RESEARCH FINDINGS AND DISCUSSION Developing Supplementary English Material Based On Project Based Learning For Nursing Students Of Medical Department Of Smk Citra Semesta Indonesia Yogyakarta.

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This chapter presents the findings of the research and the discussion. The research findings discuss the answer of the research questions as follows: (a) what is the quality of the existing English course books used in tenth grade students at SMK Citra Semesta Indonesia Yogyakarta especially in nursing skill program?; and (b) how is the Supplementary English book for nursing skill program of tenth grade students at SMK Citra Semesta Indonesia Yogyakarta by using Project-based Learning develop? The discussion section presents the justification of the research findings related to the other relevant references.

A. Research Findings

There are two stages which are discussed in the research findings as follows: exploration and development stage. The exploration stage consists of four parts of findings: (1) the analyzing of the existing condition in this case is the description of the existing and quality of course book, (2) the analyzing of syllabus used in nursing skill program, (3) the result of need analysis obtained from questionnaire, interview, observation, and document analysis, and (4) product planning. The development stage consists of four parts: (1) prototype development, (2) expert validation, (3) tryout of the product and (4) developing final product. The explanation of each stage will be discussed as follows.

1. Exploration Stage

There are four kinds of activities in the exploration stage, namely analyzing the condition of existing text book used in the class, analysis of

syllabus used in nursing program, need analysis, and product planning. The data were collected from library and field research. Library research and document analysis were used to analyze the quality of the textbook especially to teach ESP students in nursing skill program. The library research had been done in advance so the data could theoretically support this research. The theories reviewed by the researcher in this study were mostly taken from journals of relevant study and the textbooks which covered all variables that were related to this study. In terms of document analysis, the researcher analyzed the existing course book and syllabus of ESP class available at school. Meanwhile, the data from field research was used to find out the use of the existing textbook English for Vocational School for tenth grade in ESP class. In field observation stage, the researcher did interview with two English teachers, distributing questionnaire to the students and classroom observation. The field research was done in the tenth grade students of SMK Citra Semesta Indonesia Yogyakarta which is located in Jl. Durungan Wates Kulon Progo Yogyakarta. The number of students in tenth grade is 32 students which consist of 30 girls and 2 boys. The result of need analysis was used to arrange the prototype in developing prototype activity.

Library research as explained in chapter II showed that PBL brings benefits toward language teaching and learning including achieving the 21st century skills. This is because PBL is holistic in nature and incorporates the principles of providing challenging and complex work, interdisciplinary and encourages cooperative learning. It also lends

authenticity to learning. While in practice, practitioners plan, implement and evaluate projects in real-world situations beyond the classrooms. It is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. It functions as a bridge between using English in class and using English in real life situations outside class (Fried-Booth, in Donna, 1998: 1). One important purpose of choosing PBL is to increase learner activity by doing authentic projects. PBL is concerned with learner and not teacher activity and it lies on the learner to produce open ended projects which include the teacher in the role of facilitator or coach. The learner generally work in cooperative groups for extended periods of time, and are encouraged to seek out multiple sources of information. Often these approaches include an emphasis on authentic, performance-based assessment.

There are two topics discussion in the exploration stage. The first is about the description of the existing and quality of the course book used in tenth grade students of nursing class in SMK Citra Semesta Indonesia, and the second discussion is about the result of need analysis conducted through having interview, distributing questionnaire, class observation and document analysis. The findings are explained in detail as follows.

a. The Analysis of Existing Course Book

The analysis of course book was based on the Cunningsworth (1995) model that based on: (1) impressionistic overview evaluation and (2) in-depth analysis evaluation.

1) Impressionistic Overview Evaluation

According to Cunningsworth (1995), the general impression of a course book can be done by looking through it and getting an overview of its possibilities and its strengths and weaknesses. It can be seen for various features of the course book are alike, such as the quality of the visuals, how attractive and clear the layout is, what the whole course package is made up, etc. related to the book description, the researcher presented the overview of book identity.

Based on interview and observation, it was found that the teachers and the students of nursing class use the type of the English module which is entitled “English for Vocational Schools IA”. After conducting document analysis for the existing course book, it was found that the book is written by Dra. Hj. Yiyis Krisnani, M. Hum., and the publisher is Drs. Maskurun. The book size is 16 x 21 cm. This book was published in 2011 by LP2IP (Lemabaga Pemacu Prestasi Bidang Ilmu P engetahuan), Yogyakarta. LP2IP is one of the educational publisher books in Yogyakarta. The materials inside are arranged in eleven chapters which consists of 140 pages. The cover color is pink while the page color is black and white. It has only the cover which colorful. It is published only when an institution school or someone ordered.

English for Vocational Schools IA is arranged based on KTSP 2006 and SKL (Standa r Kompetensi Lulusan) in novice level. It

focuses on the four language skills namely listening, speaking, reading, and writing. This book is arranged based on tasks which consist of 17 to 20 tasks in each chapter. This book also provides student and teacher guideline to use this book. This book can help the students to master and develop their potencies based on their abilities and study program in general. To support the mastery of the students‟ abilities, this book is also equipped with Competency Standard, Basic Competence, Learning Material, and Performance Criteria in every chapter in the first page of the chapter. In the last page provides a set of exercises based on TOEIC test. The cover and layout of the book is minimalist. The book cover could be seen in the figure 4.1 below.

Figure 4.1 Book cover of “English for Vocational Schools IA”

2) In-depth Analysis Evaluation

This explanation is about the description of existing and quality of course book used in nursing class of SMK Citra Semesta

Indonesia Yogyakarta. In-depth analysis evaluation is more penetrating in its approach and has its own agenda. The analysis of textbook was based on the Cunningsworth (1995) model. There are eight indicators proposed by him as the criteria for book evaluation. They are (1) objective and approach, (2) design and organization, (3)

language content, (4) skill, (5) topic, (6) methodology, (7) teacher‟s

book, and (8) practical consideration. The details explanation will be discussed as follows:

a) Objective and Approach

The aim of the book is for developing communicative competence and language skills. However they do not concern closely with the aims of the teaching and learning based on

learners‟ needs toward English for nursing skill. The book only

provides general English. In addition, the book is not suited to the teaching and learning situation. Some materials and exercises are not based on the context. It is not quite comprehensive because it does not cover most or all of what is needed but overall it is still good resource for students and teachers. The book is flexible. It allows different teaching and learning style.

The book is designed for all skill programs in vocational high school. It is organized based on functional chapter. It focuses on the mastery of language function and communication which involves four skills. The organization is based on the order of competency standard and basic competence in KTSP. The book

uses deductive approach in presenting the material. It presents some theories and explanation about the topic then it was followed by some expressions and tasks. Figure 4.2 is the quotation taken from the book.

