Can Contextual Teaching and Learning (CTL) Revolutionize Cadets’ Speaking Skills in Maritime English?
DOI:
https://doi.org/10.29408/veles.v8i2.26651Keywords:
Maritime English, contextual teaching and learning, communication efficiency, ESPAbstract
Effective English communication is vital in the global maritime industry. Maritime English, a branch of English for Specific Purposes (ESP), addresses the needs of maritime professionals. Contextual Teaching and Learning (CTL) uses real-life scenarios, making it ideal for vocational training. This means practicing real shipboard situations for maritime cadets, leading to effective learning. This study investigates the effectiveness of Contextual Teaching and Learning (CTL) on cadets’ speaking skills when learning English for Specific Purposes (ESP) instructional materials. The study applied a quasi-experimental method with a nonequivalent group design, involving 48 cadets from the deck study program at the Merchant Marine Polytechnic of Makassar, Indonesia. The results indicate a significant improvement in the pretest-posttest scores, analyzed using a statistical test with the prerequisite data being normally distributed. The hypothesis test results, with a significance value of 0.000, confirm that there were differences in the speaking skills of the cadets at the Merchant Marine Polytechnic of Makassar after applying the CTL model in English for Specific Purposes (ESP) instructional materials. The findings highlight that the CTL model positively impacts and optimally influences the teaching and learning process in speaking skills when cadets learn ESP materials. This approach increases cadets' confidence and encourages them to be active learners based on their real experiences.
References
Ahmmed, R. (2021). A framework for Maritime English language planning in Bangladeshi maritime education and training institutes. SN Social Sciences, 1(7). https://doi.org/10.1007/s43545-021-00188-5
Aichhorn, N., & Puck, J. (2017). “I just don’t feel comfortable speaking English”: Foreign language anxiety as a catalyst for spoken-language barriers in MNCs. International Business Review, 26(4), 749–763. https://doi.org/10.1016/j.ibusrev.2017.01.004
Apostol-Mates, R., & Barbu, A. (2015). Is Maritime English the key in solving communication problems within multinational crews? International Conference Knowledge-Based Organization, 21(2), 541–544. https://doi.org/10.1515/kbo-2015-0092
Asrizal, A., Amran, A., Ananda, A., & Festiyed, F. (2018). Effectiveness of adaptive contextual learning model of Integrated Science by integrating digital age literacy on Grade VIII students. IOP Conference Series Materials Science and Engineering, 335, 012067. https://doi.org/10.1088/1757-899x/335/1/012067
Chand, G. B. (2021). Challenges faced by Bachelor level students while speaking English. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 6(1), 45. https://doi.org/10.21093/ijeltal.v6i1.853
Chen, M., Wang, L., Zou, D., Lin, S., & Xie, H. (2019). Effects of caption and gender on junior high students’ EFL learning from iMap-enhanced contextualized learning. Computers & Education, 140, 103602. https://doi.org/10.1016/j.compedu.2019.103602
Darmuki, A., Andayani, A., Nurkamto, J., & Saddhono, K. (2018). Cooperative, synectics, and CTL learning models toward speaking ability viewed from student’s motivation. Proceedings of the 1st International Conference on Intellectuals’ Global Responsibility (ICIGR 2017). https://doi.org/10.2991/icigr-17.2018.18
Dirgayasa, I. W. (2014). Survey of English teaching and learning process in maritme education and training in Indonesia: A case study in private MET in Indonesia. English Language Teaching, 7(7). https://doi.org/10.5539/elt.v7n7p111
Herbein, E., Golle, J., Tibus, M., Zettler, I., & Trautwein, U. (2018). Putting a speech training program into practice: Its implementation and effects on elementary school children’s public speaking skills and levels of speech anxiety. Contemporary Educational Psychology, 55, 176–188. https://doi.org/10.1016/j.cedpsych.2018.09.003
Ismail, M. R. S., Rizani, M. S., & Rauzilan, M. I. M. (2020). A study on improving Maritime English performance among cadets at maritime universities. Maritime Technology and Research, 2(2), 82–89. https://doi.org/10.33175/mtr.2020.201687
Jahara, S. F., & Abdelrady, A. H. (2021). Pronunciation problems encountered by EFL learners: An empirical study. Arab World English Journal, 12(4), 194–212. https://doi.org/10.24093/awej/vol12no4.14
James, A. J., Schriever, U. G., Jahangiri, S., & Girgin, S. C. (2018). Improving maritime English competence as the cornerstone of safety at sea: a focus on teaching practices to improve maritime communication. WMU Journal of Maritime Affairs, 17(2), 293–310. https://doi.org/10.1007/s13437-018-0145-4
Lan, Y. J. (2015). Contextual efl learning in a 3D virtual environment. Language, Learning and Technology, 19(2), 16-31.
