A Study of Using The Communicative Language Teaching (CLT) Approach in The Teaching Learning Process of Maritime English Course in The Short Course Program for Able Deck and Able Engine Class at STIP Jakarta

Author :
Aliya Izet Begovic Yahya, and Nofita Sri Wijayanti Kusumawardani

Abstract

This research was conducted because most of the student’s abilities in the Able Deck and Able Engine classes were still low in mastering English vocabulary, especially maritime English. Because of that case, this study aims to find out how to apply the Communicative Language Teaching (CLT) Approach in teaching Maritime English for Able Deck and Able Engine classes at STIP Jakarta in the class period June-August 2023. This study used classroom action research consisting of planning, action, observation, and reflection. Data was obtained from observation, reflection, interviews, documentation, and tests (pre-test and post-test). In a relatively short learning period, it was found that the use of the Communicative Language Teaching (CLT) Approach in the first learning program period showed an increase in students’ abilities that were slow in mastering English vocabulary. In the second program, several improvements were made during the learning process. In this second cycle, students’ English vocabulary increased using the Communicative Language Teaching (CLT) approach from both cycles because students were indirectly forced to speak and write English. This shows that the use of the Communicative Language Teaching (CLT) Approach can improve the vocabulary mastery of students in Able Deck and Able Engine STIP Jakarta classes. When using Communicative Language Teaching, there are both advantages and disadvantages to this approach. In the prior research, teachers and students have been studied to understand their strengths and weaknesses. This is because of what’s happening in the classroom. Based on the interview and observing, the researcher found both positive and negative aspects in how teachers and students use the Communicative Language Teaching method in teaching English for the Maritime Course in the Short Course Program for Able Deck and Able Engine Class at STIP Jakarta.

Keywords: Maritime English, Communicative Language Teaching, Teaching English.

Introduction

Language is a way for people to talk to each other using sounds that don’t have any special meaning on their own (Harmer:2002). It is a way to share ideas, thoughts, opinions, and feelings. Language helps us communicate with each other. In simpler terms, language is a way for people to communicate and express their thoughts and ideas (Ni’amah:2012). It is also a way for literature to be created and shared. Language is a social tool that can sometimes cause disagreements in politics. It can also help bring people together and build a nation O’grady (1997:1) in Srijono (2001:1).. This means that language is significant for talking and discovering thoughts. If we didn’t have language, it would be hard for people to express their emotions or communicate what they need.
In the past ten years, English has become the most popular language for people to communicate with each other when they don’t speak the same first language, according to Harmer. He says that around 25% of all people in the world speak English. It is important to understand that this is not spoken by 75% of the population. But, it is evident from the increase in its use over the past ten years that this situation is going to change. In today’s world, English is the language that is widely used and understood by people all around the world (Harmer, 2002:18). English is a foreign language in Indonesia that is considered important for studying and advancing in subjects like science, technology, cultural art, and relationships with other countries. So, in Indonesia, it’s chosen as the main subject in school. It’s used by students to reach their goals. This way, students can become smart and talented citizens.

English has many purposes. One of its purposes is to help students learn about science, technology, culture, and art. The main goal of teaching and learning English is for students to become good at listening, speaking, reading, and writing. Teaching and learning will be successful if they have certain things to help them, like the way English is taught, having all the tools for teaching, using fun things like videos or pictures, and having a good school environment.

In creating the field of Shipping Instruction, English is exceptionally vital in making strides the quality of graduates. Oceanic English is one of the vital and fundamental subjects within the curriculum. Maritime English could be a common term that alludes to the English utilized by mariners both at sea and in harbour as well as by people working within the shipping and shipbuilding businesses (Aydin:2021). Globalization implies there are no boundaries between each other, especially for seafarers or those related to the oceanic segment. Equivocalness and disarray are the most causes of mishaps and undesirable occurrences that occur on ships and other vessels (Ajay: 2021).

When team individuals talk diverse dialects, there may be perplexity within the meaning of the expressions they are attempting to pass on. Some of the time ships and mariners traveling around the world arrive at neighborhood ports. Ships that dock in some cases have the hail of one nation, have a captain from another nation, and a team from a distinctive nation. Without understanding the same dialect, there will be difficulties in passing on informational to harbour officers and transport group, of course too for harbour officers. The crewman from Deck and Engineer department should be able communicate effectively during on board using English, typically where Sea English comes into play. Based on the basics of ordinary English, certain sea terms have been received by the sea and shipping community. By having a interesting set of terms for this space, this disposes of the plausibility of perplexity in meaning. The most issue with utilizing typical terms like cleared out or right, front or back, etc. is equivocalness related to heading (Ajay:2021).

