Garuda - Garba Rujukan Digital

The Effectiveness of Vocabulary Self-Collection and Word Mapping Strategies for Teaching Vocabulary to Maritime Cadets With High and Low Metacognitive Awareness Sari, Latifa Ika; Sutopo, Djoko
English Education Journal Vol 8 No 1 (2018): March 2018
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i1.22127

Teaching Maritime English Vocabulary to cadets can be very challenging for an English teacher. Cadets have daily tight schedules and physical activities that often consume their energy. It is important for the teachers to find out a strategy that is effective to be implemented in the classroom. This research was aimed to investigate the effectiveness of Vocabulary Self-Collection Strategy (VSS) and Word Mapping Strategy (WMS) for teaching vocabulary to maritime cadets with high and low metacognitive awareness. This study employed a quasi-experimental design with a 2x2 factorial design.Two experimental groups of the first year Nautical Cadetsof Semarang Merchant Marine Polytechnic were involved in this study. There were 36 participants.  Metacognitive Awareness Inventory and Maritime English Vocabulary Assessment were used as the instrument for collecting the data. Observation was also conducted to support the data findings. To analyze the data, Paired Sample T-test and Two Way ANOVA were used.The research findings showed that both VSS and WMS are effective to be used in teaching Maritime English Vocabulary to cadets with high and low metacognitive awareness. However, when we compared the effectiveness of VSS and WMS, the findings revealed that VSS was more effective to be used in both high and low metacognitively aware cadets.The statistical analysis showed that there is an interaction among vocabulary teaching strategies,  metacognitive awareness and vocabulary mastery.

The Effectiveness of Vocabulary Self-Collection and Word Mapping Strategies for Teaching Vocabulary to Maritime Cadets With High and Low Metacognitive Awareness Sari, Latifa Ika; Sutopo, Djoko
English Education Journal Vol 8 No 1 (2018): March 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i1.22127

Teaching Maritime English Vocabulary to cadets can be very challenging for an English teacher. Cadets have daily tight schedules and physical activities that often consume their energy. It is important for the teachers to find out a strategy that is effective to be implemented in the classroom. This research was aimed to investigate the effectiveness of Vocabulary Self-Collection Strategy (VSS) and Word Mapping Strategy (WMS) for teaching vocabulary to maritime cadets with high and low metacognitive awareness. This study employed a quasi-experimental design with a 2x2 factorial design.Two experimental groups of the first year Nautical Cadetsof Semarang Merchant Marine Polytechnic were involved in this study. There were 36 participants. Metacognitive Awareness Inventory and Maritime English Vocabulary Assessment were used as the instrument for collecting the data. Observation was also conducted to support the data findings. To analyze the data, Paired Sample T-test and Two Way ANOVA were used.The research findings showed that both VSS and WMS are effective to be used in teaching Maritime English Vocabulary to cadets with high and low metacognitive awareness. However, when we compared the effectiveness of VSS and WMS, the findings revealed that VSS was more effective to be used in both high and low metacognitively aware cadets.The statistical analysis showed that there is an interaction among vocabulary teaching strategies, metacognitive awareness and vocabulary mastery.

WHAT DO PEOPLE DO TO SUSTAIN A CONVERSATION: ANALYSIS OF THE FEATURES AND THE SPEECH FUNCTION OF A CASUAL CONVERSATION Latifa Ika Sari; Ria Hermina Sari
Indonesian EFL Journal Vol 6, No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v6i2.3379

Conversation Analysis (CA) has a great implication in the second or foreign language teaching and learning. This study was aimed to analyse a casual conversation, to identify what people do to sustain a conversation. The conversation, which lasted for 20 minutes and involved three speakers, was transcribed verbatim. Several features of the spoken text are analysed: spontaneity, interactivity, interpersonal features, coherence features, negotiation of meaning, and speech function. The result of the analysis showed that there are several strategies used by the speakers: time-gaining strategies (filled pauses; frequent use of conjunctions: and, but, so); using chunks and producing one clause or phrase in small â€˜runsâ€™; self-monitoring strategies (repetition, backtracking), and interactional strategies (backchanneling, showing amusement by laughing or chuckling, using certain discourse markers, hedges, vague language, showing empathy by completing and repeating each otherâ€™s utterances). The speakers also negotiate interpersonally and logico-semantically to keep the conversation going on. The equal number of rejoinders that each speaker produces indicates that they are willing to support each other to sustain the conversation. This study implies that when teaching speaking, English teachers should include communication strategies to achieve the goals of communication.Keywords: casual conversation; negotiation of meaning; speech function; strategies.

