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All Journal UICELL Conference Proceeding English Language and Literature International Conference (ELLiC) Proceedings Journal of English Language Teaching and Linguistics
Sumardi Sumardi
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media

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Challenges of Teaching and Learning English for Airlines Staff Candidates: A Study from a Training Center Anisa Putri Cahyani; Joko N. K.; Sumardi Sumardi
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The growth of airlines industry in Indonesia triggers training centers to develop their courses; one of them is their English class. This study looks closer into an EOP course in an Indonesian training center, and reveals some challenges of teaching and learning English for Airlines Staff Candidates. Data are collected through some interviews with teachers and students, also document studies focusing on teaching materials, class activity, and final scoring within a training batch. Both teachers and students have issues which related one another hindering the objectives of teaching and learning that strongly impact the course output. The findings can support teaching evaluation, material development, ideas in teaching methodologies, and need analysis in aviation training.
Fostering English as Foreign Language Students’ Autonomy Level in Vocabulary Development Siti Roki'ah; Sumardi; Suparno
UICELL No 4 (2020): UICELL Conference Proceedings 2020
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

This research aimed to explore the students' autonomy level in vocabulary development and teachers' role in fostering students' autonomy level. This research explored university students' level of autonomy in English learning and to gain a better understanding of teachers' role in promoting LA in vocabulary development. A qualitative case study design was conducted to analyze the data. The findings showed that the students capable of controlling their learning strategy, motivation, and emotion understood the best condition to study; in this case, the student may control their learning vocabulary capacity, influencing their autonomy level. Furthermore, the teacher's teaching strategy also influenced the student's autonomy level. The more teachers engaged students in the classroom activity, the more they could control their learning strategy, which meant their autonomy level was getting higher. The research's implication is allowing the student to select their preferred method of learning can assist them in increasing their vocabulary. Practical strategies to learn vocabulary must be included to develop learner autonomy because learners' input in the academic context plays a vital role in independent vocabulary learning.
Speech Act of Suggestions in EFL Classroom Interactions: Teacher’s Politeness Strategies and Students’ Perceptions Lintang Indah Ayu Respati Dewi; Sumardi Sumardi; Joko Nurkamto
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(3), December 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i3.1741

Abstract

In a classroom context, teachers are unavoidable to correct something that a student has said, done or written. Sometimes, the corrections are in the form of suggestions. However, giving suggestion can be challenging, as it can threaten the student’s negative face. To reduce this threat, politeness strategies are necessary. This study was conducted to (1) identify the types of politeness strategies employed by an EFL teacher in delivering suggestions, (2) examine students’ perception of their teacher’s politeness strategies. This research is a qualitative case study involving an English teacher and 34 eleventh-grade Senior High School students. Data were collected through observations and interviews, and then analyzed using Brown and Levinson’s politeness theory. The result revealed that the teacher employs a balanced combination of politeness strategies, with positive politeness, negative politeness, and off-record strategies each used 26% of the time, and bald on record used 22%. These strategies are employed for various reasons, including ensuring clear communication, maintaining a supportive classroom environment, and fostering closer teacher-student relationships. Additionally, students’ perceptions revealed that the teacher’s use of polite and indirect language contributes to a positive learning atmosphere, enhancing student comfort and engagement. However, this study is limited by its focus on a single teacher and a specific group of students, which may limit the generalizability of the findings to broader contexts.
Co-Authors Anisa Putri Cahyani Joko N. K. Joko Nurkamto Lintang Indah Ayu Respati Dewi Siti Roki'ah Suparno