civil or non-civil servants) and
qualifications (certified or not). The study showed improvements in the affective
and cognitive domains of student achievement. Improved knowledge and
comprehension demonstrated cognitive gains, while increased student engagement
and responsiveness during the teaching and learning process demonstrated
affective gains. These results highlight the intricate interactions between various
elements affecting the choices made about instruction in English language
education at career-oriented high schools, as well as the significance of
customized methods to satisfy different student requirements and learning goals.