Integrated listening and speaking materials for nurses in Panti Rapih Hospital based on collaborative learning - USD Repository
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
INTEGRATED LISTENING AND SPEAKING MATERIALS
FOR NURSES IN PANTI RAPIH HOSPITAL
BASED ON COLLABORATIVE LEARNING
A THESIS
Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
INTEGRATED LISTENING AND SPEAKING MATERIALS
FOR NURSES IN PANTI RAPIH HOSPITAL
BASED ON COLLABORATIVE LEARNING
A THESIS
Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : Margarita Riana Gama Putri Nomor Mahasiswa : 041214004
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :
INTEGRATED LISTENING AND SPEAKING MATERIALS
FOR NURSES IN PANTI RAPIH HOSPITAL
BASED ON COLLABORATIVE LEARNING
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, me- ngalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
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ROMANS 5: 3-4 And not only that, but we also glory in tribulations, knowing that tribulation produces perseverance; and perseverance, character; and character, hope.
I dedicated this thesis to
MY BELOVED JESUS CHRIST my father, Yosef Bambang S. my mother, Catharina Sri Subardiyah
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ABSTRACT
Putri, Margarita Riana Gama. 2009. Integrated Listening and Speaking Materials
Based on Collaborative Learning for Nurses in Panti Rapih Hospital .
Yogyakarta: English Language Education Study Program, Sanata Dharma University.Most foreigners tend to come to Panti Rapih Hospital as one of the recommended hospitals in Yogyakarta to check and to keep their health. Nurses working in Panti Rapih Hospital are required to communicate in English fluently. Listening and speaking skill are important to master for the nurses since listening and speaking are two skills needed to achieve successful communication. Even though these skills are considered as the important skills, the nurses do not master these skills.
Considering these problems, I developed the appropriate integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital. There were two problems formulated in the problem formulation i.e. (1) What is the appropriate design of the integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital? and (2) How do the designed materials affect the nurses?.
Answering the formulated problems, I employed the adaptation of Kemp’s instructional design model as the realization of Educational Research and Development (R&D) method. The steps of Kemp’s instructional design models were used as the means of developing materials. The theories of collaborative learning were considered for developing materials. The appropriate design of the integrated listening and speaking materials based on collaborative learning for
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ABSTRAK
Putri, Margarita Riana Gama. 2009. Integrated Listening and Speaking Materials
Based on Collaborative Learning for Nurses in Panti Rapih Hospital .
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.Rumah Sakit Panti Rapih merupakan salah satu rumah sakit yang
tepercaya di Yogyakarta. Oleh karena itu, sebagian besar orang asing cenderung
datang ke rumah sakit ini untuk memeriksakan kesehatan mereka. Perawat-
perawat di Rumah Sakit Panti Rapih dituntut untuk dapat berkomunikasi dalam
bahasa Inggris. Kemampuan-kemampuan bahasa khususnya bahasa Inggris yang
harus dikuasai oleh para perawat untuk memberikan pelayanan terbaik adalah
listening (kemampuan untuk mendengarkan) dan speaking (kemampuan untuk
berbicara). Kedua kemampuan ini penting karena kemampuan ini menunjang
keberhasilan dalam berkomunikasi. Walaupun kemampuan ini penting untuk
dikuasai, para perawat di Rumah Sakit Panti Rapih tidak menguasai kemampuan
ini.Oleh karena permasalahan tersebut, saya ingin mengembangkan materi
pembelajaran bahasa Inggris yang ideal yang mengintegrasikan kemampuan
listening dan speaking menjadi satu kesatuan materi pembelajaran berdasarkan collaborative learning untuk perawat-perawat di Rumah Sakit Panti Rapih. Dua
permasalahan yang telah dikemukakan di perumusan masalah adalah (1) Apakah
yang disebut sebagai materi pembelajaran yang sesuai yang mengintegrasikan
kemampuan listening dan speaking dalam satu kesatuan unit pembelajaran
berdasarkan prinsip dari collaorative learning untuk perawat-perawat Rumah
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terdapat tiga materi yang dikembangkan namun hanya satu yang diterapkan yaitu
Influenza (unit 5).Setelah menerapkan materi bahasa Inggris di kelas, saya memperoleh
data-data yang merupakan jawaban dari pertanyaan yang kedua. Pengaruh-
pengaruh yang ditimbulkan adalah (1) materi yang dibuat memberikan semangat
kepada para perawat untuk lebih mengembangkan kemampuan bahasa Inggris
mereka, (2) para perawat menemukan cara yang menarik untuk mempelajari
bahasa Inggris yaitu dengan belajar secara berkelompok, (3) topik-topik yang
menarik sudah membuat para perawat mampu berbicara menggunakan bahasa
Inggris dengan percaya diri di kelas, (4) materi yang dibuat memotivasi para
perawat untuk berkomunikasi dalam bahasa Inggris.Semoga penelitian ini dapat memberikan masukan kepada setiap orang yang berhubungan dengan pembelajaran bahasa Inggris.
