Abstract. In Indonesia, Vocational High Schools (VHSs) are designed to prepare graduates for a specific job. Selecting the types of English that suits the needs of vocational students is paramount importance to support their vocational skill in the ASEAN Economic Community (AEC). This study aims to reveal: (1) Vocational High School (VHS) students’ English perceived needs, (2) VHS students’ career aspirations toward study program they are taking, (3) the effect of students’ perception of their English program (EGP and ESP) on their career aspirations, and (4) the differences in the students’ perception of their English program (EGP and ESP) by demographic variables (gender and study program). This was quantitative research in the form of a correlational study. The data were analyzed using descriptive analysis, multiple regression, and multivariate analysis of variance (MANOVA). The findings indicated that:  (1) Most VHS students' English perceived need was ESP. Nevertheless, it was also undeniable that they also still needed EGP for their English before they took ESP. (2) Most VHS students did not have mature career aspirations related to the study program they were taking at vocational high school. (3) Furthermore, there was a significant effect of students' perception (EGP and ESP) on their career aspirations. (4) Regarding differences between male and female's perception of English program and differences in students’ study program, the results of this study revealed significant differences among them.                                                                                   Keywords: Career Aspiration, EGP, ESP, Perception

<p>The practice of teaching English as global language that has been widely spread in Indonesia does not fit to promote Indonesian local culture. Most of English language teaching practice pays much attention to students’ understanding relates to their local culture, but the whole process of English Language Teaching (ELT) itself denotes that students do not really apply their local culture in the English language learning. The effort of integrating local culture in ELT is still far from the concept of particularity, practicality, and of possibility. This article provides a conceptual perspective on the role of English as Lingua Franca (ELF) – Informed Approach in ELT in terms of preserving students’ cultural identity. It starts with describing the important issues dealing with the topic, evaluate the previous studies, building argument, and drawing conclusion and recommendation.  The article concludes that the approach needs to be more informed in the whole process of ELT in terms of learning English and preserving students’ local culture in which students are allowed to use English within their local culture rather than only in understanding their culture without practicing. </p>

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<em>The grammatical competence is a capacity that is considered necessary to organize words and sentences accurately. Since the teaching of grammar means training the students to improve their communicative competence as well, thus it requires a great deal of time. Although the adequate grammar learning classrooms have been managed, yet the additional grammar practice class is considered necessary to carry out. A number of studies related to traditional and modern grammar learning activities have been conducted. However, there are only a few interests on the classroom management approaches utilized in the grammar practice class. Hence, this study is conducted to analyze the systems, structures, and expectations of the grammar practice class conducted by the English Department at a university in Indonesia. The four primary approaches of classroom management are selected as the main framework in this study. The case study research is chosen to portray the structure of grammar practice class to reveal a particular classroom management approach employed in this program. The process of data analysis discloses that the grammar practice class utilizes the assertive discipline. As a result, the grammar instructor is likely to be classroom leader to create a systematic classroom management</em>.