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All Journal UICELL Conference Proceeding English Language and Literature International Conference (ELLiC) Proceedings
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.
Co-Authors Anisa Putri Cahyani Joko N. K. Siti Roki'ah Suparno