Kata kunci: desain instruksional, materi terpadu, pembelajaran secara
kolaboratif, perawat-perawat.PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
I would like to express my gratitude to the Lord. He has given me so muchenergy to accomplish this thesis. It was difficult when I was working on my thesis without His blessing. Because of His blessing, He gave me capabilities to accomplish this thesis.
Doing this thesis was a great job not only for me but also for every one who had supported me not to give up easily. Hence, I would like to be grateful to my thesis sponsor, Mr. Gregorius Punto Aji, S.Pd., M.Hum., for his willingness to spare his time for the consultations and to share his knowledge. He has given me remarkable motivation, criticism, and suggestions in order to compose a qualified thesis.
My deep gratitude was also purposed to nurses in Panti Rapih Hospital,
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everlasting attention have successfully motivated me to work on my thesis and to work on my job as a teacher diligently.
My mother, Mrs. Catharina Sri Subardiyah and my father, Mr. Yosef
Bambang Supriyadi were my inspiration. They have given me countless love. I
would like to thank for their willingness to grow me up and to give everything that I need for my study. Here, I want to express my gratitude to Mr. Yustinus
Bambang A. K. P., Mr. Stefanus Bambang B. F. N., and Mrs. Emmanuela
Nina M. for their motivation.For my friends, I would like to be grateful to Patricia Angelina, Yuseva
Rini, Agnes Cahya, Arsita Nindya, Anggraeni Suryana, and the others whom I
can’t mention here for the spirit, joy, and willingness to help me to accomplish this thesis.
At last, I would like to apologize for any mistakes I’ve made in conducting my thesis. I wish my thesis will be useful for everyone who reads this.
TABLE OF CONTENTS
Page TITLE PAGE ................................................................................................... i APPROVAL PAGES ....................................................................................... ii STATEMENT OF WORK’S ORIGINALITY ................................................ iv DEDICATION PAGE...................................................................................... v ABSTRACT..................................................................................................... vi
ABSTRAK ......................................................................................................... vii
ACKNOWLEDGEMENTS ............................................................................. ix TABLE OF CONTENTS................................................................................. xi LIST OF TABLES ........................................................................................... xiv LIST OF FIGURES ......................................................................................... xv LIST OF APPENDICES .................................................................................. xvi CHAPTER I. INTRODUCTION..................................................................
1 A. Background of Study ........................................................................
1 B. Research Limitation ..........................................................................
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2. English for Specific Purposes .......................................................
15 a. ESP Definition ...........................................................................
15 b. ESP Categories ..........................................................................
16 c. ESP Material Development .......................................................
17 3. Collaborative Learning..................................................................
19 a. Definition...................................................................................
20 b. Characteristics of Collaborative Learning.................................
20 c. Learning Based on Collaborative Learning...............................
22 d. Group Work Techniques ...........................................................
23 4. Theory of Listening.......................................................................
24 a. The Nature of Listening.............................................................
25 b. Listening Process.......................................................................
25 c. Principles in Developing the English Listening Materials ........
26 5. Theory of Speaking .......................................................................
27 a. The Nature of Speaking.............................................................