Indonesian students are supposed to learn English well so they can talk easily and correctly in different situations. Students are expected to be able to understand and communicate different types of spoken texts with a specific purpose. This idea is explained by Hymes (1971) in Brown’s theory of communicative competence (2007:218), which includes grammar, psychology, social language, and probability. This means that being able to talk is the most important skill to work on in communication. meaning all play a crucial role in determining the effectiveness of communication.

Being able to speak fluently and communicate well is really important for students to become good at speaking. context of communication. The teachers are being asked by CLT to really examine how communication works. The ultimate aim is to help students be able to talk and understand the language they are learning. In order to do this, students have to know how to use the different parts of the language, what they mean, and how they are used in different situations. CLT is asking teachers to look closely at what is involved in communication, the goal is to enable students to communicate in the target language and students need knowledge of the linguistic forms, meanings, and functions (Larsen-Freeman, 2000:134; Littlewood, 1981; Richards, 2006). So CLT is asking teachers to pay attention to how we communicate, with the aim of helping students talk in the language they are studying.

In this study which aims to see the results of CLT Implementation in Maritime English Courses, researchers chose short course classes for Able Deck and Able Engine. On the BPSDM Transportation website, it is stated that the Jakarta College of Shipping Science (STIP Jakarta) is one of the official colleges in Indonesia under the auspices of the Ministry of Transportation of the Republic of Indonesia, which was formerly known as the Academy of Shipping Science (AIP) or the Jakarta Shipping Expert Education and Training (PLAP).The location of the STIP Jakarta campus is currently located on Jalan Marunda Makmur, Marunda Village, Cilincing District, North Jakarta, near the cultural heritage site of Si Pitung’s house and Marunda Beach, Cilincing. STIP Jakarta is the candradimuka crater of Indonesian Seafarers, which has good accreditation and good facilities (stipjakarta.ac.id/).
This research focuses on the Short Course programme for Able Deck and Able Engine classes for the period 31 July-8 September 2023. The Able Deck Training rating is the seafarer’s skill as a helmsman, which is a deck rating that has qualifications in accordance with the provisions of the 1978 STCW Convention and its amendments.

Helmsmen are often referred to as AB (Able Bodied). The helmsman is in charge of controlling the ship while sailing according to a schedule of alternating watch duty as a helmsman on board. In this case, the tasks performed are closely related to communication in English to understand the instructions given both directly and indirectly, especially if following an international voyage. Another task of the helmsman is to be able to carry out the duties of the ship’s crew in charge of handling the tros rope when the ship is in the process of berthing or mooring at the dock, jetty or dolphin (Surya Dharma: 2022).

In addition, according to Surya Dharma (2022), helmsmen must also be able to handle cargo on board and manage supplies on board as needed. On the deck of the ship there are equipment that requires engine power, including a winch to roll the ship’s rope or chain. How to operate this winch machine must also be mastered by a helmsman. In carrying out his work, a helmsman must be able to use ship safety equipment such as survival craft and rescue boats. Prevention of marine environmental pollution and work safety procedures are additional understandings for a helmsman. The many tasks of each crew member on board require clear and standardized procedures. This is why seafarer skills training is required as a condition for working on board (Surya Dharma: 2022).
While Rating Able Engine Training is a seafarer skills training as an oiler, namely the rating of the engine section that has qualifications in accordance with the provisions of the 1978 STCW Convention and its amendments. An oiler is a position on board a rating level ship or ABK (crew member). The common term for an oiler is Oiler. The duties of an oiler on board are quite numerous. Starting from within the scope of ship engines, ship equipment, understanding the working principles of main engines and auxiliaries, how engine room supervision procedures how to maintain and repair machinery and equipment used in ship engine rooms. Oiler must understand the terms of orders and actions according to existing procedures (Surya Dharma: 2022). Therefore, an understanding of active and passive English is required. This study, the researcher wants to use the communicative language teaching (CLT) method in an English Maritime course. The researcher believes that English is very important for students in the higher level of Seafarer education. The researcher is interested in understanding how the CLT method is used in teaching speaking and what advantages it brings.

