Students Learning Anxiety in Maritime Vocational School
DOI:
https://doi.org/10.12928/joves.v8i2.12688Keywords:
Maritime English, Maritime Vocational School, Students’ AnxietyAbstract
The objective of this study was to explore the levels of students’ anxiety, to reveal the factors influence students’ anxiety, and to reveal the students’ coping strategies for their anxiety in maritime English. This study was conducted using a mixed method. The participants consisted of 28 eleventh-grade students at SMK Pelayaran Nusantrara Barru, and a total of 23 students participating in the interviews. The researchers used a questionnaire to determine the students’ anxiety levels and interview to reveal the influencing factors and strategies to overcome their anxiety in maritime English. The findings showed that 23 out of 28 students experienced anxiety in maritime English. 16 students (57.14%) were in the mildly anxious level, 6 students (21.14%) were categorized as anxious level, 1 (3.57%) student fell into the very anxious level, 5 students (17.86%) were categorized as relaxed level, and none of them as very relaxed. The factors affected students’ anxiety in maritime English, including communication apprehension, test anxiety, fear of negative social evaluation, learning situations, assignments, teachers, maritime specific terms, and doubts of maritime English competence. In order to overcome anxiety, this study described that students used preparation; relaxation; positive thinking; focusing on the lessons; peer support practice, and students’ learning method as their strategies in the maritime English classes. As a conclusion, the majority of students were anxious in maritime English, caused by internal and external factors. Then, positive activities empirically impacted to solve anxiety during the maritime English learning.
References
Abdullah, F., Hidayati, A., Andriani, A., Rosmala, D., & Nurvianti, N. (2022). ENGLISH SPEAKING ANXIETY AMONG INDONESIAN JUNIOR HIGH SCHOOL LEARNERS: IN SEARCH OF CAUSES AND SOLUTIONS. Getsempena English Education Journal, 9(1), 53-63. https://doi.org/10.46244/geej.v9i1.1746
Abdurahman, N., & Rizqi, M. (2020). INDONESIAN STUDENTS’ STRATEGIES TO COPE WITH FOREIGN LANGUAGE ANXIETY. TEFLIN Journal, 31(1), 1-18. http://dx.doi.org/10.15639/eflinjournal.v31i1/1-18
Aisah, M., Utomo, S., & Sulistyowati, T. (2024). The Students’ Anxiety in English Speaking: Causes and Solutions. Applied Research in English Education, 2(1), 32-44. Retrieved from https://jurnal.unimus.ac.id/index.php/AREE/article/view/13588
Akhdan, M., & Aminatun, D. (2022). THE CORRELATION BETWEEN ANXIETY AND STUDENT GPA & EPT SCORE DURING COVID 19 PANDEMIC. Journal of English Language Teaching and Learning (JELTL), 3(2), 45-51. Retrieved from https://jim.teknokrat.ac.id/index.php/english-language-teaching/article/view/2254
AlKandari, N. (2021). Students Anxiety Experiences in Higher Education Institutions. In V. Kalimin, Anxiety Disorders: The New Achievements (pp. 67-78). London: IntechOpen. Retrieved from https://books.google.co.id/books?hl=id&lr=&id=i74zEAAAQBAJ&oi=fnd&pg=PA67&dq=students+anxiety+education&ots=wu7QidTbkA&sig=qah8XUr4ygWkYCp8IIhDlIGliIg&redir_esc=y#v=onepage&q=students%20anxiety%20education&f=false
Anthony, L. (2018). Introducing English for Specific Purposes. London: Routledge. Retrieved from https://hs-cims-v2.kku.ac.th/uploads/files/617af37155e2d_Introducing%20English%20for%20Specific%20Purposes.pdf
Aydin, S., Akkaş, F., Türnük, T., Beydilli, A., & Saydam, İ. (2020). Test Anxiety among Foreign Language Learners: A Qualitative Study. The Qualitative Report, 25(12), 4289-4309. Retrieved from https://pdfs.semanticscholar.org/86ff/ec1c96a57c099669b0e147ac84b3fe13ee6e.pdf
Ayuningtyas, P., Mauludin, L., & Prasetyo, G. (2022). Investigating the Anxiety Factors among English for Specific Purposes Students in a Vocational Education setting. Language Related Research, 13(3), 31-54. http://dx.doi.org/10.52547/LRR.13.3.3
