RESEARCH RESULTS AND DISCUSSION

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CHAPTER IV RESEARCH RESULTS AND DISCUSSION

Through this chapter, I would like to present the findings and discussions of the integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital. This chapter answers two questions stated in the problem formulation. Dealing with these questions, this chapter is divided into two main parts. The first part is the discussions on the appropriate design of the integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital. Another part is the discussion on the effects of the designed materials on nurses in Panti Rapih Hospital. A. The Appropriate Design of The Integrated Listening and Speaking Materials Based on Collaborative Learning for Nurses in Panti Rapih Hospital The title of this study is The Integrated Listening and Speaking Materials Based on Collaborative Learning for Nurses in Panti Rapih Hospital. Besides designing integrated listening and speaking materials based on collaborative learning, this study will present and implement the materials for nurses in Panti Rapih Hospital. The listening materials were the materials obtained from monologue andor conversations in everyday communications. The listening passage was about the recent topics related to the health problems. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 45 The materials were expected to help the learners to listen, speak, and comprehend English vocabulary, phrases and expressions which were used in their profession as a nurse. It was important to design listening and speaking materials which could encourage and help the learners to communicate well in English. This study not only concerned with designing integrated listening and speaking materials but also implementing the materials for obtaining information of how the design affects the nurses in Panti Rapih Hospital. Hence, it could be defined that the materials designed were ideal based on the data gathered. This section answers the first question which deals with the appropriate design of the integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital. The appropriate design of the integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital materials was the design which was carried out based on data obtained through a research. Since the learners of this study are the nurses of Panti Rapih Hospital, the design should be suitable and relevant with the nurses’ conditions and needs in Panti Rapih Hospital. The topics of the materials should be around health problems, health issues, and medical terms or problems. Variety tasks, activities, and recent materials should be prepared so that the learners will not get bored easily. The activities were carried out inside and outside the class since the teachinglearning technique methods used in this study is the collaborative learning. Collaborative learning allowed the students to study individually or in group inside and outside the class. It is believed that this method will help adult 46 learners to study more about the topics, to explore their skill and knowledge, and to make the adult learners easy to understand some lessons or subjects. The materials design which were developed through a research came to the last step of R D cycle that was main field testing. It was to implement the materials designed in a real classroom which would bring the appropriate design of the integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital come to be ideal design. The followings will present the detailed components used to develop the design of the integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital:

1. Learners’ Characteristics and Needs

Before designing the integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital, I conducted interview which was aimed at obtaining data and information related to the learners’ characteristics and needs. This interview was directed to Vice Director of Nursing Department, Mr. Mateus Sujarwa. To obtain detailed information of the learners’ characteristics and needs, I distributed 30 questionnaires to the nurses of Panti Rapih Hospital. These questionnaires were distributed to 17 different departments at Panti Rapih Hospital. Due to the fact that the foreigners were not only taken care in the executive departments but also in the economic departments, the questionnaires were spread out on all departments at Panti Rapih Hospital. Each department PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47 acquired one, two, or three questionnaires. The technique of questionnaires’ distribution was organized by the Vice Director of Nursing Department. Hence, the respondents who answered the questionnaires would join the last step of this study which was main field testing. From conducting need analysis through interview and questionnaires, there were some findings that became the considerations in designing the materials design Table 4.1 Learners’ Characteristics Learners’ Characteristics Instruments Academic Factors Number of learners 30 Questionnaire Academic background Nursing Academy Interview Listening Skill Low Questionnaire Speaking Skill Low Questionnaire They can’t study while they are working. Interview Study Habit Study outside the class is a difficult thing. Interview Motivation for studying English High Interview Able to speak English fluently Questionnaire Expectation of the course Able to understand what foreigners mean Questionnaire Give the best service for the patients or visitors in the hospital Interview 48 Learners’ Characteristics Instruments Social Factors Range of age 23 – 41 years old Questionnaire Special talents Nursing Interview They were from various divisions. Questionnaire Relation among learners The working schedule was different. Interview Besides obtaining data of the learners’ characteristics, the questionnaires and interview provided information of the learners’ needs. Nurses in Panti Rapih Hospital needed to acquire English materials around their environment. The designed materials should be around health problems or medical terms. The topics chosen were the current topics. The designed materials were aimed at developing nurses’ listening and speaking skill. These two skills were crucial because in serving and curing their patients they had to be able to explain the patients’ illness clearly and to comprehend the patients’ or the doctors’ explanation. The listening and speaking skill needed to be developed in order to ease the misinterpretation in the communication between nurses and doctors or patients. Nurses in Panti Rapih Hospital were enthusiastic to learn English through group learning since they could help each other in learning English. Through group learning, the nurses felt confidence. Hence, the exercises and the learning techniques were designed for group learning. Table 4.2 presented information or data of the learners’ needs. 49 Table 4.2 Learners’ Needs Learners’ Needs Materials Around health problems or medical terms. The topics should be the current topic or up to date. Skills Listening and Speaking skill Methods, techniques, strategies Tasks or exercises in group Group learning

