plagiat merupakan tindakan tidak terpuji … · references, as a scientific paper should. plagiat...

INTEGRATED LISTENING AND SPEAKING MATERIALS

FOR NURSES IN PANTI RAPIH HOSPITAL

BASED ON COLLABORATIVE LEARNING

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Margarita Riana Gama Putri

Student number: 041214004

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ART EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i




A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student number: 041214004

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ART EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2009


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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.


LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma :

Nama : Margarita Riana Gama Putri

Nomor Mahasiswa : 041214004

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :




beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, me-ngalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Yogyakarta, 07 September 2009

Yang menyatakan

(Margarita Riana Gama Putri)


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ROMANS 5: 3-4 And not only that, but we also glory in tribulations,

knowing that tribulation produces perseverance; and perseverance, character;

and character, hope.

I dedicated this thesis to

MY BELOVED JESUS CHRIST

my father, Yosef Bambang S.

my mother, Catharina Sri Subardiyah

my brothers, Yustinus Bambang A.K.P. and Stefanus Bambang Beta F.N.

my sister, Mrs. Emanuela Nina M.

my beloved, Mr. Pungki Tri Priyono

my dearly loved, Wihelmina Alni Putri

my lovely friends


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ABSTRACT

Putri, Margarita Riana Gama. 2009. Integrated Listening and Speaking Materials Based on Collaborative Learning for Nurses in Panti Rapih Hospital. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Most foreigners tend to come to Panti Rapih Hospital as one of the

recommended hospitals in Yogyakarta to check and to keep their health. Nurses working in Panti Rapih Hospital are required to communicate in English fluently. Listening and speaking skill are important to master for the nurses since listening and speaking are two skills needed to achieve successful communication. Even though these skills are considered as the important skills, the nurses do not master these skills.

Considering these problems, I developed the appropriate integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital. There were two problems formulated in the problem formulation i.e. (1) What is the appropriate design of the integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital? and (2) How do the designed materials affect the nurses?.

Answering the formulated problems, I employed the adaptation of Kemp’s instructional design model as the realization of Educational Research and Development (R&D) method. The steps of Kemp’s instructional design models were used as the means of developing materials. The theories of collaborative learning were considered for developing materials. The appropriate design of the integrated listening and speaking materials based on collaborative learning for nurses in Panti Rapih Hospital became the first answer of the problems formulation.

In this study, the second purpose was finding out the effects of the designed materials. To achieve it, one of the three materials which was Influenza (unit 5) was implemented to the nurses in Panti Rapih Hospital. The materials being developed were High Blood Pressure (unit 1), Nutritious Food (unit 2), and Influenza (unit 5).

After conducting main field testing, I obtained data of the effects to the learners. The effects were (1) the designed materials encouraged the nurses to develop their listening and speaking English skills, (2) the nurses found the interesting method in studying English which was through group learning, (3) the interesting topics had successfully encouraged them to speak English confidently in the class, and (4) the designed material motivated the nurses to communicate with English. It is expected that this study could give benefits to everyone who deals with English teaching. Key words: instructional design, integrated materials, collaborative learning, nurses.


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ABSTRAK

Putri, Margarita Riana Gama. 2009. Integrated Listening and Speaking Materials Based on Collaborative Learning for Nurses in Panti Rapih Hospital. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Rumah Sakit Panti Rapih merupakan salah satu rumah sakit yang

tepercaya di Yogyakarta. Oleh karena itu, sebagian besar orang asing cenderung datang ke rumah sakit ini untuk memeriksakan kesehatan mereka. Perawat-perawat di Rumah Sakit Panti Rapih dituntut untuk dapat berkomunikasi dalam bahasa Inggris. Kemampuan-kemampuan bahasa khususnya bahasa Inggris yang harus dikuasai oleh para perawat untuk memberikan pelayanan terbaik adalah listening (kemampuan untuk mendengarkan) dan speaking (kemampuan untuk berbicara). Kedua kemampuan ini penting karena kemampuan ini menunjang keberhasilan dalam berkomunikasi. Walaupun kemampuan ini penting untuk dikuasai, para perawat di Rumah Sakit Panti Rapih tidak menguasai kemampuan ini.

