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All Journal Journal of Nonformal Education English Focus: Journal of English Language Education Journal Of English Literature, Linguistic, and Education (JELLE) Proceedings Series on Social Sciences & Humanities International Journal of Science and Society (IJSOC) Solidaritas: Jurnal Pengabdian UNNES International Conference on ELTLT Jurnal Vokasia Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Kariadi, Mustasyfa Thabib
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Religion Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Social Sciences Other

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Content-Based Instruction as an Effective Strategy for Enhancing Maritime English Skills in Maritime Education Sulistiono, Agus; Sumarta, Ryan Puby; Hafita, Yuniar Ayu; Hasanudin; Kariadi, Mustasyfa Thabib
International Journal of Science and Society Vol 6 No 4 (2024): International Journal of Science and Society (IJSOC)
Publisher : GoAcademica Research & Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/ijsoc.v6i4.1292

Abstract

This study examines the effectiveness of Content-Based Instruction (CBI) in enhancing Maritime English proficiency among cadets at Sorong Merchant Marine Polytechnic. A quantitative approach was used, employing pre-test and post-test evaluations, along with a questionnaire to assess cadets’ language development and perceptions. The study involved 24 fourth-semester cadets in the Nautical Studies program. Results showed a significant improvement in Maritime English proficiency, with average test scores increasing from 69.7 (pre-test) to 95.7 (post-test), demonstrating a substantial 26-point improvement. Statistical analysis (paired t-test, p < 0.05) confirmed the significance of this improvement. The questionnaire results indicated that cadets viewed the CBI approach as highly effective, with an average satisfaction score of 4.5 out of 5. This research highlights the success of CBI in bridging the gap between language acquisition and real-world maritime contexts, suggesting it could serve as a valuable model for Maritime English instruction in similar educational settings. The findings support the integration of CBI into maritime curricula to better prepare cadets for the linguistic and operational demands of the global maritime industry.
Factors Influencing Language Anxiety Among Indonesian EFL Learners: Student Perspectives Putra, Pandu Perdana; Kariadi, Mustasyfa Thabib
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This study delves into the multifaceted nature of language anxiety among Indonesian EFL learners, focusing on the intricate interplay of individual, classroom, and socio-cultural factors. Employing a mixed-method approach, data were gathered through comprehensive surveys and in-depth interviews with students from various educational backgrounds. The Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al., (1986) was utilized alongside thematic analysis to identify key anxiety-inducing elements. The findings reveal that individual factors, such as self-esteem, fear of negative evaluation, and previous language learning experiences, significantly impact learners’ anxiety levels. The classroom environment, particularly the quality of teacher-student interactions, peer relationships, and teaching methods, also emerged as critical in shaping language anxiety. Furthermore, socio-cultural influences, including societal expectations, language-related stigma, and the perceived status of the English language in Indonesia, were found to intensify anxiety. This study underscores the necessity of fostering supportive and inclusive learning environments to mitigate anxiety and facilitate effective language acquisition. Ethical considerations were rigorously adhered to, ensuring participant anonymity and confidentiality. These insights offer valuable implications for educators and policymakers in crafting targeted interventions to address language anxiety.
INVESTIGATING THE ICT TOOLS AND PLATFORMS USED BY THE ENGLISH TEACHERS IN EFL CLASSROOMS Kariadi, Mustasyfa Thabib; Islamiati, Syifa; Adiarti, Dian
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2025): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.11.2.2025.24-32

Abstract

The development of ICT (Information and Communication Technology) significantly influences the educational landscape. In post-pandemic setting, the integration of ICT becomes essential in supporting the effectiveness of teaching and learning processes. This research aimed to: (1) identify the ICT tools and platforms used by the English teachers; (2) investigate the challenges faced by the teachers; and (3) explore the teachers’ responses to the use of ICT tools and platforms in EFL classrooms. The research employed a descriptive-qualitative method, with data collected through non-participant classroom observations and semi-structured interviews with three English teachers. Based on observations and interviews, The findings revealed that: (1) the ICT tools and platforms used by the English teachers included laptops, LCD projectors, speakers, PowerPoint, Wordwall, Liveworksheet, Quizizz, Kahoot, Canva, and Learn English Kids; (2) the challenges faced by the teachers included a lack of confidence and limited experience in using specific platforms at the teacher level, while the school level challenges included limited facilities, technical issues, electricity problems, and time constraints; and (3) the strategies implemented by the teachers to overcome these challenges involved bringing personal equipment, using a whiteboard as a projector screen, conducting ice-breaking activities during technical delays, and participated in training or self-learning to improve their ICT skills. Thus, the effective use of ICT in EFL instruction relies on adequate infrastructure, teacher readiness, and a supportive learning environment for the development of more effective and contextually appropriate ICT integration strategies.
Co-Authors Alfairuza, Elvah Fathin Aminatun, Siti Anselmus Sahan Asriyama, Weksa Fradita Bria, Yasintus Cahyaningtyas, Annida Nur Dian Adiarti, Dian Dini Anggraheni Dini Anggraheni, Dini Disiwi, Nu’mah Fatchiyah Farissi, Fatchurachman Al Febriana, Annisa Roro Kinanti Fitriyani, Rahma Hafita, Yuniar Ayu Hasanudin Imam Shofwan Islamiati, Syifa Izzah, Naila Nurul Kamila, Nurul Laxmi Mustika Cakrawati M. Riyanton Muhamad Ahsanu Novita Pri Andini Prasetyanti, Dian Chandra Putra, Pandu Perdana Respati, Anggia Riyanton, Muhammad Roiyasa, Nisa S.Pd. M Kes I Ketut Sudiana . Salsabila, Hasna Salsabila, Hasna Saragih, Susi Tresya Setiani, Umi Ana Slamet Riyadi Sulistio, Prayogo Hadi Sulistiono, Agus Sumarta, Ryan Puby Supriyono Supriyono Syahdan Syahdan, Syahdan Ulu, Emanuel