STUDI EMPIRIS TENTANG PENINGKATAN KOMPETENSI BAHASA INGGRIS TARUNA MELALUI PROGRAM IMMERSION DI POLITEKNIK PELAYARAN SURABAYA
Keywords:
English Immersion, kemampuan berbicara, pendidikan maritimAbstract
Penelitian ini bertujuan untuk mengevaluasi efektivitas Program English Immersion dalam meningkatkan kemampuan berbicara bahasa Inggris Taruna Politeknik Pelayaran Surabaya. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus dan melibatkan 130 responden dari Taruna semester II. Data dikumpulkan melalui wawancara, catatan lapangan, dan dokumentasi. Hasil penelitian menunjukkan bahwa program ini berhasil meningkatkan kepercayaan diri dan kemampuan berbicara para taruna dalam konteks komunikasi maritim. Faktor yang paling mempengaruhi kemampuan berbicara taruna adalah interaksi langsung dengan tutor dan instruktur dalam lingkungan yang mendukung. Namun, terdapat beberapa kendala, seperti sulitnya menentukan waktu interaksi antara pengajar dan peserta karena padatnya jadwal, serta kelelahan yang dialami peserta akibat aktivitas tambahan dalam program ini. Kesimpulannya, meskipun efektif, program ini membutuhkan penyesuaian untuk mengoptimalkan manajemen waktu dan dukungan kepada peserta.
Downloads
References
Baker, W. (2019). Intercultural awareness and intercultural communication through English: A case study of higher education students in Thailand. Journal of English as an International Language, 14(2), 22-37.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman.
Cohen, A. D. (2021). Strategies in learning and using a second language (3rd ed.). Routledge.
Deardorff, D. K. (2020). The SAGE handbook of intercultural competence. SAGE Publications.
Dörnyei, Z., & Ushioda, E. (2020). Motivation and language learning: Theory, research, and applications. Cambridge University Press.
Ellis, R. (2019). Understanding second language acquisition (2nd ed.). Oxford University Press.
Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Newbury House Publishers.
Gregersen, T., & MacIntyre, P. D. (2019). Capitalizing on language learners' individuality: From premise to practice. Multilingual Matters.
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lambert, W. E., & Tucker, G. R. (1972). Bilingual education of children: The St. Lambert experiment. Newbury House.
Lapkin, S., Swain, M., & Shapson, S. M. (1990). French immersion research agenda for the 90s. Canadian Modern Language Review, 46(4), 638-674.
Li, S. (2020). The role of corrective feedback in second language learning: A meta-analysis. Studies in Second Language Acquisition, 42(2), 511-542.
MacIntyre, P. D., & Gregersen, T. (2019). Language anxiety: Moving beyond the negative affects. Modern Language Journal, 103(1), 108-120.
Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press.
Ortega, L. (2020). Understanding second language acquisition (2nd ed.). Routledge.
OpenAI OpenAI GPT Web site. https://openai.com/research/gpt-3 accessed August 6.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
Sadapotto, A., Ibrahim, M., Sam, H., & Asman, S. (2021). Efektivitas program total immersion dalam meningkatkan kemampuan berbicara siswa. Jurnal Pendidikan Bahasa, 7(2), 144-160.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16(3), 371-391.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Warschauer, M. (2004). Technology and social inclusion: Rethinking the digital divide. MIT Press.
Yang, X. (2020). The role of social support in second language learning. Journal of Multilingual and Multicultural Development, 41(3), 245-258.
The author acknowledges that this article was partially generated by ChatGPT (powered by OpenAI’s language model, GPT-4; http://openai.com). The editing was performed by the human
Downloads
Published
Issue
Section
License
Copyright (c) 2024 St. Hariati Buchari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