Oleh karena permasalahan tersebut, saya ingin mengembangkan materi pembelajaran bahasa Inggris yang ideal yang mengintegrasikan kemampuan listening dan speaking menjadi satu kesatuan materi pembelajaran berdasarkan collaborative learning untuk perawat-perawat di Rumah Sakit Panti Rapih. Dua permasalahan yang telah dikemukakan di perumusan masalah adalah (1) Apakah yang disebut sebagai materi pembelajaran yang sesuai yang mengintegrasikan kemampuan listening dan speaking dalam satu kesatuan unit pembelajaran berdasarkan prinsip dari collaorative learning untuk perawat-perawat Rumah Sakit Panti Rapih? dan (2) Bagaimana materi tersebut memberikan pengaruh kepada para perawat?

Untuk menjawab kedua permasalahan tersebut, saya mengadaptasi model perancangan instruksional yang dikembangkan oleh Kemp sebagai wujud dari metode penelitian Educational Research and Development (R&D). Langkah-langkah dari metode R&D tersebut adalah (1) pengumpulan data dan penelitian, (2) pengembangan materi awal, (3) pengujian awal di lapangan, (4) perbaikan materi/produk, dan (5) pengujian materi/produk yang utama.

Langkah-langkah perancangan instruksional yang dikembangkan oleh Kemp digunakan sebagai alat untuk merancang materi. Materi pembelajaran yang sesuai yang mengintegrasikan kemampuan listening dan speaking dalam satu kesatuan unit pembelajaran berdasarkan prinsip dari collaorative learning untuk perawat-perawat Rumah Sakit Panti Rapih merupakan jawaban dari pertanyaan pertama.

Selain membuat materi yang ideal, tujuan dari penelitian ini juga untuk mengetahui pengaruh-pengaruh yang ditimbulkan dari materi yang telah dibuat. Untuk mencapai tujuan ini, saya menerapkan materi kepada perawat-perawat Rumah Sakit Panti Rapih. Materi-materi yang dibuat antara lain High Blood Pressure (unit 1), Nutritious Food (unit 2), dan Influenza (unit 5). Walaupun


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terdapat tiga materi yang dikembangkan namun hanya satu yang diterapkan yaitu Influenza (unit 5).

Setelah menerapkan materi bahasa Inggris di kelas, saya memperoleh data-data yang merupakan jawaban dari pertanyaan yang kedua. Pengaruh-pengaruh yang ditimbulkan adalah (1) materi yang dibuat memberikan semangat kepada para perawat untuk lebih mengembangkan kemampuan bahasa Inggris mereka, (2) para perawat menemukan cara yang menarik untuk mempelajari bahasa Inggris yaitu dengan belajar secara berkelompok, (3) topik-topik yang menarik sudah membuat para perawat mampu berbicara menggunakan bahasa Inggris dengan percaya diri di kelas, (4) materi yang dibuat memotivasi para perawat untuk berkomunikasi dalam bahasa Inggris.

Semoga penelitian ini dapat memberikan masukan kepada setiap orang yang berhubungan dengan pembelajaran bahasa Inggris. Kata kunci: desain instruksional, materi terpadu, pembelajaran secara kolaboratif, perawat-perawat.


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ACKNOWLEDGEMENTS

I would like to express my gratitude to the Lord. He has given me so much

energy to accomplish this thesis. It was difficult when I was working on my thesis

without His blessing. Because of His blessing, He gave me capabilities to

accomplish this thesis.

Doing this thesis was a great job not only for me but also for every one

who had supported me not to give up easily. Hence, I would like to be grateful to

my thesis sponsor, Mr. Gregorius Punto Aji, S.Pd., M.Hum., for his willingness

to spare his time for the consultations and to share his knowledge. He has given

me remarkable motivation, criticism, and suggestions in order to compose a

qualified thesis.

