DEVELOPING ENGLISH LEARNING MATERIALS FOR THE TENTH GRADERS OF NURSING DEPARTMENT IN THE SECOND SEMESTER OF SMK.

i A Thesis

Presented as a Partial Fulfilment of the Requirements for the Attainment of Sarjana Pendidikan Degree in English Language Education

By:

SARI WAHYUNING TYAS 12202241060

ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGES AND ARTS STATE UNIVERSITY OF YOGYAKARTA

v

“

Man Jadda Wa Jadda

”

(Whoever strives shall succeed)

-Arabic Proverb-

“

Man Shabara Zhafira

”

(Those who persevere will get lucky)

-Arabic Proverb-

“When you want something, all the universe conspires in helping

you to achieve it.”

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I fully dedicate this thesis to:

♥

My beloved parents (Ibu Sartini and Bapak Kadiri)

Thank you very much for your encouragement, endless

prayers, motivation, and love.

♥

My younger sister (Arsita Novianti)

viii

RATIFICATION SHEET... iii

PERNYATAAN ... iv

MOTTOS ... v

DEDICATIONS ... vi

ACKNOWLEDGMENTS ... vii

TABLE OF CONTENTS ... viii

LIST OF TABLES ... xi

LIST OF FIGURES ... ... xiii

LIST OF APPENDICES ... xiv

ABSTRACT ... xv

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Identification of the Problem ... 3

C. Problem Limitation ………... 4

D. Formulation of problem ... 4

E. Research Objectives ... 5

F. Research Significances ... 5

CHAPTER II LITERATURE REVIEW ... 6

A. Literature Review ... 6

1. Teaching English in Vocational High School ... 6

a. English Curriculum of the Vocational High School ... 6

b. Nursing Department ... 8

2. English for Specific Purposes ... 6

a. Definition of English for Specific Purposes ... 9

b. The Need Analysis ... 10

ix

a. Definition of Materials ... 14

b. Criteria of Good Materials ... 15

5. Material Development ... 17

a. Definition of Material Development ... 17

b. The Model of Material Development ... 18

6. Unit Design Development ... 20

a. Component of a Unit ... 20

b. Developing Unit of Work ... 20

c.Task grading, Sequencing, and Integrating ... 21

7. Task Development ... 22

a. Definition of Task ... 22

b. Task Continuity ... 22

8. Materials Evaluation ... 23

B. Relevant Studies ... 23

C. Conceptual Framework ... 24

CHAPTER III RESEARCH METHOD ... 26

A. Type of the Research ... 26

B. Setting and the Subjects of the Research ... 26

C. Research Procedure ... 27

D. Data Collection ... 28

1. Type of the Data ... 29

2. Data Collection Techniques ... 30

3. Data Collection Instruments ... 30

x

3. The Unit Design... 53

4. The First Draft Materials ... 56

5. The Expert Judgement ………... 57

B. Discussions ... 71

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusion ………..…… 78

1. Target Needs ... 78

2. Learning Needs ... 79

3. Characteristics of Appropriate English Materials for the Tenth Graders of Nursing Department at the Second Semester ……... 80

B. Suggestions ... 81

1. For English Teacher in VHS ... 82

2. For Other Materials Developers ... 83

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Table 3.1. the Organization of the first questionnaire for needs analysis Table 3.2. Data conversion table

Table 4.1. Students’ goal in learning English

Table 4.2. Students’ view Students’ View of Need in Target Situation Table 4.3. Students’ current levels of English proficiency

Table 4.4. Students’ View about Target Proficiency

Table 4.5. Students’ Wants of Language Skill in Learning English Table 4.6. Students’ Wants of Language Knowledge in Learning English Table 4.7. Learning needs (listening input)

Table 4.8. The length of listening input Table 4.9. Learning needs (speaking input) Table 4.10. Learning needs (reading input) Table 4.11. The length of reading input Table 4.12. Learning needs (writing input) Table 4.13. The length of writing input

Table 4.14. Students’ view about topics they want to learn in learning English Table 4.15. Learning needs (listening activities)

Table 4.16. Learning needs (speaking activities) Table 4.17. Learning needs (reading activities) Table 4.18. Learning needs (writing activities) Table 4.19. Learning needs (vocabularies activities) Table 4.20. Learning needs (grammar activities) Table 4.21. Learning needs (pronunciation activities) Table 4.22. Setting

Table 4.23. Setting in completing tasks Table 4.24. Learners’ role

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Table 4.30. The Appropriateness of the Content of Unit 2 Table 4.31. The Appropriateness of the Language of Unit 2 Table 4.32. The Appropriateness of the Presentation of Unit 2 Table 4.33. The Appropriateness of the Graphic of Unit 2 Table 4.34. The Appropriateness of the Content of Unit 3 Table 4.35. The Appropriateness of the Language of Unit 3 Table 4.36. The Appropriateness of the Presentation of Unit 3 Table 4.37. The Appropriateness of the Graphic of Unit 3

xiii Figure 4.1. The unit design of the materials

xiv C. Course Grid

D. Tasks Description of the First Draft Materials E. First Draft Materials

F. Expert Judgement Questionnaire G. Result of Expert Judgement H. Revisions of the Units I. Final Draft Materials

xv By:

Sari Wahyuning Tyas 12202241060 ABSTRACT

The objectives of this study are 1) to find out the target needs of the tenth graders of Nursing department in the second semester, 2) to find out the learning needs of the tenth graders of Nursing department at the second semester, and 3) to develop the appropriate English materials for the tenth graders of Nursing department at the second semester.

This study belongs to Research and Development (R&D). The subjects of this study were the tenth graders of nursing department at SMK Kesehatan Rahani Husada. This study adapted the materials development procedure from Jolly and Bolitho in Tomlinson (1998). The steps of this study were conducting the need analysis, developing the course grid, developing the first draft materials, materials evaluation, revising the first draft materials and writing the final draft materials. There were two types questionnaires used to collect the data. The first questionnaire was made for collecting data in need analysis while the second questionnaire was made for collecting the data about the appropriateness of the materials through the expert judgment. The collected data was analyzed through descriptive statistics.

This research found out that the target need of the tenth graders of Nursing department are (1) being able to use English to support them as a nurse in the future, (2) being in advanced level to support their later job, and (3) being able to communicate well in English. This research developed three units of materials based on the School-Based Curriculum. Each unit has three main parts: introduction, main lessons, and reinforcement. Considering the learning need, the input were in the form of monolog/dialog (listening), authentic texts used in daily life (speaking), texts with pictures or graphics (reading), and explanation of grammar and sentence structure (writing). While for the procedures, the tasks were in the form of discussion, practicing model of dialog or monolog, reading comprehension, and writing the same text as the given model. In finishing the activities, students claimed that they like it when it was done individually. Based on the analysis of the data from the expert judgment, the mean score of all aspects of the three developed units, in the scales of 1-4, is 3.6 which is in the range of 3.25 ≤ x ≤ 4 and can be categorized as “Very Good”.

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Nowadays, vocational high school becomes popular as the option to continue the education after Junior High Schools. That statement was based on the Act of the Republic Indonesia number 20 year 2003 on National Education System which stated that vocational high school is one of the secondary schools which is the continuation of the basic education like Junior High Schools (SMP or MTs). Thus, vocational high schools were expected to give students the skills that they will need for their job in the future according to the department. In Indonesia, vocational high school had many kinds of departments as stated in the Government rule no. 17 year 2013 article 80 about the categorization of departments in vocational high schools. The departments are categorized into technology and engineering; information, communication and technology; health; agribusiness and agri-technology; fisheries and nautical; business and management; tourism; arts and crafts; and performing arts.