Botes, E., Dewaele, J.-M., & Grei, S. (2020). The Power to Improve: Effects of Multilingualism and Perceived Proficiency on Enjoyment and Anxiety in Foreign Language Learning. the journal European Journal of Applied Linguistics, 8(2), 279-306. https://doi.org/10.1515/eujal-2020-0003
Chan, S., & Yuen, M. (2014). Personal and environmental factors affecting teachers’ creativity-fostering practices in Hong Kong. Thinking Skills and Creativity, 12, 69-77. https://doi.org/10.1016/j.tsc.2014.02.003
Chou, M.-H. (2018). Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English-Medium Instruction Contexts. Tesol Quarterly, 52(3), 611-633. https://doi.org/10.1002/tesq.455
Creswell, J., & Creswell, J. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches Fifth Edition. London: SAGE Publication, Inc. Retrieved from https://spada.uns.ac.id/pluginfile.php/510378/mod_resource/content/1/creswell.pdf
Damayanti, M., & Listyani, L. (2020). AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY IN ACADEMIC SPEAKING CLASS. ELTR Journal, 4(2), 152-170. https://doi.org/10.37147/eltr.v4i2.70
Embsea, N., Jesterb, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483-493. https://doi.org/10.1016/j.jad.2017.11.048
Ferdous , F. (2012). A Case Study of First-Year Non-English Undergraduate Students’ English Learning Anxiety in Bangladesh. Journal of Education and Practice, 3(9), 1-11. Retrieved from https://core.ac.uk/download/pdf/234633518.pdf
Getie, A. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, VII(1). https://doi.org/10.1080/2331186X.2020.1738184
Gjergo, E., & Meçe, D. (2022). The Relationship Between Foreign Language Anxiety in ESP Students and English Test results. Freeside Europe Online Academic Journal(13). Retrieved fromhttps://www.freesideeurope.com/images/pdf/pdf_103.pdf
Harrison, O., Kochli, L., Marino, S., Luechinger, R., Hennel, F., Brand, K., . . . Stephan, K. (2021). Interoception of breathing and its relationship with anxiety. Neuron, 109, 4080-4093. https://doi.org/10.1016/j.neuron.2021.09.045
Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, LXX(2). Retrieved from https://www.jstor.org/stable/327317
Kasmiati. (2021). Students' Anxiety in Learning English of The Eight Grade at SMP Negeri 1 Sarjo. Undergraduate Thesis, IAIN PALU, English Tadris, Palu. Retrieved from http://repository.iainpalu.ac.id/id/eprint/694/1/KASMIATI.pdf
Loan, T. (2022). An Investigation into the Causes of Students' Anxiety in Learning English Speaking Skills. International Journal of TESOL & Education, 2(3), 183-196. https://doi.org/10.54855/ijte.222312
Manan, N., Azizan, N., & Yusof, J. (2022). Language Anxiety Among English For Specific Purposes (ESP) Learners at UiTM Perak Seri Iskandar Campus. International Journal of Academic Research in Progressive Education and Development, XI(3), 978-988. http://dx.doi.org/10.6007/IJARPED/v11-i3/14763
Marsitah, & Pratolo, B. (2019). Learners' Perspectives on English as a Learning Media in Maritime English Classes. 1st International Conference on Progressive Civil Society (IConProCS 2019) (pp. 108-112). Atlantis Press. https://doi.org/10.2991/iconprocs-19.2019.22
Miles, M., Huberman, A., & Saldana, J. (2014). Qualitative Data Analysis. USA: Sage Publications. Retrieved from https://books.google.co.id/books?id=p0wXBAAAQBAJ&printsec=frontcover&hl=id#v=onepage&q&f=false
Mouhoubi-Messadh, C. (2017). REFLECTIONS ON HIDDEN VOICES IN THE EFL CLASSROOM: THE “ANXIOUS” LEARNER AND THE “CARING” TEACHER. PEOPLE: International Journal of Social Sciences, 3(3), 14-25. https://dx.doi.org/10.20319/pijss.2017.33.1425
Natsir, M., & Saragih, B. (2022). Implementation of Content-Based Instruction Approach in Teaching English for Maritime at Vocational High School Pelayaran Buana Bahari. Randwick International of Education and Linguistics Science (RIELS) Journal, 3(3), 488-496. https://doi.org/10.47175/rielsj.v3i3.536
Özer a, Z., & Altay, İ. (2021). Examining the level of enjoyment and anxiety among Turkish EFL students. Journal of Language and Linguistic Studies, 17(1), 663-671. Retrieved from https://search.informit.org/doi/abs/10.3316/INFORMIT.167504744047536
