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All Journal Journal of English Education Program (JEEP) Journal of Computer for Science and Mathematics Learning
Onivehu, Adams Ogirima
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Cadet Experience in Learning English for Specific Purposes (ESP) Through Teaching Factory and Micro Internship Wibowo, Amiruddin Hadi; Oktavia, Wahyuni; Amrullah, Romanda Annas; Onivehu, Adams Ogirima; Muharlisiani, Lusy Tunik
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.93195

Abstract

In the global maritime industry, English proficiency is essential for cadets to perform effectively in international settings. However, English for Specific Purposes (ESP) instruction in maritime education often lacks contextual application. This study explores how the integration of Teaching Factory (TEFA) and micro internships influences cadets"™ learning experiences in ESP programs. Drawing on a qualitative case study using narrative inquiry, this research involved 40 cadets from a maritime academy in Surabaya who had completed both micro internship programs. Data was collected through semi-structured interviews, questionnaires, and observations over six weeks, and analyzed thematically. Thematic analysis was employed to identify, analyze, and report patterns (themes) within the data. The Findings of this study showed that TEFA and micro internships provided real-world learning environments where cadets could apply ESP in authentic maritime contexts. Most cadets agreed that the ESP content was relevant to their future work and that these practical experiences improved their confidence and language use. TEFA helped cadets understand industrial communication, while micro internships offered direct exposure to professional situations, enhancing their ability to use English for technical and emergency communication. Additionally, cadets appreciated the industry-based guidance provided by ESP instructors. The study concludes that integrating work-based learning models like TEFA and micro internships with ESP instruction enhances cadets' linguisticompetence, motivation, and job readiness. These findings highlight the need for ESP curricula to be closely aligned with industry demands and call for stronger collaboration between educational institutions and maritime industries. This research contributes to the ongoing development of contextualized and applicable ESP programs in maritime education.
Exploring Cadets’ Perceptions of Challenges and Benefits in Gamified ESP Reading: A Case Study at a Maritime Academy Wibowo, Amiruddin Hadi; Gupron, Akhmad Kasan; Widjatmoko, Eko Nugroho; Amrullah, Romanda Annas; Mirianto, Agus Dina; Rahmawati, Eva; Onivehu, Adams Ogirima; Rohi, Saifurahman
Journal of Computers for Science and Mathematics Learning Vol. 2 No. 2 (2025): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v2i2.41

Abstract

English for Specific Purposes (ESP) is essential in maritime education, helping cadets with the language skills required to meet specific learning needs. However, traditional ESP reading instruction often lacks engagement and fails to motivate learners. In response, gamification, which integrates game design elements into learning environments, has emerged as a promising solution to enhance learner engagement and motivation. This study aims to explore cadets’ perceptions of the challenges and benefits of using gamification in ESP reading. The research was conducted using a qualitative case study approach at a maritime academy in East Java, Indonesia, involving 24 cadets. Participants were first-year students with intermediate English language proficiency. Data were collected through six sessions of gamified ESP reading lessons, semi-structured interviews, and participant observations. Thematic analysis was used to examine the cadets’ experiences, focusing on recurring themes related to motivation, learning outcomes, and technological challenges. The results showed that cadets generally expressed positive feelings about gamified ESP reading. They reported increased motivation and engagement due to game elements such as points, leaderboards, and real-time feedback, which made learning more interactive and enjoyable. However, challenges such as limited technological readiness, internet connectivity, and initial confusion with the game interface were also highlighted. Therefore, it can be concluded that gamification shows strong potential in enhancing cadets’ motivation and interest in ESP reading following the challenges and their constraints. These findings underscore the importance of integrating thoughtfully designed gamified strategies in maritime education to foster learner-centered and engaging ESP instruction.
Co-Authors Akhmad Kasan Gupron, Akhmad Kasan Eva Rahmawati Lusy Tunik Muharlisiani Mirianto, Agus Dina Oktavia, Wahyuni Rohi, Saifurahman Romanda Annas Amrullah Wibowo, Amiruddin Hadi Widjatmoko, Eko Nugroho