Maritime Academy Research Articles

ОЦІНКА МОЖЛИВОСТІ РЕАЛІЗАЦІЇ ПЕРЕВАГ ДИСТАНЦІЙНОГО НАВЧАННЯ КУРСАНТІВ СПЕЦІАЛІЗОВАНИХ ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДІВ

Introduction. The rapid advancement of digital technologies has significantly transformed the education sector, introducing new opportunities and challenges. In the military education sector, the integration of distance learning holds particular importance due to its potential to accommodate the unique demands of military personnel. This sector faces specific challenges, including the need for secure communication channels, adaptation of military curricula to digital platforms, and balancing traditional and innovative teaching methods. Purpose. The article explores the application of distance education within higher military educational institutions (HMIs), identifying unique challenges and opportunities in adapting this model to meet the specialized needs of military academies. The focus is on evaluating the feasibility of integrating advanced digital technologies, such as artificial intelligence and adaptive learning, while ensuring the effectiveness, security, and operational alignment of educational processes. The study aims to determine how distance learning can support the development of professional competencies in military personnel while addressing institutional constraints. Methods. The research employs a comprehensive analysis of scientific, methodological, and professional educational resources. Three prominent Ukrainian HMIs—the Military Academy (Odesa), Odesa National University, and Odesa Maritime Academy—were selected as case studies to investigate the practical implementation of distance education models. This analysis includes the evaluation of distance learning platforms, the adaptability of digital tools to military-specific curricula, and the institutional frameworks governing educational methodologies. Results. The distance learning offers significant advantages, including personalized learning schedules, resource efficiency, and improved accessibility, which align with the goals of military education. However, the analysis showed that in military educational institutions the advantages of distance learning can be partially realized due to: 1. Difficulty in adapting standard digital tools to military curricula that require hands-on training and field exercises. 2. Limited access to secure and confidential communication networks for digital platforms in military environments. 3. Impossibility to adopting fully digital methodologies due to necessity to use specific equipment for training. The analysis highlights the importance of composing digital and traditional learning methods to overcome these limitations. Furthermore, the study underscores the role of artificial intelligence in enhancing adaptive learning environments, providing real-time feedback, and personalizing educational trajectories for military personnel. Originality. Unlike previous studies that primarily focus on civilian education, this research evaluates the unique demands of military training and the potential of digital tools to meet these needs. It also emphasizes the importance of customizing distance education to ensure alignment with military-specific operational standards and security protocols. Conclusion. The study concludes that while distance learning presents numerous benefits, same can be partly released during implementation in HMIs. The combination of traditional and digital methodologies is essential to maintain the quality and security of military oriented educational processes. Recommendations include: Most of the advantages of distance learning can be realized and have a positive impact on the educational process in specialized (military) high schools. The use of distance learning for specialized high schools is constructive in terms of structuring the schedule of classes, i.e., the formation of separate blocks of online and offline classes within one week. 3. A full time distance learning may lead to decreasing of the professional skills of cadets.

Integrating Teaching Factory Method in ESP Maritime English: Cadets' Perceptions and Implications For Maritime Training

Background: The Teaching Factory (TEFA) method has emerged as a practical approach in ESP Maritime English, particularly in enhancing cadets’ participation in simulated maritime scenarios such as loading and unloading communication, onboard communication checking, and goods tracking via phone. Grounded in experiential learning theory, TEFA bridges the gap between theoretical knowledge and real-world application, preparing cadets for industry demands.Methodology: This study used qualitative case study approach to explore seventh-year maritime cadets’ perceptions of the TEFA method. The subjects were seventh semester maritime cadets from maritime academy. Data collection involved classroom observations and semi-structured interviews, focusing on the cadets’ engagement, confidence, and learning outcomes.Findings: The results showed that 65% of cadets agreed that TEFA made learning Maritime English easier, while 60% found the method enjoyable and engaging. Additionally, 55% of cadets reported reduced anxiety, attributing their increased confidence to the hands-on learning experience provided by TEFA simulations. However, 15% of cadets remained neutral, expressing the need for more structured guidance and additional practice to adapt to the interactive learning approach fully.Conclusion: This study concludes that TEFA effectively bridges the gap between theoretical knowledge and practical maritime communication, making learning more industry relevant. Future research should examine blended learning methods, digital feedback systems, and long-term evaluations to strengthen TEFA’s role in improving cadets’ communication skills and preparedness for maritime operations. Integrating online and practical training can enhance learning flexibility while reinforcing real-world application through virtual simulations. Digital feedback tools can help cadets refining pronunciation and fluency by providing immediate assessments and personalized guidance.Originality: This study addresses a gap in understanding how TEFA influences cadets’ perceptions and learning outcomes in ESP Maritime English, particularly in simulated maritime scenarios. It provides insights into the method’s effectiveness and areas for improvement, offering a foundation for future innovations in maritime education.