2. Goals, General Purposes, and Topics

Before designing materials for nurses, I determined the goals, general purposes, and topics based on the data obtained from questionnaires. The goals of teaching English for nurses in Panti Rapih Hospital indicated what the nurses would be able to do after they completed the instruction. The goals in this study were defined as the standard competences. Such standard competences related to broad competences that will help learners to participate satisfactory in society. These standard competences were derived from the result of the need analysis. The standard competences or the goals of this instruction are a The students will be able to communicate using appropriate language varieties fluently and accurately in a daily conversation and in interactions. b The students will be able to comprehend simple conversations and short monologue descriptive and explanatory passages. 50 After defining the standard competences, I listed some topics that would be presented in the designed material. The topics were selected based on the learners’ preferences for the topic of interest. The topics listed were related to the nurses’ environments which were health problems, medical terms, or health issues. The learners chose three topics which they wanted to learn and three language functions which they wanted to master. They chose three topics among seven topics and three language functions among seven language functions presented in the questionnaire. The language functions then would be the theme of the designed materials. The presentation of the topics and language functions were presented in the table 4.3. Table 4.3 List of Topics and Language Functions No. Topics Language Functions 1. High Blood Pressure Giving information 2. Nutritious Foods Giving advice 3. Diabetes Giving instruction 4. Vitamin Offering help 5. Influenza Expressing delicate matter 6. HIV Telling time 7. Cancer Apologizing Among the seven topics presented in the table 4.3, there were three topics which were developed. The topics were High Blood Pressure unit 1, Nutritious Foods unit 2, and Influenza unit 5. The topics and language functions presented in the table 4.3 were being the considerations in defining the general 51 purposes or the basic competences. In this study the term ‘basic competences’ was used instead of general purposes. The basic competences were related to each topic of the materials since the basic competences were signifying what the teacher wanted to accomplish in the topic. Table 4.4 is the table of the basic competences Table 4.4 The Basic Competences Basic Competences TopicsThemes Students are able to comprehend meanings in simple conversations using simple spoken language varieties accurately, fluently, and in an acceptable way to give advice. Students are able to grasp the significant meanings of simple short passages accurately. Nutritious Foodgiving advice Students are able to respond information orally using simple spoken language varieties fluently, accurately in an acceptable way to ask and give information Students are able to understand meanings in a daily conversation and interactions accurately based on the listening passages. High Blood Pressuregiving information Students are able to respond meanings in simple conversations and short descriptive monologue passages fluently and accurately. Students are able to use appropriate language variety fluently and accurately in telling time using the simple spoken language in daily conversations or in interactions. HIVtelling time 52 Basic Competences TopicsThemes Students are able to comprehend and respond information in simple conversations and short monologue descriptive passages accurately and fluently using appropriate simple spoken language to offer help. Vitaminoffering help Students are able to apply the appropriate language varieties to apologize in short conversations fluently and accurately. Students are able to understand meanings in simple conversations using simple spoken language variety accurately, fluently and in an acceptable way to apologize. Cancerapologizing Students are able to understand a simple short descriptive monologue passage accurately about influenza. Students are able to express many kinds of ideational meanings in the short descriptive passage fluently and accurately. Influenzaexpressing delicate matter Students are able to use appropriate language varieties in giving instruction accurately and fluently using the simple spoken language. Students are able to analyze the short explanatory monologue passage about giving instruction accurately. Diabetesgiving instruction PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 53

