Discussion RESEARCH FINDINGS AND DISCUSSION
target need and learning need. There were 25 multiple choices questions that aimed to find out the target needs and the learning needs.
There were 6 questions related to the target needs and 18 questions related to learning needs. The result of the need analysis then became the
guideline of developing the materials besides the interview. Hutchinson and Waters 1987: 60 define target need as what the
learners needs to do in the target situation. In term of the target needs, based on the need analysis result, the majority of the students learn English to support
them as a nurse in the future. By learning English, the students also have view on what are the benefits of English for their future as nurse abroad. Students
mostly chose communicating with the patients and giving service to the patients as their main specific goal to learn English. It is because as nurse they
were always must to have direct communication with the patients. Lacks is the gap between what the learners already knew and what the learner have not
known yet. Based on the need analysis, almost all students think that their current English proficiency is in the beginner level. They were mostly able to
communicate in English with basic expression and mastering only a bit of vocabulary of nursing and medical terms. However, almost all students also
agreed that they should be at the advanced level of English proficiency in order to support their later education and job. They agreed that in the future they
should be able to do two-way communication with patients and co-workers fluently; able to use English in doing jobs as a nurse based on the work
procedures and nursing discipline knowledge. Wants is simply defied as what
the learners ask to learn. In this aspect, they chose what they want to learn that will be useful for them later on. Regarding the language skill that they will
usually use as nurse, almost all students chose speaking followed by listening. In connection with the language skill that students want to learn most, the
language knowledge that they mostly preferred is pronunciation. Hutchinson and Waters 1987: 60 define learning needs as what
knowledge and abilities will the learners require in order to be able to perform to the required degree of competence in the target situation. The analysis of
learning needs of the students is divided into some points that were input, procedures, learners‟ role, teacher‟s role, and setting as seen from the task
components point of view Nunan, 2004. The first aspect of learning needs is input. Input can be used by the
learners to complete the tasks Nunan, 2004. Input can be in the form of written and spoken. In terms of input, most students preferred monologdialog
with the expressions for listening. While for other skills, they thought that pictures or graphics would help them a lot. Explanations about grammar then
practice with execises would also needed by them. Regarding the topics, the students prefer that the theme or topics to be included in the textbook is the
topics related to future career or nursing so it can support their goal. Procedures can be defined as what the learners will actually do or the
activities that the learners will experience in carrying out the tasks Nunan, 2004. In terms of procedure, students mostly liked activities for listening such
as discussing the content of monologdialog and identifying the detail
information of the text by answering the questions provided. The materials, therefore, apply those preferred activities in every unit.
In terms of setting, the students feel free to study whether outside the classroom or inside the classroom. In doing the activities, students claimed that
they like it when it is done individually. Regarding to the learner role, students preferred to be guided by teacher
in finishing given task or exercise since they still need help and having questions during that time. In line with it, for the teacher role students prefer
that their teacher will give suggestion, correction, and comment in every result to the students‟ work to guide them through their activities.
As the researcher has gotten the result of the need analysis, then it was followed by the next step in developing material, designing the course grid as
the guideline in developing the materials. Therefore, the course grid was developed according to the result of the need analysis and the curriculum used
by the school. For the result of the need analysis, it was taken the point that got the highest percentage. While for the curriculum, it was based on the standard
of competences and the basic competences. The curriculum used in developing the materials was School-Based Curriculum. Each unit in The materials have
the four integrated skills; listening, speaking, reading, and writing that were arranged orderly. The course grid consist of standard of competences, basic
competences, topics, unit titles, language functions, input texts, language focus, achievement indicators, and activities.
After designing the course grid, the process was continued by developing the learning materials. The materials consisted of three units. Each
unit consisted of three parts: introduction, main lesson, and reinforcement. The first part is introduction. The introduction in the materials called
“Let‟s Get Started” that consisted of two to three tasks in each unit. The purpose of the
introduction was to build the schema building of the materials and to prepare students or as the warm them up activity. The second part was the main lesson.
There were the tasks that has been organized with the input skill first then the output one. Therefore the order of the integrated skill was listening, speaking,
reading, and writing. The tasks there was designed from guided tasks and gradually to free-guided task. In finishing the task, there were some tasks that
should be done in groups, in pairs, and individual. The last part was the reinforcement. It consisted
of “Let‟s Do More” to give students opportunity to have more practice in order to fully understand the materials
, “Let‟s Evaluate” to test themselves about their understanding of the materials
, “Let‟s Make a Reflection” to give them the chance to recognize their own success or lack after
learning the materials , “Summary” to summarize the materials presented in the
unit, and “Vocabulary List” to show the meaning of some words that might be unfamiliar to students used in the unit including the phonetic transcription and
the kind of words. The materials consists of three units. Unit 1 was derived from SK
standard of competence 1 and KD basic competence 1.5. The topic of this unit wa
s nurse‟s activities. The title of the unit was “What are you doing?”. As
stated in the course grid, this unit focuses on telling activities that is happening and asking for and giving information of what others are doing. There were 23
tasks in this unit. Unit 2 was derived from SK standard of competence 1 and KD basic competence 1.6. The topic of this unit were traffic signs, menus,
and memos. The title of the unit was “We are not allowed to park here” which
represent one of the topic in this unit that was traffic sign. This unit focuses on prohibiting someone and giving reason to prohibition and skill to make memos
and menus. There were 22 tasks in this unit. Unit 3 was derived from SK standard of competence 1 and KD basic competence 1.6 and 1.8. The topic
of this unit wa s simple invitation. The title of the unit was “I‟d like to invite
you to my nursing seminar ”. Unit 3 focuses on the skill to make simple
invitation card and read schedule of transportation. There were 22 tasks in this unit.
The materials were then evaluated by the expert through expert judgment process to evaluate the materials. Tomlinson 1998: 3 defines
materials evaluation consists of efforts to predict whether the students will be able to use the materials without many difficulties and will enjoy doing
activities or not. In addition, Hutchinson and Waters 1987: 96 note that evaluation is a matter of judging the appropriateness of something for a
specific purpose. The results of the expert judgment of Unit 1 show that the mean value of
the overall aspects was 3,5 that was considered as “Very Good”. However, there were some things that should be revised in this unit. The
aspects that should be revised related to grammatical mistakes, adding clearer
explanation, and giving more pre-writing activities. The results of the expert judgment of Unit 2 show that the mean value of the overall aspects was 3,7 that
was considered as “Very Good”. The revisions for unit 2 were mostly also about the grammar and giving clearer explanations. The results of the expert
judgment of Unit 2 show that the mean value of the overall aspects was 3,8 that was considered as “Very Good”. Unit 3 had the least of the things that should
be revised. The mistakes were just in the form of grammatical mistakes. As the needed revision had been made, the materials were considered as
the final draft. The final draft of the materials can be seen in the Appendix I.
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