The Analysis of Syllabus Used in Nursing Skills Program Need Analysis

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 202005 No Components Availability 1. Competence Standard √ 2. Basic Competence √ 3. Learning Material √ 4. Learning Procedures √ 5. Indicators √ 6. Kinds of Evaluation √ 7. Time Allocation √ 8. Learning Sources √ 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 Progo2005.

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 pendidik an.” 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. ” Interview 1 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 sin g 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. Reflection of Observation 1 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. Reflection of Observation 3 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 st udents„ 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 pictures or 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 and involve in all activities. 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