Analyzing a Coursebook with International Maritime Organization-Standards and English-as-an-International-Language Principles
DOI:
https://doi.org/10.26418/jeep.v6i2.93090Keywords:
Maritime English, IMO Standards, English as an International Language (EIL), Coursebook Evaluation, Nautical Cadets.Abstract
The practice of ESP learning in maritime colleges is heavily depended on the coursebook. This study evaluates the coursebook 'Bahasa Inggris untuk Perwira Kapal Niaga' used by nautical cadets at Politeknik Bumi Akpelni. Using Daous and Celce-Murcia (1979) checklist, this study attempt to assess the alignment of coursebook content with International Maritime Organization (IMO) standards and the principles of English as an International Language (EIL). Using a qualitative research approach, the study combined content analysis of the coursebook focusing on aspects such as linguistic accuracy, relevance of topics, integration of language skills, and intercultural elements with interviews involving lecturers, officers, and cadets. The findings reveal that while the coursebook incorporates several IMO standards, such as the language and the content, more EIL principles must be covered, particularly regarding linguistic diversity and adaptability in real-world scenarios. For instance, the coursebook lacks exposure to varied English accents, non-native speaker interactions, and culturally diverse communication contexts that cadets may encounter in multinational crews. Interviews highlighted the book"™s strengths in providing foundational maritime terminology but noted its limitations in fostering practical cross-cultural communication skills. The study emphasizes the importance of integrating EIL principles with IMO standards in maritime English education to enhance the communicative competence of future seafarers. The recommendations, including revising the coursebook to incorporate more interactive and culturally diverse exercises, can significantly improve cadets"™ preparation for global maritime operations. This research contributes to the ongoing discourse on improving maritime English education and curriculum development.References
Basturkmen, H. (2010). Developing courses in English for Specific Purposes. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9780230290518
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bryman, A. (2016). Social research methods. Oxford University Press.
Candra, D., & Yamat, H. (2014). Pronunciation and Listening Barriers in Maritime English.
Celce-Murcia, M. (2001) Teaching English as a Second or foreign Language. 3rd Edition, Heinle & Heinle Publisher.
Coslovich, S. T. (2021). A survey of maritime English textbook activities for marine engineers. The 1st International Conference on Maritime Education and Development: ICMED, 263–281. http://dx.doi.org/10.1007/978-3-030-64088-0_24
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Cunningsworth, A. (1995). Choosing your coursebook. Heinemann.
Daoud, A., & Celce-Murcia, M. (1979). Selecting and evaluating a textbook. In M. Celce-Murcia & L. McIntosh (Eds.), Teaching English as a second or foreign language (Vol. 2, Issue 3, pp. 302–307). Newbury House Publishers. http://dx.doi.org/10.5430/wje.v1n2p62
Dewi, T. R. P. S., & Ohi, S. (2023). Investigating English for Aviation: an in-depth analysis of Aviation English textbooks. Journal of Teaching English for Specific and Academic Purposes, 11(1), 87–104. https://doi.org/10.22190/JTESAP230301008D
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes. Cambridge university press.
Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge University Press.
International Maritime Organization, I. (2015). IMO Model Course 3.17 Maritime English, 2015 edition (2015th ed.). IMO.
Kvale, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Sage.
Littlejohn, A. (2011). The analysis of language teaching materials: inside the Trojan Horse. In B. Tomlinson (Ed.), Materials Development in Language Teaching (pp. 179–211). Cambridge University Press.
Marlina, R. (2014). The pedagogy of English as an international language (EIL): More reflections and dialogues. In The pedagogy of English as an international language: Perspectives from scholars, teachers, and students (pp. 1-19). Cham: Springer International Publishing.