Pizarro, M. (2018). Foreign language classroom anxiety among English for Specific Purposes (ESP) students. International Journal of English Studies, XVIII(2). Retrieved from https://revistas.um.es/ijes/article/view/323311
Pranckevičiūtė, V., & Zajankauskaitė, Z. (2012). Adjusting an ESP Course to Students’ Needs in Tertiary Education: a Case Study. StALan, 21, 115-123. https://doi.org/10.5755/j01.sal.0.21.2465
Price, M. (2003). The Subjective Experience of Foreign Language Anxiety: Interviews with Highly Anxious Students , in Elaine K. Horwitz and Dolly J. Young ed., Language Anxiety: from Theory and Research to Classroom Implications. New Jersey: Prentice-Hall. http://repository.iainpalu.ac.id/id/eprint/694/1/KASMIATI.pdf
Rafada, S., & Madini, A. (2017). Effective Solutions for Reducing Saudi Learners’ Speaking Anxiety in EFL classrooms. Arab World English Journal (AWEJ), 8(2), 308-322. https://dx.doi.org/10.24093/awej/vol8no2.22
Sabri, S., Khairuddin, Z., Johan, S., Daud, K., & Bahrn, F. (2021). CAUSES OF LANGUAGE ANXIETY IN AN ESL CLASSROOM: TOWARDS A MENTALLY HEALTHIER LEARNING ENVIRONMENT. International Journal of Asian Social Science, 11(9), 452-460. DOI: https://doi.org/10.18488/journal.1.2021.119.452.460
Sagara, J., Charisma, D., & Adiantika, H. (2020). An investigation of EFL students’ anxiety toward online English learning in paragraph based writing subject. CONCEPT: Community Concern for English Pedagogy and Teaching, VI(1). https://doi.org/10.32534/jconcept.v6i1.1393
Said, M., & Weda, S. (2018). English Language Anxiety and its Impacts on Students’ Oral Communication among Indonesian Students: A Case Study at Tadulako Universityand Universitas Negeri Makassar. TESOL International Journal, 13(3), 21-30. Retrieved from https://eprints.unm.ac.id/14947/
Sari, L., & Sari, R. (2022). Lecturers’ Challenges and Strategies in Teaching Maritime English Online to Students with Low English Proficiency. REGISTER JOURNAL, 12(2), 222-244. https://doi.org/10.18326/rgt.v15i2.222-244
Shao, K., Nicholson, L., Kutuk, G., & Lei, F. (2020). Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02142
Subekti, A. (2018). AN EXPLORATION OF LEARNERS’ FOREIGN LANGUAGE ANXIETY IN THE INDONESIAN UNIVERSITY CONTEXT: LEARNERS’ AND TEACHERS’ VOICES. TEFLIN Journal, 29(2), 219-244. Retrieved from https://core.ac.uk/download/pdf/233168157.pdf
Sulastri, & Ratnawati. (2018). Students’ Strategies in Reducing Anxiety in Learning English. ELS Journal on Interdisciplinary Studies on Humanities, 1(4), 423-428. Retrieved from https://journal.unhas.ac.id/index.php/jish/article/view/5047
Sun, J.-Y., & Rueda, R. (2011). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, XLIII(2), 191-204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
Taha, M., & Rezeq, K. (2018). Oral Communication Apprehension among English Senior Majors at Al-Quds Open University in Palestine. International Journal of Research in English Education, 3(1), 44-58. Retrieved from https://ijreeonline.com/files/site1/user_files_68bcd6/mustafaaabutaha-A-10-87-1-c5a7691.pdf
Trifoni, A., & Shahini, M. (2011). How Does Exam Anxiety Affect the Performance of University Students? Mediterranean Journal of Social Sciences, II(2). Retrieved from https://www.richtmann.org/journal/index.php/mjss/article/view/10785
Wilang, J. (2022). Specific Anxiety Situations and Coping Strategies in Full English Medium Instruction Engineering Programs. Int. J. Eng. Pedagog, 12(6), 70-84. https://doi.org/10.3991/ijep.v12i6.33453
Zhang, Y., & Cole, C. (2018). Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out. Iberica(35), 145-170. Retrieved from http://revistaiberica.org/index.php/iberica/article/view/138
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Universitas Ahmad Dahlan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Journal of Vocational Education Studies (JOVES) agree to the following terms: Authors retain the copyright and grant the Universitas Ahmad Dahlan right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Universitas Ahmad Dahlan. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Universitas Ahmad Dahlan. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
.png)
