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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the findings of the research and the discussion. The

research findings discuss the answer of the research questions as follows: (a) what is

the quality of the existing English course books used in tenth grade students at SMK

Citra Semesta Indonesia Yogyakarta especially in nursing skill program?; and (b)

how is the Supplementary English book for nursing skill program of tenth grade

students at SMK Citra Semesta Indonesia Yogyakarta by using Project-based

Learning develop? The discussion section presents the justification of the research

findings related to the other relevant references.

A. Research Findings

There are two stages which are discussed in the research findings as

follows: exploration and development stage. The exploration stage consists of

four parts of findings: (1) the analyzing of the existing condition in this case is

the description of the existing and quality of course book, (2) the analyzing of

syllabus used in nursing skill program, (3) the result of need analysis obtained

from questionnaire, interview, observation, and document analysis, and (4)

product planning. The development stage consists of four parts: (1) prototype

development, (2) expert validation, (3) tryout of the product and (4) developing

final product. The explanation of each stage will be discussed as follows.

1. Exploration Stage

There are four kinds of activities in the exploration stage, namely

analyzing the condition of existing text book used in the class, analysis of

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syllabus used in nursing program, need analysis, and product planning. The

data were collected from library and field research. Library research and

document analysis were used to analyze the quality of the textbook

especially to teach ESP students in nursing skill program. The library

research had been done in advance so the data could theoretically support

this research. The theories reviewed by the researcher in this study were

mostly taken from journals of relevant study and the textbooks which

covered all variables that were related to this study. In terms of document

analysis, the researcher analyzed the existing course book and syllabus of

ESP class available at school. Meanwhile, the data from field research was

used to find out the use of the existing textbook English for Vocational

School for tenth grade in ESP class. In field observation stage, the

researcher did interview with two English teachers, distributing

questionnaire to the students and classroom observation. The field research

was done in the tenth grade students of SMK Citra Semesta Indonesia

Yogyakarta which is located in Jl. Durungan Wates Kulon Progo

Yogyakarta. The number of students in tenth grade is 32 students which

consist of 30 girls and 2 boys. The result of need analysis was used to

arrange the prototype in developing prototype activity.

Library research as explained in chapter II showed that PBL brings

benefits toward language teaching and learning including achieving the 21st

century skills. This is because PBL is holistic in nature and incorporates

the principles of providing challenging and complex work,

interdisciplinary and encourages cooperative learning. It also lends

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authenticity to learning. While in practice, practitioners plan, implement and

evaluate projects in real-world situations beyond the classrooms. It is an

instructional approach that contextualizes learning by presenting learners

with problems to solve or products to develop. It functions as a bridge

between using English in class and using English in real life situations

outside class (Fried-Booth, in Donna, 1998: 1). One important purpose of

choosing PBL is to increase learner activity by doing authentic projects.

PBL is concerned with learner and not teacher activity and it lies on the

learner to produce open ended projects which include the teacher in the role

of facilitator or coach. The learner generally work in cooperative groups for

extended periods of time, and are encouraged to seek out multiple sources

of information. Often these approaches include an emphasis on authentic,

performance-based assessment.

There are two topics discussion in the exploration stage. The first is

about the description of the existing and quality of the course book used in

tenth grade students of nursing class in SMK Citra Semesta Indonesia, and

the second discussion is about the result of need analysis conducted through

having interview, distributing questionnaire, class observation and

document analysis. The findings are explained in detail as follows.

a. The Analysis of Existing Course Book

The analysis of course book was based on the Cunningsworth

(1995) model that based on: (1) impressionistic overview evaluation and

(2) in-depth analysis evaluation.

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1) Impressionistic Overview Evaluation

According to Cunningsworth (1995), the general impression of

a course book can be done by looking through it and getting an

overview of its possibilities and its strengths and weaknesses. It can

be seen for various features of the course book are alike, such as the

quality of the visuals, how attractive and clear the layout is, what the

whole course package is made up, etc. related to the book description,

the researcher presented the overview of book identity.

Based on interview and observation, it was found that the

teachers and the students of nursing class use the type of the English

module which is entitled “English for Vocational Schools IA”. After

conducting document analysis for the existing course book, it was

found that the book is written by Dra. Hj. Yiyis Krisnani, M. Hum.,

and the publisher is Drs. Maskurun. The book size is 16 x 21 cm. This

book was published in 2011 by LP2IP (Lemabaga Pemacu Prestasi

Bidang Ilmu Pengetahuan), Yogyakarta. LP2IP is one of the

educational publisher books in Yogyakarta. The materials inside are

arranged in eleven chapters which consists of 140 pages. The cover

color is pink while the page color is black and white. It has only the

cover which colorful. It is published only when an institution school

or someone ordered.

English for Vocational Schools IA is arranged based on KTSP

2006 and SKL (Standar Kompetensi Lulusan) in novice level. It

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focuses on the four language skills namely listening, speaking,

reading, and writing. This book is arranged based on tasks which

consist of 17 to 20 tasks in each chapter. This book also provides

student and teacher guideline to use this book. This book can help the

students to master and develop their potencies based on their abilities

and study program in general. To support the mastery of the students‟

abilities, this book is also equipped with Competency Standard, Basic

Competence, Learning Material, and Performance Criteria in every

chapter in the first page of the chapter. In the last page provides a set

of exercises based on TOEIC test. The cover and layout of the book is

minimalist. The book cover could be seen in the figure 4.1 below.

Figure 4.1 Book cover of “English for Vocational Schools IA”

2) In-depth Analysis Evaluation

This explanation is about the description of existing and

quality of course book used in nursing class of SMK Citra Semesta

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Indonesia Yogyakarta. In-depth analysis evaluation is more

penetrating in its approach and has its own agenda. The analysis of

textbook was based on the Cunningsworth (1995) model. There are

eight indicators proposed by him as the criteria for book evaluation.

They are (1) objective and approach, (2) design and organization, (3)

language content, (4) skill, (5) topic, (6) methodology, (7) teacher‟s

book, and (8) practical consideration. The details explanation will be

discussed as follows:

a) Objective and Approach

The aim of the book is for developing communicative

competence and language skills. However they do not concern

closely with the aims of the teaching and learning based on

learners‟ needs toward English for nursing skill. The book only

provides general English. In addition, the book is not suited to the

teaching and learning situation. Some materials and exercises are

not based on the context. It is not quite comprehensive because it

does not cover most or all of what is needed but overall it is still

good resource for students and teachers. The book is flexible. It

allows different teaching and learning style.

The book is designed for all skill programs in vocational

high school. It is organized based on functional chapter. It focuses

on the mastery of language function and communication which

involves four skills. The organization is based on the order of

competency standard and basic competence in KTSP. The book

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uses deductive approach in presenting the material. It presents

some theories and explanation about the topic then it was followed

by some expressions and tasks. Figure 4.2 is the quotation taken

from the book.

Figure 4.2 SK and KD used in the book

From the quotation above can be seen that the book is

arranged based on KTSP 2006. The communicative competence

used is for novice level. Each chapter is presented based on the

order of basic competence. It develops four language skills namely

listening, speaking, reading, and writing.

Each chapter presents basic competence which divided into

three major basic competences from KD 1.1, KD 1.2 & 1.3, and

KD 1.4. In the end of chapter, there is an evaluation to assess the

students understanding of the material in each chapter. It is also

provided by a competency assessment result to give the students

mark in the end of the learning process using this book. Figure 4.3

is the quotation of table of content in each chapter.

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Figure 4.3 Table of Content

b) Design and Organization

English for Vocational Schools IA has eleven chapters and

140 pages. Each chapter presents a standard competence that

involves some language functions. It contains not only material but

also the exercises. Each chapter contains some activities or

situation that may happen in the students‟ working place. It is not

only completed by grammar which is used in each chapter but also

the tasks to practice. The book is only accompanied by a cassette

for listening. There is no teacher‟s book provided. The content is

organized based on KTSP 2006. The organization of the material is

arranged based on the order of SK and KD. The grading and

progression are not suitable for the learners. The grading task from

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easy to difficult is not clear but it allows the students to complete

the work needed to meet any external syllabus requirements. There

is an adequate recycling and revision. There are reference sections

for grammar, etc. However some of the materials are not suitable

for individual study because they are not contextual with the

students‟ skill program. It is easy to find the way around the book

because the layout is clear enough. There is a table of content in

the beginning of chapter and the pages are numbered well. The

book is unattractive, unclear illustration of the pictures and not

colorful. The following is the quotation taken from the book.

Figure 4.4 Unclear Illustrations of the Pictures in Chapter 2

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Figure 4.5 Unclear Illustrations of the Pictures in Chapter 3

From the figure above (figure 4.4 and 4.5), it can be

seen that illustration of the pictures are unclear information.

In task 8 (figure 4.4), the students are asked to learn

nationalities in the world based on the different kind of

peoples in the picture. It can be seen from the picture that

kind of peoples in different nationalities are unclear

appearance. It makes the students confused to differentiate

them. In task 9 (figure 4.5), the students are asked to pay

attention to the preposition place shown in the picture. It can

be seen from the picture that the cats as the illustration are

confusing placement and unclear numbering of the

information given in the picture. It is not contextual pictures

because it cannot show the real illustration.

c) Language Content

The activities in the book are varied and they have almost

the same pattern, so they look boring. The order of the activities is

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started from listening, speaking, reading, and writing. The book

arranged from the tasks which contains four skills but most of them

are not contextual and are not arranged well. It contains some

irrelevant practices that are not suitable for the students‟ fields.

There are so many kind of tenses used in this book. However the

book does not cover the main grammar items of the tenses used. It

makes the students confused to use this book. Therefore the teacher

has to give some notes about the tenses before use this book. The

book just provides the expression and sample dialogue used in

some situations. There is no material for practicing pronunciation

and vocabulary list. Moreover, it does not deal with structuring and

conventions of language sentence. There is no explanation both

explicit and implicit about the semantics. The language style is not

appropriate to the students‟ situation, especially of nursing

program. It is too general and less contextual.

d) Language Skill

The four skills are adequately covered, with regard to the

syllabus requirements. There are some materials for integrated

skills work. English for Vocational Schools IA develops four

language skills starting from listening, speaking, reading, and

writing. Each skill provided in every task.

The practices for grammar in the book are less interesting

and contextual. It cannot facilitate the students with the real world

task. The following is the quotation taken from the book.

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Figure 4.6 Practices for Grammar in Chapter 8

From the figure above, the students are asked to read the

information about soft lenses and rigid gas-permeable lenses. Then

the students have to make comparative about them. It can be seen

that the prices used dollar not rupiah. It can be concluded that the

task given is less communicative and does not close to the

students‟ real world. In addition, the language use in this book is

not contextual with the students‟ skill program especially in

nursing. There are some expressions found in this book which are

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not appropriate to be used in nursing filed. Figure 4.7 is the

quotation taken from the book.

Figure 4.7 Materials for Speaking Skill in Chapter 9

The listening material is quite well recorded, accompanied

by background information, questions, and activities which help

the students‟ comprehension. However, the material for spoken

English is not well designed to equip learners for real-life

situations in nursing field. Moreover, the cassette record and the

transcript written in the book is not match at all. The quotation

from the book is as follows.

Figure 4.8 Materials for Listening Skill in Chapter 1

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The reading materials are less suitable for the students‟

levels and interests. There is no sufficient reading material because

it has less input of text therefore the students may not get the

exposure to the language much. In addition, some of the topic in

the reading tasks is out of the students‟ field and there is no

vocabulary list to help the students find the difficult meaning

words. Figure 4.9 is the following quotation taken from the book.

Figure 4.9 Materials for Reading Skill in Chapter 8

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There is only completing the blank dialogues in most of the

writing tasks. It is not suitable in term of amount of guidance or

control, degree of accuracy, organization of longer sentences of

writing and use of appropriate style. Figure 4.10 is the following

quotation taken from the book.

Figure 4.10 Materials for Writing Skill in Chapter 2

e) Topic

The topic in each unit is developed based on each SK and

KD. There is enough variety and range of topic.

From the sample topic in figure 4.11, it can be seen that the

topics are not close to the students‟ working place. Each topic

presents material of general English. Moreover, the topic will not

expand the students‟ awareness and enrich their experience

because the topics are too general and most of them based on the

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expression situation. Figure 4.11 is the quotation of a topic of

chapter 4 and 5 taken from the book.

Figure 4.11 Topic of Chapter 4 and 5

f) Methodology

The approach to language learning used by the book is

communicative learning. The students are expected to develop the

communicative competence both in written and spoken. Yet the

approach is less appropriate with the teaching and learning

situation, because it is not supported by the materials which are too

general. The students of nursing program need specific material

that can support them in their working life.

The techniques used for practicing new language items are

varied such as by asking the students to make sentences, dialogue

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or completing the blank dialogues or paragraph. However, those

are less suitable for learners because it is less creative, unattractive,

boring, not interesting, and not appropriate with learning style in

21st century. The communicative abilities are developed through

four skills. In this book, the students are expected to take a degree

of responsibility for their own learning.

g) Teacher’s Book

The book is not accompanied with teacher book.

h) Practical Consideration

The price of the book is cheaper than the standard course

book therefore the quality of the book is not good. It cannot be

found in any book store because it produced only by the ordered of

school institution to LP2IP. Fortunately, the school provides the

book from LP2IP and allows the students to buy that book. Finally,

it becomes the English book in SMK Citra Semesta Indonesia

Yogyakarta.

The package of the book is not attractive enough.

Moreover, the book is not lost-lasting. The curriculum can be

changed anytime and therefore it may not appropriate anymore. In

summary, in-depth analysis could be described briefly in the table

4.1.

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Table 4.1 Summary of Book Analysis based on Cunningsworth Model

(1995)

No Aspect Evaluation

1.

Objective and Approach

- It does not match with the need of learner

and teaching situation.

- It allows different teaching and learning

style

- Presenting the material followed by tasks.

2.

Design and Organization

- It provides cassette for listening.

- It contains both materials and practices.

- It is based on the order of SK and KD in

the KTSP.

- The grading of task is not clear.

3.

Language Content

- There is no list of vocabulary and

pronunciation.

- The language style is not appropriate to the

students‟ situation, especially of nursing

program.

4. Language Skills - The four skills are adequately covered,

with regard to the syllabus requirements

- It develops four language skills starting

from listening, speaking, reading, and

writing

- The listening skill tasks does not match

with the cassette record

5.

Topic

- It is developed based on SK and KD

- It is not expand students‟ awareness and

enrich their experience.

6. Methodology - The approach is communicative language

learning.

- It is integrated with four language skills

7. Teacher‟s Book - There is no teacher‟s book.

8. Practical Consideration - The school provides the book from LP2IP

and allows the students to buy that book.

- The package of the book is not attractive

and not lost-lasting.