McKay, S. (2003). Teaching English as an international language: The Chilean context. ELT Journal, 57(2), 139–148. https://doi.org/10.1093/elt/57.2.139
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
Pratama, V. M., Herdi, H., Harmawan, V., Fadilah, R., & Rizky, R. (2023). An analysis Of English for Specific Purpose (ESP) textbook for maritime and fisheries students published By Indonesian Ministry of Education and Culture. Journal of Social Science (JoSS), 2(7), 543–551. https://doi.org/10.57185/joss.v2i7.74
Pritchard, B. (2003). Maritime English syllabus for the modern seafarer: safety-related or comprehensive courses?. WMU Journal of Maritime Affairs, 2(2), 149-166. http://dx.doi.org/10.1007/BF03195041
Rahimpour, M., & Hashemi, R. (2011). Textbook selection and evaluation in EFL context. World Journal of Education, 1(2), 62–68. https://doi.org/10.5430/wje.v1n2p62
Reswari, G. P. A. (2019, October). Materials Analysis of English for Tourism Handbooks. In International Conference on Maritime and Archipelago (ICoMA 2018) (pp. 342-345). Atlantis Press. https://doi.org/10.2991/icoma-18.2019.73
Richards, J. C. (2001). The role of textbooks in a language program.
Rybalka, I., Temerbek, A., & Tyschenko, O. (2019). English textbook for maritime engineers: needs and requirnments. Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations, 34, 149–159. https://doi.org/10.26565/2073-4379-2019-34-11
Sarem, S., Hamidi, H., & Mahmoudie, R. (2013). A critical look at textbook evaluation: A case study of evaluating an ESP course-book: English for international tourism. International Research Journal of Applied and Basic Sciences, 4(2), 9.
Sharifian, F. (2009). English as an international language: Perspectives and pedagogical issues (Vol. 11). Multilingual Matters.
Syahid, A., Sundari, A., Amanda, M. T., & Oktavia, R. (2024). Textbook Analysis of'Basic English for Tourism'using Tomlinson’s Theory. Dinamika Pembelajaran: Jurnal Pendidikan dan bahasa, 1(2), 68-77. https://doi.org/10.62383/dilan.v1i2.120
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143–179. https://doi.org/10.1017/S0261444811000528
Trang, N. H. (2023). An evaluation of two business English coursebooks, Business Partner B1+, and Business Partner B2: students’ and teachers’ perspectives. VNU Journal of Foreign Studies, 39(6), 136–161. https://doi.org/10.63023/2525-2445/jfs.ulis.5158
Trenkner, P., & Sevcenko, V. (2017). The IMO Standard Marine Communication Phrases and AIS Language Requirements. ResearchGate. https://www.researchgate.net/publication/316134521_The_IMO-Standard_Marine_Communication_Phrases_and_AIS_Language_Requirements
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Journal of English Education Program
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright aims to protect the specific way the article has been written to describe an experiment and the results. Journal of English Education Program (JEEP) is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethical disputes, and fraud very seriously. Under the terms of the Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0), author(s) retain copyright and grant the journal the right of first publication (online and print) with the work simultaneously. We use the ShareAlike (SA) component in addition to the Attribution (BY) and NonCommercial (NC) components, as follows:
BY (attribution): Users are allowed to share, distribute, and redistribute the published article in any medium or format, with identification of the authors and its initial publication in this journal. Authors are encouraged to post and distribute their articles immediately after publication (e.g., institutional or public repositories, personal websites). Authors are allowed to enter into additional contractual arrangements for the non-exclusive distribution of the published article and an acknowledgment of its initial publication in this journal.
NC (non-commercial): Users are not allowed to use the article commercially without the permission of the authors. Authors agree explicitly that the published article is indexed worldwide in databases, repositories, and indexation services, even if these services operate on a commercial basis. Authors grant Journal of English Education Program (JEEP) explicit the right to include the published articles in databases, repositories, and indexation services.
SA (ShareAlike): If user(s) remix, transform, or build upon the material, they must distribute their contributions under the same license as the original (CC BY-NC-SA 4.0).