Figure 4.2 SK and KD used in the book

From the quotation above can be seen that the book is arranged based on KTSP 2006. The communicative competence used is for novice level. Each chapter is presented based on the order of basic competence. It develops four language skills namely listening, speaking, reading, and writing.

Each chapter presents basic competence which divided into three major basic competences from KD 1.1, KD 1.2 & 1.3, and KD 1.4. In the end of chapter, there is an evaluation to assess the students understanding of the material in each chapter. It is also provided by a competency assessment result to give the students mark in the end of the learning process using this book. Figure 4.3 is the quotation of table of content in each chapter.

Figure 4.3 Table of Content

b) Design and Organization

English for Vocational Schools IA has eleven chapters and 140 pages. Each chapter presents a standard competence that involves some language functions. It contains not only material but also the exercises. Each chapter contains some activities or situation that may happen in the students‟ working place. It is not only completed by grammar which is used in each chapter but also the tasks to practice. The book is only accompanied by a cassette

for listening. There is no teacher‟s book provided. The content is

organized based on KTSP 2006. The organization of the material is arranged based on the order of SK and KD. The grading and progression are not suitable for the learners. The grading task from

easy to difficult is not clear but it allows the students to complete the work needed to meet any external syllabus requirements. There is an adequate recycling and revision. There are reference sections for grammar, etc. However some of the materials are not suitable for individual study because they are not contextual with the

students‟ skill program. It is easy to find the way around the book

because the layout is clear enough. There is a table of content in the beginning of chapter and the pages are numbered well. The book is unattractive, unclear illustration of the pictures and not colorful. The following is the quotation taken from the book.

Figure 4.5 Unclear Illustrations of the Pictures in Chapter 3

From the figure above (figure 4.4 and 4.5), it can be seen that illustration of the pictures are unclear information. In task 8 (figure 4.4), the students are asked to learn nationalities in the world based on the different kind of peoples in the picture. It can be seen from the picture that kind of peoples in different nationalities are unclear appearance. It makes the students confused to differentiate them. In task 9 (figure 4.5), the students are asked to pay attention to the preposition place shown in the picture. It can be seen from the picture that the cats as the illustration are confusing placement and unclear numbering of the information given in the picture. It is not contextual pictures because it cannot show the real illustration.

c) Language Content

The activities in the book are varied and they have almost the same pattern, so they look boring. The order of the activities is

started from listening, speaking, reading, and writing. The book arranged from the tasks which contains four skills but most of them are not contextual and are not arranged well. It contains some

irrelevant practices that are not suitable for the students‟ fields. There are so many kind of tenses used in this book. However the book does not cover the main grammar items of the tenses used. It makes the students confused to use this book. Therefore the teacher has to give some notes about the tenses before use this book. The book just provides the expression and sample dialogue used in some situations. There is no material for practicing pronunciation and vocabulary list. Moreover, it does not deal with structuring and conventions of language sentence. There is no explanation both explicit and implicit about the semantics. The language style is not

appropriate to the students‟ situation, especially of nursing

program. It is too general and less contextual.

d) Language Skill

The four skills are adequately covered, with regard to the syllabus requirements. There are some materials for integrated skills work. English for Vocational Schools IA develops four language skills starting from listening, speaking, reading, and writing. Each skill provided in every task.

The practices for grammar in the book are less interesting and contextual. It cannot facilitate the students with the real world task. The following is the quotation taken from the book.

Figure 4.6 Practices for Grammar in Chapter 8

From the figure above, the students are asked to read the information about soft lenses and rigid gas-permeable lenses. Then the students have to make comparative about them. It can be seen that the prices used dollar not rupiah. It can be concluded that the task given is less communicative and does not close to the

students‟ real world. In addition, the language use in this book is

not contextual with the students‟ skill program especially in

not appropriate to be used in nursing filed. Figure 4.7 is the quotation taken from the book.

Figure 4.7 Materials for Speaking Skill in Chapter 9

The listening material is quite well recorded, accompanied by background information, questions, and activities which help

the students‟ comprehension. However, the material for spoken

English is not well designed to equip learners for real-life situations in nursing field. Moreover, the cassette record and the transcript written in the book is not match at all. The quotation from the book is as follows.

The reading materials are less suitable for the students‟

levels and interests. There is no sufficient reading material because it has less input of text therefore the students may not get the exposure to the language much. In addition, some of the topic in

the reading tasks is out of the students‟ field and there is no

vocabulary list to help the students find the difficult meaning words. Figure 4.9 is the following quotation taken from the book.

There is only completing the blank dialogues in most of the writing tasks. It is not suitable in term of amount of guidance or control, degree of accuracy, organization of longer sentences of writing and use of appropriate style. Figure 4.10 is the following quotation taken from the book.

Figure 4.10 Materials for Writing Skill in Chapter 2

e) Topic

The topic in each unit is developed based on each SK and KD. There is enough variety and range of topic.

From the sample topic in figure 4.11, it can be seen that the

topics are not close to the students‟ working place. Each topic

presents material of general English. Moreover, the topic will not

expand the students‟ awareness and enrich their experience

expression situation. Figure 4.11 is the quotation of a topic of chapter 4 and 5 taken from the book.

Figure 4.11 Topic of Chapter 4 and 5

f) Methodology

The approach to language learning used by the book is communicative learning. The students are expected to develop the communicative competence both in written and spoken. Yet the approach is less appropriate with the teaching and learning situation, because it is not supported by the materials which are too general. The students of nursing program need specific material that can support them in their working life.

The techniques used for practicing new language items are varied such as by asking the students to make sentences, dialogue

or completing the blank dialogues or paragraph. However, those are less suitable for learners because it is less creative, unattractive, boring, not interesting, and not appropriate with learning style in 21st century. The communicative abilities are developed through four skills. In this book, the students are expected to take a degree of responsibility for their own learning.

g) Teacher’s Book

The book is not accompanied with teacher book.

h) Practical Consideration

The price of the book is cheaper than the standard course book therefore the quality of the book is not good. It cannot be found in any book store because it produced only by the ordered of school institution to LP2IP. Fortunately, the school provides the book from LP2IP and allows the students to buy that book. Finally, it becomes the English book in SMK Citra Semesta Indonesia Yogyakarta.

The package of the book is not attractive enough. Moreover, the book is not lost-lasting. The curriculum can be changed anytime and therefore it may not appropriate anymore. In summary, in-depth analysis could be described briefly in the table 4.1.

Table 4.1 Summary of Book Analysis based on Cunningsworth Model (1995)

No Aspect Evaluation

1. Objective and Approach - It does not match with the need of learner and teaching situation.

- It allows different teaching and learning style

- Presenting the material followed by tasks. 2. Design and Organization - It provides cassette for listening.

- It contains both materials and practices.