Based on the result of analysis above, the researcher drew a

summary and conclusion. The researcher found some strengths and

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weaknesses of the existing course book used in nursing class SMK

Citra Semesta Indonesia Yogyakarta. The strengths were as follows:

1) English for Vocational Schools IA allows different teaching and

learning style.

2) The design, organization, and topic of English for Vocational

Schools IA developed based on SK and KD in KTSP 2006.

3) English for Vocational Schools IA provides some kind of dialogues

based on expression for practice English.

There were also some points that researcher considered as

weaknesses found inside. They were as follows:

1) The book is quite general for vocational class especially for nursing

skill program that why it does not match with the need of learner and

teaching situation.

2) The design and organization of the content is based tasks, however

the grading of the tasks are not clear and there are some unclear

illustration pictures which are not authentic and contextual.

3) The book does not include material for pronunciation work and

vocabulary list.

4) Some of the materials are very complicated to use by the students, so

they still need teacher‟s help for using the book.

5) The topics are too general. It cannot expand the students‟ awareness

and enrich their experience.

6) The package of the book is not attractive and not lost-lasting.

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Based on the summary above, the researcher concluded that:

1) English for Vocational Schools IA was not appropriate for guiding

teaching and learning in nursing class.

2) A supplementary project book was needed to guide teaching and

learning in nursing class.

b. The Analysis of Syllabus Used in Nursing Skills Program

Based on Permendiknas paragraph 20 year 2005 in Soehendro (2006),

there are some components that should be included in developing syllabus.

They were defining the competence standard, basic competence, learning

material, learning activities, indicator, evaluation, time allocation, and

learning source. The syllabus made by the teachers was analyzed by

considering the completeness of those components. It is allowed to modify

the syllabus due to the schools‟ policy as long as it does not totally alter the

structure of syllabus and break its essence. The syllabus checklist can be seen

below in Table 4.2.

Table 4.2 Checklist of Syllabus Analysis based on Permendiknas 20/2005

No Components Availability

1. Competence Standard √

2. Basic Competence √

3. Learning Material √

4. Learning Procedures √

5. Indicators √

6. Kinds of Evaluation √

7. Time Allocation √

8. Learning Sources √

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After analyzing the syllabus used by the English teacher for the

students of nursing skills program, it was found that all components have

been included in developing syllabus. The competence standard was

available which is communicating in English at Novice level. The basic

competence is also written down in the first column. The syllabus contains

learning materials which are described in details. Learning procedures is

developed integratively starting from listening-speaking-reading-writing.

The indicators of each standard competence are well formulated. The

syllabus provides the kinds of evaluation which are in the form of spoken and

written test. The time allocation is allocated based on the education policy.

For learning resources, the teacher uses English for Vocational Schools IA by

LP2IP and Module Novice 1 by Dinas Pendidikan Kulon Progo/2005.

c. Need Analysis

Need analysis was a first step of this research. It refers to activities to

collect the data related to previous condition in the field and the expected

need to solve the problem. It is useful to enforce the background of the

problem in the research. Need analysis as the first step in the research was

conducted to investigate whether the stakeholders need the material

developed by the researcher. This step was done by doing interview,

questionnaire, observation, and document analysis.

There were two English teachers of SMK Citra Semesta Indonesia

Yogyakarta who were interviewed personally. The interview for the English

teacher consisted of eighteen questions. The interview was categorized as in-

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depth interview. The researcher used structured interview guideline to

conduct the in-depth interview. The researcher interviewed the English

teachers and found that the book is not effective to teach the students for all

skill programs. The materials provided in the book were still general and

focus on SKL to prepare students‟ National examination. The following is the

teachers‟ statement about it.

“Masih umum sih mbak. Belum menyentuh tiap jurusannya.

Materinya sama mbak. Untuk buku ini masih umum belum menjurus

pada jurusan keperawatan dan materinya lebih mengacu SKL untuk

mempersiapkan siswa UN.”

Interview 2

“Sudah, tapi tidak mencukupi kalau untuk tiap jurusan. Paling cuma

25% aja. Sisanya lebih ke umum dan menjurus untuk persiapan

UN.”

Interview 1

From the interview 1 and 2, can be concluded that the materials in the

book does not match to the students‟ skill program. The book content is too

general. The teacher used this book because of reference from the local

government. The following is the teachers‟ statement about it.

“Oh…buku ini itu untuk wilayah Kulon Progo rata-rata SMK ya

pake buku ini, karena sudah ada rujukan dari dinas pendidikan.”

Interview 1

It was also found that there is no specific material for nursing skill

program. Based on the teachers‟ opinion, the material in SMK has not been

sufficient and appropriate for the students with different skill program. The

material in SMK contains general English whereas they will need English in

their working field. The teacher agreed that it is necessary to have specific

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material for each skill program to support the students in their working filed.

Below is the teachers‟ statement about it.

“Iya bagus mbak kalau ada buku tambahan yang sesuai jurusan,

apalagi kelas X dan XI itu kan mereka besok ada PI (Praktek

Industri) bisa membantu mereka kalau magang di rumah sakit

Internasional mereka bisa berkomunikasi pake bahasa inggris

dengan pasiennya.”

Interview 2

In addition, there are some obstacles in using this book when teaching

and learning process in the class. The teacher said that the students can use

the book easily if they understand and skilled about the tenses and focus

language which used in the book. This is the following statement from the

teacher.

“Untuk kendala dalam mengajar di kelas itu pasti ada, terutama

dari siswa sendiri yang masih bingung dan belum paham dengan

dasar-dasar bahasa Inggris. Makanya saya pertama kali

mengajarkan siswa untuk belajar bahasa Inggris mulai dari tenses

dan focus language-nya. Mereka harus kuasai itu dulu baru mulai

masuk ke materi pembelajaran yang ada di buku. Minimal mengenal

mulai dari simple present sampai future past continuous itu dia

sudah tahu beserta dengan keterangannya. Karena yang saya

ketahui selama ini kelemahan yang ada di tingkat SMA dan SMK itu

mereka banyak sekali hanya tekstual mengenal buku tapi tidak

mengenal struktur kalimat itu. Terus…eee…. perancang buku yang

ada pada saat ini orientasi dia, dia itu menganggap bahwa siswa itu

setara dengan mereka. Sehingga tanpa memperhatikan kebutuhan

dasar siswa. Itu kelemahannya disana.”

Interview 1

“Kalau siswa sudah menguasai focus language dan target

language-nya. Begitu sudah selesai tenses-nya mempelajari buku ini

sebenarnya mudah kok. Oh iya Pak ini tenses-nya present tense ya

ini past tense ya…iya apa cirinya…oh ini did ini do. Kemudian ada

subject plus verb 2. Dia langsung ngerti. Tapi ketika mereka belum

tahu itu, kita pelajari buku ini dari awal sampai dengan akhir

selesai dia juga gak ngerti apa-apa. Hanya cuma bisa menyilang

a,b,c,d benar atau salah. Sementara target language itu kan bukan

hanya mengisi benar, mendapatkan nilai baik. Tapi how to

communicate kan gitu ya, bagaimana berkomunikasi itu yang lebih

penting. Kalau saya memfokuskannya memang disitu.”

Interview 1

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Moreover, the teacher said that most of the students have limit

vocabulary who make them do not understand the meaning of the instructions

written in the book. Unfortunately this book is not completed with the

vocabulary list. Here are the teachers‟ statements about it.

“Ya siswa itu masih sulit mengartikan sama di tenses-nya itu masih

kurang. He’em vocab sama tenses-nya masih kurang.”

Interview 2

“Oh itu mereka masih berkendala, masih butuh bimbingan. Karena

kan semua pengantarnya dengan bahasa Inggris, sedang mereka

kan kesulitan diartinya itu mbak. Dan mereka kan kadang males toh

mbak klo disuruh cari artinya satu persatu dikamus. Tapi kalau

untuk siswa yang rajin ya mau mencari sendiri. Cuma ya masih

banyak yang males. Paling kalau satu kelas itu ada sekitar 30 siswa

ya yang rajin itu 10 anaklah. Tadi aja pas saya ngajar kan coba ada

yang bisa mengartikan, terus suruh speaking untuk mengartikan aja

masih belum ada yang berani padahal bisa sambil baca dari buku.”

Interview 2

The responses and information given by the teachers showed that the

existing learning sources were not appropriate to guide teaching and learning

process in the classroom. The teachers and the students need supplementary

book which focus on the nursing skill and provides vocabulary list to

accompany the existing book.

The researcher also conducted observation in the class to know the

developing of teaching experience based on book used. In addition it is to

know the suitability and discrepancy of information between the interview

and the application in the class. Based on the reflections of the three

observations in the classroom, the findings are: (1) The students and the

teacher use English for Vocational Schools IA as course book in the class; (2)

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The content of material in the book does not relate to the students‟ skill

program. It contains general English, not specific expression used in nursing,

and there is no vocabulary list to help the students understand some of

difficult words; (3) In using the book, the teacher did not adapt the

material in the book with the students„ skill program; (4) The students still

needed the other reference in using the book especially to expand their

vocabulary in specific skill of nursing program. The reflections of the three

observations in the classroom are as follows.

The teaching and learning process in the class was managed well. The teacher used song to

teach the materials. It made the students happy and class felt so interesting and fun. The

teacher used English for Vocational Schools in teaching students of nursing skill program.

Although, the content of material is based on standard competence which the learning

objective is the students will be able to communicate in English on the novice level, the

material is not appropriate with the nursing skill program. For example on chapter 2 which

has the topic introducing yourself and others, there are some tasks, one of them is task 13

talk about subject pronoun. It is not match with the topic because there is no dialogue

conversation based on the topic. It is only learn about the grammatical of the subject

pronoun the sentences. It is not practical and authentic task. Moreover, there is no

vocabulary or expression about nursing. Those tasks contain general information not what

the students need in their field. In addition, the teacher did not explore and adapt the

material in the book in order to be appropriate with the students study program namely

nursing. In explaining the material, the teacher used song and physical movement to make

the students enthusiasm to learn and remember the material. Sometimes the teacher made a

joke in Javanese language which made the students laughed. It kept the students focus on

the teaching and learning process. In the last session, the teacher gave a happy time to the

students for sing some songs which they learned before. It helped the students‟

pronunciation and raised their braveness to speak English. The teaching techniques used by

the teacher are powerful and effective. It can be concluded that the teaching techniques

used by the teacher is support the learning process, but the materials in the textbook is not

appropriate with the students‟ need of nursing skill program and there is no supplementary

materials to fulfill it.

Reflection of Observation 1

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The teaching and learning process in the class was managed well, but in the middle of the

time when the teacher gave point and mark to the students‟ works, the students just waited

without doing anything, then they talked with their friends made the class noisy. The

teacher used English for Vocational Schools in teaching students of nursing skill program.

Although, the content of material is based on standard competence which the learning

objective is the students will be able to communicate in English on the novice level, the

material is not appropriate with the nursing skill program. For example on chapter 2 which

has the topic introducing yourself and others, there are some tasks, one of them is task 20

talk about giving statements based on the picture and task 19 discusses about some

dialogues of introduction yourself to others. There is none pictures and dialogues which

illustrate the nursing skill. It is only learn about the general information not what the

students need in their field. Moreover, there is no vocabulary or expression about nursing.

In addition, the teacher did not explore and adapt the material in the book in order to be

appropriate with the students study program of nursing. Sometimes the teacher made a joke

in Javanese language which made the students laughed. It kept the students focus on the

teaching and learning process. The teacher also gave some feedback and advices to the

students. The teaching techniques used by the teacher are effective but only one point about

managing the time when the teacher gave marks and correct the students‟ works; he may

ask the students to learn the next page when waiting the teacher. Then the class will not

noisy at that time. It can be concluded that the teaching techniques used by the teacher is

support the learning process, but the materials in the textbook is not appropriate with the

students‟ need of nursing skill program and there is no supplementary materials to fulfill it.

Reflection of Observation 2

The teaching and learning process in the class was not well managed. It because of the

teacher took a long time to tell his life stories to the students when he tried to give some

advices to them. It made the learning process ineffective. The teacher used English for

Vocational Schools in teaching students of nursing skill program. Although, the content of

material is based on standard competence which the learning objective is the students will

be able to communicate in English on the novice level, the material is not appropriate with

the nursing skill program. For example on chapter 3 which has the topic appreciate your

kindness, there are some tasks, one of them is task 2 show a letter and answer some

questions based on the letter. Task 3 gives some statements by saying true or false about the

letter in task 2. And task 4 make a dialogue using expression thanking based on the

situation given. There is none pictures and dialogues which illustrate the nursing skill. It is

only learn about the general information not what the students need in their field.

Moreover, there is no vocabulary or expression about nursing. In addition, the teacher did

not explore and adapt the material in the book in order to be appropriate with the students

study program of nursing. The teacher also gave some feedback and advices to the students.

The teaching techniques used by the teacher are ineffective for this section. The teacher

should manage his time when he wants to give some advices to the students. It can be

concluded that the teaching techniques used by the teacher is ineffective for this section,

and the materials in the textbook is not appropriate with the students‟ need of nursing skill

program and there is no supplementary materials to fulfill it.

Reflection of Observation 3

129

The researcher also took the need analysis from the students by using

questionnaire. The questionnaire was distributed to know the specific product

that the students need. The result of questionnaire used to arrange and design

the prototype of the supplementary project book which will develop by the

researcher. There were six aspects in the questionnaire, namely: the learning

goal, learning input, teaching and learning procedure, learner role, teacher

role, and the setting. The following is the result of the needs analysis from the

questionnaire distributed to the students of nursing skills program.

1) Goal

The learning goal was analyzed through five aspects namely the

reason of the students in learning English, the level of English mastery,

the use of English in the future, students„ difficulty in learning English,

and the students„ expectation to the goal of learning English in SMK.

Table 4.3 Need Analysis Result of Goal Aspect Aspect Indicator Answer

(Percentage)

Findings

Goal The students„ reason to learn

English

28.13% (A) To full fill working demand

to master English

competence

The level of English mastery 59.38% (A)

40.63% (B)

Novice level

Elementary level

The use of English in the

future working field

31.25% (A) To deal with foreign patients

The students„ difficulty in

learning English

18.75% (A)

18.75% (B)

To understand the meaning

of some sentences

To mastery the grammar

English

the students„ expectation of

English learning in SMK

18.75% (B)

15.63% (E)

To mastery grammar

English

To be able to communicate

in daily life context

130

Related to the reason of the students in learning English, 28.13%

of students agree that they learn English because English skill is consider

demanding in the future working field. Based on the level of English

mastery, 59.38% of students are in novice level and 40.63% in

elementary level. They master few expressions and vocabularies in

certain topic and find some difficulties in grammar, vocabularies, and

pronunciation. In aspect the use of English in the future working field,

the student need to learn English because they have to handle foreign

patients (31.25%). The students also have some difficulties in learning

English. Most of them (18.75%) get difficulties in understanding the

meaning and grammar of some sentences in English. The last one is the

students‟ expectation to the goal of learning English in SMK. 18.75% of

students expect to be able to master grammar English and 15.63 % of

students expect to be able to communicate simple English orally in daily

life appropriately.

