Understanding Internal and External Factors Influencing the Decline of English Language Proficiency among Students of the Banyuwangi Maritime Academy

Abstract

This study explores the internal and external factors contributing to the decline of English language proficiency among students of the Banyuwangi Maritime Academy. Using a qualitative descriptive approach, data were collected through in-depth interviews, focus group discussions, and classroom observations involving students, English instructors, and academic staff. The findings reveal several internal factors, including low learner motivation, limited self-study habits, and anxiety in using English during classroom activities. External factors include insufficient learning resources, inconsistent teaching strategies, and limited exposure to real maritime communication contexts. The study also notes a gap between curriculum demands and students’ actual language needs for the maritime industry. These combined factors create a learning environment that does not fully support the development of English proficiency. The research highlights the importance of enhancing instructional methods, increasing authentic maritime English exposure, and improving institutional support systems. Recommendations include designing context-based English learning, strengthening student support services, and aligning teaching practices with international maritime communication standards. This study contributes to understanding language proficiency challenges in vocational maritime education and offers practical insights for curriculum improvement and policy development.

Keywords: English proficiency, internal factors, external factors, maritime students