Cadet Experience in Learning English for Specific Purposes (ESP) Through Teaching Factory and Micro Internship
DOI:
https://doi.org/10.26418/jeep.v6i2.93195Keywords:
Maritime English, ESP, teaching factory, micro internship, vocational educationAbstract
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.References
Arnó-Macià , E., & Mancho-Barés, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes, 37(1), 63–73. https://doi.org/10.1016/j.esp.2014.06.007
Bekteshi, E. (2018). Critical awareness and classroom strategies in ESP classes. Knowledge-International Journal, 26(2), 621–624.
Cahyaningati, D. T., Puspandari, L. E., Utari, D. A., & Miftachudin, M. (2024). Implementing the teaching factory model in English language instruction: Students’ perceptions and learning strategies. Journal of Applied Studies in Language, 8(2), 148–157. https://doi.org/10.31940/jasl.v8i2.148-157
Cresswell, J. W. (2014). Qualitative inquiry and research design: Choosing among five approaches. In Sage Publication. https://doi.org/10.1177/1524839915580941
Dirgeyasa, I. W. (2018). The need analysis of Maritime English learning materials for nautical students of maritime academy in Indonesia based on STCW’2010 curriculum. English Language Teaching, 11(9), 41–47. http://dx.doi.org/10.5539/elt.v11n9p41
Hall, M., Friend, M., & Krause, M. (2018). Micro-internships on the Margins. Universal Access in Human-Computer Interaction. Virtual, Augmented, and Intelligent Environments: 12th International Conference, UAHCI 2018, Held as Part of HCI International 2018, Las Vegas, NV, USA, July 15-20, 2018, Proceedings, Part II 12, 486–495. https://doi.org/10.1007/978-3-319-92052-8_38
Hermawati, D. A. (2022). Meeting the needs of agribusiness students in an ESP-reading context. Journal of Research on English and Language Learning (J-REaLL), 3(1), 55–60. https://doi.org/10.33474/j-reall.v3i1.14298
Hyland, K. (2022). English for specific purposes: What is it and where is it taking us? ESP Today-Journal of English for Specific Purposes at Tertiary Level, 10(2), 202–220. https://doi.org/10.18485/esptoday.2022.10.2.1
Hyland, K., & Jiang, F. K. (2021). Delivering relevance: The emergence of ESP as a discipline. English for Specific Purposes, 64, 13–25. http://dx.doi.org/10.1016/j.esp.2021.06.002
Istiq’faroh, N., Suhardi, & Mustadi, A. (2020). Improving elementary school students’ creativity and writing skills through digital comics. Elementary Education Online, 19(2), 426–435. https://doi.org/10.17051/ilkonline.2020.689661
Istiq’faroh, N., Suhardi, S., Mustadi, A., & Ahdhianto, E. (2020). The effect of Indonesian folktales on fourth-grade students’ reading comprehension and motivation. Ilkogretim Online, 19(4).
Jackson, V., O’Brien, V., & Montague, S. (2024). Micro-internships: An inclusive way to increase student participation in work based and placement learning. ASET, Work based and Placement Learning. https://researchonline.ljmu.ac.uk/id/eprint/23601
Kramarczuk, K., Atchison, K., Hilliard, M., Plane, J., Bond, S., Rudy, C., & Weintrop, D. (2024). Micro-internships and career focused programs as mechanisms for diversifying computing. Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1, 694–700. https://doi.org/10.1145/3626252.3630892
Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland journal of higher education, 9(3). https://doi.org/10.62707/aishej.v9i3.335
Marina S, K., Anna V, G., & Sergey A, N. (2018). Training engineering students for understanding special subjects in English: The role of the online component in the experimental ESP course. 2018 IV International Conference on Information Technologies in Engineering Education (Inforino), 1–6. http://dx.doi.org/10.1109/INFORINO.2018.8581837
Murtafi’ah, B. (2025). Exploring the authentic needs of prospective ESP teachers in contributing to ESP teacher education: Indonesian ESP teachers’ perspectives. Journal on English as a Foreign Language, 15(1), 190–212. https://doi.org/10.23971/jefl.v15i1.9206
Peters, M. A., Wang, H., Ogunniran, M. O., Huang, Y., Green, B., Chunga, J. O., Quainoo, E. A., Ren, Z., Hollings, S., Mou, C., Khomera, S. W., Zhang, M., Zhou, S., Laimeche, A., Zheng, W., Xu, R., Jackson, L., & Hayes, S. (2020). China’s internationalized higher education during Covid-19: Collective student autoethnography. Postdigital Science and Education, 2(3), 968–988. https://doi.org/10.1007/s42438-020-00128-1
Puspandari, L. E., & Utari, D. A. (2024). Implementation of teaching factory learning model in english teaching process in view of students perception and learning strategies. Prosiding Seminar Nasional Riset Bahasa Dan Pengajaran Bahasa, 6(1), 200–207. https://doi.org/10.31940/senarilip.v6i1.200-207
RodrÃguez-Peñarroja, M. (2022). Integrating project-based learning, task-based language teaching approach and youtube in the ESP class: A study on students’motivation. Teaching English with Technology, 22(1), 62–81.