3. Learning Objectives

After determining standard competences, basic competences, and topics, I started to specify learning objectives of each chapter. Learning objectives in this study referred to learning indicators. Learning indicators were defined as the performances that students should be able to demonstrate in order to be categorized as successful in achieving the basic competences. The learning indicators of each topic were presented in table 4.5. 54 Table 4.5 The Learning Indicators Unit Topic Theme Basic Competence Learning Indicators Students are able to respond information orally using simple spoken language varieties fluently, accurately in an acceptable way to ask and give information. Students are able to: • retell the information told by other speakers friends • explain the symptom of the high blood pressure 1 High blood pressure giving information Students are able to understand meanings in a daily conversation and interactions accurately based on the listening passages. Students are able to: • identify ideas of the listening passages • give information based on the listening passages Students are able to comprehend meanings in simple conversations using simple spoken language varieties accurately, fluently, and in an acceptable way to give advice. Students are able to: • identify the expressions used for giving advice • apply the conversation in giving advice in a simple conversation 2 Nutritious food giving advice Students are able to grasp the significant meanings of simple short passages accurately. Students are able to: • get the idea of a listening passage • identify the expressions used for giving advice PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Unit Topic Theme Basic Competence Learning Indicators Students are able to use appropriate language varieties in giving instruction accurately and fluently using the simple spoken language. Students are able to: • give instruction of how to consume some medicines • use simple spoken language variety in giving instruction to their friends 3 Diabetes giving instruction Students are able to analyse the short explanatory monologue passage about giving instruction accurately. Students are able to: • identify the language variety used in the listening passage to give instruction • understand meaning of the listening passage 4 Vitamin offering help Students are able to comprehend and respond information in simple conversations and short monologue descriptive passages accurately and fluently using appropriate simple spoken language to offer help. Students are able to: • get the idea of several conversations • identify the expressions used for offering help • apply the conversation in offering help in a simple conversation orally PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Unit Topic Theme Basic Competence Learning Indicators Students are able to understand a simple short descriptive monologue passage accurately about influenza. Students are able to: • report a short monologue that was played • identify the information from the short monologue 5 Influenza expressing delicate matter Students are able to express many kinds of ideational meanings in the short descriptive passage fluently and accurately. Students are able to: • choose appropriate terms in describing someone’s health • apply the expressions used to describe health Students are able to respond meanings in simple conversations and short descriptive monologue passages fluently and accurately. Students are able to: • identify language variety used in the listening passages • give information accurately based on the listening passages 6 HIV telling time Students are able to use appropriate language variety fluently and accurately in telling time using the simple spoken language in daily conversations or in interactions. Students are able to: • give information to their friends • tell time fluently and accurately • explain the symptom of the HIV PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Unit Topic Theme Basic Competence Learning Indicators Students are able to apply the appropriate language varieties to apologize in short conversations fluently and accurately. Students are able to: • choose appropriate language varieties to apologize • make a conversation • perform their conversation in front of the class 7 Cancer apologizing Students are able to understand meanings in simple conversations using simple spoken language variety accurately, fluently and in an acceptable way to apologize. Students are able to: • identify language variety used in the listening passages • summarize the idea of the listening passage • do some tasks given by the teacher 58

