<![CDATA[The use of EMI in vocational high schools is on the rise as part of efforts to improve students’ English proficiency and their competitiveness in the global workforce after graduation. However, the implementation of EMI still faces various challenges, particularly regarding students’ English proficiency levels, which necessitates the use of appropriate teaching strategies. Therefore, the purpose of this study is to identify the challenges faced by students as well as the strategies employed by teachers when implementing EMI in vocational high schools in Indonesia. This study uses a mixed-methods approach, involving 85 11th-grade students from three classes and a subject teacher who implements EMI. Students completed a questionnaire to collect quantitative data, while the teacher conducted semi-structured interviews to gather qualitative data. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic analysis. The findings indicate that students still rely on translators, have difficulty following the teacher’s instructions in English, and lack confidence in interacting in English during the learning process. To address these challenges, the teacher implemented various strategies when using EMI, including language simplification, translanguaging, material repetition, peer tutoring, and game-based learning to enhance student engagement during the learning process. The results of this study also indicate that the successful implementation of EMI in vocational high schools requires gradual language support, adequate teacher preparation, and contextualized translanguaging procedures.]]>
