<![CDATA[The emergency transition to online distance learning during the COVID-19 pandemic required English as a Foreign Language (EFL) teachers to rapidly reorient their instructional design into digital Learning Management Systems (LMS). The general purpose of the present study was to analyze the EFL lesson plan preparation and implementation in online writing through Google Classroom in a Senior Vocational High School. Specifically, this research investigated an EFL teacher and 35 students of Grade 10 Tourism Management (Usaha Perjalanan Wisata / UPW) at SMK Pariwisata Harapan Denpasar in the academic year 2020/2021. Designed using an embedded mixed-method approach, quantitative evaluation was complemented by qualitative instructional observations. Data were collected through two standardized instruments adapted from the Undiksha Teaching Practice Evaluation Model (2020), measuring teacher competency across 8 preparation indicators and 9 implementation indicators. Instrument validity was established via expert judgment using Gregory's Content Validity Index. Quantitative data were converted using the standardized percentage formula and evaluated against normative categorization scales. The research findings revealed that the teacher was less able to prepare (Mean = 58.2, SD = 4.5) and implement (Mean = 52.5, SD = 5.2) online writing lesson plans through Google Classroom, placing both competencies in the "Low" category. The primary instructional breakdowns stemmed from difficulties in translating the Scientific Approach (observing, questioning, experimenting, associating, and communicating) into asynchronous digital modules, aligning basic competencies with measurable indicators, and providing interactive scaffolding for industry-specific vocational writing tasks.]]>
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