My deep gratitude was also purposed to nurses in Panti Rapih Hospital,

Mr. Mateus Sujarwa, and all staff in Panti Rapih Hospital that allowed me to

conduct my study. They had given me the opportunity to implement my designed

material. I particularly would like to thank Mr. Mateus Sujarwa for his

suggestions, his advice, and his criticism that made my designed material better.

I would like to thank Mbak Danik and Mbak Tari for their great services

during my study at PBI, Sanata Dharma. Their smile and their sincere services

inspired me so much.

Besides those who has stated above, I would like to express my sincerely

gratitude to Pungki Tri Priyono, S.Pd. for his endless love and support. He never

forgot to motivate me in each step on my life. His honest affection and his


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everlasting attention have successfully motivated me to work on my thesis and to

work on my job as a teacher diligently.

My mother, Mrs. Catharina Sri Subardiyah and my father, Mr. Yosef

Bambang Supriyadi were my inspiration. They have given me countless love. I

would like to thank for their willingness to grow me up and to give everything

that I need for my study. Here, I want to express my gratitude to Mr. Yustinus

Bambang A. K. P., Mr. Stefanus Bambang B. F. N., and Mrs. Emmanuela

Nina M. for their motivation.

For my friends, I would like to be grateful to Patricia Angelina, Yuseva

Rini, Agnes Cahya, Arsita Nindya, Anggraeni Suryana, and the others whom I

can’t mention here for the spirit, joy, and willingness to help me to accomplish

this thesis.

At last, I would like to apologize for any mistakes I’ve made in conducting

my thesis. I wish my thesis will be useful for everyone who reads this.



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TABLE OF CONTENTS

Page

TITLE PAGE ................................................................................................... i

APPROVAL PAGES....................................................................................... ii

STATEMENT OF WORK’S ORIGINALITY ................................................ iv

DEDICATION PAGE...................................................................................... v

ABSTRACT..................................................................................................... vi

ABSTRAK ......................................................................................................... vii

ACKNOWLEDGEMENTS ............................................................................. ix

TABLE OF CONTENTS................................................................................. xi

LIST OF TABLES ........................................................................................... xiv

LIST OF FIGURES ......................................................................................... xv

LIST OF APPENDICES.................................................................................. xvi

CHAPTER I. INTRODUCTION.................................................................. 1

A. Background of Study ........................................................................ 1

B. Research Limitation .......................................................................... 5

C. Problem Formulation ........................................................................ 5

D. Research Objectives .......................................................................... 5

E. Research Contribution....................................................................... 6

F. Definition of Terms........................................................................... 6

1. Integrated Materials...................................................................... 6

2. Collaborative Learning................................................................. 7

3. Nurses ........................................................................................... 7

CHAPTER II. REVIEW OF LITERATURE ............................................. 8

A. Theoretical Description..................................................................... 8

1. Instructional Design ...................................................................... 8

a. Meanings of Instructional Design.............................................. 8

b. Kemp’s Instructional Design Model ......................................... 10


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2. English for Specific Purposes ....................................................... 15

a. ESP Definition........................................................................... 15

b. ESP Categories .......................................................................... 16

c. ESP Material Development ....................................................... 17

3. Collaborative Learning.................................................................. 19

a. Definition................................................................................... 20

b. Characteristics of Collaborative Learning................................. 20

c. Learning Based on Collaborative Learning............................... 22

d. Group Work Techniques ........................................................... 23

4. Theory of Listening....................................................................... 24

a. The Nature of Listening............................................................. 25

b. Listening Process....................................................................... 25

c. Principles in Developing the English Listening Materials ........ 26

5. Theory of Speaking ....................................................................... 27

a. The Nature of Speaking............................................................. 28

b. Principles of Teaching Speaking............................................... 28