28 b. Principles of Teaching Speaking...............................................
28 6. Learner Characteristics..................................................................
29 B. Theoretical Framework .....................................................................
31
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1. Learners’ Characteristics and Needs.............................................
46 2. Goals, General Purposes and Topics ............................................
49 3. Learning Objectives ......................................................................
53
4. The Integrated Listening and Speaking Learning Activities for the Material Design.......................................................................
58 a. Pre-Activity ...............................................................................
58 b. Main Activity ............................................................................
59 c. Post Activity..............................................................................
62 d. Vocabulary and Grammar Focus ..............................................
68 5. Feedback for Material Design.......................................................
69 a. Description of the Respondents ................................................
69 b. Data Presentation of Preliminary Testing .................................
69 6. Evaluation and Revision of the Designed Material ......................
70 B. The Effects of the Design of Integrated Listening and Speaking Materials Based on Collaborative Learning for Nurses in Panti Rapih Hospital...................................................................................
71 1. Field Testing – Classroom Implementation..................................
71 a. Description of Field Testing......................................................
73
LIST OF TABLES Table 4.1 Learners’ Characteristics...............................................................
47 Table 4.2 Learners’ Needs ............................................................................
49 Table 4.3 List of Topics and Language Functions ........................................
50 Table 4.4 The Basic Competences ................................................................
51 Table 4.5 The Learning Indicators ................................................................
54 Table 4.6 List of Listening Task Used ..........................................................
61 Table 4.7 List of Speaking Task Used ..........................................................
62 Table 4.8 Variety of Learning Activities.......................................................
63 Table 4.9 List of Field Testing Schedule ......................................................
72 Table 4.10 Data Presentation of the Results of the Field Testing Questionnaires...............................................................................
74 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF FIGURES Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977: 9)..................
13 Figure 2.2 The ELT Diagram (Hutchinson and Waters, 1994: 17) ................
16 Figure 2.3 The ESP Diagram (Hutchinson and Waters, 1994: 17) ................
17 Figure 2.4 Factors of Affecting ESP Course Design (HutchinsonandWaters,1994:22) .................................................. 18
Figure 2.5 The Relationship of R&D and Kemp’s Instructional Design Step .............................................................................................34
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LIST OF APPENDICES
Appendix 1 : Letters 1. Letter of Permission to Panti Rapih Hospital.................................
87 2. Letter of Permission from Panti Rapih Hospital ............................
88 3. Letter of Affirmation from Panti Rapih Hospital...........................
89 Appendix 2 : Instruments 1. Research and Information Collecting Questionnaire .....................
90
2. List of Questions for Interviewing the Vice Director of Nursing Department .......................................................................
95
3. The Result of the Vice Director of Nursing Department Interview
97 4. Preliminary Field Testing Questionnaire .......................................
98
5. Field Testing Questionnaire ........................................................... 100
6. List of Questions for Interviewing the Nurses ............................... 103
7. The Result of the Nurses Interview................................................ 104 Appendix 3 : Syllabus and Lesson Plans ..................................................... 105
1. Syllabus ............................................................................................ 105
2. Lesson Plans..................................................................................... 112
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CHAPTER I INTRODUCTION This chapter provides the background information and the rationale for the study. It also introduces and describes the nature and the content of the study. A. Background of Study One occupation that enables people to meet various people from various
backgrounds is as a nurse. The nurses working in hospitals always meet various people including foreigners. As stated on www.gudegnet.com/Rumah-Sakit-Panti- Rapih.html (2009), a hospital which is recommended to check the health by people in Yogyakarta is Panti Rapih Hospital since people in Yogyakarta believe that Panti Rapih Hospital is a good hospital. Hence, foreigners consider Panti
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2 related to English. First, if foreigners come to ensure their health, the nurses cannot comprehend what the foreigners want. The nurses just assume what the foreigners imply from the foreigners’ gesture. Second, when they have recognized what the foreigners imply, they encounter some difficulties to explain clearly what the foreigners have to do.