SMK Kesehatan Rahani Husada was one of the vocational high schools that is located in Klaten regency. It only had one department, which was nursing department. It had two classes for each grade with around 35 students in each class. The students of nursing department were expected to have enough knowledge about nursing when they are graduated. After graduating, they could be a novice nurse or continue their study to college with the same

department and become professional nurses. Whether becoming novice nurses or professional nurses, they have to deal with medical terms that mostly are in English. They also had to deal with various patients which possibly those who cannot speak Indonesian. Since English is the international language, so the ability to interact with English is very important for the students in nursing department.

The students of nursing department can learn English that they will use for their future job in school, but unfortunately the English lesson from school was not sufficient for them since the lesson that they receive was general English. However, they need English materials which can support them as nurses in the future. The English lesson in school was not specifically designed for nursing department, but it was designed for senior high school. The textbook used for English lesson is Pathway to English and worksheet or “LKS” for students. The book uses School Based Curriculum that matches with the curriculum used in SMK Kesehatan Rahani Husada, but the contents are not suitable for nursing department because nursing department has special materials that are not being taught in general senior high schools.

Developing English learning materials is very important to be conducted because there are no English learning materials which can fulfill their need and interest to be used by teachers of nursing department to teach their students. This condition needs to be fixed to give the nursing department students enough knowledge of English related to their needs and interest.

B. Identification of the Problem

Materials are one of the important aspects of teaching and learning process both for teachers and students. For teachers, materials help them to teach their students. By the existence of materials, teachers can choose what to teach and how to teach those to their students. While for students, materials help them to decide what to learn so they can focus on certain points. As a result, good material is needed to be provided to help teachers and students achieve the learning goals. Good materials are the materials that appropriate for students to learn because it covers their needs and interests. Therefore, English materials for vocational high school are different from those used in general senior high school since there are various departments in vocational high school.

However, based on the interview and observation conducted on February 2016, the researcher found that the English teachers of SMK Kesehatan Rahani Husada did not use English textbook that was specifically designed for vocational high school of nursing department. The reason was because she could not find the suitable textbook. The book used for English learning process was Pathway to English and worksheet or “LKS” for students. The book mentioned was designed for Senior High School students in general. Therefore, the contents were general English, which mostly were not related to nursing. Moreover, because the teacher explained the materials used Pathway to English textbook and worksheet or “LKS” for students, she had to provide the practices for his students by herself because the practices must be related to

nursing. As a result, the materials and practices were separated and it was not practical because based on the interview with some students, sometimes they lost the practices.

C. Problem Limitation

According to the problems mentioned above, the researcher focused on developing learning materials for tenth graders of nursing department of SMK. It was because after graduating from senior high school of nursing department, the students are expected to be able to communicate in English with foreign patients or at least be able to understand and respond to foreign patients‟ grievance. Besides, they are also expected to be able to understand medical terms in English so they can do their job professionally. Therefore, they need materials that can prepare them for the expected skills mentioned. Considering the time constraint, the researcher only developed the materials for the second semester with the integrating skill tasks based on the School-Based Curriculum.

D. Problem Formulation

The problems can be formulated into:

1. What are the target needs of the tenth graders of nursing department in the second semester?

2. What are the learning needs of the tenth graders of nursing department in the second semester?

3. What are the characteristics of appropriate English materials for the tenth graders of nursing department in the second semester?

E. Research Objectives

1. to identify the target needs of the tenth graders of nursing department in the second semester.

2. to identify the learning needs of the tenth graders of nursing department in the second semester

3. to develop the appropriate English materials for the tenth graders of nursing department in the second semester

F. Research Significances

This research is expected to give beneficial contributions for: 1. The English teachers of nursing department

The English teachers of nursing department can use the result of this research to support them provide the materials and practices in English learning process.

2. The students of nursing department

The result of this research can be used by the students of nursing department to help them focus on learning the English materials needed. 3. Other researchers

For other researchers, the result of this research can be used as references if they also conduct research in the same field.

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1. Teaching English in Vocational High School

a. English Curriculum of the Vocational High School

One of the most important aspect in teaching and learning process is curriculum. In Indonesia, it has been stated in the Law number 20 year 2003 about National Education System that curriculum is a set of plans and rules about the goals, content and materials of lessons and the method to conduct the learning process to achieve the given education goals. In line with Tyler (1949), curriculum can be defined as a plan for action or a written document that includes strategies for achieving the wanted goals or ends.

In Indonesia, the government always try to develop the curriculum in order to make good quality of education. As a result, curriculum is changed in some years if the previous curriculum was not suitable with the current condition. There was Competency-Based Curriculum in 2004. Two years later, the new curriculum was applied. It is called School-Based Curriculum. That curriculum was applied for seven years before the government announced the new developed curriculum with scientific approach, Curriculum of 2013.

In the process of curriculum changing, there are many problems appear. One of them is the lack training for the teachers to apply the curriculum in school. That problem is also happened in SMK Kesehatan Rahani Husada. According to the interview, the English teacher said that she

is not quite mastered the Curriculum of 2013 so do some other teachers in that school. Therefore, SMK Kesehatan Rahani Husada decided to not use the Curriculum of 2013 and back to use the School-Based Curriculum.

According to the National Education Department (2006), English is an adoptive subject, in which its goal is to provide students the ability to communicate in English in the communicative materials contexts needed for the students‟ program, either in written and spoken form. In the School-Based Curriculum, there are two aims of English lesson:

1. to master the basic knowledge and skill of English to support the competence achievement according to the study program

2. to apply the skill and competence of English to communicate either in spoken or written form in the intermediate level.

In School-Based Curriculum, the area of English is included the aspects of the basic communication of English in novice level, the basic communication of English in elementary level, and the basic communication of English in intermediate level. For grade ten, the English lesson is in the novice level. The Standards of Competences and the Basic Competences are different for each level. As for novice level, the Standards of Competences and the Basic Competences are as follow:

Table 2.1. Standard of Competences and Basic Competences for Grade X of Vocational High School

Standard of Competence Basic Competence 1. Able to communicate in

English in the novice level.

1.1. Comprehending basic expressions in the social interactions for daily life.

1.2. Mentioning things, people, characteristics, times, days, months and years.

1.3. Describing things, people, characteristics, times, days, months and years.

1.4. Producing complete simple discourse that enough for basic functions.

1.5. Describing activities using present continuous sentences.

1.6. Comprehending memo, simple menu, schedules of public transportation and traffic signs. 1.7. Comprehending words and foreign technical terms as well as simple sentences based on formula.

1.8. Writing simple invitation.

b. Nursing Department

Nursing department, students are expected to be able to look after patient. The patients are sometimes foreigners. Then, to be able to look after those kinds of patients, students must able to speak English. Therefore, the English knowledge from school were expected to give enough skills for students. After graduating, they can be a novice nurse or continue their study to the college with the same department and become professional nurses. Whether becoming novice nurses or professional nurses, they have to deal with nursing terms that mostly are in English. They also have to deal with various patients which possibly those who cannot speak Indonesian.

2. English for Specific Purposes (ESP)

English for nursing students can be categorized as English for specific purposes because what they need is English for nursing field, not general English. This part presents the definition of English for Specific Purposes, need analysis and syllabus design.

a. Definition of English for Specific Purposes

By learning English, Vocational High School Students are expected to be able to apply the knowledge they have learnt in their field. Therefore, they need English material that specifically designed for them related to their need and interest so they can focus only learn about it. In English Learning Teaching, teaching English for special needs is included in the approach of English for Specific Purposes (ESP).

Hutchinson and Waters (1987: 19) states that English for Specific Purposes (ESP) is an approach to language teaching in which all the content and method are based on the learners‟ reason for learning. In their book, Hutchinson and Waters (1987:8) also mention that one of the main reason to the existance of ESP is learning that focus in the learners. It emphasizes the most importance in learning English are the learners attitudes towards learning. It views towards learners is that they have different needs and interests that can influence their motivation to learn and the effectiveness of their learning. In short, this approach was believed that the suitability of the materials to their needs will increase their motivation so the learning will happen better and faster.