2) Input

Related to the input that the students want, it covers seven

indicators namely the topic, input for listening activity, duration for

listening, input for speaking, input for reading, the length of reading

text, and input for writing. Input was analyzed from the perception of

the four skills (listening, speaking, reading, and writing). Those

information are needed to design a good input based on the students‟

interest. The result of each indicator will be discussed in details.

131

Table 4.4 Need Analysis Result of Input Aspect Aspect Indicator Answer

(Percentage)

Findings

Input Topic 34.38% (A)

31.25% (C)

Topics which are relevant

with nursing

Topics which are relevant

with daily life

Input for listening

activity

28.13% (A)

Simple dialogue about some

expression

Duration for listening 34.38% (E) >5 minutes

Input for speaking 28.13% (B) Simple dialogue

Input for reading 21.88% (B) Authentic text

The length of reading

text

46.88% (A) 100-150 words

Input for writing 21.88% (B)

21.88% (C)

21.88% (E)

Rearrange of jumbled

paragraph

Vocabulary which relate to

the writing text

Short functional texts

From the table above, it was found that 34.38% of students agree

that the most interesting topic in learning English is the topics that are

relevant to nursing field and 31.25% in daily life. Simple dialogue about

some expression is chosen by 28.13% of students for the input of

listening. Most of students prefer >5 minutes for duration of listening

(34.38%). Short simple dialogue is voted by 28.13% of students as the

input of speaking. While for the input text for reading, they prefer

authentic texts such as letter, newspaper, brochure, magazine, memo etc.

(21.88%). The length of reading text that the students want is about 100-

150 words (46.88%). 21.88% of students choose to order the jumbled

paragraph into a logic paragraph, analyze the vocabulary which relate to

the writing text, and prefer to have formal letter and some texts that are

relevant with the working field like application letter, message, memo

etc. as the input for writing activity.

132

3) Procedure

The procedure conveys the “how to learn” toward the teaching

and learning process. There are nine indicators in aspect of procedure in

the questionnaire. Table 4.5 is the findings of the questionnaire in

procedure aspect. From the table, it can be seen that 25.00% of students

prefer to learn speaking activity first. To start the lesson, the students

want to look at the pictures or videos about the topic and discuss them

(62.50%). In terms of listening activities, the students prefer to discuss

the content of monologue and dialogue (25.00%). Regarding speaking

activities, the students prefer to have role play (12.50%), practice the

dialogue with the partner in front of the class (6.25%) and sing a song

with the classmate (56.25%). Concerning reading activities, the students

prefer to read aloud the text with good intonation and pronunciation

(21.88%) and analyze the difficult words in the text together (34.38%).

In regard to writing activities, they prefer to rearrange the sentences

based on the pictures into a good paragraph (37.50%) and write text

similar with the model given by the teacher (25.00%). For learning

vocabulary, 18.75% of students choose matching the words with the

meaning provided based on the pictures, make a simple dictionary

(15.63%), and repeat after the teacher‟s said (12.50%). Writing the

correct sentence based of pattern taught before is the activity the students

want for learning grammar (34.38%) and rearrange the sentences

(28.13%). For ending the lesson, the students prefer to have discussion

about the materials which had been learned (18.75%), self-evaluation for

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themselves toward the material they have learned (15.63%), and do the

exercises to know their understanding of the material (12.50%).

Table 4.5 Need Analysis Result of Procedure Aspect Aspect Indicator Answer

(Percentage)

Findings

Procedure The order of learning the

language skills

25.00% (B)

To learn speaking skill first

Activity to start the

lesson

62.50% (B)

To look at the pictures or

videos about the topics

and discuss them

Activity for listening 25.00% (A) To have discussion about the

dialogue

Activity for speaking 6.25% (A)

12.50% (B)

56.25% (D)

To practice the dialogue with

the partners

To have role play

To sing a song with classmate

Activity for reading 21.88% (A)

34.38% (D)

Read aloud with correct

intonation

To analyze the difficult words

in the text

Activity for writing 37.50% (A)

25.00% (D)

Rearrange the sentences based

on the pictures become a good

paragraph

To write the same text as the

model text

given

Activity for vocabulary 18.75% (A)

15.63% (C)

12.50% (D)

Match the terms based on the

pictures with the meanings

Make a simple dictionary

Repeat the teacher‟s said

Activity for grammar 28.13% (A)

34.38% (D)

Rearrange the sentences

Match the sentence with the

pattern

Activity to end the lesson 18.75% (A)

15.63% (D)

12.50% (E)

To have discussion

To have self evaluation

Do the exercises

4) Student Role

There are two indicators for student role in learning process.

28.13% of the students prefer to give respond to the teacher in teaching

and learning process and 37.50% of the students prefer to be listeners

and subjects. In this case, students will listen to the teacher„s explanation

and involve in all activities.

134

5) Teacher Role

Concerning the teacher role in learning process, the students

agree that teacher should give clear explanation and example before he

asks the students to do the task (15.63%) and give spontaneous

explanation when the students have some difficulties (25.00%).

Table 4.6 Need Analysis Result of Student and Teacher Role Aspect Aspect Indicator Answer

(Percentage)

Findings

Student

Role

What the students want to

do in the class

28.13% (B)

37.50% (C)

Give respond to the teacher

Listen to teacher„s

explanation and get

involved in all activities

Teacher

Role

What the teacher should

do in the class

15. 63% (A)

25.00% (B)

Give clear explanation and

example before he asks the

students to do the task

Give spontaneous

explanation when the

students ask

6) Setting

The next component which was analyzed was the setting. It dealt

strongly with how the students would do the task and where they

would do it in the teaching and learning setting.

Table 4.7 Need Analysis Result of Setting Aspect Aspect Indicator Answer

(Percentage)

Findings

Setting

How the students

would do the task

28.13% (C)

To have discussion and

working with their

partner group

Where they would do it 43.75% (A)

Study in the classroom

when they do

the task

From those findings, it can be concluded that 28.13% of students

choose answer C namely having discussion and working with their

135

partner group. Regarding the next setting, the students prefer to study in

the classroom when they do the task (43.75%).

In conclusion, based on the findings in need analysis, it was found

some information needed before developing supplementary project book.

First of all, the learners are the ten grade students of nursing skill program at

SMK Citra Semesta Indonesia Yogyakarta. The level of their English mastery

is in novice and elementary level. The need English for their future job

namely taking care the foreign patients who are maybe native speakers. The

content area of the material is about nursing. The students will use English in

the nursing field such as in the clinic or hospital and in daily life. The inputs

of materials they like are the topic and some texts that are relevant to nursing

field. They also prefer to have listening activities to begin with. The students

want to be listeners, responder, and subject in learning English. Teacher

should be a good model to give the explanation and examples first before

they do the task and also give spontaneous explanation when the students

have some difficulties. For the setting, they prefer to have discussion with the

partners group and do the activity in the class. From this result of need

analysis, the researcher began to develop the draft of supplementary project

book materials using the information collected before.

There are some points that are found in the preliminary research. They

are as follows: (1) English for Vocational Schools IA was used in teaching

and learning at the nursing class. The book was selected because of the

reference from local government to all SMK in Kulon Progo Yogyakarta.

136

The book analysis was conducted by referring to Cunningworth model. It was

found that generally the book content is too general to be used for the nursing

students. The book was developed based on KTSP 2006. However, t does not

match well with the students‟ need toward nursing skill program. In addition,

there is no pronunciation and vocabulary list to guide the students understand

the difficult words written in the book. Therefore, the researcher developed a

supplementary project book using Project-based Learning in vocational

school context for the tenth grade students of nursing skill program at SMK

Citra Semesta Indonesia Yogyakarta, and (2) the students and the teachers

approved that there were a need of supplementary project book to guide their

teaching learning process in the classroom beside it could also help students

to have independent learning and doing some English projects which match

with their program and produce a product as the result of their learning

process. The responses and information given by the teachers and students

showed that the existing learning sources were not really appropriate to use

for nursing class in classroom, so that a supplementary project book was

100% needed.

d. Product Planning

After obtaining the data about the learners‟ needs, the next step was

planning the product. The researcher planned the product based on the need

analysis that related to target situation analysis and learners‟ need analysis.

The data obtained from the need analysis and it was used as a guideline to

137

design the product. Before developing the prototype, the researcher describes

the planning of the product.

Based on the course book analysis, the researcher considers some

points which are simply considered as weaknesses of the existing course

book. First, the materials are still too general for the tenth grade students of

nursing skill program. Second, the design and organization of the book

content is based on tasks, however the grading of the tasks are not clear and

there are some unclear illustration pictures which are not authentic and

contextual. Third, the book does not include material for pronunciation work

and vocabulary list. Fourth, some of the materials are very complicated to use

by the students, so they still need teacher‟s help for using the book. Last, the

topics are too general. It cannot expand the students‟ awareness and enrich

their experience. Some weaknesses within the existing course book

encourage the researcher to propose a prototype of a supplementary project

book for nursing class. Besides, after conducting need analysis by conducting

interview, observation and distributing questionnaire, the researcher

concludes that a prototype of supplementary project book for nursing class is

really needed.

The researcher plans the supplementary project book firstly by

proposing the title of the book, the model of learning strategy referring to

Project-based Learning approach. The book title is “Nursing Project”. The

researcher uses the name under the consideration that the book is to help

students to learn English based on the project given in the book. The

researcher means to support them not only to talk actively and easily in

138

English but also to do some projects as an authentic learning and produce a

product as the result of their learning process. It can help the students of

nursing program are demanded to communicate using English, because in the

work field, they have to take care local and international patients.

Secondly, the researcher plan to develop the supplementary project

book based on some components as follows: (a) standard competence and

basic competence, (b) design, (c) objective and approach, (d) organization,

(e) language content, (f) language skills, (g) topic, (h) methodology. All

components will be discussed below in detail.

1) Competence and Basic Competence

The developing this prototype mainly focuses on the students on

novice level in tenth graders of vocational high school. There are two

aims of learning English in the Tenth Grade of vocational high school,

they are: mastering the knowledge and basic skills of English to support

skill programs competence achievement and applying them to

communicate not only in written but also spoken English to support in

working field (BSNP, 2006). The product is written based on SK and KD

of vocational high school in the first semester. It based on the existing

course book which designed in one semester. Moreover the researcher

tries to complete the basic competence in first semester because the

existing course book only provides four basic competences. Table 4.8 is

the standard competencies in the first semester that are developed by the

researcher.

139

Table 4.8 Standard Competence and Basic Competence

Taken to be Develop for Learning Material

Standard of Competence Basic Competences

1. Communicating in

English at Novice

Level

1.1 Understanding basic expressions to social

interactions in daily life

1.2 Mention kind of things, characteristic of

peoples, times, days, months, and years

1.3 Describing kind of things, characteristic of

peoples, times, days, months, and years

1.4 Resulting short and simple conversations

based on basic function of language

1.5 Explaining activities which are happening

in simple sentences

1.6 Understanding memos and menus in

simple context

1.7 Understanding words, odd terms, and

simple sentences

From each basic competence, the researchers will develop some

indicators for four language skills and also the character buildings that

will be inserted. It was written in a course grid. The course grid contains

the subject matter, skills, indicator, character building, input texts,

language functions, vocabularies, and grammar. Finally, the researcher

designed the task for four skills that are suitable with the students‟ need

and compatible with the existing curriculum. Table 4.9 is the example of

the developing course grid for Chapter 1.

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Table 4.9 Example of the Developing Course Grid Chapter 1

CHAPTER 1

Topic : PATIENT ADMISSIONS

Class / Semester : X Nursing / 1

Standard Competence : 1. Communicating in English at Novice Level.

Basic Competence : 1.1 Understanding basic expressions used in social interactions in daily

life.

Time : 3x90 minutes

Character Building : Politeness, Friendly, and Social Awareness

Indicators Content of Material Learning

Procedure

Language Focus Evaluation

Time

Allocation Resources Key

Vocabulary

Key

Grammatical Expression

a. The

students

are able to

use

expression

of

greetings

and leave

takings to

the

patients.

b. The

students

are able

to

introduce

themselv

es and

others.

c. The

students

are able

to use

expressio

ns of

kindness.

Topic Selection

Activity 1

Read information

about “Patient

Admission”.

Activity 2

Listen to the

conversation of

nursing with the

patient, then

complete the

dialogue based on

it!

Do the role play

based on the

dialogue with

your partner!

Activity 3

Decide your topic

to go on the final

project

Making Plan

Activity 1

Read the

dialogue, and

then complete the

table by finding

the expression

used in the

dialogue.

Listening:

Oral

repetitio

n

Dialogu

e text

about

expressi

ons

greeting

, leave

taking,

introduc

tion,

kindnes

s, and

forgiven

ess

Speaking:

Role

playing

the

dialogu

e about

express

ions

greetin

g, leave

taking,

introdu

ction,

etc.

Adjective:

good, sick,

nice,

beautiful,

thin,

handsome,

fat, healthy,

pale, old, sad,

young,

happy, angry

Medical

Words:

Patient

Nurse

History

Tenses:

Simple

Present tense

Simple

Future tense

Pronouns:

Subjects

Objects

Possessive

Adjectives

Possessive

Pronouns

Informative

Questions:

What, Why,

When, Where,

etc

How to greet

& take leave

the patients:

Hi, good

morning.

Ma‟am

How do

you do?

How are

you

today?

How to

introduce

yourself to

patients:

Hi, my

name is

Erlina.

I‟m a

nurse

Let me

introduce

myself.

My name

is Husna

Portfolio for

students‟

character

building

growth

2x45‟ Krisnani,

Yiyis.

(2011).

English

for

Vocationa

l Schools

IA.

Yogyakar

ta: LP2IP.

Regina, M

et al.

(2008).

English

for SMK

1: Buku

Sekolah

Elektronik

. Jakarta:

Pusat

Perbukuan

Departem

en

Pendidika

n

Nasional.

2) Design

The design of the material comprises the cover, layout, and

pictures. The cover was designed to be eye-catching and appealing. It

was expected that the cover will attract the students to learn and also can

represent the content of the draft clearly. The layout of the draft was

designed as attractive as possible to make the draft less boring for the

students. Besides, it is easy to find the way around the draft because the

141

layout is clear enough. The draft is also completed with some pictures to

help the students get better understanding toward the purpose of each

project.