- It is based on the order of SK and KD in the KTSP.

- The grading of task is not clear.

3. Language Content - There is no list of vocabulary and pronunciation.

- The language style is not appropriate to the

students‟ situation, especially of nursing

program.

4. Language Skills - The four skills are adequately covered, with regard to the syllabus requirements

- It develops four language skills starting from listening, speaking, reading, and writing

- The listening skill tasks does not match with the cassette record

5. Topic - It is developed based on SK and KD

- It is not expand students‟ awareness and enrich their experience.

6. Methodology - The approach is communicative language learning.

- It is integrated with four language skills

7. Teacher‟s Book - There is no teacher‟s book.

8. Practical Consideration - The school provides the book from LP2IP and allows the students to buy that book.

- The package of the book is not attractive and not lost-lasting.

Based on the result of analysis above, the researcher drew a summary and conclusion. The researcher found some strengths and

weaknesses of the existing course book used in nursing class SMK Citra Semesta Indonesia Yogyakarta. The strengths were as follows: 1) English for Vocational Schools IA allows different teaching and

learning style.

2) The design, organization, and topic of English for Vocational Schools IA developed based on SK and KD in KTSP 2006.

3) English for Vocational Schools IA provides some kind of dialogues based on expression for practice English.

There were also some points that researcher considered as weaknesses found inside. They were as follows:

1) The book is quite general for vocational class especially for nursing skill program that why it does not match with the need of learner and teaching situation.

2) The design and organization of the content is based tasks, however the grading of the tasks are not clear and there are some unclear illustration pictures which are not authentic and contextual.

3) The book does not include material for pronunciation work and vocabulary list.

4) Some of the materials are very complicated to use by the students, so

they still need teacher‟s help for using the book.

5) The topics are too general. It cannot expand the students‟ awareness and enrich their experience.

Based on the summary above, the researcher concluded that: 1) English for Vocational Schools IA was not appropriate for guiding

teaching and learning in nursing class.

2) A supplementary project book was needed to guide teaching and learning in nursing class.

b. The Analysis of Syllabus Used in Nursing Skills Program

Based on Permendiknas paragraph 20 year 2005 in Soehendro (2006), there are some components that should be included in developing syllabus. They were defining the competence standard, basic competence, learning material, learning activities, indicator, evaluation, time allocation, and learning source. The syllabus made by the teachers was analyzed by considering the completeness of those components. It is allowed to modify the syllabus due to the schools‟ policy as long as it does not totally alter the structure of syllabus and break its essence. The syllabus checklist can be seen below in Table 4.2.

Table 4.2 Checklist of Syllabus Analysis based on Permendiknas 20/2005

No Components Availability

1. Competence Standard √

2. Basic Competence √

3. Learning Material √

4. Learning Procedures √

5. Indicators √

6. Kinds of Evaluation √

7. Time Allocation √

After analyzing the syllabus used by the English teacher for the students of nursing skills program, it was found that all components have been included in developing syllabus. The competence standard was available which is communicating in English at Novice level. The basic competence is also written down in the first column. The syllabus contains learning materials which are described in details. Learning procedures is developed integratively starting from listening-speaking-reading-writing. The indicators of each standard competence are well formulated. The syllabus provides the kinds of evaluation which are in the form of spoken and written test. The time allocation is allocated based on the education policy. For learning resources, the teacher uses English for Vocational Schools IA by LP2IP and Module Novice 1 by Dinas Pendidikan Kulon Progo/2005.

c. Need Analysis

Need analysis was a first step of this research. It refers to activities to collect the data related to previous condition in the field and the expected need to solve the problem. It is useful to enforce the background of the problem in the research. Need analysis as the first step in the research was conducted to investigate whether the stakeholders need the material developed by the researcher. This step was done by doing interview, questionnaire, observation, and document analysis.

There were two English teachers of SMK Citra Semesta Indonesia Yogyakarta who were interviewed personally. The interview for the English teacher consisted of eighteen questions. The interview was categorized as

in-depth interview. The researcher used structured interview guideline to conduct the in-depth interview. The researcher interviewed the English teachers and found that the book is not effective to teach the students for all skill programs. The materials provided in the book were still general and

focus on SKL to prepare students‟ National examination. The following is the

teachers‟ statement about it.

“Masih umum sih mbak. Belum menyentuh tiap jurusannya. Materinya sama mbak. Untuk buku ini masih umum belum menjurus pada jurusan keperawatan dan materinya lebih mengacu SKL untuk mempersiapkan siswa UN.”

Interview 2

“Sudah, tapi tidak mencukupi kalau untuk tiap jurusan. Paling cuma 25% aja. Sisanya lebih ke umum dan menjurus untuk persiapan UN.”

Interview 1

From the interview 1 and 2, can be concluded that the materials in the

book does not match to the students‟ skill program. The book content is too

general. The teacher used this book because of reference from the local government. The following is the teachers‟ statement about it.

“Oh…buku ini itu untuk wilayah Kulon Progo rata-rata SMK ya pake buku ini, karena sudah ada rujukan dari dinas pendidikan.”

Interview 1

It was also found that there is no specific material for nursing skill

program. Based on the teachers‟ opinion, the material in SMK has not been

sufficient and appropriate for the students with different skill program. The material in SMK contains general English whereas they will need English in their working field. The teacher agreed that it is necessary to have specific

material for each skill program to support the students in their working filed. Below is the teachers‟ statement about it.

“Iya bagus mbak kalau ada buku tambahan yang sesuai jurusan, apalagi kelas X dan XI itu kan mereka besok ada PI (Praktek Industri) bisa membantu mereka kalau magang di rumah sakit Internasional mereka bisa berkomunikasi pake bahasa inggris dengan pasiennya.”

Interview 2

In addition, there are some obstacles in using this book when teaching and learning process in the class. The teacher said that the students can use the book easily if they understand and skilled about the tenses and focus language which used in the book. This is the following statement from the teacher.

“Untuk kendala dalam mengajar di kelas itu pasti ada, terutama dari siswa sendiri yang masih bingung dan belum paham dengan dasar-dasar bahasa Inggris. Makanya saya pertama kali mengajarkan siswa untuk belajar bahasa Inggris mulai dari tenses dan focus language-nya. Mereka harus kuasai itu dulu baru mulai masuk ke materi pembelajaran yang ada di buku. Minimal mengenal mulai dari simple present sampai future past continuous itu dia sudah tahu beserta dengan keterangannya. Karena yang saya ketahui selama ini kelemahan yang ada di tingkat SMA dan SMK itu mereka banyak sekali hanya tekstual mengenal buku tapi tidak mengenal struktur kalimat itu. Terus…eee…. perancang buku yang ada pada saat ini orientasi dia, dia itu menganggap bahwa siswa itu setara dengan mereka. Sehingga tanpa memperhatikan kebutuhan dasar siswa. Itu kelemahannya disana.”