There is also other definition of ESP by Dudley-Evans and St. John (1998) who proposed some absolute and variable characteristics to explain what ESP is.

Absolute Characteristics

1. ESP is defined to meet specific needs of the learners.

2. ESP makes use of underlying methodology and activities of the discipline it serves.

3. ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.

Variable Characteristics

1. ESP may be related to or designed for specific disciplines.

2. ESP may use, in specific teaching situations, a different methodology from that of General English.

3. ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level.

4. ESP is generally designed for intermediate or advanced students.

5. Most ESP courses assume some basic knowledge of the language systems.

After reviewing some definitions and characteristics of ESP above, it is clear that ESP is designed to provide the approach of English learning with materials that related to the learners‟ need and interests. Therefore, knowing learners‟ need in learning English is very important. The activity to identify learners‟ need called need analysis. It was discussed in the next point of this thesis.

b. The Need Analysis

What makes ESP different from English for general purpose is the awareness towards the learners‟ needs. In ESP, learners‟ need is a very important aspect to conduct learning. To fulfill the learners‟ need, researchers

need to conduct need analysis. Need analysis can be simply defined as the activity to identify the learners need to learn in the learning process.

Richards and Schmidt (2002:353) defines needs analysis as the process of deciding the needs of learners who learn language and arranging the needs based on priorities. Furthermore, needs analysis is needed to find out:

a.the situations when a language will be used

b.the aims and goals for which the language is needed c.the types of communication which will be used d.the level of proficiency needed

According to Richards (2006: 12) needs analysis is an activity to decide the specific characteristics that will be used in specific purposes rather than general purpose. Furthermore, needs analysis can be conducted through surveys, observation, interviews, and situation analysis in the target setting. The result of the need analysis can be used to consider the vocabulary, grammar, texts, functions, and other skills for developing the materials.

Hutchinson and Waters (1987 : 54) states two types of needs: target need and learning need. Target need is viewed as what the learners needs to do in the target situation. What included in target needs are necessities, lacks, and wants. Necessity is what the learner must know so they can be functioned effectively in target situation. Then, there is lack which can be defined as the gap between the learners already knew and what the learners must know. The

last aspect that includedin target needs is wants. Want is what learner asks to learn.

The second type of needs is learning needs. Hutchinson and Waters (1987: 60) define learning needs as what knowledge and skill will the learners need to be able to perform nicely in the target situation.

3. Task-Based Language Teaching

a. The Nature of Task-Based Language Teaching

Teachers and learners need textbook or coursebook to support them in the learning process. The textbook or coursebook provide materials, task, activities, and practice for the learners. The tasks in the textbook or coursebook is based on the theory of Task-Based Language Teaching.

Willis and Willis (2007:1) states that those who agree with Task Based Language Teaching argue that the most effective way to teach a language is by involving learners in authentic use of language in the classroom. That activity can be done by designing tasks that can give opportunity to learners in using the real language use such as discussions, problems solving, games, and so on which the learners need to use the language for themselves.

Besides, Nunan (2004:12) states that the basic concept for task-based language teaching is experiential learning. This approach is to use the learner‟s personal experience directly as the starting point of the learning experience. The active engagement of the learners is the point of the approach, and a rubric

that suitable to get the natural process that is „learning by doing‟. Furthermore, Willis (1996:40) states:

“task-based learning is not just about getting learners to do one task then another tasks and then another. If that were the case, learners would probably become quite expertat doing tasks and resourceful with their language, but they would almost certainly gain fluency at the expense of accuracy.”

By using these kinds of tasks, learners are expected to improve their English proficiency through the exposures which are provided by the tasks. Moreover, learners can finish the task through group activity that can give them chance to learn from their peer. Therefore, the existence of tasks is very important in the teaching-learning process.

b. Principles of Task-based Language Teaching

In applying task-based language teaching during the learning process, knowledge about how to apply this approach in the learning process is necessarry. One of the knowledge that should be known by teachers is the principle. By understanding the principles of task-based language teaching, the learning process is expected to be effective.

One of the theory about the principles of task-based language teaching is proposed by Nunan (2004:1) who state that there are some principles in the application of task-based language teaching:

a. To select the content, a needs-based approach is needed.

b. An emphasis on learning to communicate by interacting using the target language.

d. Providing chances for learners to focus not only on language but also on the learning process itself.

e. An enhancement of the learner‟s own personal experiences as important aspects to classroom learning.

f. There is relation of classroom language learning and language use outside the classroom.

Thus, this approach is emphasizing the practices not the product. The product of the English language ability can be achieved through drilling and practices. By this approach, students are expected to be able to use English in for their job in the future.

4. English Learning Materials a. Definition of Materials

The aspect that cannot be separated from teaching is the availability of materials. Materials can be from many sources, such as textbooks, pictures, videos, audios, and so on. Richards and Schmidt (2002:322) defines materials as anything that can be used by teachers or learners to make the learning process of a language easier. Materials may be linguistic, visual, auditory, or kinesthetic, and they may be presented in print, audio or video form, on the Internet or in live performance or presentation.

In line with the definition above, Tomlinson (1998: 2) states that materials can be anything which is used to increase the learners‟ knowledge of the language. Materials can be in the form of cassettes, videos, CD-Roms,

dictionaries, grammar books, readers, workbooks, photocopied exercises, newspapers, food packages, photographs, live talks by invited native speakers, instruction given by a teacher, tasks written on cards or discussions between learners.

In addition, Richards (2001: 251) defines instructional materials as the language input for learners and the language practice used in the classroom. The materials may take the form of (a) printed materials such as books, workbooks, worksheets or readers; (b) non print materials such as cassette or audio materials, videos, or computer-based materials; and (c) materials that comprise both print and non print sources such as self-access materials and materials on the internet.

After reviewing the definitions of materials above, we can conclude that materials are anything that can help teachers and students in the learning process. Materials can be in the form of printed materials (e.g. textbook, newspaper, magazine), non-printed materials (e.g. audios, videos, recordings), or the collaboration of printed and non-printed materials (e.g. self-access materials and materials on the internet).

b. Criteria of Good Materials

In order to support learning process better, good materials is needed to be provided. Hutchinson and Waters (1987:107) state some criteria of good materials that are contain:

a. interesting texts

c. opportunities for learners to use their existing knowledge and skills d. content which both learners and teachers can cope with

Furthermore, Hutchinson and Waters (1987:107) also propose some principles in writing the materials:

1) Materials should support the learners to learn.

2) Materials help arranging the teaching learning process. 3) Materials put a view of the nature of language and learning. 4) Materials reflect the nature of the learning task.

5) Materials can help teacher in developing the teacher method, by introducing teacher to new techniques.

6) Materials provide the example of correct and appropriate language use. Therefore, good materials should provide the real-world communication on it so the students can use the knowledge from the materials in their work or in the field they are in so it suitable to their needs.

5. Material Development

a. Definition of Material Development

Tomlinson (1998: 2) defines materials development as anything which is done by writers, teachers or learners to provide language input and to use those sources to maximize the available information to conduct language learning. Instructional development provides a process and framework for planning, developing, and adapting instruction based on the learner needs and interest. While Grave (2000: 150) explains that materials

development means creating, choosing or adapting, and organizing materials and activities to help the students reach the learning goals.

Thus, materials development refers to the effort of making or developing the materials in the form of writing or creating, adapting, and organizing to achieve the goals of learning.

b. The Model of Material Development

Nunan (2004: 41) presents the simple model of an effective task in a diagram below:

As presented in the diagram above, there are six components of task. They are goals, input, procedures, teacher role, learner role and setting.