THE CHALLENGES OF ESP TEACHING AND HOW THE USE OF ICT CAN HELP TO ADDRESS THEM: A SOCIAL-SEMIOTIC PERSPECTIVE Latifa Ika Sari; Abdurrachman Faridi; Dwi Rukmini; Januarius Mujiyanto
English Language and Literature International Conference (ELLiC) Proceedings Vol 4 (2021): Creative and Innovative Learning Strategies in The Field of Language, Literature, Ling
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

The advancement of technology has brought remarkable changes in language education. The integration of Information and communications technology (ICT) into language classrooms is unavoidable. This research attempts to investigate the challenges of ESP teaching and explore how the use of ICT can help to address them. The social-semiotic perspective is used due to its relevance with ESP teaching. The authors employed a case study conducted in the Port and Shipping Management Department at a Maritime Polytechnic in Semarang, Indonesia. Data were collected by conducting an interview with an English teacher and having Focus Group Discussions (FGD) with a group of students. The result of this study indicates that teachers’ limited knowledge of social practices in the Port and Shipping Industry causes obstacles in selecting relevant teaching materials and activities. To address the challenges, teachers can use various sources, such as websites and video-sharing platforms which are rich with samples of authentic communication. To deal with authentic materials which have a high level of difficulty, teachers need strategies such as scaffolding and giving consistent feedback to students’ performance.

ONLINE ESP TEACHING DURING THE COVID 19 PANDEMIC: STUDENTS’ VOICES Latifa Ika Sari; Ria Hermina Sari
English Review: Journal of English Education Vol 10 No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i2.6307

This study was aimed to evaluate the online ESP teaching in a Maritime Polytechnic in Indonesia, focusing on the teaching media used by the Maritime English lecturers: the Learning Management System, Zoom, and YouTube. 195 students of the Nautical Studies Department were involved in completing a questionnaire. 12 of them were involved in a Focus Group Interview to obtain more detailed and comprehensive information. Thematic analysis was used to analyze data and a thematic map was presented to illustrate the relationship between the themes. The findings of this study indicate that most students perceived the teaching media used by the lecturers in the online Maritime English classroom were beneficial. However, each teaching medium was reported to have its advantages and disadvantages. If combined appropriately, they can facilitate students’ language learning. It is suggested that the lecturers explore various teaching media and arrange appropriate pacing in their teaching practices. The lecturers also need to prepare their lessons well before teaching to ensure that students can receive the best online learning experience.

Lecturers’ Challenges and Strategies in Teaching Maritime English Online to Students with Low English Proficiency Latifa Ika Sari; Ria Hermina Sari
Register Journal Vol 15, No 2 (2022): REGISTER JOURNAL
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i2.222-244

This study aimed to investigate the problems faced by ESP lecturers when teaching low English proficiency students during online Maritime English lessons and their strategies in dealing with the problems. A questionnaire with six open-ended questions was distributed to 9 Maritime English lecturers from 6 different Maritime Polytechnics in Indonesia. A follow-up interview was conducted with four lecturers to obtain more detailed information regarding their online teaching practices, especially the difficulties and the strategies to mitigate them. The findings of this study revealed 3 (three) main problems faced by the lecturers. Firstly, students were reluctant to interact and participate in class activities. Secondly, students showed low motivation and interest in learning English. Thirdly, the lecturers needed extra time to explain the teaching materials. To overcome the problems, the lecturers used various texts, pictures, videos, or online platforms to expose students to maritime vocabulary. They also grouped the lower proficiency students with the higher proficiency students in a collaborative activity, designed class activities based on students’ learning styles, and employed various scaffolding techniques. Keywords: English for Specific Purposes (ESP) teaching, low English proficiency, Maritime English, online learning.