4. The Integrated Listening and Speaking Learning Activities for the Material Design

After conducting research and information step in order to obtain learners’ characteristics and needs, to define the standard competences, basic competences, and topics, and to specify the learning indicators, I started to design materials for nurses. Basically, the integrated listening and speaking materials were divided into three major steps namely pre-activity, main activity and post-activity. These three major steps appeared on each unit with implicit activities’ names. The implicit activities’ names were used to attract learners’ attention and to motivate the learners to explore the material design. The names of the activities were “Learn the Vocabularies”, “Think it first”, “Let’s think about it”, “Fun working”, “Learn the Sentence”, “Let us speak”, and “Take a Deep Lesson”. In detail, the following was the explanation of the activities appeared on the instructional materials.

a. Pre-Activity

Pre-activity was aimed at preparing the students for the main activities. In this study, there were two major activities called “Think it first” and “Let’s think about it ”. Each activity had different purposes of learning. 1 Think it first – Pre-activity, Speaking activity This part was used to prepare the nurses to the main activity. In the “Think it first ”, the tasks given were contextual. It meant that the task was related to their working environment. It was more about their own experiences that were related PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI to the topic discussed. The topic of the tasks was adjusted to the topic of the lesson. The tasks might be questions or issues related to the topic discussed. Think it first was aimed at developing the learners’ speaking skill. Even though they were allowed to write down their answers or opinions of the questions in the space provided, the learners had to discuss their answer with their partner or in group. They discussed their answer orally. After discussing their answers, they had to present the results of the discussion in front of the class. By presenting the result of the discussion, the others were expected to give responses. 2 Let’s think about it – Pre-listening activity This part provided background information of the listening passage. “Let’s think about it ” was called as a pre-listening activity. This pre-listening activity was performed in the class. Discussing questions related to the listening passage orally which were related to the topic of the listening passage was also included in this part. The questions were aimed at giving clear description about the listening passage. The learners discussed the answers in their own group or with their partner. They figured out the answer of each question by sharing and discussing the answer in their group. Indirectly, this activity explored their speaking skill.

b. Main Activity

In the main activity, there were two sub-activities conducted in the class namely Fun working and Let’s speak. 1 Fun working – Whilst-Listening, Listening Practices The first activity was Fun working. There were some tasks appeared in this part. Most of the tasks explored the learners’ listening proficiency. Since collaborative learning was used as the method of teaching-learning activity, I gave the learners a copy of the listening passage. Hence, the learners would be able to listen to the listening passage at home or in their spare time. They might listen to the listening passage either with other members of their group or alone. This technique was an attempt to help them understand the listening passage easily. They would succeed in understanding the listening passage. In the class, they would also listen to the listening passage they had heard. The listening materials were intensive listening materials. The listening passages were taped in order to allow learners to hear a variety of different voices apart from just their own teachers’. Taped listening materials were portable because they could play them everywhere they wanted to listen. In the class, the first activity in the fun working was the listening activity. They had to listen to the listening passage. After listening activity, they had to write down the whole idea of the listening passage. It was aimed at understanding how far they got the main idea of the listening passage. After listening for identifying information, the learners were to share their work orally. Then, in the second activity, the learners were to do the tasks based on the listening passage. The second activity aimed at getting the detailed ideas or information of the listening passage. The activities of getting the detailed ideas of the listening passage were various types. The variety of listening tasks were PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI chosen and selected to avoid monotonous activities that might make the students bored. There were cloze type stating true or false of the statements, open-ended questions, and filling in form. Table 4.6 summarized the tasks used in designing integrated listening and speaking materials based on collaborative learning from nurses in Panti Rapih Hospital: Table 4.6 List of Listening Task Used Listening Tasks Cloze type Filling in blanks Restoration Deleting wordsphrases not in the listening passage Fill in form Filling in given form with information heard Open-ended questions Answering questions using own words based on the listening passage Creative Dictation Completing the missing information by taking turns to dictate to each other the parts students have. Discussion Discussing particular issuestopics. 2 Let’s speak – Speaking Practices, Post-listening After completing some tasks in Fun Working part, the learners were to move to another part namely Let’s Speak. In this part, the learners were to explore their speaking skill. The activities were around speaking practices based on the topics and themes of each unit. There were various speaking activities and practices which could encourage the learners in speaking English in the class or outside class. Table 4.7 summarized the listening practices being developed. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.7 List of Speaking Task Used Speaking Tasks - Jigsaw Activities Get the information from other friends in group that they lack - Role play Students were given particular roles in target language. - Discussion Talking in a group or in front of the class and discussing particular issuestopics. - Prepared talks Students prepared what they wanted to present about particular issues or topics.