1) Goals

Goals are general purposes of learning activities. Nunan (2004: 44) states that the most useful goal is those that related to the students and those that can be expressed through performance. One of the examples of the effective goal related to this research is to improve the students‟ English skill with the provided tasks which contains language functions.

2) Input

Input refers to the spoken, written and visual data that learners use in completing a task. The input can be provided by a teacher, a textbook or some other sources. In addition, Hutchinson and Waters (1987: 108) notes that input can be in the form of a text, dialogue, video recording, diagram, and any piece of communication data based on the results of needs analysis. Further, input provides:

a) Stimulus materials for activities b) New language items

c) Correct models of language use d) A topic for communication

e) Opportunities for learners to use their information processing skill f) Opportunities for learners to use their existing knowledge both of the

language and subject matters. 3) Activities

Activities or procedures are described by Nunan (2004: 52) as what learners will actually do with the input that forms the starting point for the tasks. Nunan (2004: 57) also mentions task types into three activities:

a) Information gap activity b) Reasoning gap activity c) Opinion gap activity 4) Teacher and Learner role

Nunan (2004: 64) defines role of learners and teachers are in learning task and in the social and interpersonal relationship between the participants, Breen and Candlin as stated in Nunan (2004: 67) propose three main roles of a teacher in communicative classroom. They are as a

facilitator of the communicative process, as a participant and as an observer and learner.

Meanwhile, learners‟ role depends on the approach used in teaching and learning process in the classroom. For example, in communicative approach the learners have to be active, negotiating roles and should contribute as well as a receiver.

5) Setting

Nunan (2004: 70) propose that setting refers to the classroom arrangements in completing the tasks and it also needs consideration of whether the task is to be carried out entirely or partly, inside or outside the classroom.

6. Unit Design Development a. Component of a Unit

In developing a unit, the components that are developed by the researcher are (1) title which is related to the students‟ need according to their study program; (2) objective which tells the students what language function, and what texts they will learn in that unit; (3) sequence of tasks which consists of introduction, main lesson, and reinforcement. The introduction part is to show them the preview of what they will learn in that unit and build the schema building of the materials. It also used to prepare students or as the warm up activity. The second part is the main lesson. There are the tasks that has been organized with the input skill first then the output one. The tasks there were

made to improve the four skills mentioned that will help them in their job in the future. The tasks there was designed from guided production tasks and gradually to free-guided production task. The last part is the reinforcement. It consists of enrichment, evaluation, reflection, summary, and vocabulary list. Enrichment is aimed to give students opportunity to have more practice in order to fully understand the materials. While evaluation is to test themselves about their understanding of the materials. Then, the purpose of reflection is to give them the chance to recognize their own success or lack after learning the materials. Next, the summary is to summarize the materials presented in the unit. Finally, the vocabulary list is to show the meaning and the kind of some words that might be unfamiliar to students used in the unit.

b. Developing Unit of Work

Nunan (2004: 31-33) proposes six-step pedagogical sequence for introducing tasks.

1. Schema building

Schema-building tasks are created to introduce initial vocabulary, language and context for the task.

2. Controlled practice

Controlled practice is given to the learners in the form of target language, vocabulary, structures and functions.

3. Authentic listening practice

4. Focus on linguistic elements

The step is focusing on linguistic elements, e.g. grammar and vocabulary after the students have seen, heard and spoken the target language within a communicative context.

5. Provide freer practice

In this step, the students are encouraged to use whatever language that they have learned to complete the task.

6. Introduce the pedagogical task

This step includes the group work discussion and decision making task in order to complete the task.

c. Task grading, Sequencing, and Integrating

According to Nunan (2004: 13) the decision of what come first in a unit depends on the belief of the materials developer or syllabus designer about grading, sequencing and integrating content. Grading, according to Richard, Platt and Weber (1986) in Nunan (2004), is the arrangement of the content of materials so that it is presented in a helpful way. In line with Richard, Platt, and Weber, Nunan (2004) states that grading and sequencing tasks are decisions on what to teach first, what second, and what last of the materials.

Tasks must be graded and sequenced from the easy one to the difficult one. In reading and listening skills, input becomes an important part that must be sequenced. Tasks must also be sequenced from the less demanding to the more demanding, moving from comprehension-based procedures to controlled

production activities and exercises, and finally to ones requiring authentic communicative interaction (Nunan, 2004).

7. Task Development a. Definition of Task

The task, as what Nunan (2004: 4) called as a pedagogical task is a piece of classroom work that helps learners in comprehending, manipulating, producing or interacting in the target language while they are focusing on drilling their grammatical knowledge to express meaning, and in which the purpose is to convey meaning.

In addition, Richards and Schmidt (2002:539-540) defines task as an activity which is designed to help achieve a particular learning goal. These include goals, procedures, order, pacing, product, learning strategy, assessment, participation, resource, and language.

b. Task Continuity

The terms „continuity„ refers to the interdependence of tasks, task components and supporting enabling skills within an instructional sequence. When planning instructional sequence, Nunan (2004: 125) proposes the same steps to make activities gradually increase from demanding, moving from comprehension-based procedures to controlled production activities and exercises, and finally to free practice or real communicative interaction.

8. Materials Evaluation

After designing the materials, the materials need to be evaluated to find out the effectiveness for learning. 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.

In Indonesian context, the material evaluation is conducted by referring to Badan Standar Nasional Pendidikan (BSNP). There are four aspects of evaluation as listed below:

1. The appropriateness of content. 2. The appropriateness of presentation. 3. The appropriateness of language. 4. The appropriateness of graphic.

B. Relevant Studies

Some researchers have conducted similar research. Rahayu (2014) conducted research on developing English learning materials for grade XI students of Fishery study program. She designed three units for three basic competences. Murtafi‟ah (2014) conducted research on developing English learning materials for grade X students of Nautical Fishing Vessel study program at SMKN 2 Cilacap. She also designed three units for three basic competences. Then, Istiqomah (2014) conducted research on developing English learning

materials for the tenth grade students of boga department at SMK N 4 Yogyakarta. She also designed three units for three basic competences.

The researches mentioned above were done successfully. All the units which they developed meet the students‟ need in English learning process. It means that the research on materials development for vocational schools is needed to facilitate students with sufficient and appropriate inputs and tasks based on their target situation.

C. Conceptual Framework

Students of vocational high school are expected to have skills according to their field including the communication skill. They are expected to not only able to communicate in their first language, but also English as the international language. Nowadays, English language ability is very important to be possessed since in this globalization era people are able to go to places around the world easily. Since English is a „lingua franca‟ or language as the bridge of communication for people around the world, this language uses for many sectors of life especially that involved people with different languages.

In nursing department, students are expected to be able to look after patients. The patients are sometimes foreigners. Then, to be able to look after those kinds of patients, students must able to communicate in English. Therefore, English knowledge from school were expected to give sufficient skills for students. Unfortunately, English skills that were being taught in school were not enough because they were only being taught of general English. The teacher used

textbook that actually designed for Senior High School, it was not specially designed for vocational high school. However, the students of nursing department need the kind of English lesson that related to their needs and interests in nursing field.

Related to this problem, the researcher developed English learning materials for nursing department since that was urgent to be conducted regarding the unavailability of English materials for nursing department. The English materials established the students need. This research was expected to provide English learning materials that could help students to use English for their future work. Therefore, the researcher focused on developing learning materials for the second semester of the tenth graders of nursing department in SMK Kesehatan Rahani Husada in the form of learning materials based on the School-Based Curriculum.

