THE USE OF E-LEARNING IN MARITIME ENGLISH LEARNING CAN IMPROVE THE VOCABULARY SKILL OF CADETS MAJORING IN ELECTRO-TECHNICAL OFFICER SHIPPING

Purpose: The increasingly global trade in the world demands the sea transportation industry, especially ships, to further increase the capabilities and expertise of the crew, especially the ability to communicate in English. So in the national education system, learning English is very important. . Design/methodology/approach: Various methods are used to improve English language skills, one of which is the use of technology in learning for students, namely by using e-learning. Findings: This study aims to determine the use of e-learning in maritime English learning, one of which can improve the vocabulary skills of cadets majoring in Eto Pelayaran and to find out the obstacles that might occur when using e-learning in learning English maritime eto shipping. Research limitations/implications: This study uses a quantitative approach with the analysis used is descriptive-quantitative analysis that reveals the problems that occur Practical implications: The sample of this study was 25 cadets in the ETO Shipping class in Semester II, totaling 25 people. Originality/value: This research conducted at the ETO Shipping class in Semester II. Paper type: This paper can be categorized as a Study cases


B. Problem Formulation
Based on the above background, the problem formulation of the study is whether the use of e-learning in maritime English learning can improve the vocabulary skills of cadets majoring in Electro-Technical Officer Shipping?

C. Research Objectives
To find out whether the use of e-learning in maritime English learning can improve the vocabulary skills of cadets majoring in ETO shipping.

D. Benefits of Research
The benefits of the research are divided into two, namely theoretical benefits and practical benefits.

Theoretical Benefits
Theoretically, the results of the study are expected to be a reference or input for the development of language teaching, especially English, of maritime ETO shipping.

Practical benefits
Practically, the results of the research are expected to be input for lecturers and cadets as well as other parties to improve the English vocabulary of maritime ETO shipping.

A. Technology
The general public gives various meanings of technology. Technology can be interpreted as a computer device (hardware) to the definition as an application in helping humans do various jobs. From the etymology point of view, technology comes from the Greek word of technologia, where techne means to craft, and logia mean to say. Rogers (2005) defines that technology is a design for instrumental action that can reduce the uncertainty that occurs in a cause-effect relationship in achieving an expected result. Technology is increasingly developing into designs in human life to obtain information and communicate.

B. E-learning
Philosophically, first, Cisco (Bagong, 2005)describes e-learning as the delivery of information, communication, education, and online training. Second, e-learning provides a set of tools that can enrich the value of conventional learning to answer the challenges of globalization. Third, e-learning does not mean replacing conventional learning models in the classroom but strengthening the learning model through Page │ 392 content enrichment and educational technology development. Fourth, students' capacities vary widely depending on the form of the content and the way it is delivered. The better the harmony between the content and the learning style delivery tools, the better the student's capacity to give better results.
Then according to (Hartley, 2001) E-learning is a type of teaching and learning that allows the delivery of teaching materials to students using internet media or other computer network media.

C. Characteristics and Components E-learning
E-learning has four characteristics that are categorized as good. The first is e-learning that utilizes electronic technology services, where teachers and students, fellow students, or fellow teachers can communicate easily without being limited by protocol things. The second is to take advantage of the advantages of computers (digital media and computer networks). The third is to use self-learning materials stored on a computer so that teachers and students can access them anytime and anywhere if they need it. The last is to take advantage of the learning schedule, curriculum, the results of learning progress, and things related to educational administration that can be viewed at any time on the computer. (Suyanto, 2005) The components that makeup e-learning are the e-learning infrastructure. E-learning infrastructure can be in the form of personal computers (PCs), computer networks, the internet, and multimedia equipment. It also includes teleconference equipment if we provide synchronous learning services via teleconference. Elearning systems and applications are software systems that virtualize conventional teaching and learning processes. The systems make it easier to manage classes, to create learning materials or contents, to form discussion forums, to develop assessment systems, to conduct online examination systems, and to establish all features related to teaching and learning process management. The software system is often referred to as a Learning Management system (LMS). Many LMS are open source so that we can use them quickly and cheaply to build in schools, according to Cisco in Yaniawati (2010) .

D. Functions and Benefits of E-learning
According to L. Smart & J. Cappel (2006) which writes a journal entitled student perceptions in elearning as an application for improving the quality of education, many benefits will be obtained from the implementation of e-learning, including: a. It will facilitate and increase interaction time between students and learning materials, between students and teachers, and between fellow students. b. Students can continue to learn even though they are not physically present in the classroom. c. It allows students and teachers to share information or opinions about learning material so that they can optimize the face-to-face time available to concentrate on the material. d. It will improve the quality and performance of teachers with development, models, better learning, and teaching materials that are easy for students to understand and learn. e. It will reduce the digital divide between teachers and students by implementing systems based on internet technology in an integrated and integrated manner. f. It will facilitate the improvement and storage of teaching materials.

E. Learning Model of E-learning
There are three possibilities in the development of an internet-based system, namely web courses, webcentric courses, and web-enhanced courses, according to Haughey, & Muirhead (2005) quoted in the education journal of Penabur, (2005).
a. a. Web Course is the use of the internet for educational purposes, where students and teachers are entirely separate, and face-to-face is not required. All teaching materials, discussions, consultations, practice assignments, exams, and other learning activities are delivered using the internet. The model uses a long-distance communication method. b. b. The Web-Centric course is the use of the internet that combines distance and face-to-face learning with complementary functions. In the model, teachers can provide instructions for students to study material via the web that they have made. Students are also directed to find other materials from relevant websites. In the face-to-face meeting, educators and students have more discussion about the findings of content that has been studied via the internet. c. A web-enhanced course is the use of the internet to support the quality of learning conducted in class. The function of the internet is to provide enrichment and communication between students and teachers, fellow students, and group members of students with other sources. The role of the teacher, in this case, is required to master the techniques of searching for information on the internet, guide students to search for and find sites that are relevant to learning materials, present material through the web that is interesting and of interest.