c. Post Activity

Post activity was done in the end of the meeting. This part was called Take a deep lesson . The learners reviewed what they have learnt. This part was to know how far the learners got the information of the today’s material. There were two take a deep lesson parts which were aimed at evaluating and knowing how far they got the knowledge or information. The first Take a deep lesson was used to end the first session, which was listening session, of the designed materials. After having listening session with some practices, the materials moved to the next session which was the speaking activities. In the last of each session, the learners were to review what they have learnt. In this last part, Take a deep lesson appeared since I wanted to know how far they got the knowledge or information in the speaking session or part. The tasks were varied from one chapter to others. The variety of activities presented in each chapter can be seen in table 4.8. 63 Table 4.8 Variety of Learning Activities Unit Topics Themes Pre-activities Listening Activities Language Focus Speaking Activities Unit 1 High Blood Pressure Giving information Group Discussion → Using sphygmomanometer • Group discussion • Listening for specific information • Listening for detailed information • Answering open- ended questions Expressions of giving information using reported speech and asking for information • Role play • Prepared talks • Play performance Unit 2 Nutritious Foods Giving advice Peer discussion → Giving comment on pictures given • Group Discussion • Listening for specific information Expressions of giving for and asking for advice • Role play • Prepared talks PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Unit Topics Themes Pre-activities Listening Activities Language Focus Speaking Activities • Listening for detailed idea • Answering open- ended questions and making recommendation • Play performance • Jigsaw activities Unit 3 Diabetes Giving instruction Peer discussion Presentation → Cause of diabetes • Group Discussion • Listening for specific information • Listening for detailed idea • Restoration • Answering close questions Expressions of asking and giving instruction • Discussion • Jigsaw activities • Role play • Simulation Unit Topics Themes Pre-activities Listening Activities Language Focus Speaking Activities Unit 4 Vitamin Offering help Group discussion Presentation → Vitamins for babies and kids • Group discussion • Listening for specific information • Filling form Expressions of asking for help and offering help • Prepared talks • Role play • Play performance Unit 5 Influenza Expressing delicate matter Sharing Discussion → Describing illness • Group discussion Listening for specific information • Listening for detailed idea • Answering close questions Expressions of describing patients’ condition using simple past • Prepared talks • Peer activities • Discussion PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Unit Topics Themes Pre-activities Listening Activities Language Focus Speaking Activities Unit 6 HIV Telling time Sharing Group Discussion → The Infection of HIV • Peer discussion • Listening for specific information • Listening for detailed idea • Answering open- ended questions • Answering close questions Expression of telling time using simple present • Peer discussion • Prepared talks • Role play • Play performance Unit 7 Cancer Apologizing Peer discussion Group discussion → Cancer healing • Group discussion • Listening for specific information • Listening for detailed idea Expressions of making apology • Discussion • Jigsaw activities • Prepared talks • Play performance Unit Topics Themes Pre-activities Listening Activities Language Focus Speaking Activities • Answering open- ended questions • Fill in form • Restoration 68

