Exploring the Implementation of Communicative Language Teaching in Grammar Instruction for Maritime Cadets of East Kalimantan
DOI:
https://doi.org/10.12345/jefltr.v6i1.3970Keywords:
communicative language teaching, grammar instruction, maritime English, qualitative study, vocational educationAbstract
Abstract
Many methods have dominated English language instruction. Communicative Language Teaching (CLT) promotes meaningful communication and grammatical competence and is one of the most influential methods. CLT is widely acknowledged, but its use in grammar teaching remains controversial, particularly in vocational and marine education, where students require both linguistic precision and practical communication skills. This research examined how first-semester marine cadet grammar lessons at the Polytechnic of Marine Studies (PIP) Balikpapan use CLT principles. Classroom observations and semi-structured interviews with two English lecturers were utilised in a qualitative case study. The conclusions were strengthened by coding and triangulating data from many sources. The results show that the lecturers used English as the main language of instruction, visual learning materials, pair and group interaction, communicative classroom activities, and learner-centered teaching. The educational approach gave cadets real communication circumstances to learn grammar rather than rule memorisation. Poor student English proficiency limited instructional resources, large class sizes, examination-oriented teaching, and lecturers' insufficient training in communicative pedagogy slowed CLT uptake. The research finds that CLT may help marine educators teach grammar. It needs additional institutional support, teacher professional development, and genuine language-use learning contexts to succeed.
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