3) Objective and Approach

The objective of the material is to provide Supplementary Project

Book materials for tenth grade students of nursing program for first

semester. This specific material was expected to meet the students‟ need

toward English for their program. The draft material is quite

comprehensive. It develops four language skills and enlightens the

students about nursing field. It contains 5 chapters which are developed

from basic competence of tenth grade in the first semester. In

addition the draft material is flexible enough. It can accommodate

various kind of teaching situation. It also allows the teacher to do

improvisation using this draft material. In addition, it can use to the 2013

curriculum because the approach used to develop this book (Project-

based Learning) based on the scientific approach.

4) Organization

The draft material is organized into some topics that represent

some language functions in each unit. The topics are developed from

basic competence, hence it can meet the objective of English learning in

SMK. However, they relate to the nursing field. In addition the

functional organization makes the learning easier and more contextual.

The draft material consists of 5 chapters and each chapter has a

number of projects and activities. Each chapter is presented based on the

142

order of SK and KD. In the beginning of the chapters, it presents some

objectives that need to be achieved in learning each chapter. Each unit

contains some activities or situation that may happen in the students‟

working place. The activities were arranged based on Wrigley‟s Project-

based Learning method. There are four main steps in the process of

project-based work based on Wrigley in Donna and Carol (1998: 2) as

follows: Topic Selection, Making Plan, Doing Research, and Sharing

Result.

“Topic Selection” is provided to guide the students in the early

step of doing the main project by deciding and creating their own topic

for the project. Moreover, it helps students ready with the topic of

learning materials presented in each chapter. It connects the students‟

background of experience and the new topic they will learn. “Making

Plan” contains some activities as the core materials which will learn;

language focus which contains language function and grammar;

vocabulary focus which contains specific and general vocabularies; and

making plan guideline for designing the project work of final project.

“Doing Research” guides the students to do the real project which

produce the product as the result of the learning process. “Sharing

Result” guides the students to perform and do the presentation the result

of their product after conducting the project works. Moreover, it contains

kind of assessments which provided to evaluate the whole activities and

project works did by the students. They are as follows: self-assessment

of content material contains some questions of previous materials that

143

may be evaluated by the students themselves; self-assessment of project

work contains some questions to evaluate the process of project work;

final project assessment provides a set of assessment which is

appropriated with the final project; and portfolios of student‟s character

building growth provides a set of student‟s character building assessment

during the process of teaching and learning activities.

There is a main project in every chapter. The main projects were

designed based on the level of difficulties and used kind of authentic

project work. Hence, there is project grading from easy to difficult level.

5) Language Content

The draft material is completed by language focus that contains

language function and grammar used to achieve the indicators in each

chapter. The vocabulary list is also provided for practicing

pronunciation. The material in this draft material was made relevant to

their experience and background, and their target needs (outside the

class). The language content in this draft material is quite suitable for

individual and group study because they are contextual with the students‟

skill program. To facilitate those purposes, the authentic texts are

included such as prescription, illness, healthy foods, job vacancy etc. The

projects engage in discovery, problem solving, and analysis. They also

develop integrated four language skills and strategies. In addition, the

projects are varied and therefore they can accommodate different

activities and purposes.

144

6) Language Skills

The language skills taught in the draft material covers 4 language

skills. The language skills are presented integratively starting from

speaking, listening, reading, and writing. The order of presenting the

language skill is based on the students‟ preference. The draft material is

quite effective for the students of nursing skills program because it

develops language skills which are relevant with the students‟

experiences and useful for their future job.

7) Topic

Each chapter of the Supplementary Project Book was developed

based on each standard of competence. The following is the topic of each

unit; developed from each standard of competence.

CHAPTER 1 Patient Admissions

CHAPTER 2 Nursing Tools

CHAPTER 3 Personal Care

CHAPTER 4 Symptoms

CHAPTER 5 Food and Nutrition

The topic is varied enough. It represents different kinds of

activities in nursing field. In addition, it is also quite interesting and

useful for their needs in nursing field. It can enlighten the students‟

understanding and improve their experiences for their future job.

8) Methodology

Supplementary Project Book is developed by using PBL by

Wrigley in Donna and Carol (1998). The PBL cycles used to develop the

draft book are topic selection, making plan, doing research, and sharing

145

result. PBL is chosen because after graduating from the school, the

students of the vocational high school will face the business field related

to their study. It means that what they learn in class along the study

needs to be related to things they will ultimately need to do outside of the

classroom (the business field). In PBL, language lessons are based on

learning experiences that have non-linguistic outcomes, and in which

there is a clear connection between the things learners do in class and the

things they will ultimately need to do outside of the classroom. It was

expected that the students are motivated and actively involved in learning

process. In addition, PBL is holistic in nature and incorporates the

principles of providing challenging and complex work, interdisciplinary

and encourages cooperative learning. PBL also lends authenticity to

learning. While in practice, practitioners plan, implement and evaluate

projects in real-world situations beyond the classrooms.

2. Development Stage

Development stage is the second stage after exploration stage of this

research. The results of exploration stage are very crucial toward the

development stage to design the prototype of supplementary material. All data in

exploration stage are supporting the activities in developing the product

prototype to make good and feasible product. Feasible means that the product

suits the students‟ need in learning and teacher‟s need in teaching. There are

four kinds of activities in the development stage, namely prototype

146

development, expert validation, prototype try out, and final draft of “Nursing

Assistant Project”. The explanation of each will be discussed as follows.

a. Prototype Development

1) Purpose of Prototyping

Considering to the need analysis, the researcher was challenged

to develop a Supplementary Project Book using Project-based Learning

approach. The aim of the developing a Supplementary Project Book is to

create a meaningful and productive classroom activity of teaching and

learning in nursing class. Hopefully, the product of this research could

help the teachers vary their teaching material that activates students‟

motivation in learning which could positively affect the learning output.

The prototype is to be an aid of minimizing the weaknesses and

to make a new book to be more beneficial for teaching and learning. The

prototyping is intentionally to prepare ideal book that:

1) Guides classroom activities

2) Provides exercises or practices under Project-based Learning

approach

3) Gives scaffolding materials as an introduction of the projects and aids

of structures or vocabularies which the students will refer in

completing the projects.

As mentioned above, the new prototype is expectedly a support to

make a Supplementary Project Book truly beneficial for teaching and

147

learning in nursing class. Therefore, this prototype functions as to help

both teacher and students in teaching and learning process.

2) Benefits of Prototyping

The process of prototyping automatically trains the researcher to

arrange a better book used for teaching learning process. Meanwhile, the

specification of new prototype expectedly gives some benefits, such as:

1) It represents an integrated English skills book which has some

interactive projects to make the students active in the classroom.

2) It is an instructional project book which guides the students to make

some individual or group projects in real situation based on the topic

given.

3) It has sufficient materials which appropriate with the students‟ need in

nursing field.

4) It is under Project-based Learning approach which can be a good

guidance for learners to create meaningful communication when they

are in work force.

5) The supplementary English book can accompany students of nursing

program to have independent learning.

3) Prototype Design

The prototype of the draft which becomes the realization of the

product planning could be seen in the appendix.

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b. Expert Validation

One of the steps in the developing stage is Expert Validation. It was

done by the researcher for several times. Expert validation was conducted to

get some advice and suggestion for the draft improvement. The evaluation

from the expert is very crucial as an input to revise the draft. There are four

kinds of expert who reviewed the Nursing Project draft. The first expert is

the expert of English language teaching (ELT) in UMS, the second expert is

the expert of Nursing in UMS, the third expert is the expert of Language,

and the forth expert is the practitioner of textbook layout from the design

team of SMK Citra Semesta Indonesia Yogyakarta. It was done along in

May 2016.

The validation form which was delivered to the experts contains some

aspects in a table and a column for critique and suggestion. The aspects that

should be evaluated by the experts of ELT are objective and approach,

design, organization, language and content, skill, topic, methodology, and

components in PBL. Meanwhile, the aspects that should be evaluated by the

experts of textbook layout are cover, font, and harmonization. Each aspect

has five criteria (1-5); excellent, good, quite good, poor, very poor. In

addition, critique and suggestion column are expected to be filled as input

for revising the draft.

1) The Result of Expert Validation from the Expert of ELT

The first validation form was given to the expert of ELT.

From the table 4.11, it can be seen that the mean score gained from two

experts is 184. The percentage is 71.96% and it is categorized into

149

good. The detail input from expert validation will be explained further

as follow.

The total score gained from the first expert is 201 from the

highest score 255. The percentage of the score is 78.82% and it is

categorized into good. The following is the detail evaluation from the

first expert. Table 4.10 is the result of the validation forms.

Table 4.10 Result of Expert Validation from Expert of ELT

Aspect Score of

First Expert

Score of

Second Expert Highest Score

Design 24 17 30

Objective and Approach 20 15 25

Organization 28 24 35

Language Content 40 31 50

Language Skill 16 16 20

Topic 16 16 20

Methodology 28 21 35

Procedure of PBL 29 26 40

Total Score 201 166 255

Percentage 78.82% 65.10% 100%

Mean 71.96%

Table 4.11 Standard of Evaluation

Percentage Category Explanation

80% – 100% Excellent can be used

60% –79% Good can be used

50% – 59% Good enough should be revised

<50% Bad should be revised

The standard of evaluation (table 4.11) refers to classification

by Maksum (2009) in Syaifudin (2015).

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a) Design

The cover is very appropriate with the content. In addition the

cover and the layout are also very attractive. The pictures,

illustration, and tales are very appropriate with the material and

visible to be seen. The type and the font are good enough. The

expert gives score 24 from total score 30. It means that the design

of the material is categorized into excellent (80%).

b) Objective and Approach

The objective of the material already matches with the

objective of nursing program and the students‟ need. The material

is also appropriate with the learning situation. It can be very good

resources for teacher and the students. It allows some learning

styles to be implemented. The score gained is 20 from total score

25. The percentage is 80% hence it is categorized into excellent.

There is no evaluation given for this aspect.

c) Organization

The material has a whole package of material component. The

material organization is appropriate for teacher and the students.

The material is presented in good harmony. The grading exercises

and projects based on the students‟ difficulty are good. The

grammar reference is also appropriate with the students‟ skills

program. The given score is 28 from 35. It means that the

organization of the draft is categorized into excellent (80%). The

expert did not leave any suggestion for this aspect.

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d) Language Content

The material of grammar is already appropriate with the

students‟ level. There are enough vocabularies for self-learning.

The material for practicing pronunciation is provided. The draft is

also completed with language function. The appropriateness of

language style in the draft is good. The score gained is 40 from 50.

It means that the language content of this draft is categorized

excellent (80%).

e) Language Skill

The expert gave score 16 from 20. It is categorized into

excellent (80%). There are complete materials for four language

skills. The practices for the integrative skill are provided. The

appropriateness of reading text to students‟ interest and level is

good. The quality of recording for listening activity is good as well

while for the speaking activities is appropriate with the students‟

skills program. In addition, the writing activities in the draft are

quite good. The expert suggested that the researcher should add

more model texts in writing activities; hence the students will get

better understanding when they have to write. From the suggestion

given, the researcher revised the writing exercise and added some

more model texts.

f) Topic

Based on the expert‟s evaluation, the topic is quite interesting

to attract the students‟ interest and varied enough. The usefulness

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of the topic for improving the students‟ awareness and experience

is good enough. The appropriateness of the topic content with

students‟ level is quite good as well. The score gained is 16 from

20. It is categorized into excellent (80%).

g) Methodology

The score given for this aspect is 28 from 35. The category of

this aspect is excellent (80%). The appropriateness of

method/approach with learning situation is good enough. The

learning technique presented in the draft is good as well. The

development of communicative competence is quite good.

h) Procedure of PBL

The expert did not give any comment for this aspect. She gave

score 29 from 40 of the total score. It is categorized into good

(72.5%). Based on the expert‟s evaluation, the appropriateness of

the objective with the exercise and project for improving the

students‟ language skill are quite good. The procedure and the

setting of learning are clear enough. The expert gave some

suggestion to choose the primary projects in every chapter. The

researcher revised the name labels of project into activities for

every chapter and in the last page the researcher gave final project

as the primary of the project. Figure 4.12 is the quotation of the

revision one.

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Before revision After revision

Figure 4.12 Revision of Label Names (Project to Activity)

The second expert gave more comments and suggestion for the

draft. The total score gained from the second expert is 166 from the

highest score 255. The percentage of the score is 65.10% and it is

categorized into good. The following is the detail evaluation given by

the second expert.

a) Design

The second expert gave score 17 from total score 30. It means

that the design of the draft is good enough (56.7%). She gave some

comments on the cover. She said that some pictures on the cover

were too small. It made the students‟ activities could not see

properly. She asked to enlarge the pictures in order the students can

see clearly. In addition, she asked to change some icon pictures

which not match with the theme of the book draft for nursing

students.

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The researcher revised the cover pictures of the book draft to

be more clearly. Figure 4.13 is the quotation of the revision two.

Before revision After revision

Figure 4.13 Cover Book Revision

The researcher changed the icon pictures in topic selection

page to support the theme and topic being discussed. Figure 4.14 is

the quotation of the revision three.

Before revision After revision

Figure 4.14 Topic Selection Image Revision

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b) Objective and Approach

The objective of the draft already matches with the objective

of nursing program and the students‟ need. The draft is also

appropriate with the learning situation. It can be very good

resources for teacher and the students. It allows some learning

styles to be implemented. The score gained is 15 from total score

25. The percentage is 60% hence it is categorized into good. There

is no evaluation given for this aspect.

c) Organization

The score of draft organization is 24 from total score 35. It is

categorized into good (68.6%). The material organization is

appropriate for teacher and students. Overall the material is

presented in good unity. The expert gave some comments on the

vocabulary organization. She recommended making nursing

enrichment and vocabulary list into one stage because both of them

are vocabulary item.

The researcher revised the vocabulary organization as the

expert suggested to make it simply and easy for the students when

they are searching the vocabulary information in one stage. Figure

4.15 is the quotation of the revision four.

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Before revision After revision

Figure 4.15 Vocabulary Focus Revision

d) Language Content

The score draft of language and content is 31 from total score

50. It is categorized into good (62%). The expert gave some

advices and critiques on language and content of the draft. She

recommended adding phonetic transcription in the first page of the

draft to help the students‟ pronunciation learning. She gave some

critiques about grammar errors in several sentences of the draft.

She said instruction of project language should be clear and easy to

understand.

The researcher revised the draft by adding phonetic

transcription in the first page of the draft as the expert suggested to

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help the students‟ pronunciation learning. Figure 4.16 is the

quotation of the revision five.

After revision

Figure 4.16 Phonetic Transcription

The researcher changed the language instruction in activities

which had grammar errors and unclear instruction. Figure 4.17 is

the quotation of the revision six.

Before revision After revision

Figure 4.17 Revision of Activity Instruction

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e) Language Skill

The expert gave score 16 from 20. It is categorized into

excellent (80%). There are complete materials for four language

skills. There are enough practices for the integrative skill.

