6 Conducting
anamneses Can use expression to ask the
patient’s health status and illness history.
Vocabulary: sign, symptom,allergy, etc
GF: YesNo and WH Questions for asking the
patient’s health status and illness history
7 Writing anamneses
result Can
write and tell patient’s health history and history of
present illness GF: Simple past tense,
present perfect tense
8 Checking Vital
signs Can recognize the expression
while doing vital sign Vocabulary: Noun Pulse,
RR, temperature, etc.; inf. Verb. insert, lie down, lift,
etc. GF: Giving instruction,
imperative, would you mind+Ving?
9 Physical
Assessment Can use expressions while doing
assessment of head, face, and neck
• Abbreviation and vocab.
of physical assessment and vital signs
• GF: Therapeutic Nursing
Communication politeness,
comfortability in asking permission and giving
instructions Can use expressions while doing
assessment of nose, sinuses, mouth and pharynx
Can use expressions while doing assessment of eyes and ears
2. The Results of Interview
In the preliminary research, the interview was addressed to five ESP lecturers and three students of 4
th
semester of undergraduate nursing program. The first interview with five ESP lecturers aimed to collect information about the
students’ characteristics, learning objectives of English for Nursing course in semester 4, teaching strategies on vocabulary, the lack of vocabulary learning, the
availability of any supplementary vocabulary learning materials, and the use of technology in vocabulary teaching. From the interview, they implied that the goal
of English lesson in nursing p rogram focused on students’ ability in speaking.
Thus, communicative approach was the most used in English for Nursing courses. One of ESP lecturers believed that this approach led the lecturers to encourage the
nursing students to speak English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The exposure of the target language use was delivered into various ways such as videos, listening records, reading texts, and conversation scripts. In
addition, the variety of tasks such as role play, presentation, interview, and discussion provided the students opportunities to practice their speaking. In terms
of teaching vocabulary, it was usually drilled implicitly though there was no specific approach used. In other words, it could be implied from interviewing them
that vocabulary had not given special treatment yet. Furthermore, there were still obstacles in the process of teaching and
learning which sometimes made it difficult to reach the expected outcomes. The first problem was students’ lack of vocabulary. The low level of vocabulary size
affected students’ comprehension towards the exposures or even performing the tasks.
The second problem was students’ low motivation that influenced the progress of their English proficiency. It was agreed that intrinsic motivation had a
big impacted on their English than extrinsic motivation. One of English lecturers stated that:
“… mostly students were motivated because of their teacher’ teaching performance, classroom learning activities, or learning materials. And they
rarely extended their study outside the classroom or access English learning materials from other sources.” see appendix 4
The second interview was conducted with the students of semester four. It aimed to gain the deeper information about the difficulty in vocabulary learning,
their vocabulary learning strategies, the perspective on the use of vocabulary learning media. In the interview, the students said that they easily forgot the
vocabulary they learnt. Moreover, they often used “google translate” when they
found difficulty to understand the meaning in reading text or to do their English PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
