Table 4.8 Standard Competence and Basic Competence Taken to be Develop for Learning Material
Standard of Competence Basic Competences
1. Communicating in
English at Novice Level
1.1 Understanding basic expressions to social
interactions in daily life 1.2
Mention kind of things, characteristic of peoples, times, days, months, and years
1.3 Describing kind of things, characteristic of
peoples, times, days, months, and years 1.4
Resulting short and simple conversations based on basic function of language
1.5 Explaining activities which are happening
in simple sentences 1.6
Understanding memos and menus in simple context
1.7 Understanding words, odd terms, and
simple sentences
From each basic competence, the researchers will develop some indicators for four language skills and also the character buildings that
will be inserted. It was written in a course grid. The course grid contains the subject matter, skills, indicator, character building, input texts,
language functions, vocabularies, and grammar. Finally, the researcher designed the task for four skills that are suitable
with the students‟ need and compatible with the existing curriculum. Table 4.9 is the example of
the developing course grid for Chapter 1.
Table 4.9 Example of the Developing Course Grid Chapter 1
CHAPTER 1
Topic :
PATIENT ADMISSIONS
Class Semester :
X Nursing 1 Standard Competence
: 1. Communicating in English at Novice Level.
Basic Competence :
1.1 Understanding basic expressions used in social interactions in daily life.
Time :
3x90 minutes Character Building
: Politeness, Friendly, and Social Awareness
Indicators Content of Material
Learning Procedure
Language Focus Evaluation
Time Allocation
Resources Key
Vocabulary Key
Grammatical Expression
a. The
students are able to
use expression
of greetings
and leave takings to
the patients.
b. The
students are able
to introduce
themselv es and
others.
c. The
students are able
to use expressio
ns of kindness.
Topic Selection Activity 1
Read information about “Patient
Admission”. Activity 2
Listen to the conversation of
nursing with the patient, then
complete the dialogue based on
it Do the role play
based on the dialogue with
your partner Activity 3
Decide your topic to go on the final
project
Making Plan Activity 1
Read the dialogue, and
then complete the table by finding
the expression used in the
dialogue.
Listening:
Oral repetitio
n Dialogu
e text about
expressi ons
greeting , leave
taking, introduc
tion, kindnes
s, and forgiven
ess
Speaking:
Role playing
the dialogu
e about express
ions greetin
g, leave taking,
introdu ction,
etc.
Adjective: good, sick,
nice, beautiful,
thin, handsome,
fat, healthy, pale, old, sad,
young, happy, angry
Medical Words:
Patient Nurse
History Tenses:
Simple Present tense
Simple Future tense
Pronouns:
Subjects Objects
Possessive Adjectives
Possessive Pronouns
Informative Questions:
What, Why, When, Where,
etc How to greet
take leave the patients:
Hi, good morning.
Ma‟am How do
you do? How are
you today?
How to introduce
yourself to patients:
Hi, my name is
Erlina. I‟m a
nurse Let me
introduce myself.
My name is Husna
Portfolio for students‟
character building
growth 2x45‟
Krisnani, Yiyis.
2011. English
for Vocationa
l Schools IA
. Yogyakar
ta: LP2IP. Regina, M
et al. 2008.
English for SMK
1: Buku Sekolah
Elektronik . Jakarta:
Pusat Perbukuan
Departem en
Pendidika n
Nasional.
2 Design
The design of the material comprises the cover, layout, and pictures. The cover was designed to be eye-catching and appealing. It
was expected that the cover will attract the students to learn and also can represent the content of the draft clearly. The layout of the draft was
designed as attractive as possible to make the draft less boring for the students. Besides, it is easy to find the way around the draft because the
layout is clear enough. The draft is also completed with some pictures to help the students get better understanding toward the purpose of each
project.
3 Objective and Approach
The objective of the material is to provide Supplementary Project Book materials for tenth grade students of nursing program for first
semester. This specific material was expected to meet the students‟ need
toward English for their program. The draft material is quite comprehensive. It develops four language skills and enlightens the
students about nursing field. It contains 5 chapters which are developed from basic competence of tenth grade in the first semester. In
addition the draft material is flexible enough. It can accommodate various kind of teaching situation. It also allows the teacher to do
improvisation using this draft material. In addition, it can use to the 2013 curriculum because the approach used to develop this book Project-
based Learning based on the scientific approach.