However, the expert gave suggestion to integrate more deeply

about the material of language skills in social life.

f) Topic

The expert did not give any comment on this aspect. Based on

the expert‟s evaluation, the topic is quite interesting to attract the

students‟ interest and varied enough. The topic is appropriate with

the nursing program. The usefulness of the topic for improving the

students‟ awareness and experience is good enough. The

appropriateness of topic content with students‟ level is quite good

as well. The score gained is 16 from 20. It is categorized into

excellent (80%).

g) Methodology

The score given for this aspect is 21 from 35. The category of

this aspect is good (60%). The method, approach, and learning

situation are well-matched. The learning technique presented in the

draft is good as well. However, the expert gave some advices and

critiques on the material reflection and feedback for teacher and

students after doing on the projects. In addition, she recommended

adding assessment rubric in the end of the project as a self-

reflection column for students to evaluate their progress.

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The researcher added rubric assessment in the draft as the

expert suggested. Figure 4.18 is the quotation of the revision seven.

After revision

Figure 4.18 Rubric Assessment

h) Procedure of PBL

The score given for this aspect is 26 from 40. The category of

this aspect is good (65%). The PBL components are well applied

into the draft. The procedure and the setting of learning are clear

enough. The teacher and students‟ role are clear in every project.

Based on the expert‟s evaluation, she gave some critics about the

instruction in every project. There are some unclear instructions in

the project draft.

The researcher changed the language instruction in the projects

which had grammar errors and unclear instruction. Figure 4.19 is

the quotation of the revision eight.

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Before revision After revision

Figure 4.19 Revision of Project Instruction

2) The Result of Expert Validation from the Expert of Language

The second validation form was given to the expert of

Language. It was done by reviewing the language aspects of the

“Nursing Project” draft. The expert of language was native English

who became a lecturer in UMS. The validation form consisted of two

aspects namely language and content (grammar, vocabulary,

pronunciation, style and appropriacy), and language skills (listening,

speaking, reading, writing) as shown in the table 4.12.

Table 4.12 Result of Expert Validation from Expert of Language

Aspect Score Highest Score

Language Content 33 45

Language Skill 60 80

Total Score 93 125

Percentage 74.4% 100%

Table 4.12 shows that the total score is 93 from 125. The

percentage is 74.4% and it is categorized into good or can be used.

Overall a well conceived book with a good emphasis on projects and

group work which covers all appropriate grammar and vocabulary

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points, but contains many grammar errors and needs expansion of

listening and pronunciation sections of the “Nursing Project” draft. In

addition, the expert gave some suggestions and critiques on grammar

and listening skill. He suggested simplifying the “grammar in use”

section and revised the grammar errors in the project instruction.

The researcher added some new listening record from native

speakers to expand the listening exercises section. The researcher also

revised the grammar errors as the expert suggested and simplified the

“grammar in use” section. Figure 4.20 is the quotation of the revision

nine.

Before revision After revision

Figure 4.20 Listening Script Revision

3) The Result of Expert Validation from the Expert of Nursing

The third validation form was given to the expert of Nursing.

The validation form consisted of six aspects namely design, objective,

organization, language and content, skill, and topic. Table 4.13 is the

result of the validation forms from expert of nursing.

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Table 4.13 Result of Expert Validation from Expert of Nursing

Aspect Score Highest Score

Design 24 30

Objective 16 20

Organization 24 30

Language Content 28 35

Language Skill 17 20

Topic 21 25

Total Score 130 160

Percentage 81.25% 100%

From the table 4.13 above can be seen that the total score is

130 from 160. The percentage is 88% and it is categorized into

excellent or can be used. There is no big revision from the nursing

aspects of the “Nursing Project” draft. The expert only gave some

advices and critiques on the content of the draft. She suggested adding

the title of the book draft into “Nursing Assistant Project” which

appropriate with the level of nursing vocational school as declared in

the KKNI (Kerangka Kualifikasi Nasional Indonesia) the alumnus of

nursing vocational school does not confess into a nurse. She also

suggested adding the book draft subtitle in chapter 4 into “Signs and

Symptoms” which appropriate with the nursing topic. In addition, she

advised to change some website citations as an APA standard citation.

The researcher revised the title of book draft as the expert

suggested. Figure 4.21 is the quotation of the revision ten.

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Before revision After revision

Figure 4.21 Cover Book Revision

The researcher added the subtitle of book draft in chapter 4 as

the expert suggested. Figure 4.22 is the quotation of the revision eleven.

Before revision After revision

Figure 4.22 Revision of Subtitle Draft Book Chapter 4

The researcher revised the website citations based on the APA

standard citation as the expert suggested. Figure 4.23 is the quotation of

the revision twelve.

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Before revision After revision

Figure 4.23 Revision of Website Standard APA Citations

4) The Result of Expert Validation from the Expert of Layout

The forth validation form was given to the expert of Layout. It

was done by reviewing the appearance, eye catchy, and readability of

the “Nursing Project” draft. The expert of layout was the stakeholder

from SMK Citra Semesta Indonesia which consists of an English

teacher and the dean of the school. The validation form of draft layout

consisted of three aspects namely cover, font, and the harmonization of

the layout as shown in the table below.

Table 4.14 Result of Expert Validation from Expert of Layout

Aspect Score Highest Score

Cover 34 40

Font 24 25

Harmonization 30 35

Total Score 88 100

Percentage 88% 100%

From the table 4.14 above can be seen that the total score is 88

from 100. The percentage is 88% and it is categorized into excellent or

can be used. There is no big revision for the layout and design of the

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“Nursing Project” draft. However they gave some comments on the

cover. They said that the cover is not colored brightly. They suggested

designing the cover more colored and brighter.

The researcher revised the cover of the book draft into brighter

and colored. Figure 4.24 is the quotation of the revision thirteen.

Before revision After revision

Figure 4.24 Cover Book Revision

From those detail explanation, the results of expert validation

are summarized in the table below as follow.

Table 4.15 Summary of Expert Validation

Experts’ Evaluation Revision

Expert 1

a. Choose the primary projects in every

chapter

a. The final project was chosen as the

primary of the project in every chapter

b. Change the name labels of project

into exercises for every chapter

b. All name labels of project which not

included on the primary project was

changed into exercises in every chapter

Expert 2

a. Enlarge some pictures in the cover of

the draft

a. The pictures cover was enlarged to be

more clearly

b. Change some icon pictures which

not match with the theme of the book

draft for nursing students

b. The icon pictures were changed in lead-

in page to support the theme and topic

being discussed

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Experts’ Evaluation Revision

Expert 2

c. Revise the vocabulary organization

in one stage

c. The vocabulary organization were

changed into one stage to make it

simply and easy for the students when

they are searching the vocabulary

information

d. Add phonetic transcription in the

first page of the draft

d. The phonetic transcription was added in

the first page of the draft to help the

student understand the phonemic

symbols

e. Change the language instruction in

exercises which had grammar errors

and unclear instruction

e. All language instructions in each

exercise was changed into clear

instruction

f. Add rubric assessment in the draft f. Every chapter had rubric assessment to

help the teacher and the students

measure the English competence

g. Change the language instruction in

the projects which had grammar

errors and unclear instruction

g. All language instructions in each project

was changed into clear instruction

Expert 3

a. Change the listening audio a. The researcher add some new listening

record from native speakers to expand

the listening exercises section

b. Revise the grammar errors b. All words and sentences which had

grammar error was revised

c. Simplify the “grammar in use”

section

c. The researcher simplified the “grammar

in use” section

Expert 4

a. Revise the title of book draft a. The researcher added new title of the

book draft into “Nursing Assistant

Project”

b. Add the subtitle of book draft in

chapter 4

b. The researcher added new subtitle of

book draft in chapter 4 into “Signs and

Symptoms”

c. Revise the website citations c. All website citations were revised based

on the APA standard citation

Expert 5

a. Design the cover of book draft into

brighter and colored

a. The cover of book draft were changed

into brighter and colored

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c. Prototype Try Out

Here the researcher will describe the implementation of the try out

which belongs to the second step in development stage. Try out was done

by implementing the book draft of Nursing Assistant Project in the class.

the try out was conducted to get the feasibility of the product. The try out

result was the data about the feasibility of Nursing Assistant Project draft in

English teaching and learning process. There are three techniques in

collecting the data; observation, FGD (Focus Group Discussion), and

questionnaire. The data about teaching and learning process was collected

by using passive participant technique. During the implementation, the

researcher observed the classroom activities. Teaching and learning process

was observed and analyzed to be evaluated. FGD with the teacher, the

observer, and the students was conducted to reflect the implementation of

each try out. FGD was aimed to evaluate the implementation of the Nursing

Assistant Project draft in the class.

The implementation was over when the product was considered as

optimal and consistent as possible. In the end of the try out, the researcher

distributed questionnare to the teacher and the students to know their

responses and comments toward the product. Evaluation was done after

trying out the draft in the class to get some evaluation for input to revise the

product. Try out and revision were done in several time to get qualified

product.

The draft was tried-out in three times. Every try out implemented a

chapter as the teaching materials. Each chapter develops four language

168

skills integratively and has different topic. The description of the try out

covers (1) place, (2) time, (3) participant, and (4) implementation. The

implementation will be discussed as follows.

1) Place

The try out was conducted in SMK Citra Semesta Indonesia

Yogyakarta. The school is located at Jl. Durungan Wates Kulon Progo

Yogyakarta. The school was chosen because of some consideration.

First, the school is the first medical vocational school in Kulon Progo

regency and near to the researcher‟s house, not only it is reasonable

enough to conduct the research there but also the researcher want to

know the quality of the English material which used by the teacher and

the students in teaching learning process. Second, based on the result of

pre research, the school commented more on the lack of English

materials for specific program. The English books guided for the

teacher and the students were too general and not appropriate for

nursing program. Third, the teaching and learning process in that school

was quite conducive. The students were active and enthusiast to the

research and new draft product which appropriate to their program. The

teacher was smart, creative, and supporting the research based on the

findings in the exploration stage.

2) Time

The try out was implemented three times. Each try out

implemented a chapter from the draft. Each chapter contain four

language skills and a project, therefore it needed three meetings to

169

implement it. Each meeting consisted of 2x45 minutes. The English

subject was taught twice a week every Thursday and Saturday. The first

try out was done in October 13th

, 15th

, and 20th

2016. The second try

out was implemented in October 29th

, and November 3rd

, 5th

2016.

While the third try out was carried out in November 10th

, 12th

, and 17th

2016.

3) Participant

The draft was tried out to the students of the tenth grade

students of nursing skill program of SMK Citra Semesta Indonesia

Yogyakarta. The teacher who taught the class is Mr. Sunari, S.Pd. The

number of the students was 32 students which consist of thirty girls and

two boys.

4) Try Out Implementation

a) The First Try Out (Chapter 1)

The first implementation of chapter 1 was taught in three

meetings. The first meeting was taught in October 13th

, 2016. In

the first meeting, the students learned chapter 1 of listening and

speaking exercises. The second meeting was taught in October

15th

, 2016. In the second meeting, the students continued the next

exercises in chapter 1 of reading and writing skills. Meanwhile the

students did a project of chapter 1 in the third meeting in October

20th

, 2016. Each meeting consisted of 2x45 minutes. The teacher

had been given the material 2 weeks before and had discussed the

170

planning with the researcher. The following is the brief description

of the implementation of the first try out.

(1) Description of the First Try Out

First Meeting

Chapter 1 was taught in October 13th

, 2016 as the first

meeting. The topic of chapter 1 is “Patient Admissions”. The

duration of time was 2x45 minutes from 10.30 – 12 a.m. The

teaching and learning process was planned following the

teaching procedures of PBL by Wrigley in Donna and Carol

(1998) namely Topic Selection, Making Plan, Doing

Research, and Sharing Result. The classroom activities in the

first try out are explained in detail further.

(a) Topic Selection

The first meeting focused on the listening and speaking

skills. The materials and exercises of listening and speaking

skills were taught in the first meeting. At the very first time,

all students were given the prototype book for chapter 1 to 3

as the material try out in this research. Meanwhile, to support

the learning process, every meeting the teacher used some

media like as laptop, speaker, and LCD. He also asked the

students to learn the materials in chapter 1 at home to make

the teaching and learning process in the class more active and

productive.

171

In the first teaching and learning process, the teacher

started the class by praying together. Then, he asked the

students to open the prototype book of Nursing Assistant

Project in the first page to know the purpose and goal when

learning the chapter 1. After that, the teacher did warming up

in activity 1 by giving some questions from the topic “Patient

Admissions”. In activity 2 the students listened very carefully

of listening audio to fill the blank conversation and answer

some questions based on the listening dialogue. The teacher

asked the students to read the dialogue of listening

conversation together. After that, some students practiced the

dialogue in front of the class. The teacher gave some advices

to improve the students‟ pronunciation of “thermometer” and

how to read numbers.

In the last minutes, the teacher asked the students to

discuss project work in first cycle of topic selection guideline

in activity 3. The students seemed enjoy the activities very

much. All of them participated and worked cooperatively. The

detail description of them can be seen in the appendix.

Second Meeting

The second meeting of the first try out was in October

15th

, 2016. The teacher and the students continued to learn

material in chapter 1. Time duration was 2x45 minutes from

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07.15-08.45 a.m. Like the previous meeting, the teacher used

some media to support the teaching and learning process using

Nursing Assistant Project book.

(b) Making Plan

Here the students learned more about reading and

writing skills. The students enjoyed the material and did all the

activities to prepare themselves to do the final project in

chapter 1. They learned how to help the patients for the first

time entering the hospital for some treatments. They also

learned some grammars and expressions in language focus

section. Moreover they opened the vocabulary focus to get

some information about difficult words which found in the

material of chapter 1. The detail explanation of each activity

can be found in the appendix.

Third Meeting

The third meeting of the first try out was in October

20th

, 2016. The teacher and the students continued to do the

final project in chapter 1. The project was about making an

audio visual recording of students‟ conversation.

(c) Doing Research

First of all, the teacher divided the students into 7

groups and asked them to read the project instruction before

start the project. The teacher discussed the topic of the project;

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“Asking the patient‟s medical history”, “Patient registration

and checking personal health”, “Check the patient‟s details”,

and “Put on the patient‟s infusion and identity (ID) bracelet”.

The students asked to get their topic. The teacher asked the

students to do the project in their group by making the

dialogue first from the topic given. The teacher remembered

the students to use the expressions which learned before. The

detail description of the project can be seen in the appendix.

(d) Sharing Research

After conducting the project work, the students

performed their dialogues in front of the class and recorded

them in video files. During the students‟ performance, the

teacher took some assessments using rubric assessment sheet.

Meanwhile, the students took some self-assessments after

finishing their dialogue performance. In the end of the

teaching and learning process, the teacher gave some feedback

to the students about the project which they did.

