The Lecturers’ Concept about English Language and Learning in Creating Conducive Learning Conditions

Abstract

This study aims at determining the influence and meaning of the lecturer's concept about English Language and learning in creating conducive learning conditions in higher vocational education. This study uses a qualitative phenomenological approach. Data were collected using in-depth interview techniques, participatory observation and documentation. Data were analyzed by evaluating interview transcripts and field notes organized into relevant themes. The results shows that the lecturers’ concept about English Language and learning are able to give color to the selection and emphasis of teaching materials, activities and teaching techniques. The varied learning activities with a smile and high enthusiasm from the preliminary, core and closing learning activities are considered to be able to make students happy, excited and build positive
perceptions to their lecturers. Simple teaching materials, both content and language, in accordance with the needs displayed through the topic of teaching materials, objectives, benefits and content is considered to be able to help
facilitate student learning, be fun and attract learning interest. The ability to choose, mix and the use of effective, practical and dynamic teaching techniques are also considered to be able to make students happier, excited, interested, easy
and motivated to learn. All of these are able to create conducive learning conditions.