Communication Strategies Used by Students When Leading a Simulated Toolbox Meeting: A Case in Maritime English Class in Indonesia

Abstract

Toolbox meetings are one of the most important activities on board the ships to ensure safe operations of the ship. In Maritime English class, toolbox meeting simulation has a significant role in training students to perform toolbox meetings in their future workplace. This study aimed to investigate communication strategies used by students when leading a simulated toolbox meeting during a maritime English class in a maritime polytechnic in Indonesia. This study employed a qualitative research design, involving three senior students of the nautical studies department.  Students’ performances when leading toolbox meetings were video-recorded, and transcribed verbatim. Students’ gestures were also included in the transcript. The authors used conversation analysis (CA) to identify communication strategies used by the research participants.  The findings of this study revealed that the students used five main types of communication strategies when leading a simulated toolbox meeting. Stalling/time-gaining strategies become the most-used strategies, followed by achievement/compensatory, interactional, self-monitoring, and avoidance/reduction strategies. The findings also lead to several pedagogical implications in Maritime English teaching. More speaking practices and simulation exercises are needed to improve student's fluency.