A. Research Approach
The research uses a quantitative approach using descriptive-quantitative analysis, which focuses on discussing the added value obtained by cadets from using the web (E-learning) to improve English vocabulary., Data are obtained from questionnaires and observations to determine the constraints that occurred.

B. Research Variables
The research involves two variables, namely the independent variable, or variable X, and the dependent variable, or variable Y. The independent variable is English learning by using e-learning. The variable can be manipulated and controlled by the researcher. Meanwhile, the dependent variable is the level of English vocabulary mastery of the cadets.

C. Research Location
The location used in the research is the ETO class in the second semester of the 3-year diploma program at Surabaya Shipping Polytechnic.

D. Population and Research Sample
According to Arikunto (2010), the population is the entire research subject. The population of the study is all cadets of the diploma program majoring in electro shipping in the second semester of the 2018 academic year, totaling 45 people. Arikunto (2010) defines a research sample as representative of a randomly selected population to be studied. Here, the technique used in determining the sample is simple random sampling in which the sample is chosen randomly. The sample of the research is 25 cadets in the ETO regular class.

E. Types of Data
The study uses quantitative data that is data in the form of numbers. The grades are obtained from the results of the initial vocabulary test (pre-test) and the grades of the final test results (post-test).

F. Research Instrument 1. Determination of Research Instruments
The instrument used in the study is the vocabulary test. The initial vocabulary test is used to determine vocabulary skills before lessons using E-learning. The same test is given again as a final test that is used as a measure of the level of English vocabulary skills achieved by cadets. The second instrument is a questionnaire given to cadets that contain inhibiting factors or obstacles in using E-learning.

IV. DATA ANALYSIS AND DISCUSSIONS
The chapter will discuss several matters related to research data processing, starting from presenting data, testing hypotheses, and discussing research results. As for more details as follows:

Presentation of Data a. Normal Distribution Test
The distribution normality test is used to determine that the sample data from the population are normally distributed. The technique used is Kolmogorov-Smirnov.
The data tested for the normal distribution are pre-test and post-test data from the selected sample.  The table above shows the significance value (Sig)> 0.05 (5%), so the conclusion is that all pre-test and post-test data are homogeneous.

Test Result Descriptions a. Pre-test Data
Before the pre-test, learning activities in class using conventional methods, namely lectures and discussions. The pre-test s held after several meetings. Vocabulary testing in the pre-test is carried out through oral and written. For the oral test, cadets are asked to explain the function and how to use the terms in electrical navigation. Researchers used the matching test in the written test, namely matching terms with their definitions or meanings. For the weight of the research, each type of test is 50. By using the SPSS 17 program, the presentation of data is as follows: Based on the data management above, the average score of the vocabulary test is 64.52. Meanwhile, the median number is 67, and the mode or value that occurs frequently is 62. The lowest score is 60, and the highest is 76.
b. Post-test Data After the pre-test, class learning activities use conventional methods of lectures and discussions about 20% of the meeting, and the remaining 80% by e-learning. E-learning is carried out through presentations and short videos about the uses and descriptions of power generators, electrical installations, electrical propulsion systems, and safety devices. The question exercises and individual or group assignments are sent via e-learning. The type of vocabulary testing is the same as in the pre-test, which is by speaking and writing.
The following is the presentation of the data from the post-test:  Based on the data management in table 4.6 above, the average score of the vocabulary test is 82.06. Meanwhile, the median number is 84, and the mode or value that occurs frequently is 82. The lowest score is 78, and the highest is 92.
c. T-test data between pre-test and post-test for hypothesis testing The T-test is needed to compare the results of the pre-test and post-test. Here are the results of the calculation of the t-test:  Table 4.7 proves that the probability t-value is 1.402. Because the probability > 0.05, then H0 is rejected. In other words, there is a difference in the results of the pre-test and post-test. So, the hypothesis that says the use of e-learning in maritime English learning can improve the vocabulary skills of cadets majoring in ETO shipping can be proven.

B. Discussions
The results of hypothesis testing by using the t-test prove that there is a significant difference from conventional learning with e-learning. In other words, using e-learning can improve maritime English vocabulary skills of cadets majoring in ETO shipping.

A. Conclusions
Based on the results of the analysis and discussion, which show significant differences between pretest and post-test, the conclusion that can be drawn from this study is that e-learning can improve the ability of maritime English vocabulary from the ETO Shipping department. For the type of learning or material in elearning, it can be adjusted to the existing subject matter, such as a presentation after giving the assignment to present a subject learned. E-learning can play a short video that shows objects or machinery and equipment related to electricity so that it can be better understood and applied in communication practices on board. Various types of practice questions and assignments can also be included in e-learning so that cadets have more time to practice and learn Maritime English vocabulary.

B. Recommendations
1. For institutions, the results of the study can motivate shipping polytechnics to provide and maintain elearning media, especially for maritime English courses. 2. For lecturers, the results of the study are expected to provide new insights as well as additional types of learning methods to improve the learning outcomes of cadets. 3. Cadets or students are expected to be more motivated to use technology wisely and adequately, especially in improving English maritime skills to compete in the international world and become professional sailors. 4. For other researchers, it is hoped that it can be taken into consideration for carrying out further research. Arikunto, S. (2010). Research procedure: a practical approach. Jakarta: RinekaCipta.