Qualitative Study of Content-Based Instruction in Maritime English Learning

Yuniar Ayu Hafita; Ryan Sumarta; Agus Sulistiono; Dodik Widarbowo

doi:10.36101/msm.v17i2.379

Yuniar Ayu Hafita Politeknik Pelayaran Sorong
Ryan Sumarta Politeknik Pelayaran Sorong
Agus Sulistiono Politeknik Pelayaran Sorong
Dodik Widarbowo Politeknik Pelayaran Sorong

DOI: https://doi.org/10.36101/msm.v17i2.379

Keywords: Content-Based Instruction, Maritime English, Qualitative Study

Abstract

This study investigates the impact of the Content-Based Instruction (CBI) approach on Maritime English learning among fourth-semester cadets at Sorong Merchant Marine Polytechnic. Using a qualitative method, observations were conducted over two months to assess cadet engagement, participation, and language use during CBI-based lessons. The findings indicate that integrating technical maritime content, such as navigation and emergency communication, significantly increased cadet motivation and engagement by making learning more relevant to their future careers. Cadets showed notable improvements in using specialized maritime terminology in both spoken and written tasks, demonstrating CBI's effectiveness in facilitating vocabulary acquisition and practical language skills. However, challenges emerged, including varying levels of English proficiency, which affected some cadets' ability to engage fully. While CBI supports technical language use, it does not entirely address foundational language gaps, such as grammar and pronunciation, suggesting a need for supplemental instruction. Overall, CBI is a promising approach for Maritime English education, enhancing language proficiency and professional skills, but further adaptations are required to accommodate all proficiency levels and ensure comprehensive learning outcomes.

References

[1] S. Koutsogianni, “The Importance and Effectiveness of the Teaching of Maritime English in a Merchant Maritime Academy: Investigating the Opinions and Points of Parties Involved,” Pedagogika-Pedagogy, vol. 95, no. 5s, pp. 157–166, 2023, doi: 10.53656/ped2023-5s.13.
[2] O. A. Tsyhanenko, “Some Aspects of Formation of Readiness for Intercultural Communication Among Future Shipmasters At Maritime English Lessons,” Академічні Студії. Серія «Педагогіка», no. 3, pp. 15–20, 2024, doi: 10.52726/as.pedagogy/2023.3.3.
[3] M. Nurdin, E. Rosiana, and M. A. Rahman, “INVESTIGATING MARITIME CADETS’ DIFFICULTIES IN ENGLISH SPEAKING AT NUSANTARA MARITIME ACADEMY BANJARMASIN Moch.,” Pena Jangkar, vol. 2, no. 2, pp. 1–11, 2023, [Online]. Available: https://jurnal.amnus-bjm.ac.id/pena-jangkar/article/view/51
[4] R. Ahmmed, B. S. Sinha, D. R. Khan, and D. M. Islam, “A needs analysis of maritime English language skills for Bangladeshi seafarers to work on-board ships,” Mar. Policy, vol. 119, p. 104041, 2020, doi: https://doi.org/10.1016/j.marpol.2020.104041.
[5] T. Y. Jeon, B. G. Kim, N. Kim, and Y. C. Lee, “Have Non-Native English-Speaking Marine Cadet Engineers Been Educated Appropriately?,” J. Mar. Sci. Eng., vol. 10, no. 8, 2022, doi: 10.3390/jmse10081018.
[6] N. Primina, “Teaching Cadets of Maritime Higher Education Institutions To Read English Professional Documentation: the Results of Pedagogical Experiment,” Sci. Issues Ternopil Volodymyr Hnatiuk Natl. Pedagog. Univ. Ser. Pedagog., vol. 0, no. 4, pp. 168–175, 2017, doi: 10.25128/2415-3605.17.4.22.
[7] A. K. Gupron, A. D. Santoso, and B. B. Harianto, “Effectiveness of English Medium Instruction Implementation on Boarding Maritime Education,” Tech. Soc. Sci. J., vol. 51, pp. 80–91, 2023, doi: 10.47577/tssj.v51i1.10135.
[8] N. E. Simbolon and F. Yusnita, “The selection of learning materials from Youtube resources for a Maritime English Course,” Indones. J. Appl. Linguist., vol. 10, no. 2, pp. 460–470, 2020, doi: 10.17509/ijal.v10i2.28587.
[9] N. E. Simbolon, “CLIL practice in a maritime English course: EFL students’ perception,” EduLite J. English Educ. Lit. Cult., vol. 5, no. 2, p. 263, 2020, doi: 10.30659/e.5.2.263-276.
[10] B. Lou Leaver and S. B. Stryker, “Content‐Based Instruction for Foreign Language Classrooms,” Foreign Lang. Ann., vol. 22, no. 3, pp. 269–275, 1989, doi: 10.1111/j.1944-9720.1989.tb02746.x.
[11] K. Corrales and C. Maloof, “Evaluating the effects of CBI on an English for medical students program,” Lat. Am. J. Content Lang. Integr. Learn., vol. 2, no. 1, pp. 15–23, 2009, doi: 10.5294/laclil.2009.2.1.3.
[12] T. Hull, “Content-Based Instruction: a Communicative Approach for the Efl Classroom,” PUPIL Int. J. Teaching, Educ. Learn., vol. 2, no. 3, pp. 63–77, 2018, doi: 10.20319/pijtel.2018.23.6377.
[13] M. Duenas, “The Whats, Whys, Hows and Whos of Content-Based Instruction in Second/Foreign Language Education,” Int. J. English Stud., vol. 4, no. 1, pp. 73–96, 2004, [Online]. Available: www.um.es/engphil/ijes
[14] S. Sato, A. Hasegawa, Y. Kumagai, and U. Kamiyoshi, “Content-based Instruction (CBI) for the Social Future: A Recommendation for Critical Content-Based Language Instruction (CCBI),” L2 J., vol. 9, no. 3, 2017, doi: 10.5070/l29334164.
[15] M. A. Snow, “A Model of Academic Literacy for Integrated Language and Content Instruction,” in Handbook of Research in Second Language Teaching and Learning, E. Hinkel, Ed., New Jersey: Erlbaum, 2005, pp. 693–712.
[16] D. E. Rose, “Context-Based Learning,” Encyclopedia of the Sciences of Learning. Springer, Boston, MA, pp. 1–5, 2012. doi: https://doi.org/10.1007/978-1-4419-1428-6_1872.
[17] F. L. Stoller and W. Grabe, “A Six-T ’ s Approach to Content-Based Instruction,” in The content-based classroom: Perspectives on integrating language and content, M. A. Snow and D. M. Brinton, Eds., New York: Longman, 1997, pp. 78–94.
[18] P. Master, “Grammar in Content-Based Instruction,” in Content-Based College ESL Instruction, 1st Editio.London: Routledge, 1999, p. 14. doi: https://doi.org/10.4324/9781410603081-11.
[19] Kang, AeJin, “How to Better Serve EFL College Learners in CBI Courses,” English Teach., vol. 62, no. 3, pp. 69–100, 2007, doi: 10.15858/engtea.62.3.200709.69.
[20] H. Guorui, “Research on English Content-based Instruction Model Based on Improving Teaching Quality,” in 3rd International Conference on Economics, Management Engineering and Education Technology, Francis Academic Press, 2019, pp. 1158–1162. doi: 10.25236/icemeet.2019.234.