Considering these problems, I concluded that it is important for the nurses to be able to communicate fluently with foreigners. Comprehending the meanings of English sentences and giving information needed using correct sentence patterns are going to be the purpose of the designed material for nurses in Panti Rapih Hospital.
Listening is important to master because the nurses should be able to comprehend what the foreigners indicate and want. When the nurses serve or treat the foreigners in the hospital, the nurses must comprehend the meanings uttered by foreigners. The nurses surely do not want to acquire wrong information in
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3 (2003), she made integrated materials for nurses studying at the nursing academy.
Other researches which also focus on designing materials for academic nurses are Yohanes Nanang Marjianto’s research (1999) on Designing a Set of English
Instructional Materials for the First Year Students of the Nursing Academy , Ella
Yuavita’s research (2006) on Designing a Set of Supplementary Reading
Materials for the Students of Panti Rapih Nursing Academy , and Pius Marmanta’s
research (2005) on Designing English Instructional Speaking Materials for Bethesda Nursing Academy Students .
From the previous study, I found that there is no one who developed English instructional materials for professional nurses and all researchers focus on designing a set of instructional English materials for the students of nursing academy. Beside the information above, I discovered that most theses do not provide the materials that are important to master by nurses. Based on the information obtained, I would like to develop English materials that are adjusted
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4 Mateus Sujarwa also stated that writing and reading skill were not really important to master. Writing skill is rarely used since the front desk officers have organized any letters in English. When the nurses write the symptom, they will write in Indonesian. If the patients ask, the nurses will explain orally. Reading skill is not considered as one of the important skills to master since the nurses will read everything in Indonesian. Even though the instructions of medical tools in the hospital are written in English, the nurses in Panti Rapih Hospital have been trained to use the tools.
In this study, I will design integrated listening and speaking materials since the nurses need to understand what the foreigners indicate and what they want.
Moreover, the materials are purposed to make nurses fluent to communicate in English. By having an ability to communicate in English, nurses in Panti Rapih Hospital have given a good service to the foreigners. The method of learning used in developing English material for nurses is collaborative learning since this
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5 misinterpretation between the nurses and the foreigners. These kinds of nurses usually work in every department in the hospitals.
B. Research Limitation
Since the nurses have to master and to be fluent in English, I define the problems on designing integrated listening and speaking materials based on the principle of collaborative learning theory. The materials that will be designed are the integrated listening and speaking materials and the method used is only collaborative learning. The subjects are only nurses in Panti Rapih Hospital.
C. Problem Formulation
The problems that I want to examine are:
1. What is the appropriate design of the integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital?
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6 E. Research Contribution This research is expected to answer to the problems stated in the problem formulation clearly. By designing materials for nurses, I want the teacher, the course developers and the next researchers to have clear description and explanation on how to develop materials. By designing these materials, nurses in Panti Rapih Hospital are expected to be able to speak English and also to be able to give responses to the people who speak English.
F. Definition of Terms
In the definition of terms, there are some explanations of several terms used in the research. I hope the readers will understand some terms that are used in this research so that they will understand what I mean.
1. Integrated Materials
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7
2. Collaborative Learning
According to Wiersema (2000), collaborative learning means the process of learning together within community of individual learners such as students and students, students and teachers, or even teachers and students who are teaching each other.
Smith (1992) stated that collaborative learning is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. Collaborative learning activities vary widely, but most centre on students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it.
3. Nurses
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CHAPTER II REVIEW OF LITERATURE Before designing materials for nurses in hospital, I need to know some
theories related to the topic of this study. This chapter provides the explanations of the steps or terms used in this study such as the instructional design, the field that the study deals with (English for Specific Purposes/ESP), the learner characteristics (especially nurses) and the method used in designing the materials (collaborative learning).
A. Theoretical Description
1. Instructional Design
a. Meanings of Instructional Design
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9 development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.
b) Instructional design as a discipline that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.
c) Instructional design as a science is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity.
d) Instructional design as reality is the design that can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and her or him checks to see that all parts of the "science" have been taken into account. Then the entire process is written up as if it occurred in a
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10
b. Kemp’s Instructional Design Model
There should be a procedure when teachers or designers are designing materials for the learners. Kemp (1977) wrote that instructional technology is a procedure that is applied to instructional planning. It means the systematic design of instruction, based on knowledge of the learning process and on communications theory, taking into consideration as many factors and variables of the particular situation as possible, so that successful learning will result (Kemp, 1977: 7).