“Materials of the School of ‘Mathematical and Navigational Sciences’ under the jurisdiction of the armory chamber” from N. P. Durov’s collection as a historical source

The School of Mathematical and Navigational Sciences, the first specialized technical educational institution in Russia, was founded on the initiative of Peter the Great in Moscow in 1701. Subsequently, the Maritime Academy in St. Petersburg (1715) was set up, based on the School’s Navigators’ Classes. Most of the School’s documents were lost during the fire in the Naval Cadet Corps in 1771. A set of manuscript documents bound together, comprising the Navigation School’s bookkeeping documentation, has been preserved in the personal fonds of N. P. Durov (1831–1879), professor at the Institute of the Corps of Railway Engineers (St. Petersburg) and historian of science and technology, deposited at the Russian State Library’s Manuscript Department. This manuscript has so far remained unpublished and little-known to researchers. Durov was a renowned bibliophile and collector of manuscripts and books. Many unique handwritten materials ended up in his library after the acquisition of a part of the book collection that belonged to a collector and amateur archeographer A. I. Sulakadzev. However, as our research proved, Durov obtained these Navigation School’s manuscript documents from the home library of the writer B. M. Fedorov. After Durovʼs death, these documents were purchased by the Moscow book dealer V. V. Gautier and subsequently acquired from him by the Library of the Moscow Public Museum. This manuscript is an important source on the history of the creation and early years of the Navigation School. It includes petitions to the Tsar from its future students and the documents of both the School and the Armory that contain information about the educational process organization and the first naval cadets’ everyday life.

Captive swedes and the formation of mathematical cartography in Siberia (1711–1722)

After the defeat of Charles XII at Poltava, thousands of soldiers and officers of his army ended up in Russian captivity. Many of them were then exiled beyond the Urals, where they lived from 1711 to 1722. It is the Swedish officers that the beginnings of mathematical cartography of Siberia are associated with. The article analyzes the aspects of the work of the best known Swedish cartographer, Captain Philip Johan Tabbert (Philipp Johann von Strahlenberg) and provides information about other Swedes who engaged in cartography. At the early stage of the formation of mathematical cartography, an important problem was converting Russian linear measures into degrees. Various ratios used by both the Swedish captives and the Russian land surveyors are given. The methodology for longitude coordinates determination was studied based on the analysis of the maps and diary entries, made by Tabbert during D. G. Messerschmidt’s expedition. Indirect evidence of measurements of latitudinal coordinates, carried out by Swedish captives before the arrival of Russian surveyors in Siberia, has been collected. All of this enabled the analysis of mathematical basis of the two manuscript maps made by the Swedes in Siberia. It is concluded that the geographical maps, drawn in the Siberian captivity by Charles XII’s officers, continued the European tradition of mapping Siberia, being a separate stage in this process. What distinguished such maps was that their authors lived in the region they mapped. The Swedish captives became the first cartographers of Siberia, who created mathematically precise geographical maps with a grade grid, rather than hand-drawn, artistic maps. At the same time, Swedish officers’ efforts associated with creating geographical maps of Siberia had no impact on the development of Russian cartography. It was not the Swedes who broke the tradition of cartographic isography but, rather, the Russian graduates of the Maritime Academy who began working in Siberia in 1719.

