were prohibiting someone and giving reason to prohibition. While the grammar focus was modals. In this unit, there were 22 tasks: two tasks
belong to the introduction, eight tasks belong to “Let‟s Listen and
Speak”, eight tasks belong to “Let‟s Read and Write”, two tasks for “Let‟s Do More”, and also two tasks for “Let‟s Evaluate”.
c. Unit 3 Unit 3 was derived from SK standard of competence 1 and KD
basic competence 1.6 and 1.8. The topic of this unit was simple invitation. The title of the unit was “I‟d like to invite you to my nursing
seminar ”. Unit 3 focuses on the skill to make simple invitation card and
read schedule of transportation. As stated in the course grid, the language language function in this unit were inviting someone and responding to
someone‟s invitation. While the grammar focus of this unit is preposition and direction. In this unit, there were 25 tasks: two tasks belong to the
introduction, ten tasks belong t o “Let‟s Listen and Speak”, eleven tasks
belon g to “Let‟s Read and Write”, a task for “Let‟s Do More”, and also a
task for “Let‟s Evaluate”.
5. The Expert Judgment
After developing the first draft, the next step was expert judgment. The materials of the first draft were evaluated by the expert. The expert who
evaluated the materials was Mrs. Ella Wulandari, S.Pd., MA. She is a lecturer of English Education Study Program of Yogyakarta State University
who has ten year-experience of teaching.
a. The Results of the Expert Judgment and Revisions of Unit 1 1 The Results of the Expert Judgment of Unit 1
In the expert judgment step, there were four aspects of the materials that were evaluated. Those aspects were the appropriateness of the content,
the appropriateness of the language, the appropriateness of the presentation, and the appropriateness of the graphic. The following are the results of the
analysis of the questionnaire for expert judgment of Unit 1. a The Appropriateness of the Content
The first aspect to be evaluated was the appropriateness of the content of the materials. The following table shows the results of the analysis of the
appropriateness of the content of Unit 1.
Table 4.26: The Appropriateness of the Content of Unit 1 No
Evaluated Aspects Score
The Appropriateness of the Content
1. The materials match with the standard of competences and basic
competences stated in School-Based Curriculum for grade X students of vocational high school.
4
2. The materials
meet the nursing students‟ needs.
4
3. The topics of the units of The materials are relevant with the
grade X students of nursing department daily life.
4
4. The materials include the learning of the structure of the
text
.
2
5. The materials include the learning of social function of the
text
.
2
6. The materials include the learning of linguistic feature of the
text
.
4
7. The materials involve vocabulary learning tasks which are
relevant with the
topic of the unit. 4
8. The materials involve pronunciation learning tasks which are
relevant with the topic of the unit.
4
9. The materials involve learning activities which guide the
students to develop their communicative competence in spoken language.
3
10. The materials involve learning activities which guide the students to develop their communicative competence in written
language.
2
Mean
3,3
Table 4.26 shows that the mean value of the appropriateness of the content of Unit 1 was 3,3. This value was in the range of 3.25
≤ x ≤ 4 which fell into the
category of “Very Good”. b The Appropriateness of the Language
The second aspect to be evaluated was the appropriateness of the language of the materials. The following table shows the results of the analysis
of the appropriateness of the language of Unit 1.
Table 4.27: The Appropriateness of the Language of Unit 1 No
Evaluated Aspects Score
The Appropriateness of the Language
11. The language used in The materials is grammatically correct.
3
12. The language used in the
explanations of The materials
is appropriate for the students‟ cognitive development.
3
13.
The language used in the instructions of The materials is
appropriate for the students
‟
cognitive development.
4
14. The language used in the explanations of The materials is appropriate for the students‟ language ability.
4
15. The language used in the instructions of The materials is appropriate for the students‟ language ability.
4
16. The materials are coherent.
3
17. The materials are cohesive.
3
Mean
3,4
Table 4.27 shows that the mean value of the appropriateness of the language of Unit 1 is 3,4. This value is in the range of 3.25
≤ x ≤ 4. It means that the appropriateness of the language of Unit 1
is categorized as “Very Good”.
c The Appropriateness of the Presentation The next aspect to be evaluated was the appropriateness of the
presentation of the materials. The following table shows the results of the analysis of the appropriateness of the presentation of Unit 1.
