Factors affecting maritime students’ achievements in maritime English

Sofyan A Gani, Rizka Maulia Adnansyah

Abstract


This study investigated and described factors affecting the achievements of maritime students in learning English and was concerned with four factors that are believed to be closely related to learning English. They are family background, orientation, beliefs and learning experiences. The qualitative descriptive method was used for doing this study. The subject of this study was two nautical classes in the fourth semester in 2014/15 at the Malahayati Merchant Marine College at Durung, Aceh Besar District, on the north coast of Aceh about 22 km, east of Banda Aceh. The instrument used for collecting the data was a questionnaire with 17 items, comprising both open ended and closed questions. In addition, interviews were conducted to clarify the data from the questionnaire. The data from the questionnaire were coded, grouped, classified and concluded. The achievements of the students in learning ESL were affected by four factors, viz: (i) family background, which covered the students’ origins and their parents’ level of education, (ii) beliefs, (iii) orientation, and (iv) learning experiences. Of these four factors, belief was the most important one.

Keywords


Learning Factors; Maritime Students’ Achievements; English

Full Text:

PDF

References


Artini, L. P. (2011). Popular Variables in Research on EFL Teaching and Learning. Retrieved April 2, 2016 from .

Balabar, C. (1995). Collaborating with Subject Specialists: Getting Started Materials Writer on Materials Writing. Hidalgo, Singapore: SMEAO Publishing.

Banya, K., & Cheng, M. A. (1997). Beliefs about Foreign Language Learning: A Study of Beliefs of Teachers and Students’ Cross Cultural Settings. Orlando, USA: Paper presented at annual meeting of the teachers of English to speakers of other languages, Orlando, March 11-15, 1997.

Brown, H. D. (2008). Prinsip Pembelejaran dan Pengajaran Bahasa. Jakarta: The public affairs section U.S embassy.

Brownlee, J., Boulton, L. G., & Purdie, N. (2002). Core Beliefs about Knowing and Peripheral Beliefs about Learning: Developing A Holistic Conceptualization of Epistemological Belief. Australian Journal of Educational and Development Psychology, 2, 1-16.

Cheers, B. (1990). Rural Disadvantage in Australia. Australian Social Work, 43(1), 5-13.

Craig, D. V. (2001). Building a Working Theory of Second Language Acquisition for a Classroom and for ESL Teachers. Retrieved May 3, 2016 from

.

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), 111.

Dudley-Evans, T. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge: Cambridge University Press.

Golam, A. (2012). Factors Affecting Students’ English Achievement at Secondary Level in Bangladesh: The Comparative Study of Narayanganj and Bhola Sadar Upazilla. Kagamiyama: Hiroshima University.

Hancock, B. (1998). An Introduction to Qualitative Research. University of Nottingham: Trent focus group.

Heyneman, S. P., & Jamison, D. T. (1980). Student Learning in Uganda: Textbook Availability and Other Factors. Comparative Education Review, 24(2, Part 1), 206-220.

Hutchinson, T., & Water, A. (1987). English for Specific Purposes. Cambridge: Cambridge University Press.

Kainuwa, A. N. (2013). Influence of Socio-Economic and Educational Background of Parents on Their Children’s Education in Nigeria. International Journal of Scientific and Research Publications, 3(10), ISSN 2250-315.

Krashen, P. (1982). Language Two. New York: Oxford University Press.

Legotle, S. (2005). Students’ and Teachers’ Perceptions on Cause of Poor Academic Performance among Learners. Potchefstroom: Potchefstroom University Press.

Littlewood, W. (1996). Autonomy: An Anatomy and A Framework. System, 24(4), 427-435.

Normazidah, C. M., Koo, Y. L., & Hazita, A. (2012). Exploring English Language Learning and Teaching in Malaysia. GEMA Online™ Journal of Language Studies, 12(1), 35-55.

Nunan, D. (1999). Second Language Teacher Education. Cambridge: Cambridge University Press.

Pettersen, J. M. (2010). Students’ Perceptions of Corrective Feedback in an ESP Setting. Retrieved May 3, 2016 from https://brage.bibsys.no/xmlui/bitstream/handle/11250/148011/Pettersen1.pdf?sequence=1.

Pritchard, B. (2003). Maritime English Syllabus for The Modern Seafarer: Safety-Related or Comprehensive Courses?. WMU Journal of Maritime Affairs, 2(2), 149-166.

Safety of Life at Sea. (2004). Consolidated Text of The International Convention of Safety of Life at Sea, 1974, and Its Protocol of 1988: Articles, Annexes and Certificates. London: Edited by IMO.

STCW Convention and STCW Code. (2011). London: International Maritime Organization.

Ziarati, R. (2006). Improving Safety at Sea and Ports by Developing Standards for Maritime English. Retrieved from www.marifuture.org/.../improving_safety_at_sea_and_ports_b.


Article Metrics

Abstract view : 350 times
PDF - 354 times

Refbacks

  • There are currently no refbacks.




P-ISSN: 2085-3750

E-ISSN: 3025-9789 

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.