Enhancing Grammar Instruction in Maritime Academy: A Case Study on Quizzes-Based Reading Comprehension Tasks

Gamification significantly enhances students' engagement and motivation, leading to better language learning outcomes. Quiziz-basedtasks are accessible and convenient, increasing students' engagement and motivation in language learning. A case study research design was used in this article to describe the implementation of Quiziz-based tasks in teaching grammar in Maritime Academy. The participants of the study were 30 EFL students from a private university. The study aimed to examine the effectiveness of Quiziz-basedtasks in improving the grammar knowledge and proficiency of the EFL students. The result shows that Students find Quiziz-basedtasks helpful for learning grammar, as they are interactive, engaging, and customized to target specific grammar points. The interactive and personalized nature of Quiziz-basedtasks, along with immediate feedback, contribute to students' improvement in grammar knowledge and proficiency. Thus, use of Quiziz-basedtasks in Maritime Academy enhances grammar instruction by increasing student engagement, motivation, and knowledge of grammar rules. and encourages students to actively participate in the learning process.

Reviewing consequences of emergency transition to distance learning in efl classroom (ase Study of Foreign Languages Department of Batumi State Maritime Academy)

We are all aware that COVID19 has drastically altered our lives and lifestyles, which caused an emergency transition in all the fields including Higher Education worldwide. The learning process has been swiftly shifted into distance learning mode without any prior preparation and expectation of the educational staff (teaching and administrative) of the institutions as well as the students. This unprecedented transition necessitated incorporating soft skills and diverse e-platforms in the learning process, selecting between the most effective form among online (synchronous) and hybrid modes of distance learning in the EFL classroom. Moreover, HEIs were forced to encourage and mobilize educational staff without direct practical experience in order to ensure on-click transition to ‘New Normal’, prioritizing students’ safety, resilience and mental health.Therefore, the presented paper aims at highlighting the outcomes of emergency transition to remote learning in EFL Classroom on the basis of a case study conducted by Foreign Languages Department of BSMA. With this purpose a quantitative survey was carried out through questioning the opinions of EFL students (both Bachelor and Master level) from the faculties of Navigation, Engineering and Business and Management of BSMA. The results of the case study were analyzed, processed and summarized in the form of generalized conclusion, on the basis of which practical recommendations were drawn for more effective planning and implementation of the EFL learning process during and after the Covid-19 pandemic.

Evaluating MOL-Magsaysay Maritime Academy’s Educational Program: Performance of First Graduates and Stakeholders’ Feedback

MMMA’s Educational Program provide students with an opportunity to develop the necessary technical skills (Hard skills) and personality traits (Soft skills) to become a well-rounded and a successful seafarer and individual. MMMA’s Educational Program includes two areas of activities and experiences that are designed to enhance the student’s learning. Specifically, this includes the approved CHED-MARINA prescribed and regulated Maritime Academic Curriculum underpinned on the STCW Convention, and MMMA’s own Leadership Training Paradigm, anchored on the Transformational Leadership through Coaching principle. This paper aims to determine whether MMMA’s educational program effectively prepares students for their maritime industry careers. The primary objective of the study is to evaluate MMMA’s educational program by obtaining key stakeholders’ and employers’ feedback based on the work performance of the first graduates, and exploring whether there is a relationship between the 3-year classroom instruction performance and the 12-month onboard training performance. By examining both classroom and onboard performance outcomes and key stakeholders’ and employers’ feedback, the study seeks to provide a comprehensive understanding of the academy’s impact on its graduates’ readiness for the maritime workforce. The research utilizes a descriptive-correlational approach. Preliminary findings indicate that the majority of the first graduates have demonstrated strong academic competence and skills during the 3-year classroom instruction and the 12-month shipboard training, both in the areas of technical skills (hard skills) and personality skills (soft skills) based on the results of the document analysis. Correlation results also showed that there is a linear relationship between the manifestation of soft skills during the 3-year academic classroom instruction and the 12-month shipboard training, but there was no relationship on the technical skills. On the other hand, satisfaction ratings provided by the two groups of stakeholders, namely the faculty and the industry partners/ employers expressed some serious concerns on the manifestation of the cadets’ personality skills or soft skills particularly in discipline and leadership based on their interactions with cadets and occasional feedback from the ships. Nonetheless, some areas for improvement have been identified, such as the need for enhanced soft skills and further alignment of academic training with industry-specific demands. The study concludes that MOL-Magsaysay Maritime Academy’s educational programs have been effective in preparing the first batch (Batch 2018) of graduates for successful maritime careers. The insights gained from the stakeholders’ feedback will be instrumental in refining the academy’s educational program and training methods in terms of the leadership training paradigm, anchored on the principle of transformational leadership through coaching, to better meet industry needs in general, and stakeholders’ needs in particular, and enhance future graduates’ employability and performance. On the technical side, new trends and regulations in the areas of digitalization and environmental regulations needs to be incorporated in the educational program. Keywords: MMMA (MOL-Magsaysay Maritime Academy); Educational Program; Technical Skills; Soft Skills

