Qualitative review reveals linguistic and pedagogical barriers faced by Indonesian cadets in mastering Maritime English, suggesting improvements through effective teaching methods.
Key Points
Cadets face significant difficulties in mastering maritime english terminology due to foundational linguistic deficiencies, particularly in vocabulary and pronunciation.
The study highlights the pervasive influence of first-language interference from Bahasa Indonesia, contributing to communication apprehension and low confidence among cadets.
Analysis of pedagogical barriers shows a 'curriculum-reality chasm,' emphasizing outdated methods and inadequate instructor qualifications.
Task-Based Language Teaching and simulator-based training present effective strategies to bridge the gap between theory and practice, enhancing cadet training outcomes.