(2) Evaluation of Try Out 1

Observing the teaching and learning process of

implementation chapter 1 which has a topic “Patient

Admission” ran quite well. However, there were some

problems found like some students did not attend to the class

on time. It made the teacher could not start the lesson on time

174

and the class was so noisy. Sometimes the teacher asked

question to the researcher about some materials in the draft

book. The teacher also did not pay attention in some

instructions in the draft book which made the teaching and

learning process seemed confuse. Those problems occurred

because the teacher and the students got the first time using

Nursing Assistant Project draft book and thus the teacher was

not accustomed to apply the learning process using the draft.

Moreover, in some exercises there were some dialogues which

had medical phrases and words which seemed newly for the

teacher and the students. Beside, all the difficult words can be

seen in the vocabulary focus of the draft book.

Actually, the students enjoyed to learn all the materials

and activities in chapter 1. There was no big problem when did

the activities. They were actively involved when given an

activity and project in group work. They felt very enthusiasm

to do the project speaking conversation because they became a

nurse, a patient, and a doctor as their nursing program.

In relation to the activities for speaking, there were

some of them which should be revised for example activity 1

and 3 in making plan section. The teacher asked the researcher

to move the answer sheet for activity 1 after the dialogue or

make it in the same page. It will help the students to observe

the expressions in the dialogue easily. Meanwhile, in activity 6

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there was a dialogue conversation of nurse and care giver

discussed about appointment letter for patient‟s surgery. The

placement of dialogue made the teacher and the students

confuse. It should be revised in the right order of placement.

All over the materials in chapter 1 was understanding and no

significant mistake. The book volume of the material matched

and appropriated with the classroom situation and the students‟

need. The exercise and project were varied enough. The

format, design, and organization of the draft book were clear

and understandable. It covered more than 75% of nursing

materials which shown in the activities, vocabulary, and topic.

It covered the fourth language skill, listening, speaking,

reading, and writing which were preserved integrately. It had

clear and proper instructional techniques of Project-based

Learning in the project work. The detail explanation of

observation class in three meeting can be seen in the appendix.

In the end of the implementation, the researcher

distributed questionnaire form to the teacher and the students.

It was carried out to find out the response from the students

and the teacher toward the draft being tried out. There were

eight aspects to be assessed in the questionnaire namely

design, objective, organization, language and content, skill,

topic, method, and procedure. Table 4.16 was the result of the

questionnaire try out 1 from the teacher.

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Table 4.16 The Teacher‟s Response to Try Out 1

Aspects Teacher’s Response Mean

Design 87%

87%

Objective 87%

Organization 80%

Language Content 93%

Language Skill 80%

Topic 90%

Method 90%

Procedure 90%

From the table 4.16, the mean of the teacher‟s response

toward the draft in try out 1 is 87%. It is categorized into

excellent. The design, objective, organization, language

content, language skill, topic, method, and procedure are in

excellent category. Meanwhile, the researcher also distributed

the questionnaire to the students. The questionnaires were

distributed to 32 students. There were eight aspects to be

assessed in the questionnaire namely design, objective,

organization, language and content, skill, topic, method, and

procedure. Each item should be scored using five criteria

namely totally agree, agree, quite agree, disagree, and totally

disagree. Table 4.17 was the result of the questionnaire try out

1 from the students.

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Table 4.17 Students‟ Response to Try Out 1

Aspects Students’ Response Mean

Design 93.56%

88.95%

Objective 92.87%

Organization 84.60%

Language Content 92.64%

Language Skill 79.66%

Topic 88.97%

Method 92.76%

Procedure 86.55%

From the table 4.17, the mean of the students‟ response

toward the draft in try out 1 is 88.95%. It is categorized into

excellent. The design, objective, organization, language

content, topic, method, and procedure are in excellent category

while language skill aspect is categorized into good.

FGD was also conducted in the end of the try out 1 to

get some criticisms and suggestions from all parties to the

draft being implemented. In the FGD, the researcher invited an

English teacher, and three students to give suggestions to the

draft book. The problems found when doing observation

became the topics being discussed in FGD. The first FGD was

conducted in October 20th

, 2016 at 11.45 – 12.00 a.m.

When doing FGD, the teacher asked the researcher to

revise the activity 1. The following is the quotation of the

teacher‟s statement about the draft material.

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“Oh yaa…secara umum materinya sudah cukup bagus,

kemudian sarannya letak dari isian di activity 1 yang

ada di halaman awal itu disajikan setelah conversation

dilakukan baru disana dikomentari ada ungkapan dan

responnya apa saja dari conversation yang sudah

dibaca atau kalau bisa jadi 1 halaman yaa untuk

memudahkan siswa dalam mengerjakan latihannya.

Cuma itu sih, klo secara umum semuanya sudah

bagus.”

Teacher

The teacher asked the researcher to move the answer

sheet for activity 1 after the dialogue or make it in the same

page. It will help the students to observe the expressions in the

dialogue easily. Moreover, in activity 3 there was a dialogue

conversation of nurse and care giver discussed about

appointment letter for patient‟s surgery. The placement of

dialogue made the teacher and the students confuse. From the

FGD, the teacher asked to change the order of the dialogue.

The following is the quotation of the teacher‟s statement about

the draft material.

“Hm…itu mbak di activity 3 yang ada percakapan

perawat sama keluarga pasien. Disitukan dialognya

ditulis yang perawat sama keluarga pasiennya jadi satu

kolom sendiri-sendiri itu sempat bikin bingung Saya

dan juga siswa tentunya. Jadi alangkah lebih baiknya

ditulis seperti percakapan dialog pada umunya saja

mbak.”

Teacher

The teacher said that the placement of dialogue in

activity 3 made the teacher and the students confuse. It should

be revised in the right order of placement like as the usual

179

dialogue conversation. Meanwhile, the students said that the

material was good and interesting because the dialogue

conversation in chapter 1 was appropriate with their nursing

program. They learned what they need. It helped them to

practice some conversation as the real situation in nursing job.

The following is the quotation of the student‟s statement while

conducting FGD about the draft material.

“Klo menurut saya sih sangat membantu dalam belajar

dan materinya itu juga masuk dalam kebutuhan kita

sebagai siswa keperawatan karena berhubungan

dengan kesehatan.”

Student 1

“Kalau menurut saya semua materinya cukup menarik

dan menyenangkan. Banyak contoh dialog tentang

keperawatannya yang selama ini kita belum pernah

dapat jadi bisa buat tambahan belajar.”

Student 2

From the student‟s statement while conducting FGD

about the draft material above, can be concluded that the

materials in chapter 1 helped the students to learn English

based on their needs in nursing program. Meanwhile, the

teacher said that the project in chapter 1 was helpful for the

students in making creative product. The following is the

quotation of the teacher‟s statement while conducting FGD

about the project draft material.

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Menurut saya untuk instruksi dan langkah-langkah

proyeknya itu sudah cukup jelas dan urutannya sudah

cukup bagus untuk membantu siswa mengerjakan

proyek. Karena dalam proyek ini dituntut untuk kerja

kelompok yaa nanti tinggal bagaimana siswa bisa

saling bekerja sama untuk mengerjakan proyeknya, kan

beda kerja kelompok dengan kerja individu. Yang jelas

instruksinya cukup membantu siswa dari menentukan

tema sampai membuat dialog percakapannya dan

mempraktekkannya dengan teman 1 kelompoknya.

Teacher

According to the teacher, the instructions on the project

were very useful to help the students doing the project in a

group work. It guided the students from the very first time to

do the project like as decided the topic of conversation, made

the dialogue, and practice it in front of the class.

From the result of observation class, questionnaire, and

FGD, it was found some main findings related to the

developing guideline.

(1) The teacher said that it had met the principles of PBL and

the KTSP curriculum. The material was good, but it still

needed to be explored more.

(2) The teacher asked the researcher to move the answer sheet

for activity 1 after the dialogue or make it in the same

page. It will help the students to observe the expressions in

the dialogue easily.

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(3) According to the teacher, it was better to move the

placement of dialogue in activity 3 in the right order of

placement like as the usual dialogue conversation.

As conclusion, the material is supporting the teaching

and learning process in nursing skill program. However, to

make it better draft book, the researcher has several things to

be revised for the next try out.

(3) Revision of The Product from Try Out 1

Based on some evaluations and discussion with the

teacher and the students, revealed that there are some

evaluations should be revised within the developing guideline.

Here are some revisions from the first try out as follows; move

the answer sheet for activity 1 after the dialogue or make it in

the same page and move the placement of dialogue script in

activity 3 in the right order of placement like as the usual

dialogue conversation. To conclude the evaluations and the

revisions of the first try out, it can be seen through the figure

4.25 as the quotation of revision one.

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Before revision After revision

Figure 4.25 Revision of Activity 1 in Chapter 1

The researcher moved the answer sheet in activity 1

after the dialogue in the same page 6. It will help the students

to do the exercise easier. The second was also the revision in

try out 1. It was not huge revision; the researcher moved the

placement of dialogue script in activity 3 in the right order of

placement like as the usual dialogue conversation. The

revision can be seen through the figure 4.26 as the quotation of

revision two.

Before revision After revision

Figure 4.26 Revision of Activity 3 in Chapter 1

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b) The Second Try Out (Chapter 2)

The second try out of chapter 2 was taught in three meetings.

The first meeting was taught in October 29th

, 2016. In the first

meeting, the students learned chapter 2 of listening and speaking

activities. The second meeting was taught in November 3rd

, 2016.

In the second meeting, the students continued the next activities in

chapter 2 of reading and writing skills. Meanwhile the students did

a project of chapter 2 in the third meeting in November 5th

, 2016.

The following is the brief description of the implementation of the

second try out.

(1) Description of the Second Try Out

First Meeting

Chapter 2 was taught in October 29th

, 2016 as the first

meeting. The topic of chapter 2 is “Nursing Tools”. The

duration of time was 2x45 minutes from 07.15 – 08.45 a.m.

The first meeting focused on the listening and speaking skills.

The materials and activities of listening and speaking skills

were taught in the first meeting. Every meeting the teacher

used some media like as laptop, speaker, and LCD to support

the learning process. He also asked the students to learn the

materials in chapter 2 at home to make the teaching and

learning process in the class more active and productive.

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(a) Topic Selection

In the first teaching and learning process, the teacher

started the class by praying together. Then, he asked the

students to open the prototype book of Nursing Assistant

Project on page 24 to know the purpose and goal when

learning the chapter 2. After that, the teacher did warming up

activity in activity 1 by giving some questions from the topic

“Nursing Tools”. In activity 2 the students listened very

carefully of listening audio to fill the blank conversation and

answer some questions based on the listening dialogue. The

teacher asked the students to read the dialogue of listening

conversation together. After that, some students practiced the

dialogue in front of the class. The teacher suggested to the

students about their character when became a nurse and a

patient in the dialogue.

In the last minutes, the teacher asked the students to

discuss project work in first cycle of topic selection guideline

in activity 3. The students seemed enjoy the exercise very

much. All of them participated and worked cooperatively. The

detail description of them can be seen in the appendix.

Second Meeting

The second meeting of the try out 2 was implemented

in November 3rd

, 2016. The teacher and the students continued

185

to learn material in chapter 2. Time duration was 2x45 minutes

from 10.30 – 12.00 a.m. Like the previous meeting, the teacher

used some media to support the teaching and learning process

using Nursing Assistant Project book.

(b) Making Plan

Here the students learned more about reading and

writing skills. The students enjoyed the material and did all the

activities to prepare themselves to do the final project in

chapter 2. They learned kind of nursing tools, medical

equipment, medicines, and kind of diseases. They also learned

some grammars and expressions in language focus section.

Moreover they opened the vocabulary focus to get some

information about difficult words which found in the material

of chapter 2. The detail explanation of each activity can be

found in the appendix.

Third Meeting

The third meeting of the first try out was in November

5th

, 2016. The teacher and the students continued to do the

final project in chapter 2. The project was about making a

poster about kind of diseases and the appropriate herbal

medicine.

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(c) Doing Research

First of all, the teacher divided the students into 7

groups and asked them to read the project instruction before

start the project. The students asked to make their own topic.

Group 1 chosen mint leaf for their herbal medication which

has the topic entitled “Mint: Approved drug for treating

coughs”. Group 2 chosen garlic for their herbal medication

which has the topic entitled “Garlic: Natural Antiseptic”.

Group 3 chosen cayenne for their herbal medication which has

the topic entitled “Cayenne can stop a heart attack”. Group 4

chosen ginger for their herbal medication which has the topic

entitled “The Benefit of Ginger Powder”. Group 5 chosen

ginger for their herbal medication which has the topic entitled

“The Benefit of Ginger Water”. Group 6 chosen sages for their

herbal medication which has the topic entitled “Reduce your

abusive hair by Sage”. Group 7 chosen rosemary for their

herbal medication which has the topic entitled “Rosemary

Herbal Tea”. Each group did the poster project in their group.

The detail description of the project can be seen in the

appendix.

(d) Sharing Result

After conducting the project work, the students

performed their poster in front of the class by doing

presentation and poster exhibition. During the students‟

187

performance, the teacher asked the student to do some

assessments using peer assessment sheet. Moreover, the

students took some self-assessments after finishing their poster

exhibition. In the end of the teaching and learning process, the

teacher gave some feedback to the students about the project

which they did.

(2) Evaluation of Try Out 2

There was no significant evaluation for the draft in try

out 2. Based on the observation, there was no problem in

teaching process. The teacher taught the materials of the draft

book better than before. The students seemed more enjoy and

fun doing the teaching and learning in the classroom.

Regarding to draft content, there was no problem found

in presenting the language function, grammar review, and

vocabulary focus. The teacher could give clear explanation to

the students. All over the materials in chapter 2 was

understanding and no significant mistake. The book volume of

the material matched and appropriated with the classroom

situation and the students‟ need. The composition and

compatibility of pictures and illustrations in the draft book was

clear and easy to understand. The methods of Project-based

Learning were appropriate with the students‟ level shown in

the project activity.

188

In relation to the activities, the students seemed

confuse to do the activity 3. There were some additional

activities on it. Based on observation in the class, activities 3a

and 3b were easy to do by the students. It just needed phonetic

symbol to help the students pronounce the words. Meanwhile,

in activity 3c needed more revision. The students could not

understand how to name the material of medicines and shape.

It was also strengthened by the result of FGD that revealed that

the students felt activity 3c was confusing. The following is

the quotation of the student‟s statement while conducting FGD

about the draft material in activity 3c.

Klo menurut saya di chapter 2 ini kan banyak gambar-

gambarnya nah itu bikin ga’ bosen sangat menarik dan

juga sudah sesuai dengan jurusan keperawatan. Terus

disitu kan juga dikenalkan tentang jenis obat-obatan

juga itu sesuai banget sama materi keperawatan. Cuma

yang bagian activity 3c itu pas observasi gambar obat

terus diminta buat nyebutin bahan-bahan obatnya saya

masih bingung.