Theoretical Review

Maritime English

As the shipping industry grows, it’s becoming more important for sailors to be good at speaking Maritime English. While seafarers have the option to purchase essays and have professionals complete their English-related assignments online, it is highly recommended that they personally complete their assignments if they are aspiring to join a merchant vessel and studying Maritime English for that purpose. This is because knowing Maritime English very well is very important to communicate effectively on a ship. The lives of people and the ship’s safety depend on how well sailors communicate. According to Curios (2019), here are the main reasons why Maritime English is important for sailors.

• Entire crew doesn’t belong to a single nationality
The shipping industry is not limited to just one country or area. It is worldwide. So, there are people from different countries on one boat. Because English is a language that everyone understands, it is the only way sailors can talk to each other effectively. So, it is really important for young apprentices to learn how to use Maritime English correctly.

• Majority of the maritime accidents happen due to bad communication
Most of the accidents that happen at sea are caused by human errors, and many of these accidents happen because of poor communication. If a sailor is not using the proper English language while on a ship, there may be misunderstandings. This misunderstanding could lead to the death of another sailor and may even endanger the condition of the ship. Therefore, it is very important to use standard Maritime English, especially for people who are in operational situations.

• Maritime English is a standard
In the beginning of the shipping industry, every country had its own way of talking to each other which they thought was the normal way. As more ships traveled to different countries, people had trouble communicating because they spoke different languages. When people saw this, they decided to use Maritime English as the official language for people who work on ships worldwide. After Maritime English was introduced, there were a lot less problems, accidents, and mistakes.

• Be prepared in case of emergencies
Please be aware that there can be a sudden problem on the boat at any time. It could be a fire or a person falling off the boat. In these situations, it is crucial for a sailor to act appropriately. You will learn how to handle emergencies on a boat, but the instructions will be in Maritime English. Therefore, if you do not know Maritime English well, you will not be able to handle emergencies properly, which could lead to more accidents, incidents, and even disasters.
So Maritime English is very important for sailors to communicate well on a ship. So, all aspiring sailors should spend enough time learning Maritime English and become fluent in it.

Communicative Language Teaching

Communicative Language Teaching began in Britain in the 1960’s as a replacement to the earlier traditional methods such as Audio Lingual Method and Situational language Teaching. CLT is the way to build a bridge from pattern practices and rote learning to a freer and more creative use of language. Its also the development of linguistics as a science: the birth of transformational grammar and the developments in sociolinguistics as a science. The central understanding of Communicative Language Teaching is to understand the term of communicative competence (Endang, 2009:131).

Communicative Language Teaching (CLT) is one of the teaching approaches which emphasizes on language use rather than on language as structure (Hossen, 2008). In other words, CLT concerns more on how language is used to communicate than on how language is produced correctly. Finocchiaro and Brumfit (1983) also said that communicative language teaching is a teaching approach which language is taught in communicative way (in ratnasari). CLT method means integration on grammatical and functional teaching while for others, the approaches means using procedures where learners work in pairs or groups employing avaible language resources in problem solving tasks. In the concept of CLT is same with the concept of communication (Setiyadi: 2006).

In Richards and Rogers’s view (1986:71) , CLT has a rich theoretical base at the level of language theory. At least four basic assumptions about language are proposed.
a)Language is a system for the expression of meaning.
b)The primary function of language is for interaction and communication.
c)The structure of language reflects its functional and communicative uses.
d)The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.(Setiyadi:2006)

According to Littlewood distinguishes between “functional communication activities” and social interaction activities” as major activities type in communicative language Teaching. Functional communication activities include such tasks as learners comparing set of pictures and events in a set of picture; discovering missing features in a map or picture; one learner communication behind a screen to another learner and giving instruction on how draw a picture or shape, or how complete a map; following direction and solving problems from share clues. Social interaction activities include conversation and discussion sessions, dialogues and role plays, simulations, skits, improvisations, and debates (Richards: 2001).

Because communicative principles can be applied to the teaching of any skill, at any level, and because of the wide variety of classroom activities and exercise types discussed in the literature on communicative Language Teaching, description of typical classroom procedures used in a lesson based on CLT principles is no feasible. Finocchiaro and Brumfit offer a lesson outline for teaching the function “ making a suggestion “ for the learner in the beginning level of secondary school program that suggests that CLT procedures are evolutionary rather than revolutionary :

1. Presentation of a brief dialog or several mini-dialogs
2. Oral practice of each utterance of the dialog segment to be presented that day
3. Question and answer based on the dialog topic.
4. Question and answer related to the student’s personal experience
5. Study one of the basic communicative expression in dialog.
6. Learner discovery of generalizations or rules underlying the functional expression
7. Oral recognition, interpretative activities
8. Oral production activities-proceeding from guided to freer communication activities
9. Copying of the dialog or modules if they are not in the class text
10. Sampling of the written homework assignment
11. Evaluation of learning.