Application of PowerPoint Media-Assisted Demonstration Method to Improve Learning Outcomes of Islamic Religious Education at Cirebon Maritim Academy

This study examines the extent to which the application of power point assisted by the demonstration method for Islamic religious subjects at the Cirebon Maritime Academy. This research is based on the problem of the rapid development of the technological era in the era of globalization, of course the world of education will be affected, education now must refer to the pattern of 21st century education which focuses on students to think critically and be able to use information technology. Lecturers must be able to properly apply the PowerPoint-assisted demonstration method to Islamic religious subjects. This research uses descriptive qualitative research. The purpose of this study was to find out how the application of the PowerPoint assisted demonstration method was carried out in the eyes of the Islamic religion at the Cirebon Maritime Academy. This research was conducted with the following procedures: data collection, data compaction, data presentation and drawing conclusions. Data collection techniques by observing, interviewing and documentation. The conclusion from this study is that the application of powerpoint assisted by the demonstration method by lecturers can help the student learning process, so that students can receive good learning in class. The results of this study consist of the application and support of PowerPoint-assisted demonstration methods in Islamic religious subjects. At the implementation stage it is quite good, as evidenced by the presence of lecturers who carry out learning using PowerPoint media, lecturers who actively teach using several teaching methods and lecturers who always lead discussion groups. However, the support stage is not yet perfect because the media and facilities on campus are inadequate, such as limited computers on campus, limited projector equipment in class and the current lack of electrical installations or electrical connectors in class.

English Teaching Using Perfect Storm Film to Improve Vocabulary Achievement of Second Year Maritime Academy Student of Surakarta City

This research is very challenging and have best aim. The purpose of the study is to know the effect of teaching using film in improving vocabulary achievement. Population in this research were the seconds' year students at Maritime Academy of Surakarta. Film is very interesting for them as maritime students. It is experimental research by doing intervention in the class to answer the research question. This research was experimental where there is only one-group getting pre-test and posttest. The pre-test to gain information about the students' vocabulary ability. Treatment is done by teaching using film in class, and post-test was given to the class after the treatments given. the researchers held learning meetings seven times in the class before post-test was given. The film is chosen from the story the life of fisherman. The title of the film is "The perfect storm". The finding shows that the significance value of the pre-test and post-test is 0.343, which means it is more than 0.05 (0.343 > 0.05), then H1 is rejected, which means there is not affect in reverse using the Perfect Storm Film to improve vocabulary achievement of second year Maritime Academy Student of Surakarta City in 2023.