Interview 1 “Kalau siswa sudah menguasai focus language dan target language-nya. Begitu sudah selesai tenses-nya mempelajari buku ini sebenarnya mudah kok. Oh iya Pak ini tenses-nya present tense ya ini past tense ya…iya apa cirinya…oh ini did ini do. Kemudian ada subject plus verb 2. Dia langsung ngerti. Tapi ketika mereka belum tahu itu, kita pelajari buku ini dari awal sampai dengan akhir selesai dia juga gak ngerti apa -apa. Hanya cuma bisa menyilang a,b,c,d benar atau salah. Sementara target language itu kan bukan hanya mengisi benar, mendapatkan nilai baik. Tapi how to communicate kan gitu ya, bagaimana berkomunikasi itu yang lebih penting. Kalau saya memfokuskannya memang disitu.”

Moreover, the teacher said that most of the students have limit vocabulary who make them do not understand the meaning of the instructions written in the book. Unfortunately this book is not completed with the

vocabulary list. Here are the teachers‟ statements about it.

“Ya siswa itu masih sulit mengartikan sama di tenses-nya itu masih kurang. He’em vocab sama tenses-nya masih kurang.”

Interview 2

“Oh itu mereka masih berkendala, masih butuh bimbingan. Karena kan semua pengantarnya dengan bahasa Inggris, sedang mereka kan kesulitan diartinya itu mbak. Dan mereka kan kadang males toh mbak klo disuruh cari artinya satu persatu dikamus. Tapi kalau untuk siswa yang rajin ya mau mencari sendiri. Cuma ya masih banyak yang males. Paling kalau satu kelas itu ada sekitar 30 siswa ya yang rajin itu 10 anaklah. Tadi aja pas saya ngajar kan coba ada yang bisa mengartikan, terus suruh speaking untuk mengartikan aja masih belum ada yang berani padahal bisa sambil baca dari buku.”

Interview 2

The responses and information given by the teachers showed that the existing learning sources were not appropriate to guide teaching and learning process in the classroom. The teachers and the students need supplementary book which focus on the nursing skill and provides vocabulary list to accompany the existing book.

The researcher also conducted observation in the class to know the developing of teaching experience based on book used. In addition it is to know the suitability and discrepancy of information between the interview and the application in the class. Based on the reflections of the three observations in the classroom, the findings are: (1) The students and the teacher use English for Vocational Schools IA as course book in the class; (2)

The content of material in the book does not relate to the students‟ skill program. It contains general English, not specific expression used in nursing, and there is no vocabulary list to help the students understand some of difficult words; (3) In using the book, the teacher did not adapt the

material in the book with the students„ skill program; (4) The students still

needed the other reference in using the book especially to expand their vocabulary in specific skill of nursing program. The reflections of the three observations in the classroom are as follows.

The teaching and learning process in the class was managed well. The teacher used song to teach the materials. It made the students happy and class felt so interesting and fun. The teacher used English for Vocational Schools in teaching students of nursing skill program. Although, the content of material is based on standard competence which the learning objective is the students will be able to communicate in English on the novice level, the material is not appropriate with the nursing skill program. For example on chapter 2 which has the topic introducing yourself and others, there are some tasks, one of them is task 13 talk about subject pronoun. It is not match with the topic because there is no dialogue conversation based on the topic. It is only learn about the grammatical of the subject pronoun the sentences. It is not practical and authentic task. Moreover, there is no vocabulary or expression about nursing. Those tasks contain general information not what the students need in their field. In addition, the teacher did not explore and adapt the material in the book in order to be appropriate with the students study program namely nursing. In explaining the material, the teacher used song and physical movement to make the students enthusiasm to learn and remember the material. Sometimes the teacher made a joke in Javanese language which made the students laughed. It kept the students focus on the teaching and learning process. In the last session, the teacher gave a happy time to the students for sing some songs which they learned before. It helped the students‟ pronunciation and raised their braveness to speak English. The teaching techniques used by the teacher are powerful and effective. It can be concluded that the teaching techniques used by the teacher is support the learning process, but the materials in the textbook is not

appropriate with the students‟ need of nursing skill program and there is no supplementary

materials to fulfill it.

The teaching and learning process in the class was managed well, but in the middle of the

time when the teacher gave point and mark to the students‟ works, the students just waited

without doing anything, then they talked with their friends made the class noisy. The teacher used English for Vocational Schools in teaching students of nursing skill program. Although, the content of material is based on standard competence which the learning objective is the students will be able to communicate in English on the novice level, the material is not appropriate with the nursing skill program. For example on chapter 2 which has the topic introducing yourself and others, there are some tasks, one of them is task 20 talk about giving statements based on the picture and task 19 discusses about some dialogues of introduction yourself to others. There is none pictures and dialogues which illustrate the nursing skill. It is only learn about the general information not what the students need in their field. Moreover, there is no vocabulary or expression about nursing. In addition, the teacher did not explore and adapt the material in the book in order to be appropriate with the students study program of nursing. Sometimes the teacher made a joke in Javanese language which made the students laughed. It kept the students focus on the teaching and learning process. The teacher also gave some feedback and advices to the students. The teaching techniques used by the teacher are effective but only one point about managing the time when the teacher gave marks and correct the students‟ works; he may ask the students to learn the next page when waiting the teacher. Then the class will not noisy at that time. It can be concluded that the teaching techniques used by the teacher is support the learning process, but the materials in the textbook is not appropriate with the

students‟ need of nursing skill program and there is no supplementary materials to fulfill it.

Reflection of Observation 2

The teaching and learning process in the class was not well managed. It because of the teacher took a long time to tell his life stories to the students when he tried to give some advices to them. It made the learning process ineffective. The teacher used English for Vocational Schools in teaching students of nursing skill program. Although, the content of material is based on standard competence which the learning objective is the students will be able to communicate in English on the novice level, the material is not appropriate with the nursing skill program. For example on chapter 3 which has the topic appreciate your kindness, there are some tasks, one of them is task 2 show a letter and answer some questions based on the letter. Task 3 gives some statements by saying true or false about the letter in task 2. And task 4 make a dialogue using expression thanking based on the situation given. There is none pictures and dialogues which illustrate the nursing skill. It is only learn about the general information not what the students need in their field. Moreover, there is no vocabulary or expression about nursing. In addition, the teacher did not explore and adapt the material in the book in order to be appropriate with the students study program of nursing. The teacher also gave some feedback and advices to the students. The teaching techniques used by the teacher are ineffective for this section. The teacher should manage his time when he wants to give some advices to the students. It can be concluded that the teaching techniques used by the teacher is ineffective for this section,

and the materials in the textbook is not appropriate with the students‟ need of nursing skill

program and there is no supplementary materials to fulfill it.