The Principles of Communicative Language Teaching.

Even though little has been written about theories of language learning underlying the principles of CLT as stated earlier, some researchers suggest some techniques or procedures in the classroom that can support the goal of communicative teaching. The following principles are tips worth considering in communicative teaching suggested by Larsen-Freeman (1986:128-130) in Setiyadi (2006:154).

1.Whenever possible language as it is used in real context should be introduced.
2.The target language is a vehicle for classroom communication not just the object of study.
3.Student should work with language at the discourse level.
4.Games are important because they have in common with real communicative events.
5.Students should be given an opportunity to express their ideas and opinions.
6.One of the teacher’s major responsibilities is to establish situations likely to promote communication.
7.The social context of the communicative event is essential in giving meaning to the utterances.
8.Learning to use language forms appropriately is an important part of communicative competence.
9.The teacher acts as an advisor during communicative activities.
10.Students should be given opportunities to develop strategies for interpreting language as it is actually used by native speakers.

According to Breen and Candlin in Richards & Rodgers (2001:167) that teacher has two main roles in CLT. First, to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and text. Second, to act as an independent participant within the learning-teaching group. Other roles assumed for teachers are need analyst, counselor, and group process manager.

1.As a fasilitator
2.As a advisor
3.As a communicator
4.As a guide
To guide within the classroom procedures and activities

From the theory above the researcher starts that CLT (Communicative Language Teaching). It is one of methods which design to help the student/learner to use English in teaching-learning process as in daily communication to improve student English skill especially in speaking.

Method

This study used a research method called descriptive qualitative research. This type of research is a study that does not use any statistical methods. According to Moeloeng (2004:2), descriptive qualitative research is a type of research that does not involve calculations or numbers. The researcher is also using Classroom Based Research to collect the information. According to Cooper and Barton (2009), Classroom Based Research is when we try to find out how interventions in the classroom affect students’ learning, skills, and attitudes. This type of research can happen in multiple classrooms, not just one.

The event of this research, researcher observed the teaching Maritime English using Communicative Language Teaching (CLT) Approach in The Teaching Learning Process of Maritime English Course in The Short Course Program for Able Deck Class at STIP Jakarta. Analysing some documents: recording, Syllabus, Lesson Plan. In collecting data the researcher uses some steps such as: Interview, Observation, Documentation

The technique of data analysis in this research used Miles and Huberman (in Sutopo, 2009:91), there are three main components of data analysis. They are data reduction, data display, and conclusion. This research was taken first from the displayed data. Then, the researcher took the supporting and the non-supporting evidence to the initial conclusion. If the non-supporting evidences were more than the supporting ones, the initial conclusion should be changed. However, if the supporting evidences were more than the non-supporting ones, it meant that the conclusion is confirmed and become the final conclusion of the research.

Result and Discussion

The research showed that using the Communicative Language Teaching (CLT) Approach in teaching English Maritime Course in the Short Course Program for Able Deck Class at STIP Jakarta focuses on the goal, the study materials, and how the lessons are taught. Teaching methods that involve getting learners to practice and engage in real conversations. Students must also use the language they have learned. The reason for teaching English in The Short Course Program for Able Deck and Able Engine Class at STIP Jakarta is to help students improve their English skills. The goal is to use English as a way to communicate and understand the importance of English in order to be competitive in the global society.

Additionally, students are focusing and getting ready for the world community by studying and learning about the maritime industry in sea transportation. In simpler terms, it means that students in the UPGRADING Program at STIP Jakarta who have studied Maritime English have been included in the study. Based on those findings, the researcher has concluded that learning English as a seafarer, particularly in the Able Deck and Able Engine classes, is crucial for gaining knowledge and preparing for higher levels, such as becoming an Officer Student. The theory above says that CLT focuses on how we use language to communicate rather than how we use it perfectly. In simpler terms, Finocchiaro and Brumfit (1983) explained that communicative language teaching is a way of teaching language where the focus is on communication. This was also mentioned by Ratnasari (2009).