The contents of the materials followed the Task-Based Language Teaching. The materials in this research were arranged according to the nursing term by providing appropriate tasks and vocabulary related to nursing field. The process of material development used the model proposed by Jolly and Bolitho as cited in Tomlinson (1998: 98) with some changes to match the steps of developing the materials.

26

research; population and sample of the research; setting of the research; data collection technique and instrument; data analysis technique; and procedure of the research.

A. Type of the research

This research is categorized as Research and Development (R & D). As stated by Borg and Gall (2003: 569) that the findings of the R & D research are used to design new products and procedures or develop the product that already made. It is systematically field-tested,evaluated, and refined until they are in the best condition or ready to be published. However, this research were only until the expert judgment step, not to be tried out and published.

B. Setting and the Subjects of the Research

The research was conducted in SMK Kesehatan Rahani Husada which located in Pilangsari, Gondang, Kebonarum, Klaten, Central Java. The reason why this school was chosen as the setting of the research was because it had nursing department which had not have the appropriate English materials yet.

The subjects of the research were class KPR XB students of nursing department. There were 35 students involved as participants in this research.

C. Research Procedure

This research used the research procedure proposed by Jolly and Bolitho in Tomlinson (1998).

Since the model above was only focused on the material design, so there were some additions in the procedure according to the research needs. As a result, the procedure of the research was as follow:

Figure 3.1: Research procedure by Jolly and Bolitho’s material development model in Tomlinson (1998: 98) with some additions to the research needs

Conducting needs analysis Developing the course grid

Designing materials (first draft) Expert Judgment

1. Conducting needs analysis

This step was conducted to get information about the learners: target need and learning need. This step was done by giving questionnaires to the students of nursing department.

2. Developing the course grid

The course grid was developed based on the School-Based Curriculum with the content related to nursing field.

3. Designing the materials

After making the course grid, the process was continued to design the materials. This process was also called as first draft.

4. Expert Judgment

The first draft then was consulted to the expert. The expert can be lecturer of English education department who can judge the materials and have experience in material development.

5. Writing the final draft

After getting judgment from the experts, the materials were revised based on the suggestions given by the expert. This was also called as final draft.

D. Data Collection

1. Data collection Techniques

In the research, there were two questionnaires used. The first questionnaire was distributed for the students of nursing department to do

the needs analysis. This questionnaire was in the form of multiple choices. The second questionnaire was created for the experts, in this research it was a lecturer of English Education study program who are able to evaluate the learning materials to do the evaluation step of the materials. The questionnaire was in the form of a check box. The experts were required to give a check to the column that represented their opinion. The scale of the check box was explained in the data analysis technique.

2. Data collection instruments

In this research, there were two questionnaire used. The first questionnaire was addressed to the students to conduct the need analysis. In the first questionnaire that is for the students of nursing department, the subject that was asked several questions related to their learning needs by answering multiple choice questions. This questionnaire was given to collect learners‟ needs. The organization of the first questionnaire is presented on the table below.

Table 3.1: The Organization of the Questionnaire

No. Aspects Item

Number

The Purpose of the

Questionnaire References 1. Students‟ identity Part A To find some

information about

students‟ identity

Part B 2.

T

ar

ge

t

Ne

e

d

s

Learners‟ goals 1 To find out the learners‟goal inlearning English Brown (2001: 142) Nunan (2004: 174)

3. Necessities 2 To find out the

learners‟ needs in terms of target situation

Hutchinson and Waters (1987: 55)

Lacks 3, 4 To find out the gap

between students‟ current

proficiencyand the target proficiency

Hutchinson and Waters (1987: 55-56)

Wants 5, 6 To find out what the

learners want in order to be included in thematerials Hutchinson and Waters (1987: 56) 4.

L

e

ar

n

in

g

Ne

e

d

s

Input 7, 8, 9,

10,11, 12, 13, 14

To find out the input, the topic, and the length of the text which is ideal for them

Nunan

(2004: 47-52)

Procedure 15, 16, 17, 18, 19, 20, 21

To find out the activities that the students like the most

Nunan (2004: 52)

Setting 22, 23 To find out some

information about the setting of learning that the learners preferred

Nunan (2004:

70 – 73 )

Hutcinson and Waters

(1987: 60 –

63)

Students‟ role

24 To find out learners„

preferred role in

classroom

Nunan

Teacher‟s role

25 To find out the

teacher role in

classroom that the

learner‟s preferred

Nunan (2004: 64-69)

Then, the second questionnaire was made for the materials evaluator. In the second questionnaire that was for the experts, the questionnaire was aimed to get opinion regarding the materials designed. The questions are divided into four parts; those are the appropriateness of content, the appropriateness of language, the appropriateness of presentation, and the appropriateness of graphic.

E. Data Analysis Technique

The data from the needs analysis and the expert judgment questionnaire was analyzed quantitatively by using descriptive statistics. The data from the first questionnaire was analyzed using the formula proposed by Suharto (2005) as follow:

Interpretation:

P = Percentage f = frequency

N = Total respondents 100 = fixed number

Then, the data from the second questionnaire was analyzed using Likert scale. In the Likert scale, there are four-points scale that can be described as follows:

1 = strongly disagree (SD) 2 = disagree (D)

3 = agree (A)

4 = strongly agree (SA)

The data from the second questionnaire then was measured by using mean (central tendency) and analyzed by using a formula proposed by Suharto (2006) that is:

R : range

Xh : the highest scale Xl : the lowest scale 4 : range of Likert-scale

Then, the result of the calculation was converted into descriptive analysis. To convert the data, data conversion table proposed by Suharto (2005) was used as the mean of the data had been calculated.

Table 3.2: Data conversion table

Scale Interval Descriptive

Categorize

1 1 ≤ x ≤ 1.74 Poor

2 1.74 ≤ x ≤ 2.24 Fair

3 2.25 ≤ x ≤ 3.24 Good

4 3.25 ≤ x ≤ 4 Very Good

x is mean obtained from expert judgment. To find x, the following formula proposed by Suharto (2005) is used.

34

draft of the materials, the results of material evaluation by the expert, and the final draft of the materials.

A. Research Findings

1. The Results of the Need Analysis

The need analysis process was conducted on March 30th, 2016 by distributing questionnaire to grade X students of nursing department at SMK Kesehatan Rahani Husada, Klaten. There are 25 questions in the questionnaire. The questions in the questionnaires were divided into two parts. There are questions about target needs in the first part, while the second part were the questions about learning need questions. The total respondents were 35 students from class KPR XB. The results of the need analysis were used to guide the researcher in writing the course grid so the materials were able to fullfil students of nursing department‟s learning preferance.

a. Target Needs

According to Hutchinson and Waters (1987 : 54), target needs vieved as what the learners need to do to fit properly in the target situation.

a) Necessities

One of the points in target need is students‟ goal. It can be described as the students‟ reasons of learning English at school and the usage of their knowledge of English for their future. The table below was the result of students‟ goal in learning English.

Table 4.1: Students’ Goal in Learning English

Questions/Statements Items N F Percentage

The goal of learning English at school is ….

to support the job as a nurse abroad

35 22 62,35%

to be able to speak in English either orally or written in daily life

35 13 37,14%

to support the job as a nurse 35 7 20% to support the education in

university

35 7 20%

to get high score in national exam

35 7 20%

Others … 35 1 2,85%

Based on the table above, majority of the students learnt English to support them as a nurse with the percentage of 62,35% since the school has signed the MOU (Master of Understanding) with a university of nursing in China so the students want to continue the study there.

Therefore, according to the result above, the materials was developed to make them able to speak English in daily life also to support them for their future career as nurse, either in Indonesia or abroad. The materials was developed based on the school-based curriculum or curriculum of 2006 that also be used by most high school with nursing department.

By learning English, the students also had view on what are the benefits of English for their future as nurse abroad that were more specific. The result was presented below.