The Role of English Correspondence Courses in the Logistics Management Program at the Banyuwangi Marine Academy

The aim of this research is to determine the role of the English Correspondence course in the Logistics Management Study Program at the Banyuwangi Maritime Academy. This research uses qualitative methods to explore the role of the English Correspondence course in the Logistics Management Study Program at the Banyuwangi Maritime Academy. Document analysis was used to review the curriculum, while interviews with lecturers provided teaching perspectives. Student surveys were used to evaluate course effectiveness. The results show that this course was successful in improving students' English language skills, integrating logistics management, and developing soft skills and leadership skills. The results of this research state that the English Correspondence course in the Logistics Management Study Program at the Banyuwangi Maritime Academy has proven its success in forming competent students in the logistics industry. Increasing English language skills and integrating logistics management concepts creates an important balance, accompanied by the development of soft skills for future challenges.

Sosialisasi Pelaksanaan Kegiatan Latihan Dasar Kepemimpinan Taruna (Ldkt) Sebagai Wahana Membentuk Jiwa Kepimpinan Pada Batalyon Taruna Akademi Maritim Nusantara Banjarmasin

Implementation of Basic Cadet Leadership Training (LDKT) activities at the Nusantara Maritime Academy Banjarmasin Rengat can have a very positive impact, especially in growing and developing a spirit of leadership and independence among cadets. The targets for implementing Basic Leadership Training (LDKT) are Cadets and the Rengat Cadet Battalion STAFF organization to prepare themselves when they enter society, how to face problems, understand various kinds of human characters, be self-disciplined, critical, independent, and become a leader so that to form professional cadets with a leadership mentality who have a critical, creative, initiative, proactive, broad-minded, integrated personality based on honesty, truth, and justice

Social media for improving the students’ vocabulary mastery in ESP Maritime English

The ever-expanding globalization era brings with it a host of new developments in people's lives, including methods of learning, especially when it comes to increasing vocabulary in English, the universal language of communication. Economic issues are greatly impacted by globalization; as a result, trade between countries is growing quickly, and shipping is the most suitable means of transportation. Consequently, there is a growing need for proficient sailors who speak English, especially maritime English, in order to demonstrate clear communication and reduce accidents brought on by miscommunications between crew members and ships. For students in maritime schools, learning Maritime English (ME) terminology is a prerequisite to developing proper communication skills. Social media is one of the teaching strategies used with students at the maritime academy. Keywords: social media, vocabulary mastery, ESP, maritime English

Exploring the effectiveness of online learning tools and technologies while teaching Maritime English to future ship engineers

Maritime English proficiency is crucial for future ship engineers to effectively communicate, operate, and ensure safety in the globalised marine industry. The study is devoted to analysing the integration of language and technical skills, highlighting their symbiotic relationship in the educational context. This paper explores the development of modern approaches to teaching Maritime English, emphasising continuous assessment and adapting teaching strategies. The assessment and evaluation methods were used to measure language proficiency, demonstrating the importance of ongoing assessment to monitor progress and adapt teaching strategies. Additionally, this article examines the influence of e-learning and digital resources, shedding light on advancements, challenges, and opportunities in Maritime English education. The importance of cross-cultural communication training is discussed, emphasising its role in preparing future ship engineers for an international working environment on a ship. Case studies, best practices, and lessons conducted at Kherson State Maritime Academy (KSMA), Ukraine, are shared to provide practical insights for teachers. The implications of international language proficiency regulations in the maritime industry are also addressed. By analysing the impact of these pedagogical approaches on ship engineers' safety and crisis management capabilities, this article highlights the tangible benefits of effective Maritime English education. For mobile learning app developers, the study suggests integrating features that promote collaborative learning, interactive assessments, and personalised feedback to optimise learning experiences. Overall, integrating online learning tools and technologies (e.g. Moodle LMS) presents a promising avenue for advancing Maritime English education and preparing future ship engineers for the challenges of the marine industry today.

Maritime Vaccination Attack Operation to the Communities of South Kalimantan Jointly in Banjarmasin

Based on the background behind the Team Program Devotion Community (PKM) Nusantara Maritime Academy Banjarmasin is one of the institutions that engaged in the field of helpful commercial and port shipping management education to solve problems faced by College Buddhist Bodhicitta Medan with the title PKM: "Socialization and Covid-19 Vaccination for Educating Staff As well as Education In Nusantara Maritime Academy Banjarmasin. Based analysis situation That has been displayed. So formulation problem on PKM is: How method give an understanding of the importance of vaccination against COVID-19 in the period pandemic moment How is this give COVID-19 vaccination during the pandemic for teaching and education staff in College Banjarmasin Nusantara Maritime Academy.