d. Vocabulary and Grammar Focus

There were Learn the Vocabulary and Learn the Sentence appeared in the designed material. Both of those parts were aimed at enriching learners’ vocabularies and sentence patterns’ expressions. These activities were carried out at home as the preparation of pre-listening activity and main activity. 1 Learn the Vocabulary – Pre-listening The first activity conducted at home was “Learn the Vocabulary”. This activity was part of the pre-listening activity since the vocabularies which the learners had to figure out were from the listening passage. The nurses were to figure out the meaning of the words or to make some sentences from the words given. It would be better if the learners knew some words that might appear in the listening passage before coming to the listening tasks. Discovering the meaning of the words was also an attempt to help the learners to overcome their problems of the vocabulary deficiency. The aim of this activity was to make the learners familiar with the words they were going to hear in the listening passage and to enrich the learners’ vocabularies. 2 Learn the Sentence – Main activity This part was entitled “Learn the Sentence” since this part contained some sentence patterns. This activity was part of the main activity. The sentence patterns and activities in this part were exploring the language functions of each unit. The sentence patterns were the sentence patterns’ expressions of language functions in each unit. Some examples of expressions were appeared in this part in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 69 order to provide clear understanding of applying the language functions in daily conversations.

5. Feedback for Material Design

To validate and verify the designed material, I distributed questionnaires for the Vice Director of Nursing Department as the instrument of preliminary field testing gathering data. The preliminary testing was done on Tuesday, December 16, 2008. The results of the questionnaires were used as a feedback to revise and make improvement of the designed material in order that the materials would be more relevant to the learners.

a. Description of the Respondents

The respondent of the preliminary testing was Mr. Mateus Sujarwo. He was the Vice Director of Nursing Department. He really comprehended the nurses’ needs and the nurses’ skills. He knew what the nurses should achieve through the filed testing of the designed English material.

b. Data Presentation of Preliminary Testing

The results of materials’ evaluation were presented in terms of descriptive or qualitative data analysis. The respondent stated that the materials were already applicable for nurses in Panti Rapih Hospital. The designed materials had already matched with the competency standards that were to communicate using appropriate language variety fluently and accurately in a daily conversation and in interactions and to understand simple conversations and short monologue descriptive and explanatory passages. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 70 The materials and activities were quite easy. Instead, the respondent said that I had to develop more materials with various topics and themes. The topic developed was ordinary topic which was about influenza, the respondent wanted more complicated topic that was rarely encountered by nurses.

6. Evaluation and Revision of the Designed Material

The feedback obtained through preliminary testing and classroom implementation was important to revise and make improvement of the designed materials. By having preliminary testing and classroom implementation, I identified which parts should be revised and how they should be. Evaluation and revision also became the reason for why this design was ideal. Through evaluation and revision, the materials design would be better and more relevant to the learners. Considering the feedback from the respondents in the preliminary testing, I revised some parts of the designed materials. Besides considering the feedback obtained from preliminary testing, I also considered the feedback obtained from the learners after conducting classroom implementation. The data of the evaluation from learners were gathered by distributing questionnaires in the last meeting of classroom implementation and conducting interview with three learners. Obtaining feedback from learners and the Vice Director of Nursing Department as the data for the materials’ evaluation was not sufficient to make ideal material design. In order to make it ideal, I asked for suggestions and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 71 evaluations from Mr. Gregorius Punto Aji as my thesis counselor. He gave me so many revision and suggestions to make my material design relevant with the learners’ proficiency and needs. B. The Effects of the Design of Integrated Listening and Speaking Materials Based on Collaborative Learning for Nurses in Panti Rapih Hospital This section presented the answer of the second question which was the effects of the design of integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital. To know the effects of the designed materials I conducted field testing in Panti Rapih Hospital.