Table 4.2: Students’ View of Need in Target Situation

Questions/Statements Items N F Percentage

When I am being a nurse abroad later, I use English for ….

communicating with the patients and giving service to the patients

35 27 77,14%

understanding nursing and medical terms in English

35 12 34,28%

understanding the work procedures of nurse in English

35 10 28,57%

communicating with the head nurse or the supervisors

35 8 22,85%

communicating with co-workers

35 6 17,14%

Others … 35 3 8,57%

As stated in the table above, students chose communicating with the patients and giving service to the patients as their main specific goal to learn English with the percentage of 77,14%. It was because as nurse they are always must to have direct communication with the patients. Then, the next item was understanding nursing and medical terms in English the percentage of 34,28% because as nurse they do not only service the patients, but also having knowledge of nursing and undersanding medical terms which are mostly in English.

b) Lacks

Hutchinson and Waters (1987 : 56) defined lacks as the gap between current proficiency and the target proficiency. Students‟ lack of the respondents was showed by the table below.

Table 4.3: Students’ Current Proficiency

Questions/Statements Items N F Percentage

My current English proficiency is at the level of ….

beginner

(able to communicate with patients and co-workers with basic expressions; mastering only a bit of vocabulary of nursing and medical terms)

35 30 85,71%

intermediate

(able to communicate with patients and co-workers quite fluently but still with errors in grammar; able to use English in doing jobs as a nurse based on the work procedures)

35 4 11,42%

advanced

(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)

35 0 0%

Others ... 35 1 2,85%

Most students, around 85,71% of the respondents thought that their current English proficiency was 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. Those who were in beginner level need to be provided by drilling and practices. Some of them, that was 11,42% claimed that their English proficiency was in the intermediate level while no one was claimed that they were in the advenced level. After knowing where they proficiency were, the target of their

proficiency should be understood as well. The table below showed the level of prociency they should be at to support their future career and education. Table 4.4: Students’ View about Target Proficiency

Questions/Statements Items N F Percentage

To support my career and education later, my English proficiency should be at the level of ….

advanced

(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)

35 29 82,85%

intermediate

(able to communicate with patients and co-workers quite fluently but still with errors in grammar; able to use English in doing jobs as a nurse based on the work procedures)

35 6 17,14%

beginner

(able to communicate with patients and co-workers with basic expressions; mastering only a bit of vocabulary of nursing and medical terms)

35 0 0%

Others ... 35 0 0%

The result showed that students agreed that they should be at the advanced level of English proficiency. 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. There were also 17,14% of the respondents thought that intermediate level was enough.

From the result above, it can be concluded that the average of students‟ proficiency of English was in the beginner level while they were acknowledged that they should at least in the intermediate level and the target of English proficiency was in the advanced level. Therefore, they have not acvhieved that target yet. As a result, they need to learn English more so that when they graduated from senior high school and continue their education or start their career, they can be in their target of English proficiency.

c) Wants

In their book, Hutchinson and Waters (1987 : 54) defined wants 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. Here was the result of the need analysis in the term of their wants:

Table 4.5: Students’ Wants of Language Skill in Learning English

Questions/Statements Items N F Percentage

Language skill that I will usually use as a nurse is / are ….

speaking 35 33 94,28%

listening 35 15 42,85%

writing 35 10 28,57%

reading 35 6 17,14%

Others ... 35 0 0%

Regarding the language skill that they will usually use as nurse, almost all students chose speaking followed by listening with the percentage of 42,85%. It was because as stated in the learning goals, they want to be able to communicate in English, therefore speaking and listening are the most important aspect to achieve that.

Besides the skill, language knowledge is also important to be learnt. The table below presents the result of need analysis especially about the language knowledge that the students claimed will usually be used when they become nurse.

Table 4.6: Students’ Wants of Language Knowledge in Learning English

Questions/Statements Items N F Percentage

Language knowledge that I will usually use as a nurse is / are ….

pronunciation 35 28 80%

grammar 35 19 54,28%

vocabulary 35 10 28,57%

Others ... 35 0 0%

In connection with the language skill that students want to learn most, the language knowledge that they mostly preferred was pronunciation that had been chosen by 80% of the students since it was essentials for supporting speaking.

b. Learning Needs

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.

a) Input

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.

Table 4.7: Learning needs (Listening Input)

Questions/Statements Items N F Percentage

In listening activities, kind of input that I

monolog/dialog with the expressions that will be

preferred is/are … used

short monolog/dialog with pictures

34 12 34,28%

short monolog/dialog 34 8 22,85%

monolog/dialog with new vocabulary

34 4 5,71%

Others ... 34 0 0%

Monolog/dialog with the expressions that will be used was the listening input that the students most preferred. There was also short monolog/dialog with pictures that had been chosen by 34,28% of the students. Related to the input, the length of the listening input that the students preferred was presented in the table below.

Table 4.8: The length of listening input

Questions/Statements Items N F Percentage

I prefer listening input with the length of …

>4 minutes 35 14 40%

3-4 minutes 35 12 34,28%

2-3 minutes 35 5 14,28%

<2 minutes 35 3 8,57%

Others ... 35 2 5,71%

Students mostly chose listening input with the length of more than four minutes (40%). Then, 34,28% of the students prefer 3-4 minutes input for listening.

Table 4.9: Learning needs (Speaking Input)

Questions/Statements Items N F Percentage

In speaking activities, kind of input that I preferred is/are …

authentic texts used in daily life

35 25 71,42%

simple monologue or dialogue

35 7 20%

monologue or dialogue with expressions

35 6 17,14%

monologue or dialogue with picture

35 3 8,57%

monologue or dialogue with new vocabulary

35 2 5,71%

The table above showed that more than half of the students, that was 71,42% chose authentic texts used in daily life for the speaking input since authentic texts are very practical. Then, 20% of the students claimed that they want the speaking input in the form of simple monologue or dialogue.

Table 4.10: Learning needs (Reading Input)

Questions/Statements Items N F Percentage

In reading activities, kind of input that I preferred is/are …

texts with pictures or graphics (tables, diagrams, or charts)

35 20 57,14%

texts consisted of some paragraphs

35 11 31,42%

authentic texts used in daily life

35 11 31,42%

texts related to nursing or medical

35 8 22,85%

texts with new vocabulary 35 1 2,85%

Others ... 35 0 0%

For reading input, the students preferred texts with pictures or graphics (tables, diagrams, or charts). While 31,42% students chose texts consisted of some paragraphs.

Table 4.11: The length of reading input

Questions/Statements Items N F Percentage

I prefer reading input

with the length of … 200-250 words 150-200 words 34 34 16 8 45,71% 22,85%

>300 words 34 7 20%

250-300 words 34 1 2,85%

Others ... 34 1 2,85%

The number of words for reading input the students chose mostly is 200-250 words with the percentage of 45,71%. Another option that got high percentage is 150-200 words with 22,85%.

Table 4.12: Learning needs (Writing Input)

Questions/Statements Items N F Percentage

In reading activities, kind of input that I preferred is/are …

explanation of grammar and sentence structure that will be used to write texts

35 15 42,85%

examples of texts that will be written

35 11 31,42%

vocabulary related to nursing or medical that will be used to write texts

35 9 25,71%

texts with pictures or graphics (tables, diagrams, or charts)

35 7 20%

Others ... 35 0 0%

The table above showed the writing input that the students mostly chose was explanation of grammar and sentence structure that will be used to write texts with the percentage of 42,85%.

Table 4.13: The length of writing input

Questions/Statements Items N F Percentage

I prefer writing input

with the length of … 150-200 words 200-250 words 34 34 20 9 57,14% 25,71%

>300 words 34 3 8,57%

250-300 words 34 2 5,71%

Others ... 34 1 2,85%

Regarding to the length of the input, 57,14% of the students preferred short passage with 150-200 words. There were also 25,71% students chose 200-250 words. Therefore, the input in the learning materials was developed with not so long passage for writing.

