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words, the nursing program urge the students not only to understand the medical knowledge but also to know how to handles the patients. The interpersonal caring
with the patients is one of the significant aspects in communicating with the patients.
In order to achieve the goal nursing care, a nurse has to follow standardized nursing concepts that consist of the steps: Assessing
– Diagnosing – Planning – Implementing
– Evaluating Pamudya 2005. Besides knowing the standardized nursing concepts in handling the patients and the medical science as the core of
their learning, the nursing students have to be able to use the special terms, jargons, and abbreviation among themselves which are not commonly spoken or used in
daily conversation. In teaching English for nursing students, there are two main points to consider. The first is the knowledge of the nursing process and the second
is knowledge of the nursing or medical terminology. It is important to understand the knowledge of those two principles in teaching English for nursing students since
the main goal of learning English for the students is to gain effective communication between a nurses and a patient Pamudya, 2005.
The nurses in Indonesia are able to perform their duties, but some of them might not know how to say it in English. Therefore, English for Occupational
Purposes is needed to help either the nursing students or the nurses who already on duty to use English appropriately in their working environment
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6. Instructional Design
Instructional Design is used in this study as the guidelines in developing the application as well as managing the learning material, and activities related to
educational process. Instructional Design ID may be defined as “using a systematic approach to solve an instructional problem” Davis, 2013: p. 205. The
ID process begins by identifying the performance problem of learners and then determines if instruction is the appropriate solution. Solutions to an instructional
problem incorporate the use of technology and learning theories. The systematic approach consists of instructional system design ISD models, such as ADDIE,
ASSURE, and the Dick and Carey model Davis, 2013. There are also other instructional design models which such as Kemp’s model, McManus and The
hybrid model of the Instructional design that related to e-learning.
a. ADDIE Model
ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. These are the main stages in the creation of instructional products and
programs. ADDIE itself has gone through some development. In its earliest conceptualizations, the stages were seen as distinct steps in a linear process. The
Beginning with analysis, then, based on the results of the analysis, designing the product or program, then developing it, and finally implementing and evaluating it.
Using this kind of water fall pattern, the mistakes in the early phases, such as analysis or design, might not show up until the very end of the process when it is
evaluated. By then, resources were expended and it was too late to fix the instruction. Therefore, the educational technologists began making ADDIE more of
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a research and development model. Instead of waiting until the end of the project to evaluate, they adopted techniques such as rapid prototyping that provide early
feedback on problematic issues. Formative, in-process, evaluation is now integral to every phase of ADDIE.
Moreover, educational technologists view the entire ADDIE process as iterative, that is, none of the phases are really complete until the entire project is
finished. For example, developers who find a problem in an instructional sequence might send it back to the design phase or even for further analysis. A modified
representation of ADDIE 2000 might look something like this.
Figure 2.5. ADDIE diagram 2000 b. ASSURE model
The ASSURE model was developed by Robert Heinich, Michael Molenda and James D. Russel in 1990’s. ASSURE model is “a constructivist approach using
step-by-step process to create lessons that effectively incorporate technology and media to improve student learning” Whiteman, et.al. 2013. There are six steps in
this model as shown from its acronym: Analyse learners, State objectives, Select
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media and materials, Utilize Media and materials, Require Learner Performance and Evaluate and Revise.
The first step is analysing learners which means that it is important to define
the audience based on their general characteristics grade level, age and specific entry competencies prior knowledge, skills, and attitudes about the topic, and
learning styles to choose the best strategies in order to achieve the goal. The second step is defining the specific objectives of the lessons. The objectives are based on
the outcome that the learners need to gain. The objective of the lesson at least
consists of four aspects: a simple statement that describes the intended Audience; a statement of the expected Behaviour of the learners; a statement of the Conditions
in which performance need to be observed such as resources, tools and equipment
that might be use during the lesson; and a statement of Degree of accuracy or
proficiency the learner must show in order to move to the next level. Therefore, the objectives comprise A to D aspects: Audience, Behaviour, Condition and Degree
of accuracy. After choosing the intended audience and state the objectives of the lesson,
the next step is choosing the materials. These materials can be obtained from the available materials, modify the material or design new materials; different types of
media might be used as well. The fourth step after deciding the materials is preview the materials and practice the lesson. It is important to prepare the room, equipment
and facilities before using the lesson. Fifth, the learners’ performances need to be described as well as how they will use the selected materials. Activities should be
included in the lessons that allow learners to respond and receive feedback before PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