1. Field Testing – Classroom Implementation

Different from previous studies, this study is ideal since it included R D last cycle that was field testing by implementing the materials in classroom. In short, the appropriate design of Integrated Listening and Speaking Materials Based on Collaborative Learning for Nurses in Panti Rapih Hospital was the designed materials that were carried out step by step based on data which was obtained through a research. It involved students’ needs analysis for knowing the students’ needs and characteristics for knowing the goals, general purposes, and topics. More important, the design materials went through the field testing step which was to implement the materials in real classroom. It was aim to know the effects of the one-designed integrated listening and speaking material based on collaborative learning for nurses in Panti Rapih Hospital. By conducting field testing, I would know the students’ opinions of the designed material PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 72 implemented. The field testing was done by implementing the designed material to the learners who were the nurses in Panti Rapih Hospital. The field testing was conducted on December 2008 - January 2009. At the first agreement with Mr. Mateus Sujarwo I might implement my materials on one month which was on December. Due to the Christmas holiday on December and the participants on December 23, 2009 which were only 8 nurses, Mr. Sujarwo allowed me to add one more meeting on January 20, 2009 as the substitute class for December 23, 2009. On December 26, 2009, I still taught them because Mr. Jarwo wanted the additional English course for the nurses. It should be in two meetings which were on December 26, 2009 and on January 20, 2009. Because of the reason I had explained above, January 20, 2009 was used as the substitute class. The classroom implementation was conducted every Tuesday and Friday at 13.30 – 15.00 WIB. The time was chosen since at that time is the working turnover. The nurses coming in the morning could immediately follow the class and the nurses who want to work could ask for permission for about 30 minutes to follow the class. Table 4.9 List of Field Testing Schedule Meeting Day Date Place Numbers of Participants 1 Tuesday December 16, 2008 Introduction Explanation of the Study 24 nurses 73 Meeting Day Date Place Numbers of Participants 2 Friday December 19, 2008 Implementation of Unit 5 part 1 20 nurses 3 Tuesday December 23, 2008 Implementation of Unit 5 part 2 8 nurses 4 Friday December 26, 2008 Additional Meeting 11 nurses 5 Tuesday January 20, 2009 Reimplementation of Unit 5 part 2 12 nurses The unit tested was Unit 5 Influenza. Through field testing, it was expected that the learners could give responses to the materials applied in classroom by filling questionnaires at the last meeting and conducting interview with three of them. They consisted of the cleverest, the most passive and the ordinary students. Their responses would be analyzed as the effects and also data revisions of the materials tested.

a. Description of Field Testing Participants

The respondents of the need analysis who filled in the questionnaires became the participants in this field testing. Before starting the classroom implementation, Mr. Mateus Sujarwo and I agreed to have 30 nurses for classroom implementation. At the first meeting of the field testing or classroom implementation, the nurses coming in the class were only 24 nurses since 6 nurses had to take care of their patients. At the second meeting the nurses coming in the class decreased. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 74 There were only 12 nurses. In the third meeting, the nurses became 20. In the fourth and fifth meeting, there were 8 and 11 nurses coming in the classroom implementation. Since the nurses coming in the last meeting were only 11 nurses, the questionnaires of field testing were only 11 questionnaires.

b. Data Presentation

In the field testing, I distributed questionnaires to nurses coming in the last meeting and conducted interview with three nurses. The questionnaires and interview were aimed at gathering data and information of the students’ opinions about the materials implemented and at observing how far the students had understood the materials taught. The students were to answer some questions related to the designed material. Table 4.10 Data Presentation of the results of the field testing questionnaires Numbers of Learners No. Questions Responses Numbers Percentages Yes 11 100 1. Is the designed material clear enough? No - - Yes 10 90,9 2. Is the designed material interesting? No 1 9,1 Yes 10 90,9 3. Does the material taught facilitate nurses in Panti Rapih Hospital to learn English? No 1 9,1 Yes 10 90,9 4. Is the material understandable? No 1 9,1 75 Numbers of Learners No. Questions Responses Numbers Percentages Yes 9 81,8 5. Do nurses in Panti Rapih Hospital understand the sentence patterns of expressions in the designed material given? No 2 18,2 Yes 9 81,8 6. Do the learning activities make the nurses bored? No 2 18,2 Yes 10 90,9 7. Do the models and situations used in conveying the material purpose their English learning? No 1 9,1 Yes 11 100 8. Can the nurses understand the conversations given? No - - Yes 11 100 9. Can the nurses understand the listening passage given? No - - Yes 11 100 10. Does the group work learning method in the class help the nurses to understand the material? No - - Yes 7 63,6 11. Does the group work method outside the class help the nurses to understand the material? No 4 36,4 Yes 11 100 12. Do the listening activities and tasks help the nurses to understand the listening passage? No - - Yes 8 72,7 13. Do the activities and tasks given encourage the nurses to speak English actively in the class? No 3 27,3 76 Numbers of Learners No. Questions Responses Numbers Percentages Yes 11 100 14. Do the material given and the learning activities motivate the nurses to communicate in English? No - -