Table 4.28: The Appropriateness of the Presentation of Unit 1 No
Evaluated Aspects Score
The Appropriateness of Presentation
18. The materials are suitable with the steps of Task-based learning as required by School-Based Curriculum.
4
19. The materials are presented in the form of texts, learning activities, and pictures equally.
3
20. The materials are suitable with the characteristics of Communicative Language Learning.
4
21. The materials encourage learners to actively interact in English with classmates, teachers, and other people
or their surroundings
.
4
22. The learning tasks are started from guided activities to the free guided activities.
3
23. The tasks are arranged systematically from the easiest to the most difficult.
3
24. The materials support students‟ creativity to communicate orally
and in writing.
3
25. The materials support students to make reflection and evaluation in the learning activities and in communicating using English.
4
26. The materials are completed with the learning goals, summary, reflection, and vocabulary list.
4
27. Texts and pictures have their own identity such as title, number or reference.
4
Mean
3,5
Table 4.28 shows that the mean value of the appropriateness of the presentation of Unit 1 is 3,5. This value is in the range of 3.25
≤ x ≤ 4. It means that the appropriateness of the presentation of Unit 1
is categorized as “Very Good”. However, the expert suggests adding an additional guiding task before
move to the production task.
d The Appropriateness of the Graphic The last aspect to be evaluated was the appropriateness of the graphic
of The materials. The following table shows the results of the analysis of the appropriateness of the graphic of Unit 1.
Table 4.29: The Appropriateness of the Graphic of Unit 1 No
Evaluated Aspects Score
The Appropriateness of Graphic
28. The use of font type and color can be read easily by the students.
4
29. The use of font variation bold, italic, underline, capitalization is in balance.
4
30. The use of font type is balance.
4
31. The used spaces are normal.
4
32. The placement title, subtitle, text, illustrations, pictures information, page numbers is consistent.
4
33. Pictures or illustration which is used are relevant with the topic and the content of the materials.
4
34. The use of pictures or illustrations is both aesthetic and functional.
4
35. The overall design of The materials is visually interesting.
3
Mean
3,8
Table 4.29 shows that the mean value of the appropriateness of the graphic of Unit 1 is 4. This value is in the range of 3.25 ≤ x ≤ 4 which falls
into the category of “Very Good”.
2 Revisions of Unit 1
The result of the expert judgment of Unit 1 was already based on nursing department students‟ need and interest. Therefore, the materials
were appropriate for the students of nursing department. However, there were some things that should be revised in this unit. The first one that should
be revised related to grammatical mistakes. It happened for the question in
task 13, it was written “When Karen has morning shift?” that should be written “When does Karen have morning shift?”.
There was also the revision regarding the addition of the explanation to make them clearer. For example in task 11, there was only a
dialogue which it should be added the situation so students can really picture how the situations when it happens. It also happened for the instruction in
task 18 “Label it with numbers and …” is not clear. It should be given more explanation as to what the pronoun “it” refers to. Lastly, for task 22, it
would be better if there were some role cards for each student so they can play their role without getting confused of what they role are.
There was also a task that need more practice to be finished. It was task 23. Since the instruction was to describe a hospital or clinic room, there
should be an example of how to describe things beforehand. Therefore, pre- writing activities need to be added. The pre-writing activities can be given
examples to describe things or indirectly give the language feature in the text provided in “Let‟s Read and Write” part so students can be more
familiar with the pattern. The complete revisions of unit 1 can be seen in the Appendix H.
b. The Results of the Expert Judgment and Revisions of Unit 2 1 The Results of the Expert Judgment of Unit 2
In the expert judgment step, there were four aspects of the materials that were evaluated. Those aspects were the appropriateness of the content,
the appropriateness of the language, the appropriateness of the presentation,
and the appropriateness of the graphic. The following are the results of the analysis of the questionnaire for expert judgment of Unit 2.
a The Appropriateness of the Content The first aspect to be evaluated was the appropriateness of the content
of the materials. The following table shows the results of the analysis of the appropriateness of the content of Unit 2.
Table 4.30: The Appropriateness of the Content of Unit 1 No
Evaluated Aspects Score
The Appropriateness of the Content
1. The materials match with the standard of competences and basic
competences stated in School-Based Curriculum for grade X students of vocational high school.
4
2. The materials
meet the nursing students‟ needs.
4
3. The topics of the units of The materials are relevant with the
grade X students of nursing department daily life.
