MARITIME CULTURE-BASED AUTHENTIC LEARNING: EVIDENCE FROM PAPUA ENGLISH EDUCATION

Abstract

The integration of local cultural contexts into English language learning has become an important approach to creating meaningful and authentic learning experiences. In multilingual and culturally diverse regions such as Papua, English learning requires contextualization that connects classroom knowledge with students’ social environments. This study investigates students’ perceptions of Real-World Authentic Learning (RWAL) based on Papua maritime culture in English language education. A quantitative survey design was employed involving 745 students from different educational levels in Papua. Data were collected using a questionnaire consisting of demographic information and 20 perception statements measured through a seven-point Likert scale. Descriptive statistical analysis was conducted to identify students’ attitudes toward English learning, authentic learning activities, maritime cultural integration, and communication confidence. The findings reveal that students demonstrate strong recognition of the importance of English for their future (M = 5.78) and express a strong need for additional speaking practice (M = 5.60). Students also perceive experiential learning approaches positively, particularly activities involving real-life contexts (M = 5.08), direct experiences (M = 5.15), and creative tasks such as videos, brochures, and presentations (M = 5.11). Furthermore, students agree that Papua maritime culture can become an interesting source for English learning (M = 4.86). However, students’ confidence in using English for explaining local tourism, introducing Papua culture, and communicating maritime knowledge remains relatively moderate. These findings indicate that students have positive attitudes toward maritime culture-based RWAL but require structured learning experiences to transform cultural knowledge into English communication competence.