INTERVIEWING AS THE WAY OF ENGLISH COMMUNICATIVE COMPETENCES FORMATION OF FUTURE SEAFARERS

The article deals with effective methods of studying English as a generally accepted working language in shipping industry by future maritime specialists. Knowledge of the English at the level of a competent user will contribute to the safety of the vessel and the environment, as well as effective communication between crew members, vessels, shipping companies, ports, charterers, ship brokers, port authorities, pilots, etc. Attention is paid to the formation of English communicative competence as the ability to communicate in the process of performing professional activities. State laws and regulations are analyzed, as well as the requirements and standards of the International Maritime Organization regarding the training of future maritime specialists. Special attention is paid to the IMO Model Course 3.17 “Maritime English”. In the article is analyzed the relationship between theoretical and practical training of future maritime specialists during their studying at the Danube institute of the National university “Odessa maritime academy” (DINU “OMA”), in particular, when working in laboratories, with simulators, in multimedia and interactive classes, computer classes with applied software. At the same time, among future managers, engineers, navigators are formed: the interest in learning maritime English increases; there is a desire to communicate on professional topics during an interview at a crewing company; skills of negotiating with other ships, ports and shore stations etc. After the second-third year of study, students of DINU “OMA” undergo testing and an interview at crewing companies, and upon successful completion, cadet programs are offered and the student begins practice in an multilingual crew.

Addressing the Training Gap for Ammonia-Fuelled Propulsion Systems: A Literature Review and Proposal for a New Job Training Program

The maritime industry is increasingly turning to ammonia as a promising alternative marine fuel to achieve sustainable and environmentally friendly shipping practices. However, this transition presents operational challenges and safety concerns that necessitate specialized training for marine engineers. This literature review examines the existing research on ammonia's operational challenges and identifies a critical research gap - the lack of comprehensive training programs for marine engineers to handle ammonia-fuelled propulsion systems effectively. The review highlights the importance of theoretical knowledge and practical training in such programs to ensure safe and efficient operations. Additionally, the study analyzes current training initiatives provided by leading maritime education institutions, Det Norske Veritas (DNV) Energy Academy, Lloyd's Maritime Academy, and Maritime Training Academy, to derive insights for developing a new job training program on ammonia-fuelled propulsion ships. The proposed program encompasses theoretical lectures and practical hands-on experiences, empowering marine engineers to navigate ammonia as a fuel source proficiently. By addressing this research gap and providing specialized training, the maritime industry can facilitate a smooth transition to ammonia as a marine fuel, promoting reduced environmental impacts and enhanced operational efficiency in the shipping sector. This literature review and proposal aim to contribute to the ongoing efforts in achieving sustainable and responsible maritime practices in the context of ammonia as a promising alternative marine fuel.

Perceptions Of Cadets Djadajat Maritime Academy Towards Online Learning Methods During The COVID-19 Pandemic

The education sector is included in the impact of the COVID-19 pandemic, thus encouraging adaptation activities to prevent the spread of the outbreak face-to-face learning in class is abolished and all learning is transferred to the network. This change in learning methods is certainly very influential on cadets in receiving and understanding learning materials from lecturers. This research was conducted to describe the cadet’s perception of the Djadajat Maritime Academy on the effectiveness of online learning. This study's research design makes use of qualitative research. Data was collected by questionnaire and was analyzed from percentage of tabulations data. The results show that online learning according to the cadets' perception is considered to have many limitations and is still less effective