The researcher also took the need analysis from the students by using questionnaire. The questionnaire was distributed to know the specific product that the students need. The result of questionnaire used to arrange and design the prototype of the supplementary project book which will develop by the researcher. There were six aspects in the questionnaire, namely: the learning goal, learning input, teaching and learning procedure, learner role, teacher role, and the setting. The following is the result of the needs analysis from the questionnaire distributed to the students of nursing skills program.

1) Goal

The learning goal was analyzed through five aspects namely the reason of the students in learning English, the level of English mastery,

the use of English in the future, students„ difficulty in learning English,

and the students„ expectation to the goal of learning English in SMK.

Table 4.3 Need Analysis Result of Goal Aspect

Aspect Indicator Answer

(Percentage)

Findings

Goal The students„ reason to learn English

28.13% (A) To full fill working demand to master English

competence The level of English mastery 59.38% (A)

40.63% (B)

Novice level Elementary level The use of English in the

future working field

31.25% (A) To deal with foreign patients

The students„ difficulty in

learning English

18.75% (A)

18.75% (B)

To understand the meaning of some sentences To mastery the grammar English

the students„ expectation of English learning in SMK

18.75% (B)

15.63% (E)

To mastery grammar English

To be able to communicate in daily life context

Related to the reason of the students in learning English, 28.13% of students agree that they learn English because English skill is consider demanding in the future working field. Based on the level of English mastery, 59.38% of students are in novice level and 40.63% in elementary level. They master few expressions and vocabularies in certain topic and find some difficulties in grammar, vocabularies, and pronunciation. In aspect the use of English in the future working field, the student need to learn English because they have to handle foreign patients (31.25%). The students also have some difficulties in learning English. Most of them (18.75%) get difficulties in understanding the meaning and grammar of some sentences in English. The last one is the

students‟ expectation to the goal of learning English in SMK. 18.75% of

students expect to be able to master grammar English and 15.63 % of students expect to be able to communicate simple English orally in daily life appropriately.

2) Input

Related to the input that the students want, it covers seven indicators namely the topic, input for listening activity, duration for listening, input for speaking, input for reading, the length of reading text, and input for writing. Input was analyzed from the perception of the four skills (listening, speaking, reading, and writing). Those information are needed to design a good input based on the students‟ interest. The result of each indicator will be discussed in details.

Table 4.4 Need Analysis Result of Input Aspect

Aspect Indicator Answer

(Percentage)

Findings

Input Topic 34.38% (A)

31.25% (C)

Topics which are relevant with nursing

Topics which are relevant with daily life

Input for listening activity

28.13% (A) Simple dialogue about some expression

Duration for listening 34.38% (E) >5 minutes Input for speaking 28.13% (B) Simple dialogue

Input for reading 21.88% (B) Authentic text

The length of reading text

46.88% (A) 100-150 words

Input for writing 21.88% (B)

21.88% (C)

21.88% (E)

Rearrange of jumbled paragraph

Vocabulary which relate to the writing text

Short functional texts

From the table above, it was found that 34.38% of students agree that the most interesting topic in learning English is the topics that are relevant to nursing field and 31.25% in daily life. Simple dialogue about some expression is chosen by 28.13% of students for the input of listening. Most of students prefer >5 minutes for duration of listening (34.38%). Short simple dialogue is voted by 28.13% of students as the input of speaking. While for the input text for reading, they prefer authentic texts such as letter, newspaper, brochure, magazine, memo etc. (21.88%). The length of reading text that the students want is about 100-150 words (46.88%). 21.88% of students choose to order the jumbled paragraph into a logic paragraph, analyze the vocabulary which relate to the writing text, and prefer to have formal letter and some texts that are relevant with the working field like application letter, message, memo etc. as the input for writing activity.

3) Procedure

The procedure conveys the “how to learn” toward the teaching

and learning process. There are nine indicators in aspect of procedure in the questionnaire. Table 4.5 is the findings of the questionnaire in procedure aspect. From the table, it can be seen that 25.00% of students prefer to learn speaking activity first. To start the lesson, the students want to look at the pictures or videos about the topic and discuss them (62.50%). In terms of listening activities, the students prefer to discuss the content of monologue and dialogue (25.00%). Regarding speaking activities, the students prefer to have role play (12.50%), practice the dialogue with the partner in front of the class (6.25%) and sing a song with the classmate (56.25%). Concerning reading activities, the students prefer to read aloud the text with good intonation and pronunciation (21.88%) and analyze the difficult words in the text together (34.38%). In regard to writing activities, they prefer to rearrange the sentences based on the pictures into a good paragraph (37.50%) and write text similar with the model given by the teacher (25.00%). For learning vocabulary, 18.75% of students choose matching the words with the meaning provided based on the pictures, make a simple dictionary

(15.63%), and repeat after the teacher‟s said (12.50%). Writing the

correct sentence based of pattern taught before is the activity the students want for learning grammar (34.38%) and rearrange the sentences (28.13%). For ending the lesson, the students prefer to have discussion about the materials which had been learned (18.75%), self-evaluation for

themselves toward the material they have learned (15.63%), and do the exercises to know their understanding of the material (12.50%).

Table 4.5 Need Analysis Result of Procedure Aspect

Aspect Indicator Answer

(Percentage)

Findings

Procedure The order of learning the language skills

25.00% (B) To learn speaking skill first Activity to start the

lesson

62.50% (B) To look at the picturesor videos about the topics and discuss them

Activity for listening 25.00% (A) To have discussion about the

dialogue

Activity for speaking 6.25% (A)

12.50% (B) 56.25% (D)

To practice the dialogue with the partners

To have role play

To sing a song with classmate

Activity for reading 21.88% (A)

34.38% (D)

Read aloud with correct intonation

To analyze the difficult words in the text

Activity for writing 37.50% (A)

25.00% (D)

Rearrange the sentences based on the pictures become a good paragraph

To write the same text as the model text

given

Activity for vocabulary 18.75% (A)

15.63% (C) 12.50% (D)

Match the terms based on the pictures with the meanings Make a simple dictionary

Repeat the teacher‟s said

Activity for grammar 28.13% (A)

34.38% (D)

Rearrange the sentences Match the sentence with the pattern

Activity to end the lesson 18.75% (A)

15.63% (D) 12.50% (E)

To have discussion To have self evaluation Do the exercises

4) Student Role

There are two indicators for student role in learning process. 28.13% of the students prefer to give respond to the teacher in teaching and learning process and 37.50% of the students prefer to be listeners

and subjects. In this case, students will listen to the teacher„s explanation

5) Teacher Role

Concerning the teacher role in learning process, the students agree that teacher should give clear explanation and example before he asks the students to do the task (15.63%) and give spontaneous explanation when the students have some difficulties (25.00%).