4
4. The materials include the learning of the structure of the
text
.
4
5. The materials include the learning of social function of the
text
.
4
6. The materials include the learning of linguistic feature of the
text
.
3
7. The materials involve vocabulary learning tasks which are
relevant with the
topic of the unit. 3
8. The materials involve pronunciation learning tasks which are
relevant with the topic of the unit.
3
9. The materials involve learning activities which guide the
students to develop their communicative competence in spoken language.
3
10. The materials involve learning activities which guide the students to develop their communicative competence in written
language.
3
Mean
3,5
Table 4.30 shows that the mean value of the appropriateness of the content of Unit 2 was 3,5. This value is in the range of 3.25
≤ x ≤ 4 which falls into the
category of “Very Good”.
b The Appropriateness of the Language The second aspect to be evaluated was the appropriateness of the
language of the materials. The following table shows the results of the analysis of the appropriateness of the language of Unit 2.
Table 4.31: The Appropriateness of the Language of Unit 2 No
Evaluated Aspects Score
The Appropriateness of the Content
11. The language used in The materials is grammatically correct.
4
12. The language used in the
explanations of the materials
is appropriate for the students‟ cognitive development.
4
13.
The language used in the instructions of The materials is
appropriate for the students
‟
cognitive development.
4
14. The language used in the explanations of the materials is appropriate for the students‟ language ability.
4
15. The language used in the instructions of the materials is appropriate for the students‟ language ability.
4
16. The materials are coherent.
4
17. The materials are cohesive.
4
Mean
4
Table 4.31 shows that the mean value of the appropriateness of the language of Unit 2 is 4. This value is in the range of 3.25
≤ x ≤ 4. It means that the appropriateness of the language of Unit 2
is categorized as “Very Good”.
c The Appropriateness of the Presentation The next aspect to be evaluated was the appropriateness of the
presentation of the materials. The following table shows the results of the analysis of the appropriateness of the presentation of Unit 2.
Table 4.32: The Appropriateness of the Presentation of Unit 2 No
Evaluated Aspects Score
The Appropriateness of Presentation
18. The materials are suitable with the steps of Task-based learning as required by School-Based Curriculum.
3
19. The materials are presented in the form of texts, learning activities, and pictures equally.
4
20. The materials are suitable with the characteristics of Communicative Language Learning.
4
21. The materials encourage learners to actively interact in English with classmates, teachers, and other people
or their surroundings
.
4
22. The learning tasks are started from guided activities to the free guided activities.
3
23. The tasks are arranged systematically from the easiest to the most difficult.
3
24. The materials support students‟ creativity to communicate orally
and in writing.
3
25. The materials support students to make reflection and evaluation in the learning activities and in communicating using English.
4
26. The materials are completed with the learning goals, summary, reflection, and vocabulary list.
4
27. Texts and pictures have their own identity such as title, number or reference.
4
Mean
3,6
Table 4.32 shows that the mean value of the appropriateness of the presentation of Unit 2 is 3,6. This value is in the range of 3.25
≤ x ≤ 4. It means that the appropriateness of the presentation of Unit 2
is categorized as “Very Good”. However, the expert suggests adding an additional guiding task before
move to the production task.
d The Appropriateness of the Graphic The last aspect to be evaluated was the appropriateness of the graphic
of the materials. The following table shows the results of the analysis of the appropriateness of the graphic of Unit 2.
Table 4.33: The Appropriateness of the Graphic of Unit 2 No
Evaluated Aspects Score
The Appropriateness of Graphic
28. The use of font type and color can be read easily by the students.
4
29. The use of font variation bold, italic, underline, capitalization is in balance.
4
30. The use of font type is balance.
4
31. The used spaces are normal.
4
32. The placement title, subtitle, text, illustrations, pictures information, page numbers is consistent.
4
33. Pictures or illustration which is used are relevant with the topic and the content of the materials.
4
34. The use of pictures or illustrations is both aesthetic and functional.
4
35. The overall design of The materials is visually interesting.
4
Mean
4
Table 4.33 shows that the mean value of the appropriateness of the graphic of Unit 2 is 4. This value is in the range of 3.25 ≤ x ≤ 4 which falls
into the category of “Very Good”.