Student

From the student‟s statement while conducting FGD

about the draft material above, can be concluded that the

materials in activity 3c needed to be revised. Moreover, the

teacher said that the activity 3c should be written in simple

information of the medicines. The following is the quotation of

the teacher‟s statement while conducting FGD about the draft

material in activity 3c.

189

T : Kemudian yang perlu pembetulan lagi itu ada di

halaman 32 activity 3c yang berhubungan dengan

shape dan material tentang pengenalan obat.

Material itu kan bahannya terbuat dari apa klo di

buku ini kan cuma dikenalkan tentang powder

gitu, sedangkan untuk materi tentang pengenalan

benda yang kami pelajari itu kan bahannya

terbuat dari plastik atau kayu. Kemudian kalau

untuk obat itu cukup pengenalan saja kalau untuk

siswa jurusan keperawatan kan tidak perlu terlalu

detail seperti siswa jurusan farmasi.

R : Ya baik Pak. Jadi dibikin simple saja ya Pak

untuk sekedar pengenalan bentuk dan jenis obat

nggih Pak.

T : Iya…kalau untuk yang lainnya sih sudah cukup

baik dan jelas.

Statements above are taken from transcript of FGD 2.

The teacher suggested the researcher to simplify the medicine

information in activity 3c.

At the end of the second try out, the researcher

distributed the questionnaire to the teacher and the students. It

was carried out to find out the response from the students and

the teacher toward the draft being tried out. There were eight

aspects to be assessed in the questionnaire as shown in table

4.18.

From the table 4.18, the mean of the teacher‟s response

toward the draft in try out 2 is 90.87%. It is categorized into

excellent. The design, objective, organization, language

content, language skill, topic, method, and procedure are in

excellent category. The following was the result of the

questionnaire try out 2 from the teacher.

190

Table 4.18 The Teacher‟s Response to Try Out 2

Aspects Teacher’s Response Mean

Design 100%

90.87%

Objective 93%

Organization 87%

Language Content 87%

Language Skill 80%

Topic 100%

Method 90%

Procedure 90%

Meanwhile, the researcher also distributed the

questionnaire to the students. The questionnaires were

distributed to 32 students. There were 20 items that represent

eight aspects to be assessed in the questionnaire as shown in

table 4.19 as the result of the questionnaire try out 2 from the

students.

Table 4.19 Students‟ Response to Try Out 2

Aspects Students’ Response Mean

Design 93.56%

90.52%

Objective 94.48%

Organization 85.06%

Language Content 91.72%

Language Skill 87.93%

Topic 91.03%

Method 91.03%

Procedure 89.31%

From the table above, the mean of the students‟

response toward the draft in try out 2 is 90.52%. It is

191

categorized into excellent. It means that the draft in try out 2

was implemented well in the classroom.

From the result of observation class, questionnaire, and

FGD, it was found some main findings related to the

developing guideline.

(1) Based on observation in the class, activities 3a and 3b were

easy to do by the students. It just needed phonetic symbol

to help the students pronounce the words.

(2) The teacher said that the draft module was feasible to

support the students in improving their English skill based

on their needs in nursing program. Nevertheless, the

teacher suggested adding some information about shape

and simplifies the medicine information in activity 3c on

page 32.

As conclusion, the material had progression to meet the

students‟ needs of English for nursing skill program. However,

to make it feasible draft book, the researcher got some

suggestions for the revision of the final draft materials.

(3) Revision of The Product from Try Out 2

Based on the result of observation, questionnaire, and

FGD in the second try out, it showed that the activities and the

project run well. The students were very active to do all the

activities and project. The researcher got some revisions from

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the second try out as follows; add some phonetic symbol to

help the students pronounce the words in activities 3a and 3b

and simplify the medicine information in activity 3c. To

conclude the evaluations and the revisions of the second try

out, it can be seen through the figure 4.27 as the quotation of

revision three.

Before revision After revision

Figure 4.27 Revision of Activities 3a and 3b in Chapter 2

The researcher added some phonetic symbol to help the

students pronounce the words in activities 3a and 3b. The

researcher also added some information about shape and

simplified the medicine information in activity 3c. The

revision can be seen through the figure 4.28 as the quotation of

revision four.

193

Before revision After revision

Figure 4.28 Revision of Activity 3c in Chapter 2

c) The Third Try Out (Chapter 3)

The third try out of chapter 3 was taught in three meetings.

The first meeting was taught in November 10th

, 2016. In the first

meeting, the students learned chapter 3 of listening and speaking

activities. The second meeting was taught in November 12th

, 2016.

In the second meeting, the students continued the next activities in

chapter 3 of reading and writing skills. Meanwhile the students did

a project of chapter 3 in the third meeting in November 17th

, 2016.

The following is the brief description of the implementation of the

third try out.

(1) Description of the Third Try Out

First Meeting

Chapter 3 was taught in November 10th

, 2016 as the

first meeting. The topic of chapter 3 is “Personal Care”. The

duration of time was 2x45 minutes from 10.30 – 12 a.m. The

first meeting focused on the listening and speaking skills. The

194

materials and activities of listening and speaking skills were

taught in the first meeting. Every meeting the teacher used

some media like as laptop, speaker, and LCD to support the

learning process. He also asked the students to learn the

materials in chapter 3 at home to make the teaching and

learning process in the class more active and productive.

(a) Topic Selection

In the first teaching and learning process, the teacher

started the class by praying together. Then, he asked the

students to open the prototype book of Nursing Assistant

Project on page 50 to know the purpose and goal when

learning the chapter 3. After that, the teacher did warming up

activity in activity 1 by giving some questions from the topic

“Personal Care”. In activity 2 the students listened very

carefully of listening audio to fill the blank conversation and

answer some questions based on the listening dialogue. The

teacher asked the students to read the dialogue of listening

conversation together. After that, some students practiced the

dialogue in front of the class. The teacher suggested to the

students about their character when became a nurse and a

patient in the dialogue.

In the last minutes, the teacher asked the students to

discuss project work in first cycle of topic selection guideline

in activity 3. The students seemed enjoy the exercise very

195

much. All of them participated and worked cooperatively. The

detail description of them can be seen in the appendix.

Second Meeting

The second meeting of the third try out was in

November 12th

, 2016. The teacher and the students continued

to learn material in chapter 3. Time duration was 2x45 minutes

from 07.15-08.45 a.m. Like the previous meeting, the teacher

used some media to support the teaching and learning process

using Nursing Assistant Project book.

(b) Making Plan

Here the students learned more about reading and

writing skills. The students enjoyed the material and did all the

activities to prepare themselves to do the final project in

chapter 3. They learned how to help the elderly and ADLs

patients for caring themselves with some treatments. They also

learned some grammars and expressions in language focus

section. Moreover they opened the vocabulary focus to get

some information about difficult words which found in the

material of chapter 3. The detail explanation of each activity

can be found in the appendix.

196

Third Meeting

The third meeting of the try out 3 was implemented in

November 17th

, 2016. The teacher and the students continued

to do the final project in chapter 3. The project was about

making an audio visual recording of students‟ conversation.

(c) Doing Research

First of all, the teacher divided the students into 8

groups and asked them to read the project instruction before

start the project. The teacher discussed the topic of the project

based on the scenario provided in the book. The students made

their own topic from the scenario which they chosen. The

teacher asked the students to do the project in their group by

making the dialogue first from the topic given. The teacher

remembered the students to use the expressions which learned

before. The detail description of the project can be seen in the

appendix.

(d) Sharing Result

After conducting the project work, the students

performed their dialogues in front of the class and recorded

them in video files. During the students‟ performance, the

teacher took some assessments using rubric assessment sheet.

Meanwhile, the students took some self-assessments after

finishing their dialogue performance. In the end of the

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teaching and learning process, the teacher gave some feedback

to the students about the project which they did.

(2) Evaluation of Try Out 3

There was no significant evaluation for chapter 3.

Based on the observation class, there was no problem in

teaching and learning process. Related to the draft content, the

students seemed already understood the explanation about

language function, grammar, and vocabulary focus. Most of

the students could finish all activities well without any

problem.

In order to know the teacher and students response

toward the implementation of the draft, they were given a

questionnaire. It was the same questionnaire distributed before

in try out 1 and 2. It has eight aspects and consists of 20 items.

From the table 4.20, the mean of the teacher‟s response toward

the draft in try out 2 is 92.37%. It is categorized into excellent.

The design, objective, organization, language and content,

skill, topic, method, and procedure are in excellent category.

Meanwhile, the researcher also distributed the

questionnaire to the students. The questionnaires were

distributed to 32 students. There were 20 items that represent

eight aspects to be assessed in the questionnaire as shown in

table 4.21 as the result of the questionnaire try out 3 from the

198

students. The following is the result of the questionnaire from

the teacher as shown in table 4.20.

Table 4.20 The Teacher‟s Response to Try Out 3

Aspects Teacher’s Response Mean

Design 93%

92.37%

Objective 100%

Organization 93%

Language Content 93%

Language Skill 80%

Topic 100%

Method 90%

Procedure 90%

Table 4.21 Students‟ Response to Try Out 3

Aspects Students’ Response Mean

Design 96.55%

92%

Objective 96.78%

Organization 87.59%

Language Content 95.86%

Language Skill 84.14%

Topic 91.38%

Method 94.48%

Procedure 90.00%

From the table 4.21, the mean score is 92%. It means

that the students agreed that the implementation of the draft

book is excellent. All aspects are categorized into excellent as

well. There are no problems on the aspects.

The result of the FGD with the teacher and the students

also shows that the objectives of the learning in chapter 3 were

suitable with the students‟ study program. The quality of the

input was good enough and the materials were appropriate

199

with the topic, syllabus, and curriculum. However, the teacher

said that the listening material was very good enough which

came from native speaker; just need some repeating to make

the students understandable. The following was the statement

about it.

Kalau menurut Bapak yaa listening sudah bagus kok

dan tidak terlalu sulit, cuma memang klo baru pertama

dengar memang belum familiar jadi harus diulang

beberapa kali supaya terbiasa. Jadi menurut saya tidak

perlu ada suatu revisi yang terlalu drastis. Mungkin

mau diganti seperti apapun kalau yang berbicara

native ya akan sama saja hasilnya. Kalau untuk ukuran

native saja itu sudah diperlambat berbicaranya klo mau

diperlambat lagi yaa jangan-jangan nanti malah

ngomongnya jadi gagu itu.

Teacher

Meanwhile, most of the students said that the project in

chapter 3 was better than the previous chapters. They worked

in group actively to do the project. From the explanation, it can

be conclude that the product was feasible draft materials.

(3) Revision of The Product from Try Out 3

Based on the result of observation, questionnaire, and

FGD in try out 3, the researcher does not need to conduct any

revision in the chapter. The materials are appropriate with the

topic in the syllabus and curriculum. It is called feasible draft

materials.

200

Overall revisions change the prototype into the final

product. The changes after trying out for the three times are

resumed briefly in the table 4.22.

Table 4.22 Revision from Try Out 1 – 3

Try Out Revision

Try out 1 - Move the answer sheet for activity 1 after the

dialogue or make it in the same page.

- Move the placement of dialogue script in activity 3

in the right order of placement like as the usual

dialogue conversation.

Try out 2 - Add phonetic symbol to help the students

pronounce the words in activities 3a and 3b.

- Add some information about shape and simplify

the medicine information in activity 3c.

Try out 3 -

From the table 4.22 above, can be seen that the draft

product was tried out three times and revised until get the

qualified of feasible product. In try out 1, the answer sheet

material in chapter 1 activity 1 was moved after the dialogue.

In activity 3, the dialogue script should be rearranged into

good dialogue. Meanwhile, in try out 2 the material of chapter

2 was added some phonetic symbol to help the students

pronounce the words in activities 3a and 3b. In activity 3c,

some information about shape was added and simplified the

medicine information. In the last try out, there was no revision

for the material of the product after got some revision and

evaluation from the previous try out. It can be concluded that

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overall revisions and evaluations change the draft product into

the feasible final product.

d. The Final Product of “Nursing Assistant Project”

Try out of the draft book that has been conducted in class requires

finishing by examining the finding of try out. The result of this stage is the

final product of supplementary English book for tenth grades of nursing

program in SMK Citra Semesta Indonesia Yogyakarta. During the try out,

the book draft has been changed and revised. The revisions are based on

findings in observation class during the try out, result of the questionnaire

given to the teacher and the students, and FGD. Therefore, the guideline is

developed based on the need of the students and the teacher. Finally, the

product of “Nursing Assistant Project” is valid and feasible.

1) Design

There was no change for the design of the book cover. The

expert of layout and design judged that the cover of “Nursing Assistant

Project” is interesting and eye catching. It is colorful cover with

suitable picture represents the nursing skill program. The font was still

the same like before.

2) Objective and Approach

There was no different with the draft. The objective is to

provide supplementary English book for tenth grade students of nursing

program for first semester that can meet the students‟ need toward

English for their program.

202

3) Organization

After try out, the researcher adds some additional parts as the

revision of the try out as follows: placement of the answer sheet after

the dialogue for activity 1, the placement of dialogue script in activity 3

in the right order of placement like as the usual dialogue conversation,

add some information about shape and simplify the medicine

information in activity 3c. Overall, the draft book organization is still

the same as before which is consists of five chapters and each chapter

has a number of activities and a project.

4) Language Content

There was no change on the content of language but it has

revisions on the use of the language. After try out, the researcher

revised and added the phonetic transcription of vocabularies in some

activities to help the students grabbed its fast in pronunciation the

words.

The grammar materials were felt good and enough to assist the

students in learning and to support them in enhancing their language

competence. The language level suits the students‟ level of language

knowledge. It is not too easy or too difficult for them.

5) Language Skill

The language skills taught are still four language skills. It

consists of material, activities, and a project in every chapter for each

skill. They are taught integratively starting from listening, speaking,

reading, and writing. Meanwhile, for the project in each chapter used

203

all skills integratively. However, there is main skill which is improved

for the students in the project.

6) Topic

There is no change on the topics. The topics on the draft are

still the same as before. The topics represent the language function and

they relate to the students‟ need and skills program.

7) Methodology

The methodology used in the draft book is still the same before

the try out, namely Project-based Learning by Wrigley in Donna and

Carol (1998). The PBL cycles used to develop the draft book are topic

selection, making plan, doing research, and sharing result. It is an

instructional approach that contextualizes learning by presenting

learners with problems to solve or products to develop. Project-based

Learning functions as a bridge between using English in class and using

English in real life situations outside class (Fried-Booth, in Donna,

1998: 1). Here the draft book designed by using the PBL methodology

guide the students to do some activities before doing the real project in

the last lesson as the output making a product of teaching and learning

process.

Because of time limit, only three from five chapters could be

implemented. The revisions and changes give a good impact to the

completion of the final draft. The final draft is available in the

appendix.