Table 4.6 Need Analysis Result of Student and Teacher Role Aspect

Aspect Indicator Answer

(Percentage)

Findings

Student Role

What the students want to do in the class

28.13% (B) 37.50% (C)

Give respond to the teacher Listen to teacher„s

explanation and get involved in all activities Teacher

Role

What the teacher should do in the class

15. 63% (A)

25.00% (B)

Give clear explanation and example before he asks the students to do the task Give spontaneous explanation when the students ask

6) Setting

The next component which was analyzed was the setting. It dealt strongly with how the students would do the task and where they would do it in the teaching and learning setting.

Table 4.7 Need Analysis Result of Setting Aspect

Aspect Indicator Answer

(Percentage)

Findings

Setting

How the students would do the task

28.13% (C) To have discussion and working with their partner group

Where they would do it 43.75% (A) Study in the classroom when they do

the task

From those findings, it can be concluded that 28.13% of students choose answer C namely having discussion and working with their

partner group. Regarding the next setting, the students prefer to study in the classroom when they do the task (43.75%).

In conclusion, based on the findings in need analysis, it was found some information needed before developing supplementary project book. First of all, the learners are the ten grade students of nursing skill program at SMK Citra Semesta Indonesia Yogyakarta. The level of their English mastery is in novice and elementary level. The need English for their future job namely taking care the foreign patients who are maybe native speakers. The content area of the material is about nursing. The students will use English in the nursing field such as in the clinic or hospital and in daily life. The inputs of materials they like are the topic and some texts that are relevant to nursing field. They also prefer to have listening activities to begin with. The students want to be listeners, responder, and subject in learning English. Teacher should be a good model to give the explanation and examples first before they do the task and also give spontaneous explanation when the students have some difficulties. For the setting, they prefer to have discussion with the partners group and do the activity in the class. From this result of need analysis, the researcher began to develop the draft of supplementary project book materials using the information collected before.

There are some points that are found in the preliminary research. They are as follows: (1) English for Vocational Schools IA was used in teaching and learning at the nursing class. The book was selected because of the reference from local government to all SMK in Kulon Progo Yogyakarta.

The book analysis was conducted by referring to Cunningworth model. It was found that generally the book content is too general to be used for the nursing students. The book was developed based on KTSP 2006. However, t does not

match well with the students‟ need toward nursing skill program. In addition,

there is no pronunciation and vocabulary list to guide the students understand the difficult words written in the book. Therefore, the researcher developed a supplementary project book using Project-based Learning in vocational school context for the tenth grade students of nursing skill program at SMK Citra Semesta Indonesia Yogyakarta, and (2) the students and the teachers approved that there were a need of supplementary project book to guide their teaching learning process in the classroom beside it could also help students to have independent learning and doing some English projects which match with their program and produce a product as the result of their learning process. The responses and information given by the teachers and students showed that the existing learning sources were not really appropriate to use for nursing class in classroom, so that a supplementary project book was 100% needed.

d. Product Planning

After obtaining the data about the learners‟ needs, the next step was

planning the product. The researcher planned the product based on the need

analysis that related to target situation analysis and learners‟ need analysis.

design the product. Before developing the prototype, the researcher describes the planning of the product.

Based on the course book analysis, the researcher considers some points which are simply considered as weaknesses of the existing course book. First, the materials are still too general for the tenth grade students of nursing skill program. Second, the design and organization of the book content is based on tasks, however the grading of the tasks are not clear and there are some unclear illustration pictures which are not authentic and contextual. Third, the book does not include material for pronunciation work and vocabulary list. Fourth, some of the materials are very complicated to use

by the students, so they still need teacher‟s help for using the book. Last, the

topics are too general. It cannot expand the students‟ awareness and enrich

their experience. Some weaknesses within the existing course book encourage the researcher to propose a prototype of a supplementary project book for nursing class. Besides, after conducting need analysis by conducting interview, observation and distributing questionnaire, the researcher concludes that a prototype of supplementary project book for nursing class is really needed.

The researcher plans the supplementary project book firstly by proposing the title of the book, the model of learning strategy referring to Project-based Learning approach. The book title is “Nursing Project”. The researcher uses the name under the consideration that the book is to help students to learn English based on the project given in the book. The researcher means to support them not only to talk actively and easily in

English but also to do some projects as an authentic learning and produce a product as the result of their learning process. It can help the students of nursing program are demanded to communicate using English, because in the work field, they have to take care local and international patients.

Secondly, the researcher plan to develop the supplementary project book based on some components as follows: (a) standard competence and basic competence, (b) design, (c) objective and approach, (d) organization, (e) language content, (f) language skills, (g) topic, (h) methodology. All components will be discussed below in detail.

1) Competence and Basic Competence

The developing this prototype mainly focuses on the students on novice level in tenth graders of vocational high school. There are two aims of learning English in the Tenth Grade of vocational high school, they are: mastering the knowledge and basic skills of English to support skill programs competence achievement and applying them to communicate not only in written but also spoken English to support in working field (BSNP, 2006). The product is written based on SK and KD of vocational high school in the first semester. It based on the existing course book which designed in one semester. Moreover the researcher tries to complete the basic competence in first semester because the existing course book only provides four basic competences. Table 4.8 is the standard competencies in the first semester that are developed by the researcher.

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

1.1Understanding basic expressions to social interactions in daily life

1.2Mention kind of things, characteristic of peoples, times, days, months, and years 1.3Describing kind of things, characteristic of

peoples, times, days, months, and years 1.4Resulting short and simple conversations

based on basic function of language

1.5Explaining activities which are happening in simple sentences

1.6Understanding memos and menus in simple context

1.7Understanding 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) (Project-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 situation 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 contextual 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

Development stage is the second stage after exploration stage of this research. The results of exploration stage are very crucial toward the development stage to design the prototype of supplementary material. All data in exploration stage are supporting the activities in developing the product prototype to make good and feasible product. Feasible means that the product

suits the students‟ need in learning and teacher‟s need in teaching. There are

development, expert validation, prototype try out, and final draft of “Nursing

Assistant Project”. The explanation of each will be discussed as follows.

a. Prototype Development 1) Purpose of Prototyping

Considering to the need analysis, the researcher was challenged to develop a Supplementary Project Book using Project-based Learning approach. The aim of the developing a Supplementary Project Book is to create a meaningful and productive classroom activity of teaching and learning in nursing class. Hopefully, the product of this research could help the teachers vary their teaching material that activates students‟ motivation in learning which could positively affect the learning output.

The prototype is to be an aid of minimizing the weaknesses and to make a new book to be more beneficial for teaching and learning. The prototyping is intentionally to prepare ideal book that:

1) Guides classroom activities

2) Provides exercises or practices under Project-based Learning approach

3) Gives scaffolding materials as an introduction of the projects and aids of structures or vocabularies which the students will refer in completing the projects.