Lecturers’ Challenges and Strategies in Teaching Maritime English Online to Students with Low English Proficiency Latifa Ika Sari; Ria Hermina Sari
Register Journal Vol 15, No 2 (2022): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i2.222-244

This study aimed to investigate the problems faced by ESP lecturers when teaching low English proficiency students during online Maritime English lessons and their strategies in dealing with the problems. A questionnaire with six open-ended questions was distributed to 9 Maritime English lecturers from 6 different Maritime Polytechnics in Indonesia. A follow-up interview was conducted with four lecturers to obtain more detailed information regarding their online teaching practices, especially the difficulties and the strategies to mitigate them. The findings of this study revealed 3 (three) main problems faced by the lecturers. Firstly, students were reluctant to interact and participate in class activities. Secondly, students showed low motivation and interest in learning English. Thirdly, the lecturers needed extra time to explain the teaching materials. To overcome the problems, the lecturers used various texts, pictures, videos, or online platforms to expose students to maritime vocabulary. They also grouped the lower proficiency students with the higher proficiency students in a collaborative activity, designed class activities based on students’ learning styles, and employed various scaffolding techniques. Keywords: English for Specific Purposes (ESP) teaching, low English proficiency, Maritime English, online learning.

English for specific purposes curriculum evaluation from the social semiotic perspective Sari, Latifa Ika; Rukmini, Dwi; Faridi, Abdurrachman; Mujiyanto, Januarius
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28014

This paper presents an evaluation of an English for specific purposes (ESP) curriculum using the social semiotic perspective. This perspective highlights the importance of authenticity, multimodality, and communicative competence in ESP teaching and learning. Five main components of the ESP curriculum at the Port and Shipping Management Department of a Maritime Polytechnic in Indonesia were evaluated, including the syllabus, lesson plans, resources, teaching activities, and assessment. In conducting the evaluation, the authors developed an evaluation framework based on three existing frameworks, namely Stufflebeam’s context input process product (CIPP) model for evaluation, Kaewpet’s ESP program evaluation, and Tsou and Chen’s ESP program evaluation. Multiple data collection methods were used and multiple perspectives of research participants were invited. The findings of the study revealed that there were several problems in the ESP curriculum of the Port and Shipping Management Department. The main problem was the poorly designed syllabus that has caused drawbacks on the other components, such as irrelevant and unauthentic teaching materials and activities, low variety of teaching media, lack of multimodal resources used in the classroom, and low validity and reliability of assessments. Pedagogical implications regarding the results of the evaluation are also discussed.

The use of social media to learn English: A perspective of cadets of the Port and Shipping Management Department Yozar Firdaus Amrullah; Fatimah Fatimah; Latifa Ika Sari
Jurnal CULTURE (Culture, Language, and Literature Review) Vol. 11 No. 2 (2024): Jurnal CULTURE (Culture, Language, and Literature Review)
Publisher : Universitas Aki

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53873/culture.v11i2.663

Advances in information technology have led to significant changes in the teaching and learning process, enabling traditional face-to-face methods to be replaced or supplemented by online meetings. Social media, designed initially for social interaction and entertainment, has increasingly become a tool for sharing educational content, including language learning. While prior studies have demonstrated the potential of social media for academic purposes, there is a gap in research focusing on maritime cadets' use of social media for learning English. This study examines cadets’ perspectives in the Port and Shipping Management department on using social media for English learning. This research employs a descriptive qualitative approach. Data was collected via online surveys. Among the 89 respondents, all were active social media users, and 85 reported using these platforms, primarily Instagram, YouTube, and TikTok, for language learning. The cadets expressed interest in developing speaking, reading, writing, and listening skills. However, the study also identified challenges, including internet connectivity issues and entertainment content distractions. These findings suggest that while social media provides valuable language learning resources, obstacles must be addressed to optimize its effectiveness as an educational tool. English lecturers can combine learning in class by utilizing content provided by existing social media accounts.

AI INTEGRATION IN ENGLISH LANGUAGE TEACHING: INSIGHTS INTO ESP TEACHERS’ VIEWS AND READINESS Sari, Latifa Ika; Sari, Ria Hermina
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11505

This study investigates ESP teachers’ perspectives on the integration of AI tools in language teaching, focusing on the benefits, negative sides, usage, readiness, and barriers they face. A qualitative approach was employed, utilizing an open-ended questionnaire distributed to 30 teachers in higher vocational institutions. The thematic analysis of their responses reveals several findings. Teachers recognize AI's potential to support personalized learning, enhance skill development, and assist in lesson planning. However, concerns about over-reliance on AI and the lack of human interaction were also highlighted. Additionally, the study identifies barriers such as inadequate training, infrastructure limitations, and ethical concerns. Teachers emphasized the need for professional development programs, including technical training, AI integration in pedagogy, and ethical guidance. Institutional support in providing access to AI resources and managing workloads is also critical. The study suggests a balanced integration of traditional methods and AI-driven approaches.

Title

Found 12 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 12 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 12 Documents
Search