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After the draft was implemented in the development stage for three

times, there are some strengths and weaknesses that can be identified. The

following are the strengths of the Nursing Assistant Project book:

1) This book can develop the students‟ life skills from the Project-based

Learning approach used in the book like as personal and responsibility,

planning, critical thinking, reasoning, and creativity, strong

communication skills both for interpersonal and presentation needs,

visualizing and decision making, and knowing how and when to use

technology and choosing the most appropriate tool for the project.

2) Different learning techniques can be applied in this book because it is

quite flexible to accommodate them. The activities and projects in this

book can be exploited more based on the students‟ ability and teaching

situation in the classroom. It can also be supported by video or other

authentic materials.

3) Projects in the book can make the students active in group work,

discussion, and participating in the learning process. They will be more

motivated because what they learn is something that they do in real life

and what they need in the future job.

4) Nursing Assistant Project can be used as supplementary book to

accompany the course book used which is too general English. It was

developed by using learners‟ needs as well as the learning needs toward

the English teaching and learning process, and then proposing the

effective English learning materials based on the needs. Therefore it

can fulfill the students‟ need toward specific English material about

nursing.

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5) This book provides self-evaluation in the end of each chapter to help

the students test themselves after finishing the lesson.

6) This book also provides some authentic assessment forms to evaluate

the students‟ learning process.

The book does not only have strengths but also have some

weaknesses. The weaknesses of this book can be described as follows:

1) It needs more preparation to use this book such as media and

properties. Those media and properties are useful to support the

students‟ understanding toward the material.

2) The teacher should have basic and good knowledge about nursing field,

master the material and has good ability in managing the class.

3) This book was developed based on KTSP whereas since 2013 the

government has been applying the 2013 curriculum for some schools.

Therefore it has out of date curriculum if it is used for the school which

is applying the 2013 curriculum. However, the teacher still can adapt

the book because the content of the book does not have a big different

from the new curriculum. Moreover, the used of Project-based

Learning approach as the methodology of the book design is match

with the scientific teaching approach in 2013 curriculum.

4) It is only design for first semester materials for tenth grade students of

nursing program.

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B. Discussion

The purpose of this study was to investigate the quality of the existing

English course book used in SMK Citra Semesta Indonesia Yogyakarta, and to

develop supplementary project book in SMK Citra Semesta Indonesia Yogyakarta. In

order to justify the research finding, the researcher tries to discuss the findings of the

research with the other relevant references. The explanation will be discussed as

follows.

The findings of the study reveals that the existing course book for tenth grade

students of nursing program in SMK Citra Semesta Indonesia Yogyakarta has some

weaknesses toward the course book evaluation checklist by Cunningsworth (1995)

model that based on impressionistic overview evaluation and in-depth analysis

evaluation. According to Cunningsworth (1995), the general impression of a course

book can be done by looking through it and getting an overview of its possibilities and

its strengths and weaknesses. It can be seen for various features of the course book are

alike, such as the quality of the visuals, how attractive and clear the layout is, what the

whole course package is made up, etc. related to the book description, the researcher

presented the overview of book identity. Meanwhile, in-depth analysis evaluation is

more penetrating in its approach and has its own agenda. Cunningsworth has several

aspects to evaluate the textbook and they consist of objective and approach, design

and organization, language content, language skill, topic, methodology, teacher‟s

book, and practical consideration. The following is the discussion of the research.

a. Objective and Approach

The aim of the book is for developing communicative competence and

language skills. However they do not concern closely with the aims of the

teaching and learning based on learners‟ needs toward English for nursing skill.

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The book only provides general English. In addition, the book is not suited to the

teaching and learning situation. Some materials and exercises are not based on the

context. It is not quite comprehensive because it does not cover most or all of

what is needed but overall it is still good resource for students and teachers. The

book is flexible. It allows different teaching and learning style.

According to Hutchinson and Waters (1987: 97) says that an ESP

textbook has to suit the needs of a number of parties – teachers, students, and

sponsors. In fact the existing course book did not fulfill this criterion because the

objective was not appropriate to the students‟ need in nursing program.

b. Design and Organization

English for Vocational Schools IA has eleven chapters and 140 pages.

Each chapter presents a standard competence that involves some language

functions. It contains not only material but also the exercises. Each chapter

contains some activities or situation that may happen in the students‟ working

place. The content is organized based on KTSP 2006. The organization of the

material is arranged based on the order of SK and KD. The grading and

progression are not suitable for the learners. The book is unattractive, unclear

illustration of the pictures and not colorful.

Sheldon (1988: 243-245) stated that the textbook must have a good

physical characteristic and the layout of the textbook must be interesting for the

students. The existing course book did not fulfill the criterion of good design. The

existing course book has some unclear illustration of the pictures which made the

students confused to learn the book. It becomes one of the weaknesses in the

existing course book.

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c. Language Content

The activities in the book are varied and they have almost the same

pattern, so they look boring. The order of the activities is started from listening,

speaking, reading, and writing. The book arranged from the tasks which contains

four skills but most of them are not contextual and are not arranged well. It

contains some irrelevant practices that are not suitable for the students‟ fields.

There are so many kind of tenses used in this book. However the book does not

cover the main grammar items of the tenses used. It makes the students confused

to use this book. Therefore the teacher has to give some notes about the tenses

before use this book. The book just provides the expression and sample dialogue

used in some situations. There is no material for practicing pronunciation and

vocabulary list. Moreover, it does not deal with structuring and conventions of

language sentence.

According to Sheldon (1988: 243-245) says that a good textbook must be

clearly organized. It must include indexes, vocabulary list, headings, and other

methods of sign posting that will ease the students search for the materials

needed. In fact the existing course book is still lack in the content.

d. Language Skill

The four skills are adequately covered, with regard to the syllabus

requirements. There are some materials for integrated skills work. English for

Vocational Schools IA develops four language skills starting from listening,

speaking, reading, and writing. Each skill provided in every task. The practices

for grammar in the book are less interesting and contextual. It cannot facilitate the

students with the real world task. It is not in line with the theory that McDonough

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and Shaw (1993: 7-13) propose good presentation of skills and materials as the

criterion of a good textbook.

e. Topic

The topic in each unit is developed based on each SK and KD. There is

enough variety and range of topic. Unfortunately, the topics are not close to the

students‟ working place. Each topic presents material of general English.

Moreover, the topic will not expand the students‟ awareness and enrich their

experience because the topics are too general and most of them based on the

expression situation. It is not in line with the Sheldon (1988: 243-245) of a good

textbook criterion. He said that a good textbook must have good linkage or

connections on terms of theme, situation, topic, pattern of skill development, or

grammatical or lexical progression.

f. Methodology

The approach to language learning used by the book is communicative

learning. The students are expected to develop the communicative competence

both in written and spoken. Yet the approach is less appropriate with the teaching

and learning situation, because it is not supported by the materials which are too

general. The students of nursing program need specific material that can support

them in their working life. It is not in line with the Cunningsworth (1995)

checklist of the textbook that the methodology should be covered in the textbook.

g. Teacher‟s Book

The existing course book is not accompanied with teacher book. Only

the students‟ book is available to use by the teacher and the students. According

to Cunningsworth (1995: 25) said that most course packages consist of at least a

students‟ book and a teacher‟s book. Teacher‟s book is very important and is

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responsible for providing teachers with the detailed information that they need in

order to make the best use of the whole course.

h. Practical Consideration

The price of the book is cheaper than the standard course book therefore

the quality of the book is not good. It cannot be found in any book store because it

produced only by the ordered of school institution to LP2IP. Fortunately, the

school provides the book from LP2IP and allows the students to buy that book.

Finally, it becomes the English book in SMK Citra Semesta Indonesia

Yogyakarta. The package of the book is not attractive enough. Moreover, the

book is not lost-lasting. The curriculum can be changed anytime and therefore it

may not appropriate anymore. It is not in line with the theory by Sheldon (1988:

243-245) that says a good textbook must be accessible (availability).

From the findings of the existing course book evaluation and need analysis

conducted by the researcher showed that the existing learning sources were not really

appropriate to use for nursing class, so that a supplementary project book was 100%

needed. Therefore, the researcher developed a supplementary project book for nursing

class entitled “Nursing Assistant Project”. Nursing Assistant Project was designed for

tenth grade students of nursing program in vocational school context. It was aimed to

give supplementary materials to teach appropriate materials based on the students‟

need of their study program. This supplementary material was developed based on the

need analysis done in the tenth grade students of SMK Citra Semesta Indonesia

Yogyakarta. Nursing Assistant Project contains some materials which assist the

learning from standard competence and basic competence of KTSP curriculum in one

semester and the indicators of the study with integrated English skills. It was

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constructed from some experts and they are main idea, explicit and implicit

information, words reference and context. Nursing Assistant Project was also designed

based on the learning cycles of PBL approach by Wrigley in Donna and Carol (1998).

The cycles are topic selection, making plan, doing research, and sharing result.

Cunningsworth (1995) checklist was adopted into seven points to evaluate

the supplementary project book materials. They are design, objective, organization,

language content, language skill, topic, and methodology. The following is the

discussion of the research.

a. Design

Nursing Assistant Project was designed interesting and eye catching. The

cover and pages were designed to motivate the students in learning English

especially in nursing program. The use of font and its size also clear for the

students to read.

The expert of textbook layout from SMK CSI Yogyakarta noted that the

good layout and design of the textbook is interesting, colorful, and eye catching

cover, readable font of the alphabets and the harmony between the content of the

textbook with the pictures. The pictures used authentic pictures which most of

them were students‟ activities in nursing class. Nursing Assistant Project has

fulfilled those all criteria in design.

b. Objective

The objective of Nursing Assistant Project is to accompany the existing

materials in the course book English for Vocational Schools IA. It can be used by

the English teacher as the additional materials to teach English for nursing skill

program. This supplementary material focuses on English nursing skills which the

materials in existing course book were found very general English. It is good

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source for nursing program materials because it covers the students‟ need and

interest.

One of the Cunningsworth (1995: 15-17) checklists is about the objective

and approach. It says that the objective of the good textbook or materials should

correspond closely with the aims of the teaching program and with the needs of

learners, suit the teaching and learning situation, and cover the students‟ need and

interest. It is supported by Sheldon (1988: 243-245) that says a good textbook

must have a clear objective and Nursing Assistant Project has a clear objective.

The supplementary English materials of Nursing Assistant Project has

fulfilled the indicators of good textbook or materials in the point of objective and

approach proposed by Cunningsworth and Sheldon.

c. Organization

The organization of the materials and activities in Nursing Assistant

Project based on the project work cycles by Wrigley in Donna and Carol (1998).

The component make up the book are not only good grading of the topic and

materials but also it is completed with a guide of project-based learning is used in

the textbook. It is easy to find the content in the course book because the layout is

clear. The students may look at the table of content and the pages are numbered

neatly. The organization of book has suited the core competence and basic

competence of KTSP curriculum in novice level.

It is in line with what Cunningsworth (1995) states that good textbook or

materials should be organized in good grading of language materials which

represent the learner‟s level. It is easy for the learner to find the certain material in

the book.

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d. Language Content

Nursing Assistant Project was completed by language focus and

vocabulary focus. The language focus provided grammar in use and kinds of

expressions used in the dialogue materials which has been matched with the topic

being discussed in each chapter. The vocabulary focus provided specific

vocabulary and general vocabulary. The specific vocabularies provided to enrich

the students‟ vocabulary in nursing context. The phonemic chard also provided to

help the students‟ read some phonetic symbols provided in the vocabulary focus.

It will help the students to pronounce the words correctly.

Another point of Cunningsworth (1995) checklist says that the language

content of the textbook or materials should provide grammar materials and

adequate vocabulary to help the students in understanding and comprehending the

text and to produce correct sentence in a certain context. He also suggests

providing the pronunciation materials which covers individual sounds, word

stress, sentence stress, and intonation.

e. Language Skill

Nursing Assistant Project as supplementary English materials for nursing

skill program designed in four language skills integratively. The activities

provided in the book based on the specific indicators for each skills improvement.

The criterion of language skills by Cunningsworth (1995) is that good textbook or

materials provide adequate of four language skills: listening, speaking, reading,

and writing.

f. Topic

The topics in the five chapters of Nursing Assistant Project were

developed based on core competence and basic competence of KTSP curriculum

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in novice level for the first semester of tenth grade students. The topics are closely

related to the students‟ need of nursing program and their interest.

It is in line with Cunningsworth (1995) theory which confirms that a

good text book must take account of students‟ needs as learners and should

facilitate their learning processes. The materials in each topic should be based on

the students‟ need and interest.

g. Methodology

The methodology used in Nursing Assistant Project is project-based

learning approach by Wrigley in Donna and Carol (1998). The PBL cycles used

to develop the book are topic selection, making plan, doing research, and sharing

result. This methodology is clearly accommodated in Nursing Assistant Project

materials and activities. It is supported by one of the Cunningsworth (1995)

checklist of the textbook that the methodology should be covered in the textbook.

In conclusion, this study tried to develop the supplementary English book

using project based learning approach for nursing students at vocational school

context. The project based learning used to design the English materials in nursing

context that makes the learners center and learning by doing activities. As proposed

by Fried-Booth, in Donna (1998: 1) project-based Learning is an instructional

approach that contextualizes learning by presenting learners with problems to solve or

products to develop. Project-based Learning functions as a bridge between using

English in class and using English in real life situations outside class. This

supplementary project book entitled “Nursing Assistant Project” model presents a

clearly defined project at the outset of the textbook‟s didactic units. This project

creates the need to know certain language elements and to practice certain

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communicative situations to successfully complete the final project. The activities of

every chapter are sequenced in such a way as to lead the learners step-by-step to the

final project. The beginning step of the chapters is designed to allow learners and

teachers to pool their preexisting knowledge (linguistic and contents) of the topic area

for the unit. The aim of the beginning step also involves stimulating learners‟ interests

and motivation and agreeing on the final project. The last phase of a project-based unit

involves learners‟ presentation of their products and their reflections on their progress

and difficulties encountered in the chapter.

Afterwards, if the result of this study compare with the previous study, it will

find the differences. Such as the research that conducted by Roza (2011) who

concerns in syllabus and textbook evaluation used in the Alergian Secondary School

using project based learning. This research, aims to evaluate the extent to which the

secondary school syllabuses and textbooks of English favor the integration of project

pedagogy into ELT. While, the current study concerns in material development using

project based learning approach.

Novitasari (2014) study more similar with the current study. Both of them

take the data from vocational high school students, but in different graders and study

program. She took the data from XI grade students of culinary program and analyzed

the “Get Along English” as the existing course book used in teaching and learning

English. She also used Task-based Language Teaching (TBLT) approach and KTSP

as the guidance to develop the materials. The current study is dealing with developing

Supplementary project book for X grade students of nursing skill program in

vocational school context.