As mentioned above, the new prototype is expectedly a support to make a Supplementary Project Book truly beneficial for teaching and

learning in nursing class. Therefore, this prototype functions as to help both teacher and students in teaching and learning process.

2) Benefits of Prototyping

The process of prototyping automatically trains the researcher to arrange a better book used for teaching learning process. Meanwhile, the specification of new prototype expectedly gives some benefits, such as: 1) It represents an integrated English skills book which has some

interactive projects to make the students active in the classroom. 2) It is an instructional project book which guides the students to make

some individual or group projects in real situation based on the topic given.

3) It has sufficient materials which appropriate with the students‟ need in nursing field.

4) It is under Project-based Learning approach which can be a good guidance for learners to create meaningful communication when they are in work force.

5) The supplementary English book can accompany students of nursing program to have independent learning.

3) Prototype Design

The prototype of the draft which becomes the realization of the product planning could be seen in the appendix.

b. Expert Validation

One of the steps in the developing stage is Expert Validation. It was done by the researcher for several times. Expert validation was conducted to get some advice and suggestion for the draft improvement. The evaluation from the expert is very crucial as an input to revise the draft. There are four kinds of expert who reviewed the Nursing Project draft. The first expert is the expert of English language teaching (ELT) in UMS, the second expert is the expert of Nursing in UMS, the third expert is the expert of Language, and the forth expert is the practitioner of textbook layout from the design team of SMK Citra Semesta Indonesia Yogyakarta. It was done along in May 2016.

The validation form which was delivered to the experts contains some aspects in a table and a column for critique and suggestion. The aspects that should be evaluated by the experts of ELT are objective and approach, design, organization, language and content, skill, topic, methodology, and components in PBL. Meanwhile, the aspects that should be evaluated by the experts of textbook layout are cover, font, and harmonization. Each aspect has five criteria (1-5); excellent, good, quite good, poor, very poor. In addition, critique and suggestion column are expected to be filled as input for revising the draft.

1) The Result of Expert Validation from the Expert of ELT

The first validation form was given to the expert of ELT. From the table 4.11, it can be seen that the mean score gained from two experts is 184. The percentage is 71.96% and it is categorized into

good. The detail input from expert validation will be explained further as follow.

The total score gained from the first expert is 201 from the highest score 255. The percentage of the score is 78.82% and it is categorized into good. The following is the detail evaluation from the first expert. Table 4.10 is the result of the validation forms.

Table 4.10 Result of Expert Validation from Expert of ELT

Aspect Score of

First Expert

Score of

Second Expert Highest Score

Design 24 17 30

Objective and Approach 20 15 25

Organization 28 24 35

Language Content 40 31 50

Language Skill 16 16 20

Topic 16 16 20

Methodology 28 21 35

Procedure of PBL 29 26 40

Total Score 201 166 255

Percentage 78.82% 65.10% 100%

Mean 71.96%

Table 4.11 Standard of Evaluation

Percentage Category Explanation

80% – 100% Excellent can be used

60% –79% Good can be used

50% – 59% Good enough should be revised

<50% Bad should be revised

The standard of evaluation (table 4.11) refers to classification by Maksum (2009) in Syaifudin (2015).

a) Design

The cover is very appropriate with the content. In addition the cover and the layout are also very attractive. The pictures, illustration, and tales are very appropriate with the material and visible to be seen. The type and the font are good enough. The expert gives score 24 from total score 30. It means that the design of the material is categorized into excellent (80%).

b) Objective and Approach

The objective of the material already matches with the

objective of nursing program and the students‟ need. The material

is also appropriate with the learning situation. It can be very good resources for teacher and the students. It allows some learning styles to be implemented. The score gained is 20 from total score 25. The percentage is 80% hence it is categorized into excellent. There is no evaluation given for this aspect.

c) Organization

The material has a whole package of material component. The material organization is appropriate for teacher and the students. The material is presented in good harmony. The grading exercises

and projects based on the students‟ difficulty are good. The grammar reference is also appropriate with the students‟ skills

program. The given score is 28 from 35. It means that the organization of the draft is categorized into excellent (80%). The expert did not leave any suggestion for this aspect.

d) Language Content

The material of grammar is already appropriate with the

students‟ level. There are enough vocabularies for self-learning.

The material for practicing pronunciation is provided. The draft is also completed with language function. The appropriateness of language style in the draft is good. The score gained is 40 from 50. It means that the language content of this draft is categorized excellent (80%).

e) Language Skill

The expert gave score 16 from 20. It is categorized into excellent (80%). There are complete materials for four language skills. The practices for the integrative skill are provided. The

appropriateness of reading text to students‟ interest and level is

good. The quality of recording for listening activity is good as well

while for the speaking activities is appropriate with the students‟

skills program. In addition, the writing activities in the draft are quite good. The expert suggested that the researcher should add more model texts in writing activities; hence the students will get better understanding when they have to write. From the suggestion given, the researcher revised the writing exercise and added some more model texts.

f) Topic

Based on the expert‟s evaluation, the topic is quite interesting to attract the students‟ interest and varied enough. The usefulness

of the topic for improving the students‟ awareness and experience

is good enough. The appropriateness of the topic content with

students‟ level is quite good as well. The score gained is 16 from

20. It is categorized into excellent (80%).

g) Methodology

The score given for this aspect is 28 from 35. The category of this aspect is excellent (80%). The appropriateness of method/approach with learning situation is good enough. The learning technique presented in the draft is good as well. The development of communicative competence is quite good.

h) Procedure of PBL

The expert did not give any comment for this aspect. She gave score 29 from 40 of the total score. It is categorized into good

(72.5%). Based on the expert‟s evaluation, the appropriateness of

the objective with the exercise and project for improving the

students‟ language skill are quite good. The procedure and the

setting of learning are clear enough. The expert gave some suggestion to choose the primary projects in every chapter. The researcher revised the name labels of project into activities for every chapter and in the last page the researcher gave final project as the primary of the project. Figure 4.12 is the quotation of the revision one.

responsible for providing teachers with the detailed information that they need in order to make the best use of the whole course.

h. Practical Consideration

The price of the book is cheaper than the standard course book therefore the quality of the book is not good. It cannot be found in any book store because it produced only by the ordered of school institution to LP2IP. Fortunately, the school provides the book from LP2IP and allows the students to buy that book. Finally, it becomes the English book in SMK Citra Semesta Indonesia Yogyakarta. The package of the book is not attractive enough. Moreover, the book is not lost-lasting. The curriculum can be changed anytime and therefore it may not appropriate anymore. It is not in line with the theory by Sheldon (1988: 243-245) that says a good textbook must be accessible (availability).