The teacher used speaking activities for teaching language using a method called Communicative Language Teaching Procedure. This method follows the standards set by The International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), 1978. These standards define the skills and requirements needed for captains, officers, and watchkeepers working on commercial sailing vessels. The teacher was paying attention to the teacher and student roles, but according to interviews with the students, sometimes the teacher was more in control than the students. Despite the teacher’s efforts to create an English-speaking environment, in one class session, the teacher did not focus on communication. As a result, the students did not present their work to the class because there wasn’t enough time to complete the whole task.

The Maritime English class for Able Deck and Able Engine class uses Communicative Language Teaching (CLT). You can observe it while teaching and learning. The teacher starts by teaching the lesson, then tells the students to try it out. Communicative Language Teaching is a method of teaching where language is used in a practical and authentic way for a specific purpose. It focuses on both speaking fluently and accurately. The things that we do in communicative language teaching method help us talk and interact with others. The students can get English language help through talking to others. It means the same as the way we learn language through practical use. The students will understand and remember what occurred during the interaction. In the Able Deck and Able Engine classes at STIP Jakarta, they teach Maritime English by showing pictures or telling stories to help students understand the lessons. This is suitable for adult students who have certain qualities. First, adults are expected to have their own sense of who they are. Second, as time goes on, adults are supposed to grow and become more mature. Finally, adults are presumed to become more ready for learning as they develop, not just because of school requirements but also because of changes in their responsibilities and roles in society.

Providing the text would like us to rewrite in simpler words. Learning Orientation refers to the belief that children’s focus on learning should be centered around the subject matter or material they are learning. This approach prepares them for their future lives. In simpler terms, the belief is that children’s way of learning is focused on the things they learn in the classroom, which will be important for their future. To do this activity and meet teaching and learning objectives, participants need to come up with ideas about how to include all students in the speaking activity. Additionally, it is important to note that participants will work in pairs when using prepared activities or creating their own activities. This allows them to interact with each other by making statements, responding, and starting conversations. We can say that teaching and helping second graders learn English is going well. The signs show that students like the lesson and are eager to practice what they have learned. According to the data, this method was very effective in teaching Maritime English because it covered all four English skills. The students became more motivated and the purpose of the study was achieved, which was to create a communicative environment and improve the students’ abilities.

The researcher discovered that using CLT in teaching speaking has both advantages and disadvantages for teachers and students. The positives and negatives in teaching speaking using Communicative Language Teaching (CLT) were discovered while teaching. Some strengths were that students could understand the lessons, learning English was enjoyable, and students were motivated to learn. CLT also increased student motivation by creating an English environment from the start of the class. This teacher has identified two weaknesses: (a) the class is too crowded, so the teacher has to put in extra effort, and (b) the teacher needs to pay closer attention to each student while teaching in front of the class.

Next, the advantages and disadvantages of teaching speaking skills to students using Communicative Language Teaching (CLT); the advantages reported by the students are: (a) better understanding of the subject matter, (b) enjoyable English learning experience, (c) increased motivation to learn English. The students have some weaknesses. Firstly, they need to put in more effort to fully understand the material. Secondly, they sometimes get bored. Lastly, they struggle with understanding new vocabulary words and their meanings. So, it would take more time to understand the entire word. So, they need to remember more words while teaching and learning.

Conclusion

The outcome of using the Communicative Language Teaching (CLT) approach in teaching English in a short course for Able Deck and Able Engine Class in the Maritime Course at STIP Jakarta. One method of teaching English in maritime is to focus on improving speaking skills. Students are encouraged to use English as a tool for communication, and they play an active role in the learning process as listeners and performers. Teachers have the responsibility of stimulating the students by initiating activities, managing the classroom, understanding the students’ needs, and providing guidance. This helps to motivate the students and enhance their language learning experience. In other words, this method helps students become more engaged in class and can enhance their ability to speak, especially in communication. The materials are made to help students improve their English language skills for everyday communication.

When using Communicative Language Teaching, there are both advantages and disadvantages to this approach. In the prior research, teachers and students have been studied to understand their strengths and weaknesses. This is because of what’s happening in the classroom. Based on the interview and observing, the researcher found both positive and negative aspects in how teachers and students use the Communicative Language Teaching method in teaching English for the Maritime Course in the Short Course Program for Able Deck and Able Engine Class at STIP Jakarta.

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