17 pediatrics, public health, administration, informatics, forensics, system
improvement, and geneticgenomics http:www.aacn.nche.edu. Nurses are healthcare professionals with a very wide range of duties,
responsibilities, and specialties. Nurses are responsible for the treatment, care and safety patients. They are also responsible for maintenance of health and education
for patient. Nurses provide direct care and monitor symptoms, response, and
progress in patient care.
Bosher 2006 as cited in Paltridge and Starfield 2013: 264 discussed the academic skills and clinical skills in nursing program.
Academic skills and clinical skills are necessary for success in nursing program. Academic skills in nursing are similar to academic skills
in the social and natural sciences. Nursing students need to apply reading strategies and skills to complex reading material, usually in textbook
format; apply listening strategies and skills to lectures; take notes to supplement lecture outlines; study effectively for tests; participate actively
in discussions; ask questions; and write research papers on various topics in nursing. Students must be able to read and write critically, for example,
question the way in which a problem has been defined, the data that have been gathered to investigate the problem and solutions that have been
proposed Cameron 1998.
The quotation above emphasizes that to be success in nursing program, a nursing student should have both clinical skills related with medical area and
academic skills related with their study as nursing student. In academic skills, the nursing students should have skills in reading in textbook format as the references
for their study, listening – listen to the lecturer during in the classroom, writing or
write some kinds of research paper and also speaking – presentation. Those kinds
of skill are practiced during their study, especially in English subject. In nursing program, especially in Poltekkes Yogyakarta, students in
nursing program should have both the academic skills for example in English
18 subject and clinical skills of course as they are students on nursing department.
Nursing program in Poltekkes Yogyakarta implements English subject in their curriculum. The English subject aims at encouraging the students to be able to
communicate in English, write a report of nursing in English, understand the report text and nursing issues, do a brief presentation using English language. So,
in the AFORN, there must be activities which support those skills but still focus on communicative skill.
3. English Speaking Skill
This research is mainly focus on productive language, that is speaking skill. It refers the to the syllabus from nursing program that the students are
demanded to be able to communicate using international language, make a report of nursing treatment, understand the report and the nursing treatment, and also do
a presentation. Richards 2008 adds that for many second-language learners or foreign-language learners, the mastery of speaking skills in English is a priority.
Their success in learning language is usually be evaluated by seeing the learners‟ improvement in their spoken language p. 19.
a. The Nature of Speaking Some experts have proposed the definition of speaking. Speaking and
listening are connect each other as Brown 2000 states that from communicative, pragmatic view of the language classroom, listening and speaking skills are
closely intertwined. The interaction between the two language skills applies especially to conversation.
19 Brice 1992 as cited in Goh Burns 2012 state that for English second
language learners, to be able to speak English they have to develop various pragmatic competencies. They need to learn how to initiate and maintain
conversations, to sustain group discussions, describe feelings and give reasons in acceptable manner, and ask for more information or assistance p. 21.
Another expert, Levelt 1989 as cited in Carter Nunan 2001 mentions about the nature and conditions of speech. Levelt 1989 proposes speech
production involves four major process; conceptualism which concerns with planning the message content, formulation which is to find the words and phrases
to express the meanings, sequencing them and putting in correct grammatical markers such as inflections, auxiliaries, and articles, articulation which this is
related with pronounciation, and self-monitoring which is concerned with the ability of language user to identify and self-correct mistakes p. 16.
b. Micro Skills of Speaking There are some skills in speaking, those are macro skills and micro skills
Rodomanchenko, n.d.. In this theoretical review, only the micro skills that will be discussed further. As being stated by Brown 2000 that each of four areas of
language proficiency involves a variety of micro skills. The micro skills in speaking are seen in the following table.
Table 2.2. Micro Skills of Oral Communication Adapted from Brown 2000
1. Produce chunks of language of different lengths. 2. Orally produce differences among the English phonemes and allophonic variants.
3. Produce English stress patterns, words in stressed and unstressed positions,
rhythmic structure, and intonational contours. 4. Produce reduced forms of words and phrases
5. Use an adequate number of lexical units words in order to accomplish pragmatic
20 purposes.
6. Produce fluent speech at different rates of delivery 7. Monitor your own oral production and use various strategic devices-pauses, fillers,
self-corrections, backtracking-to enhance the clarity of the message. 8. Use grammatical words classes nouns, verbs, etc, systems e.g. tense, agreement,
pluralization word order, patterns, rules and elliptical forms. 9. Product speech in natural constituents-in appropriate phrases, pause groups, breath
groups, and sentences. 10. Express a particular meaning in different grammatical forms.
11. Use cohesive devices in spoken discourse. 12. Accomplish appropriately communicative functions according to the situations,
participants, and goals. 13. Use cohesive devices in spoken discourse.
14. Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization,
and exemplification. 15. Use facial features, kinesics, body language, and other nonverbal cues along with
verbal language to convey meanings 16. Develop and use a battery of speaking strategies, such as emphasizing key words,
rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you
c. The Importance of Speaking in English Speaking skill is used for oral communication. Richards and Renandya
2002 state that speaking is used for many different purposes and each purpose involves different skill. For casual conversation, speaking skill is used to make a
social contact with others, to establish rapport or to have chit chat each other among friends. But in a more formal situation, speaking skill is used to discuss
with others, seek and express opinions, persuade someone about something, give instruction or to get
things done, describe things, complain about people‟s behavior, and make polite requests p. 201.
Still in Richards and Renandya 2002, it is stated that speaking in a language is difficult for foreign language learners since learning speaking in
effective oral communication needs the ability to use the language appropriately in social interactions. The diversity of the interactions involves not only verbal