Not only the input and the length, the theme or topic is also important to be considered so it can be suitable with the students‟ preferable. The following table presented that term.

Table 4.14: Students’ view about topics they want to learn in learning English

Questions/Statements Items N F Percentage

Themes or topics that I preferred to be included in English learning materials is/are ….

topics related to future career or nursing

35 21 60%

topics related to daily life in family, school, and society

35 18 51,42%

topics related to science (such as about plants, planets, new invention)

35 8 22,85%

topics related to teenager life 35 5 14,28% topics related to politics,

economics, and social cultures

35 4 11,42%

Others ... 35 0 0%

According to the table above, 60% of the students preferred the theme or topics to be included in the textbook was the topics related to future career or nursing so it could support their goal.

b) Procedure

Procedures can be defined as what the learners will actually do or the activities that the learners will experience in carrying out the tasks. Table 4.15: Learning needs (listening activities)

Questions/Statements Items N F Percentage

In listening, I like activities such as ….

discussing the content of monolog/dialog

35 16 45,71%

identifying the detail information of the text by answering the questions provided

35 9 25,71%

completing sentences and responding in written form

35 8 22,85%

completing certain

information in the monolog/dialog that has been listened

35 3 8,57%

retelling the content of the recording with my own

words

Others ... 35 2 5,71%

The table above showed that students mostly liked activities for listening such as discussing the content of monolog/dialog (45,71%) and identifying the detail information of the text by answering the questions provided (25,71%).

Table 4.16: Learning needs (speaking activities)

Questions/Statements Items N F Percentage

In speaking, I like activities such as ….

practicing model of dialog or monolog provided in the textbook

35 12 34,28%

making a dialogue then practicing it

35 10 28,57%

role-playing 35 9 25,71%

discussing a topic and giving opinion related to the topics

35 7 20%

presenting a report, story, speech or discussion result

35 3 8,57%

Others ... 35 1 2,85%

For speaking activities, they claimed that practicing model of dialog or monolog provided in the textbook (34,28%) is the most option that chosen by the students since the input is already provided in the textbook so they do not need to make it. Even so, 28,57% of the students chose to make the dialogue first then practicing it so they can practice with their own texts. Table 4.17: Learning needs (reading activities)

Questions/Statements Items N F Percentage

In reading, I like

activities such as …. reading a text then answering questions related to the text

35 13 37,14%

reading aloud a text with the correct pronunciation and intonation

35 12 34,28%

deciding statements are true or false according to the text

35 11 31,42%

analyze the meaning and the use of words according to the

context

arranging jumbled

paragraphs or sentences to be good paragraphs or sentences

35 3 8,57%

Others ... 35 0 0%

We can see the result from the table that students liked reading comprehension with 37,14% since it can help them to focus on reading so they can answer the questions correctly. While 34,28% of students preferred reading aloud a text with the correct pronunciation and intonation which can be used to learn pronunciation as well.

Table 4.18: Learning needs (writing activities)

Questions/Statements Items N F Percentage

In writing, I like

activities such as …. writing the same text as the given model text based on the correct grammar and sentence structures

35 13 37,14%

correcting wrong sentence structures, spellings and punctuations

35 13 37,14%

arranging jumbled words to be a good sentence

35 12 34,28%

writing a text based on pictures and graphics (tables, diagrams, or charts)

35 7 20%

arranging jumbled sentences to be a good paragraph

35 3 8,57%

Others ... 35 0 0%

Writing is considered as difficult skill for some students. Therefore, they preferred the semi-guided activities such as writing the same text as the given model text based on the correct grammar and sentence structures and correcting wrong sentence structures, spellings and punctuations.

Table 4.19: Learning needs (mastering vocabulary activities)

Questions/Statements Items N F Percentage

In mastering

vocabulary, I like activities such as ….

finding new vocabulary on a text and finding the meaning on a dictionary

35 18 51,42%

matching words with pictures provided

35 9 25,71%

matching the words with the meanings provided

35 8 22,85%

searching the synonyms or antonyms of words

35 6 17,14%

completing sentences or paragraphs with your own knowledge

35 3 8,57%

identifying word class: verb, noun, adjective, etc.

35 2 5,71%

Others ... 35 0 0%

Having a lot of vocabulary will help person to speak fluently. Therefore, vocabulary mastery must be increased. With the purpose of increasing their vocabulary, 51,42% of the students claimed that finding new vocabulary on a text and finding the meaning on a dictionary is an effective activity.

Table 4.20: Learning needs (grammar activities)

Questions/Statements Items N F Percentage

In learning grammar, I like activities such as ….

answering the exercises of grammar

16 45,71%

making sentences

individually based on the formulas that has been taught

11 31,42%

memorizing formulas of grammar or structures

6 17,14%

identifying false sentences structure then correct them

6 17,14%

observing sentences structure and grammar in a text

1 2,85%

Others ... 1 2,85%

Based on the interview, a lot of students had difficulties in comprehending English grammar. The result of what activity they wanted to

do in learning grammar was answering the exercises of grammar (45,71%), while 31,42% chose making sentences individually based on the formulas that has been taught.

Table 4.21: Learning needs (pronunciation activities)

Questions/Statements Items N F Percentage

In learning

pronunciation, I like activities such as ….

repeating teacher in pronouncing words

35 20 57,14%

discussing with friends how to pronounce the words

35 11 31,42%

reading aloud the words given by teacher

35 9 25,71%

searching the pronunciation on dictionary

35 6 17,14%

Others ... 35 1 2,85%

The English knowledge that the students wanted to learn the most, pronunciation, had repeating teacher in pronouncing words (57,14%) for the activity they like most.

c) Setting

Setting refers to how the classrom be arranged to carry out the learning process and in completing the task (Nunan, 2004). Regarding to the place to carry out the learning process, the table below presented the students preferance.

Table 4.22: Setting of place to conduct learning process

Questions/Statements Items N F Percentage

I feel more

comfortable when the English learning activities is conducted in ...

outside the classroom, such as on the school garden or school hall

35 22 62,85%

inside the classroom 35 19 54,28%

language laboratory or practice room

35 2 5,71%

library 35 1 2,85%

In the term of place they felt more comfortable to have the learning process, the students mostly chose outside the classroom, such as on the school garden or school hall since they can have many variations of condition and view. However, the students also felt comfortable with their original classroom since it was more conducive to conduct the learning process.

Table 4.23: Setting in completing tasks

Questions/Statements Items N F Percentage

I feel more

comfortable when doing the activities finishing the tasks ….

individually 35 15 42,85%

in small group of 3-4 35 14 40%

with the whole class 35 10 28,57%

in pairs 35 4 11,42%

in a big group project 35 2 5,71%

Others ... 35 0 0%

In doing the activities, students claimed that they like it when it is done individually (42,85%). While in small group of 3-4 students also got high percentage with 40%.

d) Learner Role

Learner role can be defined as the kind of act that the learner will be taken their part on learning process. Regarding to that, more than half of the students, that was 60% of them chose to be guided by teacher in finishing given task or exercise since they still need help and having questions during that time. The result was presented on the following table. Table 4.24: Learner Role

Questions/Statements Items N F Percentage

In English learning

process, I prefer …. to be guided by teacher in finishing given task or exercise

35 21 60%

involved in investigation to solve problem and do the tasks

only listen to teacher‟s explanation

35 9 25,71%

using my creativity in finishing the tasks

35 5 14,28%

proposing my questions and opinions

35 3 8,57%

Others ... 35 1 2,85%

e) Teacher Role

In line with learner role, teacher role can be defined as the kind of act that the teacher will be taken their part on learning process. The result was showed below:

Table 4.25 Teacher Role

Questions/Statements Items N F Percentage

In English learning process, I prefer the teacher to ….

give suggestion, correction, and comment in every result to the students‟ work

35 19 54,28%

create condition for the students to be active in solving problems and doing tasks

35 17 48,57%

motivate you every time you do the exercises

35 11 31,42%

encourage and guide the students to

use our creativity

35 7 20%

guide the students to do the exercises or tasks

35 5 14,2%8

Others ... 35 0 0%

In the learning process, 54,28% of students preferred that their teacher would give suggestion, correction, and comment in every result to the students‟ work to guide them through their activities.