Kemp (1977) also propose some procedures defined as instructional design in order to help the designers, the material developers, or the teachers in considering materials while making materials and doing learning and teaching process. There are eight steps in instructional design.
1) Determining the Goals, Topics, and General Purposes It is important for teachers, designers, and material developers in
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11 propose the learners’ characteristics that the designers, the material developers, or the teachers need to know. The learners’ characteristics which are needed to obtain are the academic factors and the social factors. The factors included in the academic factors are number of students, academic background, level of intelligence, study habits, motivation for studying the subject, and expectation of the course. The social factors consist of age, special talents, and relations among learners.
3) Specifying Learning Objectives Learning requires active effort by the learners. Hence, the learning objectives must be stated in terms of activities that will best promote learning
(Kemp, 1977: 23). Good teachers have always to state the learning objectives of the instructional design to the learners. Realizing the learning objectives make the learners aware of the achievement of the instructional design. 4) Listing Subject Content
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12 6) Selecting Teaching Learning Activities and Instructional Resources
The teachers select teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives. The teachers could adjust the materials and methods that support the creation of an effective and efficient teaching learning process (Kemp, 1977: 55).
7) Coordinating Support Service The support services include funds, facilities, equipment, and personel whose time must be scheduled for participation in the instructional plan (Kemp,
1977: 84). The designers provide the instrument of teaching/learning and coordinate such support service as instrument to convey the learning materials.
8) Conducting Evaluation The objectives indicate what the evaluation should be. By stating the objectives clearly, you have assured measuring directly what you are teaching
(kemp, 1977: 91). The teachers evaluate students’ learning to make sure whether
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13 Goals,
Topics,
and
General Purposes
Evaluation LearnerCharacteristics Support Learning
Services REVISE Objectives
Teaching Learning Subject Activities, Content Resources
Pre-Assessment
Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977: 9)PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
c) Individual differences The students learn at various rates and within a class or group. Therefore, learning experiences should be designed so that students may proceed at their own paces and possibly on their own levels of ability, using materials that are most appropriate for them.
d) Instructional conditions Making clear objectives and sequences learning activity can help the learners to be successful learners. Students can acquire more information and retain it longer when they have meaningful objectives and the objectives that are systematically organized. It means that content should be organized sequentially from simple to complex.
e) Active participation Learning must be performed by the students and not by the teacher. A teacher organizes and makes materials for students.
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15
h) Practice Closely associated with success and the knowledge of results is need to provide opportunities for students to use their newly acquired knowledge and skills in many situations. i) Rate of presenting material
The rate ad amount of material to be learned at any one time or in any one lesson must be related to the complexity and difficulty of the material in terms of the abilities of students. j) Instructor’s attitude
A positive attitude on the parts of the teacher and any assistant can influence the attitudes of students toward the acceptance of new instructional procedures.
By considering the ten principles of learning process, the designers, the material developers, or the teachers start to develop the instructional design.
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16 learner. It means that an ESP teacher should make materials depend on what the students need.
Besides the meaning above, Hutchinson and Waters (1994) show what ESP is not. First, ESP is not a matter of teaching ‘specialised varieties’ of English.
Second, ESP is not just a matter of science words and grammar for scientists. The last one, ESP is not different from any other language teaching that should be based on the principles of effective and efficient learning.
b. ESP Categories
Hutchinson and Waters (1994) wrote that in language teaching, there is a relation between English language teaching (ELT) and ESP. ESP is one branch of English as a Foreign Language (EFL). Beside ESP, EFL has another branch that is General English (GE) which is usually studied for exam purposes. However, EFL is one of the English language teaching (ELT) branches and the other branches are English as mother tongue (EMT) and English as a second language (ESL). For
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17 In Hutchinson and Waters’ book titled English for Specific Purposes, they were explained that ESP itself has some branches; they are English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Science (ESS). Hutchinson and Waters (1994) also said that every branch can be divided into two branches called English for academic purposes (EAP) and English for occupational purposes (EOP). The EAP of EST is English for medical studies (EMS) and the EOP of EST is English for techniques (E.Tech.). The EAP of EBE is English for economics (EE) and the EOP of EBE is English for Secretaries (ES). The last one is ESS, the EAP of it is for psychology (EP) and the EOP of it is English for teaching (ET).