2 Revisions of unit 2
Overall, the result of the expert judgment for unit 2 was very good. However, to make the materials better, there should be some revisions. The
revisions for unit 2 were mostly about the grammar. For example in task 8
“Doctor, what is that sign mean?” was ungrammatical. It should be “What does the sign mean?”. There was also the sentence in task 18 that was
written as “…. that you left the hospital and ask him replace you for awhile.” In that sentence, it should be written “to ask” and the word awhile
should be separated to be “a while”. Another revision was to add more explanation about the menu part
since it was not only for reading skill but also for writing skill as well. Therefore, there must be more practice to give students more opportunity to
practice writing menu analysis. It was either give an example of menu analysis or give the step to write a menu. Other than that, the memo part was
already fulfilling the pre-writing activities that help them to write simple memo at the end of the learning. The complete revisions of unit 2 can be
seen in the Appendix H.
c. The Results of the Expert Judgment and Revisions of Unit 3 1 The Results of the Expert Judgment of Unit 3
In the expert judgment step, there were four aspects of the materials that were evaluated. Those aspects were the appropriateness of the content,
the appropriateness of the language, the appropriateness of the presentation, and the appropriateness of the graphic. The following were the results of the
analysis of the questionnaire for expert judgment of Unit 3.
a The Appropriateness of the Content The first aspect to be evaluated was the appropriateness of the content
of the materials. The following table shows the results of the analysis of the appropriateness of the content of Unit 3.
Table 4.34: The Appropriateness of the Content of Unit 3 No
Evaluated Aspects Score
The Appropriateness of the Content
1. The materials match with the standard of competences and basic
competences stated in School-Based Curriculum for grade X students of vocational high school.
4
2. The materials
meet the nursing students‟ needs.
4
3. The topics of the units of The materials are relevant with the
grade X students of nursing department daily life.
4
4. The materials include the learning of the structure of the
text
.
4
5. The materials include the learning of social function of the
text
.
4
6. The materials include the learning of linguistic feature of the
text
.
4
7. The materials involve vocabulary learning tasks which are
relevant with the
topic of the unit. 4
8. The materials involve pronunciation learning tasks which are
relevant with the topic of the unit.
4
9. The materials involve learning activities which guide the
students to develop their communicative competence in spoken language.
3
10. The materials involve learning activities which guide the students to develop their communicative competence in written
language.
3
Mean
3,8
Table 4.34 shows that the mean value of the appropriateness of the content of Unit 3 was 3,8. This value is in the range of 3.25
≤ x ≤ 4 which falls into the category of “Very Good”.
b The Appropriateness of the Language The second aspect to be evaluated was the appropriateness of the
language of the materials. The following table shows the results of the analysis of the appropriateness of the language of Unit 3.
Table 4.35: The Appropriateness of the Language of Unit 3 No
Evaluated Aspects Score
The Appropriateness of the Language
11. The language used in The materials is grammatically correct.
4
12. The language used in the
explanations of The materials
is appropriate for the students‟ cognitive development.
4
13.
The language used in the instructions of The materials is
appropriate for the students
‟
cognitive development.
4
14. The language used in the explanations of The materials is appropriate for the students‟ language ability.
4
15. The language used in the instructions of The materials is appropriate for the students‟ language ability.
4
16. The materials are coherent.
4
17. The materials are cohesive.
4
Mean
4
Table 4.35 shows that the mean value of the appropriateness of the language of Unit 3 was 4. This value is in the range of 3.25
≤ x ≤ 4. It means that the appropriateness of the language of Unit 2 wa
s categorized as “Very Good”.
c The Appropriateness of the Presentation The next aspect to be evaluated was the appropriateness of the
presentation of the materials. The following table shows the results of the analysis of the appropriateness of the presentation of Unit 3.
Table 4.36: The Appropriateness of the Presentation of Unit 3 No
Evaluated Aspects Score
The Appropriateness of Presentation
18. The materials are suitable with the steps of Task-based learning as required by School-Based Curriculum.
3
19. The materials are presented in the form of texts, learning activities, and pictures equally.
4
20. The materials are suitable with the characteristics of Communicative Language Learning.
4
21. The materials encourage learners to actively interact in English with classmates, teachers, and other people
or their surroundings
.
4
22. The learning tasks are started from guided activities to the free guided activities.
3
23. The tasks are arranged systematically from the easiest to the most difficult.
3
24. The materials support students‟ creativity to communicate orally
and in writing.