The Mentoring Role for Maritime Cadets' Guidance in Seafaring Carrier

This article is a result of a joint research conducted by the international team of SEAMENTORS project ”SEAfarers Experiential Knowledge Based MENTORS”, project no. 2021-1-RO01-KA220-VET-000029622, (www.seamentors.eu), implemented under Erasmus+ KA220 Vocational Education and Training, by Romanian Naval Academy (coordinator), Lithuanian Maritime Academy, Bulgarian Naval Academy, Polish Naval Academy, Spinaker Co and Maritime Innovators. According to the project objectives, the research team has concluded a survey study, applied on the cadets’ and professionals’ perception, aiming to disclose the importance of the mentorship programs during the cadetship training stages at sea. For this purpose, the authors have developed a KAP Survey Model (Knowledge, Attitudes, and Practices questionnaire), seeking to collect the opinions and to analyse the impact of mentorship practices onboard the commercial and military ships. In compliance with the STCW standards, STW 44/3/2 Leadership and Teamwork, HTW 5/3/2 Leadership and Managerial Skills, correlated with HTW 5.3.5 Crisis management and human behaviour training, as developed under the supervision of the Sub-Committee on Human Element, Training and Watchkeeping, the study is revealing in its concluding remarks, the role of mentoring for assuring an effective and smooth insertion of seafaring professionals onboard the ships, in balance with educational, training and coaching operational dimensions.

АНАЛІЗ ОСНОВНОЇ ПРИЧИНИ (RCA) ЯК ЕФЕКТИВНИЙ КОГНІТИВНИЙ МЕТОД В ПРЕДМЕТНО-МОВНОМУ ІНТЕГРОВАНОМУ НАВЧАННІ (CLIL)

This article considers Content and Language Integrated Learning (CLIL) as a dual-focused educational approach in which Maritime English is used for the learning and teaching of both content and language. In maritime business English is applied as a lingua franca because this field requires an English-language-proficient workforce. Authors' teaching experience with navigational students at the National University “Odessa Maritime Academy” shows that to achieve professional competence on operational and management levels using English as the main communicative tool, students have to be intellectually challenged in order to transform information and ideas, to solve problems based on their situational awareness. Effective content learning should be applied through creative thinking, problem-solving and cognitive challenge. A navigator must figure out the cause of the problem and the processes that will help him to survive and save the property and crew. The technique of Root Cause Analysis (RCA) is widely used in all spheres of life and science as an effective method of predicting, analyzing, and summarizing the facts and building a clear paradigm to solve professional tasks. RCA has proven to be a powerful loss-prevention tool and allows crewmembers to discover the true root cause of a casualty. The problem-solving approach focuses on the analytical and cognitive ability of navigators to find correct professionallygrounded solutions based on good seamanship on board the vessel. Keywords: Maritime English, situational awareness, content, cognition, problem-solving task, case-history, creative thinking, root cause, accident investigation.

THE INFLUENCE OF WATCHING MOVIE WITH ENGLISH SUBTITLE ON VOCABULARY DEVELOPMENT IN SPEAKING SKILL OF NUSANTARA MARITIME ACADEMY BANJARMASIN

The current research sought to investigate the effect of watching a movie with English subtitles on the vocabulary development of Nusantara Maritime Academy Banjarmasin Cadets. A mixed method research methodology was used to achieve the goal of this study. A quasi-experimental design was used for the quantitative method, which was implemented using a quantitative research strategy. The qualitative method was employed in the research, with interviews conducted with participants in the experimental group. The researchers divided into two groups: control and experimental. In this study, only one group viewed the movie with English subtitles, while the other group watched the movie without subtitles. A pre-post test was performed, with the pre-test serving as a diagnostic test to see whether the cadets' vocabulary knowledge was similar, and the post test revealing whether the cadets' vocabulary knowledge had improved. Participants were thirty cadets studying for their O level exams. The research demonstrated that watching movies increases language knowledge. When the performances of the two groups were compared, it was discovered that the group that watched the films with captions outperformed the group that viewed the films without subtitles. In other words, it was discovered that intensively watching films with subtitles influenced ESL students' vocabulary knowledge. Furthermore, this study found that cadets in language classes in general, and vocabulary classes in particular, have good opinions toward watching films.