Hence, there is a diagram that describe about English for specific purposes that was written by Hutchinson and Waters (1994: 17). From this diagram, you can see the relation between ESP and the branches of ESP.
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18 (1994) wrote that designing material is a matter of asking questions in order to provide a reasoned basis for the subsequent process of syllabus design, material writing, classroom teaching and evaluation.
To know all reasons, we need to ask some questions that can be answered by conducting research. In English for Specific Purposes written by Hutchinson and Waters (1994), we can see the diagram that describes the basic questions before we design ESP material.
WHAT? HOW? Language Learning Description Theories SY
ME LL THO A DOLO BUS GY
E S P
course
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19 The diagram above shows that there are three main headings shown some questions: language description, theories of learning and need analysis. In language description, there is written ‘what?’. It means that we can formulate some questions related to language description using ‘what questions’ such as what the student needs to learn, what aspects of language will be needed and how they will be described, what level proficiency must be achieved and what topics areas will need to be covered. Then, those questions will help the teachers to develop a syllabus.
However, in the learning theories part, we can see a word question ‘how?’ that includes some questions which can help teachers in designing method used in teaching/learning process. The questions are how the learning will be achieved, what learning theory will underline the course and what kind of methodology will be employed.
In the last parts of the basic questions is need analysis that consists of four
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20 definition of collaborative learning, the techniques used in collaborative learning, and the practical teaching based on of collaborative learning.
a. Definition
According Wiersema (2000), collaborative learning is not merely a series of teaching techniques. Collaboration means the process of learning together within community of individual learners such as students and students, students and teachers, or even teachers and students who are teaching each other.
According to Imel (1991), collaborative learning assumes that knowledge is socially rather than individually and constructed by communities and that the shaping and the testing of ideas are a process in which anyone can participate.
Smith (1992) also stated that collaborative learning is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating
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21 Knowledge is created, not transferred. Knowledge is located in the community rather than in individual.
b) Shared authority among teachers and students The hierarchy between the teacher and the learner is eliminated.
c) Teachers as mediations A successful mediation helps students connects new information to their experiences and to learning areas and also helps students how to learn and figure out to do.
d) Heterogeneous grouping of students Background, learning experiences and perspectives are examples of differences happened in a classroom. Through these differences, students will have more knowledge and they will learn from multiple context.
Theroux (2004) also wrote some characteristics of collaborative learning as follows:
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22 g) The way information is processed and used is most important.
h) Students master knowledge by constructing it. Content is learned in a relevant context.
Beside some characteristics suggested by Theroux (2004), Ronkowski (1998) said that collaborative learning also has six strengths. They are:
a) Collaborative learning can provide students with the opportunity to think for themselves b) Students and teachers can compare their thinking with others
c) Students can conduct research project
d) They can investigate subject matter with fellow students
e) They can practice using higher level cognitive skills
f) This method can provide activities that encourage students to think logically based on their own beliefs
c. Learning Based on Collaborative Learning
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23 information or the knowledge for further needs related to their job. They may also use it to enrich their knowledge of a sickness.
Since the learners are active in or outside the class, they have to work in group to make it easy. They can help each other, so the purpose of learning can be achieved. In this part, we can see that the learners are allowed to explore their own idea. They get opportunity to think by themselves. Learning outside the class will help them to learn better inside the class. They will be motivated by their friends. The performance in the class will also be better. It encourages the learners’ motivation.
d. Group Work Techniques
Learning through learning together in a group is not merely learning in a group discussing some issues or topics in the group. There are some types of group learning that can bring a maximum result if the technique is implemented in an effective way. They are
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24 According to Nunan (2003: 57), simulation is more elaborate than role- play. In a simulation, props and document provide a realistic environment for language practice. 3) Discussion
Discussion involves opportunities for students to express their own opinion about topics (Nunan, 2003:210).