3
25. The materials support students to make reflection and evaluation in the learning activities and in communicating using English.
4
26. The materials are completed with the learning goals, summary, reflection, and vocabulary list.
4
27. Texts and pictures have their own identity such as title, number or reference.
4
Mean
3,6
Table 4.36 shows that the mean value of the appropriateness of the presentation of Unit 3 is 3,6. This value is in the range of 3.25
≤ x ≤ 4. It means that the appropriateness of the presentation of Unit 3
is categorized as “Very Good”.
d The Appropriateness of the Graphic The last aspect to be evaluated was the appropriateness of the graphic
of the materials. The following table shows the results of the analysis of the appropriateness of the graphic of Unit 3.
Table 4.37: The Appropriateness of the Graphic of Unit 3 No
Evaluated Aspects Score
The Appropriateness of Graphic
28. The use of font type and color can be read easily by the students.
4
29. The use of font variation bold, italic, underline, capitalization is in balance.
4
30. The use of font type is balance.
4
31. The used spaces are normal.
4
32. The placement title, subtitle, text, illustrations, pictures information, page numbers is consistent.
4
33. Pictures or illustration which is used are relevant with the topic and the content of the materials.
4
34. The use of pictures or illustrations is both aesthetic and functional.
4
35. The overall design of The materials is visually interesting.
4
Mean
4
Table 4.36 shows that the mean value of the appropriateness of the graphic of Unit 3 is 4. This value is in the range of 3.25 ≤ x ≤ 4 which falls into the
category of “Very Good”.
2 Revisions of unit 3
The result of the expert judgment for unit 3 was very good. Unit 3 has the least of the things that should be revised. The mistakes were only in
the level of minor mistakes. The mistakes were just in the form of grammatical mistakes. For example in task 13, the
„to be‟ had should be changed to have since the tense was simple perfect tense. There were also
mistakes in the use of preposition in the sentences in task 15. For example for the seminar that the prepositions, it should be changed into in; and at
morning that the prepositions should be changed into in followed by the.
Another revision was to change some things. One of them was in the phrase in task 13
“we have to confirm to her” was better to be changed into “we have to give her confirmation”. Then, the picture in task 14 was
unclear. The expert asked the researcher to consider changing the picture into the clearer one so it would be easier to be seen. The complete revisions
of unit 3 can be seen in the Appendix H.
B. Discussion
The result of this research was English learning materials for students of nursing department that developed based on School-Based Curriculum. After
going through step by step in the process of developing the materials, the materials were finally have been evaluated through expert judgment process
with result that the materials were appropriate for students of nursing department.
The materials was developed for nursing department, therefore the materials should be suitable for their need and interest. Hence, the first step in
developing the material was conducting the need analysis. Richards and Schmidt 2002:367 defines needs analysis as the process of deciding the
needs of learners who learn language and arranging the needs based on priorities. The need analysis was done by distributing questionnaire to 35
students of nursing department in SMK Kesehatan Rahani Husada. The need analysis was conducted on March 30
th
, 2016. The instrument was in the form of questionnaire. Hutchinson and Waters 1987 : 54 states two types of needs:
target need and learning need. There were 25 multiple choices questions that aimed to find out the target needs and the learning needs.
There were 6 questions related to the target needs and 18 questions related to learning needs. The result of the need analysis then became the
guideline of developing the materials besides the interview. Hutchinson and Waters 1987: 60 define target need as what the
learners needs to do in the target situation. In term of the target needs, based on the need analysis result, the majority of the students learn English to support
them as a nurse in the future. By learning English, the students also have view on what are the benefits of English for their future as nurse abroad. Students
mostly chose communicating with the patients and giving service to the patients as their main specific goal to learn English. It is because as nurse they
were always must to have direct communication with the patients. Lacks is the gap between what the learners already knew and what the learner have not
known yet. Based on the need analysis, almost all students think that their current English proficiency is in the beginner level. They were mostly able to
communicate in English with basic expression and mastering only a bit of vocabulary of nursing and medical terms. However, almost all students also
agreed that they should be at the advanced level of English proficiency in order to support their later education and job. They agreed that in the future they
should be able to do two-way communication with patients and co-workers fluently; able to use English in doing jobs as a nurse based on the work
procedures and nursing discipline knowledge. Wants is simply defied as what