APPENDIX

Chapter 1

Task 3

1. The nurse is checking a patients’ blood pressure. 2. She is inserting an IV.

3. She is assisting a patient to eat.

4. The nurse is managing wound care to a patient.

5. The nurse is transferring a patient from bed to wheelchair.

Task 7

A: Good morning nurse Budi.

B: Good morning nurse Ani. Do you need anything? A: Yes, do you know where nurse Candra is?

B: She is in the operation room. A: What is she doing?

B: She is giving post-operation care to a patient.

A: Oh no. I need someone to help me to assist a patient. What about the intern? B: They are busy right now, but I think they will finish soon.

A: What are they doing now?

B: They are monitoring the medication.

A: I will wait for them then. Thanks nurse Budi. B: You’re welcome.

Task 22

Role Cards You are the president council of your school.

Task:

 Answer what the authorities from the Education Minister.

You are the the authorities from the Education Minister 1.

Task:

 Ask what are the students there doing to the president council of the school.

You are the the authorities from the Education Minister 2.

Task:

 Ask what are the students there doing to the president council of the school.

Chapter 2

Task 3

Nurse Firza: Nurse Lia, can you drive for a while? We almost arrive to the hospital. Nurse Lia: Sure, but not now though. We can’t stop here.

Nurse Firza: Why?

Nurse Lia: Look at the sign! It is a big red S letter. We are not allowed to stop here. Nurse Firza: Ahh yes. Let’s find another place to stop.

Nurse Lia: Okay. Let’s go then. Why do you drive so slowly?

Nurse Firza: Because there are many kids cross this street. There is the sign in the right side of the road just now.

Nurse Lia: You are right. We have to be careful here since this street has many kids crosser. There is a school in our left side.

Nurse Firza: Hmm.. I think we can stop here. Let’s switch seat. Nurse Lia: Okay.

Task 6

Police officer: Good afternoon, Ma’am. Can I see your licence? Doctor Kaila: Here, sir. Did I do something wrong?

Police officer: Yes, there is the sign there. However, you still drive fastly. Doctor Kaila: What sign? I’m sorry I didn’t see it. I’m in a rush.

Police officer: You are not allowed to drive fastly. Doctor Kaila: Why?

Police officer: Because the road is slippery. Doctor Kaila: Okay. I’m sorry.

Police officer: And you also can’t run on others vehicle as well. Doctor Kaila: What is the reason?

Police officer: Because the road is narrow and it may cause an accident. Doctor Kaila: I see. Then, can I continue my journey.

Police officer: Yes, but you have to give your identity in the police station 30 meters from here.

Chapter 3

Task 3

Asti: Hi, Nurse Bintang. Do you have any shift tonight? Bintang: Hi, Nurse Asti. I don’t think so. Why?

Asti: There will be a workshop for handling stroke patients. Will you go there with me?

Bintang: Sure. What time the workshop will begin?

Asti: 7 p.p. aat the Training Room of Balai Kesehatan. Let’s meet outside the venue.

Bintang: Okay. See you.

Dr. Rudi: Good morning, Nurse Desi. You look busy.

Desi: Oh, good morning, Dr. Rudi. Yes, I have to finish this report this afternoon. Dr. Rudi: Anyway, I’m holding a Nursing Seminar today at the Seminar Room. Would you come to my seminar?

Desi: Wow, that’s great, Doctor. When is the seminar? Dr. Rudi: At 5 p.m.

Desi: I’d love to come, but I’m not sure I can make it. I have to meet Dr. Fahri to consult this report. But, I hope the seminar will run well.

Dr. Rudi: It’s fine. Thank you, Nurse Desi. Task 6

1. A: Hello, Nurse Fira. You don’t change your mind, right? B: What do you mean?

A: About my seminar?

B: Yes. I will come to support you. 2. A: Can you free your schedule on Friday? B: Why?

A: I have a graduation party on Friday afternoon.

B: I’d like to, but I have to accompany my sister to the dentist that time. 3. A: Have you got the ticket?

B: I will buy it this evening.

A: So, you will come to the seminar with me, right? B: Sure. Let’s go by my car.

4. A: You know what, I have two tickets for that talk show with Doctor Mega. B: Really? How lucky. I’m a fan of her.

A: How about we go together? My sister apparently not really interested. B: Of course I will go with you.

5. A: Do you still have shift on weekend? B: Yes, why?

A: I actually want to invite you to my clinic anniversary. B: Oh, I’m sorry. It can’t be helped.

6. A: You still up for tonight seminar?

B: I’m sorry, apparently I have to cover up my friend’s ahift because she is sick. A: Really? It’s okay. I will go with my co-worker then.

PICTURE SOURCES UNIT 1

Picture 1.1 : http://www.su.edu

Picture 1.2: http://www.wisecareers.com Picture 1.3: http://www.101nursing.com Picture 1.4 : http://www.stetoskop.co Picture 1.5: http://www.alatukur.web.id Picture 1.6: http://www.stronglola.com

Picture 1.7: http://www.rentalshirewheelchairsbrisbane.com Picture 1.8: http://www.bandageer.info

Picture 1.9 : http://www.blog.mass.gov Picture 1.10 : http://www.adctoday.com Picture 1.11 : http://www.live123.com Picture 1.12 : http://www.healthpress.info Picture 1.13: http://www.123rf.com

Picture 1.14: http://www.jsonline

Picture 1.15: http://www.rf-pictures.com Picture 1.16: http://www.inimangine.net Picture 1.17: http://www.samford.edu Picture 1.18: http://www.wisegeek.com Picture 1.19: http://www.dreamstime.com Picture 1.20: http://www.mncases.com Picture 1.21: http://www.123rf.com Picture 1.22: http://www.adctoday.com Picture 1.23: //www.rf-pictures.com Picture 1.24: //www.rf-pictures.com Picture 1.25: //www.rf-pictures.com Picture 1.26: http://www.irishhealth.com

UNIT 2

Picture 2.1.: http://www.sign.gov.uk

Picture 2.3.: http://www.p_{hilippines_road_sign_R5-1S.svg}

Picture 2.4.: http://www.adventurrentals.com

Picture 2.5.: http://www.us-metric-us

Picture 2.6.: http://www.rms-nsw.gov.uk Picture 2.7.: http://www.indiamart.com

Picture 2.8.: http://www.sign.gov.uk

Picture 2.9.: http://www.indiamart.com Picture 2.10.: http://www.pixabay.com

Picture 2.11.: http://www.mcveighcontrast.uk Picture 2.12.: http://www.chainimage.com

UNIT 3

Picture 3.1.: http://www.islamia.org.bd

Picture 3.2.: http://www.stikesmuhgombong.ac.id Picture 3.3.: http://www.nursessities.com

Picture 3.4.: http://www.rsudmangusada.badungkab.go.id Picture 3.5.: http://www.bdiyogyakarta.kemenperin.go.id

Picture 3.6.: http://www.universityoftheassumptionstudents.blogspot.com Picture 3.7.: http://www.pinterest.com

Picture 3.8.: http://www.artorical.com Picture 3.9.: http://www.pinterest.com