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The Effectiveness of Vocabulary Self-Collection and Word Mapping Strategies for Teaching Vocabulary to Maritime Cadets With High and Low Metacognitive Awareness

English Education Journal · Vol. 8 No. 1 (2018) · hlm. 35–42

DOI
10.15294/eej.v8i1.22127
ISSN
2087-0108, 2502-4566
Terbit
2018-03-13
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Teaching Maritime English Vocabulary to cadets can be very challenging for an English teacher. Cadets have daily tight schedules and physical activities that often consume their energy. It is important for the teachers to find out a strategy that is effective to be implemented in the classroom. This research was aimed to investigate the effectiveness of Vocabulary Self-Collection Strategy (VSS) and Word Mapping Strategy (WMS) for teaching vocabulary to maritime cadets with high and low metacognitive awareness. This study employed a quasi-experimental design with a 2x2 factorial design.Two experimental groups of the first year Nautical Cadetsof Semarang Merchant Marine Polytechnic were involved in this study. There were 36 participants. Metacognitive Awareness Inventory and Maritime English Vocabulary Assessment were used as the instrument for collecting the data. Observation was also conducted to support the data findings. To analyze the data, Paired Sample T-test and Two Way ANOVA were used.The research findings showed that both VSS and WMS are effective to be used in teaching Maritime English Vocabulary to cadets with high and low metacognitive awareness. However, when we compared the effectiveness of VSS and WMS, the findings revealed that VSS was more effective to be used in both high and low metacognitively aware cadets.The statistical analysis showed that there is an interaction among vocabulary teaching strategies, metacognitive awareness and vocabulary mastery.

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  • State University of Semarang
  • Politeknik Ilmu Pelayaran Semarang
  • Hasanuddin University
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Rekan penulisOrganisasiArtikel bersama
Januarius MujiyantoState University of Semarang9
Sri Wuli FitriatiState University of Semarang6
Dwi RukminiState University of Semarang5
Dwi Anggani Linggar BharatiState University of Semarang4
Warsono WarsonoState University of Semarang3
Abdurrachman FaridiState University of Semarang3
Abdurrahman FaridiState University of Semarang2
Rudi HartonoState University of Semarang2
Widhiyanto WidhiyantoState University of Semarang2
Issy YuliasriState University of Semarang2
Djoko SoetopoState University of Semarang1
Miftakhul UlumAfiliasi tidak diketahui1
Nanda LahitaState University of Semarang1
Kurnia Ari SetiawanAfiliasi tidak diketahui1
Musmuliadi MusmuliadiState University of Semarang1
Inayatul MaulaState University of Semarang1
Isti KristianiState University of Semarang1
Rifqi Hazmi MamduhanAfiliasi tidak diketahui1
Aris NoviState University of Semarang1
Ahmad Yusron AuladiState University of Semarang1
Ranti Harvi RahimiState University of Semarang1
Hesti Eka WardaniAfiliasi tidak diketahui1
Susi NavikState University of Semarang1
Aldha WilliyanState University of Semarang1
Nafisah NurzakiyahState University of Semarang1
Nesti Noor HayatiAfiliasi tidak diketahui1
Endang Siti NurkholidahAfiliasi tidak diketahui1
Muhammad IlyasHasanuddin University1
Dita Ayu PratiwiState University of Semarang1
Dessi Fajarika NuninsariAfiliasi tidak diketahui1
Alfin YusroState University of Semarang1
Widi AstaniState University of Semarang1
Faizah FazaAfiliasi tidak diketahui1
Fina ListiyaningsihState University of Semarang1
Suwandi SuwandiState University of Semarang1
Nunung FitriyaniAfiliasi tidak diketahui1
Nurbaeti LestariState University of Semarang1
Eka SeptianaState University of Semarang1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc)
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	<dc:title xml:lang="en-US">The Effectiveness of Vocabulary Self-Collection and Word Mapping Strategies for Teaching Vocabulary to Maritime Cadets With High and Low Metacognitive Awareness</dc:title>
	<dc:creator>Sari, Latifa Ika</dc:creator>
	<dc:creator>Sutopo, Djoko</dc:creator>
	<dc:description xml:lang="en-US">



Teaching Maritime English Vocabulary to cadets can be very challenging for an English teacher. Cadets have daily tight schedules and physical activities that often consume their energy. It is important for the teachers to find out a strategy that is effective to be implemented in the classroom. This research was aimed to investigate the effectiveness of Vocabulary Self-Collection Strategy (VSS) and Word Mapping Strategy (WMS) for teaching vocabulary to maritime cadets with high and low metacognitive awareness. This study employed a quasi-experimental design with a 2x2 factorial design.Two experimental groups of the first year Nautical Cadetsof Semarang Merchant Marine Polytechnic were involved in this study. There were 36 participants. &amp;nbsp;Metacognitive Awareness Inventory and Maritime English Vocabulary Assessment were used as the instrument for collecting the data. Observation was also conducted to support the data findings. To analyze the data, Paired Sample T-test and Two Way ANOVA were used.The research findings showed that both VSS and WMS are effective to be used in teaching Maritime English Vocabulary to cadets with high and low metacognitive awareness. However, when we compared the effectiveness of VSS and WMS, the findings revealed that VSS was more effective to be used in both high and low metacognitively aware cadets.The statistical analysis showed that there is an interaction among vocabulary teaching strategies,&amp;nbsp; metacognitive awareness and vocabulary mastery.



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	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2018-03-13</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/sju/eej/article/view/22127</dc:identifier>
	<dc:identifier>10.15294/eej.v8i1.22127</dc:identifier>
	<dc:source xml:lang="en-US">English Education Journal; Vol 8 No 1 (2018): March 2018; 35-42</dc:source>
	<dc:source>2087-0108</dc:source>
	<dc:source>2502-4566</dc:source>
	<dc:source>10.15294/eej.v8i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eej/article/view/22127/10507</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 English Education Journal</dc:rights>
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