4) Jigsaw Jigsaw is one of the variations of information gap. Jigsaw activities are a bidirectional or multidirectional information gap (Nunan, 2003:56). Each person in a pair or group has some information the other persons need. The learners must use the target language to share the information.
5) Pair and group work Pair and group work are a hallmark of the communicative classroom
(Nunan, 2003:209). In pair or group work, the teacher first present the task, then
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25 (Harmer, 2001: 228). Hence, it is important to comprehend the elements of listening.
a. The Nature of Listening
Listening is defined as a receptive skill. Listening requires people to receive and understand information come. Since listening is a receptive skill, learners can listen to and understand things at a higher level than people can produce. Hence, people usually assume listening as a passive skill. Unfortunately, this assumption is not true. In fact, listening is very active. When people listen, they not only process what they hear but also connect it to other information they already know. They are “creating meaning” in their own minds by combining what they hear with their own ideas and experiences (Nunan, 2003: 24).
b. Listening Process There are two kinds of listening processes to comprehend the oral text.
They are bottom up and top down processes. Bottom up processing is the use of
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26 these kinds of processing, the learners can recognize the words and sentences they hear and they can crate situations in their minds.
c. Principles in Developing the English Listening Materials
According to Rivers (1980: 18), in developing the instructional listening materials, there are some principles to consider. These principles are as follows: 1) Listening materials should fit to the learners’ level proficiency. The materials should be relevant to the learners’ background knowledge of the language and the learners’ level of competence. 2) Listening materials should be as natural as the situation in the real life communication. This means that the learners need materials which could be practiced in real life communication. 3) It is necessary to think about the sounding of the speech and its effects to the learners’ ability to comprehend the message.
4) Teachers should consider the length of the recordings to be presented to the
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27 2) While-listening
It is the stage during which teachers help to focus students’ attention on the listening text and guide the development of students’ understanding of the text.
Listening to a foreign language is a very intensive and challenging activity. Therefore, it is important to give the students ‘breathing’ or ‘thinking’ space between listening. It can be done through giving the students chances to compare their answers with their peers before they listen again. By doing so, they can have a chance not only to have some break from the listening, but also to check their understanding with their peers and reconsider before listening again. 3) Post listening
It is the stage that aims to help the students integrate what they have learned from the text into their existing knowledge. There are two common forms that post-listening tasks can take. These are reaction to the content of the text and analysis of the linguistic features of the text. Besides, it is also necessary to
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a. The Nature of Speaking
Speaking is a one of the productive skills instead writing. Speaking is stated as a productive skill since speaking consists of producing systematic verbal utterances to convey meaning. Although speaking is totally natural, speaking in a language other than our own is anything but simple. For many years, teaching speaking involved providing students with the components of the language, in hopes that they would eventually put them all together and speak. Unfortunately, actual conversations didn’t sound like the textbook dialogues (Nunan, 2001: 48).
b. Principles for Teaching Speaking
It is important for teachers to comprehend the principles for teaching speaking in order to achieve the learning objectives successfully. There are five principles of teaching speaking that should be considered. 1) Be aware of the differences between second language and foreign language context
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6. Learner Characteristics
According to Oxford Advance Learner’s Dictionary, a nurse is a person who trained to help a doctor to look after sick or injured people. There are six nurse characteristics that are written in www.bls.gov. The characteristics are
a) Nurses give people medicine and emotional support to patients and their families, treat wounds, ask patients about their symptoms and keep detailed records, watch for signs that people are sick, and help doctors examine and treat patients.
b) Nurses help people to give tests to find out why people are sick. Some also do lab work to get test results.
c) In hospitals or laboratories, nurses teach people how to take care of themselves and their families.
d) Some nurses teach people about diet and exercise and how to follow doctors' instructions.
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b) They have expectations about the learning process, and may already have their own set patterns of learning.