Download fulltext HTML
Handayani, A., & Shinta Dewi, I. (2019). Students and Teachers’ Perception of Using CBT Seagull Training Lab for Learning Maritime English in PIP Semarang. KnE Social Sciences, 3(23), 35–45. https://doi.org/10.18502/kss.v3i23.5135

https://doi.org/10.18502/kss.v3i23.5135

statistics

  • 400 Abstract Views
  • 236 PDF Views
  • 0 HTML Views

authors

  • Andarini Handayani

    Andarini Handayani

    Semarang State University
  • Irma Shinta Dewi

    Irma Shinta Dewi

    PIP Semarang

Published Date

  • Aug 28, 2019

Students and Teachers’ Perception of Using CBT Seagull Training Lab for Learning Maritime English in PIP Semarang

KnE Social Sciences / International Conference on Technology for Sustainable Development 2018 (ICTSD 2018) / Pages 35–45

Abstract

This study attempts to explore how students and teacher perceive the usefulness of Computer Based Training (CBT) Seagull Training Lab software for teaching, and learning Maritime English in PIP Semarang. This software is used by Marine Navigation, Marine Engineering and Port and Shipping Department’s students. The study adopted the Technology Acceptance Model (TAM) by Davis (1989) focusing on the perceived acceptance of the software. This study employed the survey research design with simple random sampling as the sampling technique. The questionnaires and interviews were used as the method of data collection. The population participated are 374 students and 3 teachers. The data were analyzed and interpreted descriptively. The analysis was done under 4 headings: perceived of ease, perceived usefulness, attitude towards using, and behavior intention to use. The results show that students and teachers perceived the software both positively and negatively. It also reveals that a positive impact of the usage has a positive impact on teaching. Moreover, the negative perception is also uncovered.

References
[1] Ajzen, I., & Fishbein, M. (2000). Attitudes and the attitude-behavior relation: Reasoned and automatic processes. In W. Stroebe, &. M. Hewstone. (Eds.), European review of social psychology (pp. 1-33). John Wiley & Sons. https://doi.org/10.1080/14792779943000116

[2] Alharbi, S., & Drew, S. 2014.12. ” Using the Technology Acceptance Model in Understanding Academics’ Behavioral Intention to Use Learning Management Systems. International Journal of Advanced Computer Science and Applications, 5(1). https://doi.org/10.14569/IJACSA.2014.050120

[3] Almekhlafi, A. 2006. The effect of Computer-Assisted Language Learning (CALL) on United Arab Emirates EFL school students’ achievement and attitude. Journal of Interactive Learning Research, 17(2), 121-142.

[4] Chia, Steven. 2012. ”Student & Teacher Perceptions and Attitudes towards ICT in Assessment” Research Journal in Education

[5] Chuan, K. S., & Chuo, T. W. 2002. Student perception of English learning through ESL/EFL websites. Teaching English as a Second or Foreign Language. TESL EJ.

[6] Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35, 982-1003.

[7] Gorder, L., Molstad. (2008). A Study of Teachers Perceptions of Instructional Technology Integration in the Classroom. The Delta Pi Epsilon Journal. Madison. Volume L, No.2, Spring/Summer. Accessed on Oct 15th, 2018.

[8] Kumar, S., & Tammelin, M. 2008. ”Integrating ICT into Language Learning and Teaching: Guide for Institution.” Altenberger Strabe Linz: Johannes Kepler Universitat.
[9] Oliver, R. 2002. The role of ICT in higher education for the 21st century: ICT as a change agent for education. Perth, Western Australia: Cowan University.