4 Organization
The draft material is organized into some topics that represent some language functions in each unit. The topics are developed from
basic competence, hence it can meet the objective of English learning in SMK. However, they relate to the nursing field. In addition the
functional organization makes the learning easier and more contextual. The draft material consists of 5 chapters and each chapter has a
number of projects and activities. Each chapter is presented based on the
order of SK and KD. In the beginning of the chapters, it presents some objectives that need to be achieved in learning each chapter. Each unit
contains some activities or situa tion that may happen in the students‟
working place. The activities were arranged based on Wrigley‟s Project-
based Learning method. There are four main steps in the process of project-based work based on Wrigley in Donna and Carol 1998: 2 as
follows: Topic Selection, Making Plan, Doing Research, and Sharing Result.
“Topic Selection” is provided to guide the students in the early step of doing the main project by deciding and creating their own topic
for the project. Moreover, it helps students ready with the topic of learning materials presented in each chapter. It
connects the students‟ background of experience and the new topic they will learn.
“Making Plan” contains some activities as the core materials which will learn;
language focus which contains language function and grammar; vocabulary focus which contains specific and general vocabularies; and
making plan guideline for designing the project work of final project. “Doing Research” guides the students to do the real project which
produce the product as the result of the learning process. “Sharing Result” guides the students to perform and do the presentation the result
of their product after conducting the project works. Moreover, it contains kind of assessments which provided to evaluate the whole activities and
project works did by the students. They are as follows: self-assessment of content material contains some questions of previous materials that
may be evaluated by the students themselves; self-assessment of project work contains some questions to evaluate the process of project work;
final project assessment provides a set of assessment which is appropriated with the final project; and portfolios of student‟s character
building growth provides a set of student‟s character building assessment
during the process of teaching and learning activities. There is a main project in every chapter. The main projects were
designed based on the level of difficulties and used kind of authentic project work. Hence, there is project grading from easy to difficult level.
5 Language Content
The draft material is completed by language focus that contains language function and grammar used to achieve the indicators in each
chapter. The vocabulary list is also provided for practicing pronunciation. The material in this draft material was made relevant to
their experience and background, and their target needs outside the class. The language content in this draft material is quite suitable for
individual and group study because they are cont extual with the students‟
skill program. To facilitate those purposes, the authentic texts are included such as prescription, illness, healthy foods, job vacancy etc. The
projects engage in discovery, problem solving, and analysis. They also develop integrated four language skills and strategies. In addition, the
projects are varied and therefore they can accommodate different activities and purposes.
6 Language Skills
The language skills taught in the draft material covers 4 language skills. The language skills are presented integratively starting from
speaking, listening, reading, and writing. The order of presenting the language skill is based on the
students‟ preference. The draft material is quite effective for the students of nursing skills program because it
develops language skills which are relevant with the students‟
experiences and useful for their future job.
7 Topic
Each chapter of the Supplementary Project Book was developed based on each standard of competence. The following is the topic of each
unit; developed from each standard of competence.
CHAPTER 1 Patient Admissions CHAPTER 2 Nursing Tools
CHAPTER 3 Personal Care CHAPTER 4 Symptoms
CHAPTER 5 Food and Nutrition
The topic is varied enough. It represents different kinds of activities in nursing field. In addition, it is also quite interesting and
useful for their needs in nursing field. It can enlighten the students‟
understanding and improve their experiences for their future job.
8 Methodology
Supplementary Project Book is developed by using PBL by Wrigley in Donna and Carol 1998. The PBL cycles used to develop the
draft book are topic selection, making plan, doing research, and sharing
result. PBL is chosen because after graduating from the school, the students of the vocational high school will face the business field related
to their study. It means that what they learn in class along the study needs to be related to things they will ultimately need to do outside of the
classroom the business field. In PBL, language lessons are based on learning experiences that have non-linguistic outcomes, and in which
there is a clear connection between the things learners do in class and the things they will ultimately need to do outside of the classroom. It was
expected that the students are motivated and actively involved in learning process. In addition, PBL is holistic in nature and incorporates the
principles of providing challenging and complex work, interdisciplinary and encourages cooperative learning. PBL also lends authenticity to
learning. While in practice, practitioners plan, implement and evaluate projects in real-world situations beyond the classrooms.
2. Development Stage
Kategori