2. Discussion on Effects

From the questionnaires distribution, I obtained some data as the feedback from the learners. Table 4.13 presented the data obtained after implementing the designed material. All respondents 100 said that the designed material was clear enough because the topic presented was familiar with their working world, the designed material was adjusted with the learners’ proficiency, and there were so many words related to the medical words. The designed material was interesting and understandable since 90,9 of the learners stated it. Beside that, 90,9 of the learners also stated that the situations used in conveying the language functions purposed their learning. Ten learners or 90,9 of the learners stated that the designed material could also help the learners to learn English since the topic of the material was around health problems, the designed material encouraged them to speak English, and a simple designed material made it easy to understand. Even though 90,9 stated that the designed material could help them to learn English, 9,1 of the learners stated that the designed material couldn’t help them to learn English because they thought that English was difficult language to be learnt. 77 Since I used collaborative learning as a method of teaching in a classroom, the learners had to be active inside the class or outside the class. To make learners active inside and outside the class, the learners had to do the tasks and learn the topic with their friends. Learning activities inside the class or outside the class were implemented through learning together with their friends. All of the learners or 100 of the learners stated that learning through group work inside the class helped them to understand the designed material since they could help each other, they could motivate the others to speak, and they could share and discuss the topic of the learning. Besides learning inside the class, the learners also learned outside the class. Seven learners or 63,6 of the learners stated that learning outside the class could help them to understand the topic discussed. Through learning in a group outside the class they could apply their knowledge to the real situation, they could exchange skills and ideas, and they could discuss the listening passage. Even though 63,6 of the learners stated the statements above, 36,4 of the learners stated that they couldn’t learn outside the class because they couldn’t find appropriate places for learning English in Panti Rapih Hospital, they had different schedule, and they had already had a family that need more attention. All learners or 100 of the learners stated that they understood the conversations and the listening passage presented in the designed material. Even though the listening passage contained some difficult words, they could understand the listening passage because they could ask their friends the meanings of the words. The listening passage was also played for many times so that it 78 helped the learners to comprehend the listening passage. The learners 100 felt motivated by the designed material and the learning activities to communicate with English.

3. Evaluation of Field Testing

It is true that R D cycle is a time-consuming and expensive process Borg and Gall, 1983: 786. I have experienced to implement material that I designed. Besides taking more time to design, revise and copy the material, it also took money to prepare the students’ handouts and suitable media. However, the satisfaction of self-efforts took greater pride of all. I was also so pleased and satisfied knowing that the materials brought positive effects on the students. The field testing would not perfectly been conducted. I seemed to give up when knowing that the number of learners decreased every meeting. There are some other evaluations and suggestions of the field testing: 1. The teacher should creatively conduct the teaching learning activities with various techniques and strategies that enable the students to take an active participation. 2. The speaking activities should be provided more time so that the learners can explore their speaking skill more. 3. The conversations as the example of the implementation of language functions should be added. More examples will raise learners’ confidence because they know how to use the language function presented on the Learn the Sentence part. 79 4. The media used should be excellent. Otherwise, the teaching listening in classroom using authentic materials could be fail. 5. The listening passage should be played more than three times so that the learners could grasp the idea. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 80

CHAPTER V CONCLUSION AND SUGGESTIONS