From the findings of the existing course book evaluation and need analysis conducted by the researcher showed that the existing learning sources were not really appropriate to use for nursing class, so that a supplementary project book was 100% needed. Therefore, the researcher developed a supplementary project book for nursing

class entitled “Nursing Assistant Project”. Nursing Assistant Project was designed for

tenth grade students of nursing program in vocational school context. It was aimed to give supplementary materials to teach appropriate materials based on the students‟ need of their study program. This supplementary material was developed based on the need analysis done in the tenth grade students of SMK Citra Semesta Indonesia Yogyakarta. Nursing Assistant Project contains some materials which assist the learning from standard competence and basic competence of KTSP curriculum in one semester and the indicators of the study with integrated English skills. It was

constructed from some experts and they are main idea, explicit and implicit information, words reference and context. Nursing Assistant Project was also designed based on the learning cycles of PBL approach by Wrigley in Donna and Carol (1998). The cycles are topic selection, making plan, doing research, and sharing result.

Cunningsworth (1995) checklist was adopted into seven points to evaluate the supplementary project book materials. They are design, objective, organization, language content, language skill, topic, and methodology. The following is the discussion of the research.

a. Design

Nursing Assistant Project was designed interesting and eye catching. The cover and pages were designed to motivate the students in learning English especially in nursing program. The use of font and its size also clear for the students to read.

The expert of textbook layout from SMK CSI Yogyakarta noted that the good layout and design of the textbook is interesting, colorful, and eye catching cover, readable font of the alphabets and the harmony between the content of the textbook with the pictures. The pictures used authentic pictures which most of

them were students‟ activities in nursing class. Nursing Assistant Project has

fulfilled those all criteria in design. b. Objective

The objective of Nursing Assistant Project is to accompany the existing materials in the course book English for Vocational Schools IA. It can be used by the English teacher as the additional materials to teach English for nursing skill program. This supplementary material focuses on English nursing skills which the materials in existing course book were found very general English. It is good

source for nursing program materials because it covers the students‟ need and interest.

One of the Cunningsworth (1995: 15-17) checklists is about the objective and approach. It says that the objective of the good textbook or materials should correspond closely with the aims of the teaching program and with the needs of learners, suit the teaching and learning situation, and cover the students‟ need and interest. It is supported by Sheldon (1988: 243-245) that says a good textbook must have a clear objective and Nursing Assistant Project has a clear objective.

The supplementary English materials of Nursing Assistant Project has fulfilled the indicators of good textbook or materials in the point of objective and approach proposed by Cunningsworth and Sheldon.

c. Organization

The organization of the materials and activities in Nursing Assistant Project based on the project work cycles by Wrigley in Donna and Carol (1998). The component make up the book are not only good grading of the topic and materials but also it is completed with a guide of project-based learning is used in the textbook. It is easy to find the content in the course book because the layout is clear. The students may look at the table of content and the pages are numbered neatly. The organization of book has suited the core competence and basic competence of KTSP curriculum in novice level.

It is in line with what Cunningsworth (1995) states that good textbook or materials should be organized in good grading of language materials which represent the learner‟s level. It is easy for the learner to find the certain material in the book.

d. Language Content

Nursing Assistant Project was completed by language focus and vocabulary focus. The language focus provided grammar in use and kinds of expressions used in the dialogue materials which has been matched with the topic being discussed in each chapter. The vocabulary focus provided specific vocabulary and general vocabulary. The specific vocabularies provided to enrich the students‟ vocabulary in nursing context. The phonemic chard also provided to help the students‟ read some phonetic symbols provided in the vocabulary focus. It will help the students to pronounce the words correctly.

Another point of Cunningsworth (1995) checklist says that the language content of the textbook or materials should provide grammar materials and adequate vocabulary to help the students in understanding and comprehending the text and to produce correct sentence in a certain context. He also suggests providing the pronunciation materials which covers individual sounds, word stress, sentence stress, and intonation.

e. Language Skill

Nursing Assistant Project as supplementary English materials for nursing skill program designed in four language skills integratively. The activities provided in the book based on the specific indicators for each skills improvement. The criterion of language skills by Cunningsworth (1995) is that good textbook or materials provide adequate of four language skills: listening, speaking, reading, and writing.

f. Topic

The topics in the five chapters of Nursing Assistant Project were developed based on core competence and basic competence of KTSP curriculum

in novice level for the first semester of tenth grade students. The topics are closely related to the students‟ need of nursing program and their interest.

It is in line with Cunningsworth (1995) theory which confirms that a good text book must take account of students‟ needs as learners and should facilitate their learning processes. The materials in each topic should be based on the students‟ need and interest.

g. Methodology

The methodology used in Nursing Assistant Project is project-based learning approach by Wrigley in Donna and Carol (1998). The PBL cycles used to develop the book are topic selection, making plan, doing research, and sharing result. This methodology is clearly accommodated in Nursing Assistant Project materials and activities. It is supported by one of the Cunningsworth (1995) checklist of the textbook that the methodology should be covered in the textbook.

In conclusion, this study tried to develop the supplementary English book using project based learning approach for nursing students at vocational school context. The project based learning used to design the English materials in nursing context that makes the learners center and learning by doing activities. As proposed by Fried-Booth, in Donna (1998: 1) project-based Learning is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. Project-based Learning functions as a bridge between using English in class and using English in real life situations outside class. This supplementary project book entitled “Nursing Assistant Project” model presents a clearly defined project at the outset of the textbook‟s didactic units. This project creates the need to know certain language elements and to practice certain

communicative situations to successfully complete the final project. The activities of every chapter are sequenced in such a way as to lead the learners step-by-step to the final project. The beginning step of the chapters is designed to allow learners and teachers to pool their preexisting knowledge (linguistic and contents) of the topic area for the unit. The aim of the beginning step also involves stimulating learners‟ interests and motivation and agreeing on the final project. The last phase of a project-based unit

involves learners‟ presentation of their products and their reflections on their progress

and difficulties encountered in the chapter.

Afterwards, if the result of this study compare with the previous study, it will find the differences. Such as the research that conducted by Roza (2011) who concerns in syllabus and textbook evaluation used in the Alergian Secondary School using project based learning. This research, aims to evaluate the extent to which the secondary school syllabuses and textbooks of English favor the integration of project pedagogy into ELT. While, the current study concerns in material development using project based learning approach.

Novitasari (2014) study more similar with the current study. Both of them take the data from vocational high school students, but in different graders and study program. She took the data from XI grade students of culinary program and analyzed the “Get Along English” as the existing course book used in teaching and learning English. She also used Task-based Language Teaching (TBLT) approach and KTSP as the guidance to develop the materials. The current study is dealing with developing Supplementary project book for X grade students of nursing skill program in vocational school context.