Sari, L. I., & Sari, R. H. (2020). ESP Course Book Evaluation from the Perspectives of Teachers, Cadets, and Graduates: The Case of Maritime English. 434(Iconelt 2019), 56–60. https://doi.org/10.2991/assehr.k.200427.013
Shabani, M. B., & Ghasemi, A. (2014). The effect of Task-based Language Teaching (TBLT) and Content-based Language Teaching (CBLT) on the Iranian intermediate ESP learners’ reading comprehension. Procedia - Social and Behavioral Sciences, 98, 1713–1721. https://doi.org/10.1016/j.sbspro.2014.03.598
Simanjuntak, M. B. (2024). Exploring the intersection of psychological features and language proficiency in Seamen’s activity: A qualitative analysis of Maritime Cadets at Maritime Institute Jakarta (STIP Jakarta). Pragmatik: Jurnal Rumpun Ilmu Bahasa Dan Pendidikan, 2(1), 216–227. https://doi.org/10.61132/pragmatik.v2i1.254
Slaughter, A., Ray, S., & Shattuck, T. (2020). International Maritime Organization (IMO) 2020 strategies in a non-compliant world. Deloitte Development LLC, 1–14. https://doi.org/10.61132/greeninflation.v1i4.107
Stefanova, A. (2021). Motivating students for greater engagement in ESP acquisition. Sofia: UNWE Publishing Complex.
Ulfaika, R., Hasbiana, U., Midina, S., & Wibowo, A. H. (2025). Utilizing Quizizz as learning media in improving student reading skills in teaching and learning process. Proceeding of International Joint Conference on UNESA, 2(2).
Wibowo, A. A., Prasetya, L. A., Haq, S. T. N., Rofiudin, A., Hendranawan, R. S., Ichwanto, M. A., Isnandar, I., Mariana, R. R., Martin, D., & Suhendri, S. (2025). Analysis of teaching factory (TEFA) implementation in making Pait village profile video. Journal of Research in Instructional, 5(1), 103–125. https://doi.org/10.30862/jri.v5i1.551
Wibowo, A. H., Gupron, A. K., & Dewi, R. F. (2025). Integrating teaching factory method in ESP Maritime English: cadets’ perceptions and implications for Maritime training. Script Journal: Journal of Linguistics and English Teaching, 10(1), 46–67. https://doi.org/https://doi.org/10.24903/sj.v10i1.1998
Zhang, X., Shen, J., Wu, P., & Sun, D. (2021). Research on the application of big data mining in the construction of smart campus. OALib, 08(11), 1–10. https://doi.org/10.4236/oalib.1108169
Zhang, Z., & Crawford, J. (2024). EFL learners’ motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies, 29(5), 6217–6239. https://doi.org/10.1007/s10639-023-12034-7
Zhou, T., & Zhang, W. (2022). Effectiveness study on online or blended language learning based on student achievement: A systematic review of empirical studies. Sustainability (Switzerland), 14(12). https://doi.org/10.3390/su14127303
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).