Maulidar, K., Gani, S. A., & Samad, I. A. (2019). Teacher’s strategies in teaching speaking for cadets. English Education Journal, 10(1), 80–94. https://doaj.org/article/c3e27a9c55ea46109047c68ab72e6ea6
Merawan, C. T., Hajidin, N., & Duskri, M. (2021). Self-regulated learning through Contextual Teaching and Learning (CTL) approach. Journal of Physics Conference Series, 1882(1), 012087. https://doi.org/10.1088/1742-6596/1882/1/012087
Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of Cardiac Anaesthesia, 22(1), 67. https://doi.org/10.4103/aca.aca_157_18
Mönnigmann, B., & Čulić-Viskota, A. (2017). Standardised English language proficiency testing for seafarers. Transactions on Maritime Science, 6(2), 147–154. https://doi.org/10.7225/toms.v06.n02.007
Muliani, M., & Sumarsono, D. (2019). Contextual Teaching Learning (CTL) approach in speaking materials for students’ 21st century skill: Does it have any effect? Jo-ELT (Journal of English Language Teaching), 6(2), 99. https://doi.org/10.33394/jo-elt.v6i2.2362
Navarro, J. D., Garbin, Z. Z., Agena, E. M., & Garcia, O. B. (2015). Maritime students’ English proficiency and their feedback on instructional materials. Asia Pacific Journal of Maritime Education, 1(1), 63–81. https://ejournals.ph/article.php?id=10339
Pašalić, M., & Plančić, B. (2018). Issues affecting selection and evaluation of ESP teaching materials. Transactions on Maritime Science, 7(02), 210–218. https://doi.org/10.7225/toms.v07.n02.011
Sartini, S. (2020). Kahoot in maritime English teaching: Its impact on nautical science cadet’s oral reproduction and vocabulary. English Language Teaching Educational Journal, 3(1), 41-51
Savaşçı, M. (2014). Why are some students reluctant to use L2 in EFL speaking classes? An action research at tertiary level. Procedia - Social and Behavioral Sciences, 116, 2682–2686. https://doi.org/10.1016/j.sbspro.2014.01.635
Shantia, E., & Lufri, L. (2021). The influence of Contextual Teaching and Learning (CTL) learning model on 21st century skills of students in Class X Biology learning. Jurnal Pendidikan Teori Penelitian Dan Pengembangan, 6(11), 1792. https://doi.org/10.17977/jptpp.v6i11.15147
Stratton, S. J. (2019). Quasi-Experimental design (Pre-Test and Post-Test studies) in prehospital and disaster research. Prehospital and Disaster Medicine, 34(6), 573–574. https://doi.org/10.1017/s1049023x19005053
Sulistyo, T., & Lutviana, R. (2023). How far can I go? Video project-based learning as a meaning-making process to promote students’ speaking proficiency. Voices of English Language Education Society, 7(2), 253–264. https://doi.org/10.29408/veles.v7i2.21141
Valle, A. B. (2011). The Language of Seafaring: Standardized conventions and discursive features in speech communications. International Journal of English Studies (IJES), 11(1), 35–53. https://doi.org/10.6018/ijes.11.1.137091
Yenkimaleki, M., & Van Heuven, V. J. (2019). The relative contribution of computer assisted prosody training vs. instructor based prosody teaching in developing speaking skills by interpreter trainees: An experimental study. Speech Communication, 107, 48–57. https://doi.org/10.1016/j.specom.2019.01.006
Yusyac, R., Muslem, A., & Yasin, B. (2021). Using contextual teaching and learning (CTL) approach to improve students’ speaking ability. English Education Journal, 12(3), 459–475. https://doi.org/10.24815/eej.v12i3.19189
Zhang, Y., & Cole, C. (2018). Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out . Ibérica, (35), 145–170.
Zulirfan, Z., Rahmad, M., Yennita, Y., Kurnia, N., & Hadi, M. S. (2018). Science process skills and attitudes toward science of lower secondary students of Merbau island: A preliminary study on the development of maritime-based contextual science learning media. Journal of Educational Sciences, 2(2), 90. https://doi.org/10.31258/jes.2.2.p.90-99
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Sunarlia Limbong, Novianty Palayukan, Egbert Edward Djajasasana, Frans Tandibura
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
