INFERENCE: Journal of English Language Teaching Vol. 5, No. 3, December 2022-March 2023 p-ISSN: 2615-8671 e-ISSN: 2615-868X Research Article 216 Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License AVIATION CADETS’ PERCEPTION ON CONTENT-BASED LANGUAGE TRAINING AND SELF-ASSESSMENT Setiyowati ¹, Universitas Indraprasta PGRI, Jakarta Mashadi Said 2 Universitas Indraprasta PGRI, Jakarta e-mail: setiyowatilaharto82@gmail.com ¹ e-mail: mashadisaid77@gmail.com 2 Abstract: This research is aimed to find out the effects of content-based language training on cadets speaking skills and to find out the effects of self-assessment on cadets speaking skills. The method employed in this research is survey. The research was done in semester six cadets at Indonesia Aviation Polytechnic in Curug and Makassar. Data was collected by administering an oral test (5 items), a content-based language training questionnaire (5 items), and a self-assessment questionnaire (30 items), in March until June 2021. The result of the research showed that (1) there are significant effects of Content-Based Language Training and Self-Assessment upon Cadets Speaking Skills. These have been proved by Sig score = 0.000 less than 0.05 and F count = 46.781 and the multiple contribution of Content-Based Language Training and Self-Assessment simultaneously gives 62.1% contribution on variable Cadets Speaking Skills; (2) there are significant effects of Content-Based Language Training upon Cadets Speaking Skills. These have been proved by Sig score = 0.000 less than 0.05 and t count = 7.226 and the partial contribution of Content-Based Language Training on Cadets Speaking Skills is 57.85%; (3) there are no effects of Self-Assessment on Cadets Speaking Skills. These have been proved by Sig score = 0.423 more than 0.05 and t count = 0.806 and the partial contribution of Self-Assessment on Cadets Speaking Skills is only 4.30%. Key Words: Content-Based Language; Self-Assessment; Speaking Skills; Aviation English Introduction When we talk about the tool of communication in aviation industry, Alderson (2009, pp.168-187)) stated that the language that is used for communication in International Aviation definitely English. This has made all professionals who involve in aviation industry particularly for people who work on the front line of operations, such as air traffic controllers and pilots must be able to speak fluently in English. Furthermore, their professional knowledge and skills are really important on determining flight safety, because the communication between air traffic controllers and pilots plays an important role in flight safety. Huang and Wu (2005, pp.45-48) also mentioned that according to ICAO, which is a specialized agency of the United Nations, one of the main reasons for many incidents and accidents in aviation industry was the ineffectiveness and insufficient communication or miscommunication between air traffic controllers and pilots. Many air-crashed happened because of the language barriers between air traffic controllers and pilots. The ICAO has designed and proposed aviation safety standards and practices which demand air traffic controllers and pilots to be able to communicate fluently by using both ICAO phraseology and plain English. Based on the requirements, all air traffic controllers and pilots must take English Proficiency assessments and they also have to achieve at least level 4 which is operational level to receive their license. This has shown that the ICAO language proficiency requirements are extremely significant for air traffic controllers and pilots, in order to be accepted into the aviation industry.