![]() ![]() This study seeks to reveal whether Maritime English is English teaching intended for maritime science or Maritime English is actually maritime science materials taught using English. This has an impact on the teaching and learning process of Maritime English. A phenomenon occurs that Maritime English teachers do not have basic knowledge about the maritime sciences. English is a foreign language in Indonesia may cause the students cannot understand Maritime English well. Maritime English is a “scourge” for maritime science students at universities engaged in maritime science. ![]() With regard to Maritime English this paper observes IMO’s decision-making process, identifies and comments on the new provisions in the Convention and the existing provisions that have been invested with a stricter and higher degree of commitment, and gives selected examples demonstrating the impact of the revised STCW Convention upon Maritime English course design, material development and instruction. Although the fundamental principles of the 1995 edition were retained, many regulations have been tightened and new areas included with the outcome that the new edition reflects the higher standards to be met in the field of Maritime Education and Training (MET) in general, and in Maritime English communication competency, and thus on Maritime English instruction and research, in particular. The result of that process, which had been on-going since 2006, will have a significant impact on Maritime Education and Training in general, and explicitly in the context of English for Specific Purposes, as the “new” convention entered into force already at the start of 2012. The review of the IMO International Convention on Standards of Training, Certification and Watchkeeping (STCW) as amended in 1995/97 reached its climax at the International Diplomatic Conference held in Manila in late June, 2010 when the amendments were adopted. ![]()
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