6. Learner Characteristics.................................................................. 29

B. Theoretical Framework ..................................................................... 31

CHAPTER III. METHODOLOGY ............................................................. 35

A. Research Method............................................................................... 35

B. Research Participants ........................................................................ 36

C. Instruments........................................................................................ 38

D. Data Gathering Techniques............................................................... 39

E. Data Analysis Technique .................................................................. 41

F. Research Procedure........................................................................... 41

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION .................. 44

A. The Ideal Design of The Integrated Listening and Speaking

Materials Based on Collaborative Learning for Nurses in Panti

Rapih Hospital................................................................................... 44


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1. Learners’ Characteristics and Needs............................................. 46

2. Goals, General Purposes and Topics ............................................ 49

3. Learning Objectives ...................................................................... 53

4. The Integrated Listening and Speaking Learning Activities for

the Material Design....................................................................... 58

a. Pre-Activity ............................................................................... 58

b. Main Activity ............................................................................ 59

c. Post Activity.............................................................................. 62

d. Vocabulary and Grammar Focus .............................................. 68

5. Feedback for Material Design....................................................... 69

a. Description of the Respondents ................................................ 69

b. Data Presentation of Preliminary Testing ................................. 69

6. Evaluation and Revision of the Designed Material ...................... 70

B. The Effects of the Design of Integrated Listening and Speaking

Materials Based on Collaborative Learning for Nurses in Panti

Rapih Hospital................................................................................... 71

1. Field Testing – Classroom Implementation.................................. 71

a. Description of Field Testing...................................................... 73

b. Data Presentation ...................................................................... 74

2. Discussion of Effects .................................................................... 76

3. Evaluation of Field Testing .......................................................... 78

CHAPTER V. CONCLUSION AND SUGGESTIONS.............................. 80

A. Conclusion ........................................................................................ 80

B. Suggestions ....................................................................................... 82

REFERENCES............................................................................................... 84


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LIST OF TABLES

Table 4.1 Learners’ Characteristics............................................................... 47

Table 4.2 Learners’ Needs ............................................................................ 49

Table 4.3 List of Topics and Language Functions ........................................ 50

Table 4.4 The Basic Competences ................................................................ 51

Table 4.5 The Learning Indicators ................................................................ 54

Table 4.6 List of Listening Task Used .......................................................... 61

Table 4.7 List of Speaking Task Used .......................................................... 62

Table 4.8 Variety of Learning Activities....................................................... 63

Table 4.9 List of Field Testing Schedule ...................................................... 72

Table 4.10 Data Presentation of the Results of the Field Testing

Questionnaires............................................................................... 74


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LIST OF FIGURES

Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977: 9).................. 13

Figure 2.2 The ELT Diagram (Hutchinson and Waters, 1994: 17) ................ 16

Figure 2.3 The ESP Diagram (Hutchinson and Waters, 1994: 17) ................ 17

Figure 2.4 Factors of Affecting ESP Course Design

(HutchinsonandWaters,1994:22) .................................................. 18

Figure 2.5 The Relationship of R&D and Kemp’s Instructional Design

Step ............................................................................................. 34


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LIST OF APPENDICES

Appendix 1 : Letters

1. Letter of Permission to Panti Rapih Hospital................................. 87

2. Letter of Permission from Panti Rapih Hospital ............................ 88

3. Letter of Affirmation from Panti Rapih Hospital........................... 89

Appendix 2 : Instruments

1. Research and Information Collecting Questionnaire ..................... 90

2. List of Questions for Interviewing the Vice Director of

Nursing Department ....................................................................... 95

3. The Result of the Vice Director of Nursing Department Interview 97

4. Preliminary Field Testing Questionnaire ....................................... 98

5. Field Testing Questionnaire ........................................................... 100

6. List of Questions for Interviewing the Nurses ............................... 103

7. The Result of the Nurses Interview................................................ 104

Appendix 3 : Syllabus and Lesson Plans ..................................................... 105

1. Syllabus............................................................................................ 105

2. Lesson Plans..................................................................................... 112

Appendix 4 : Materials’ Outline................................................................... 116

Appendix 5 : Integrated Listening and Speaking Materials Based on

Collaborative Learning for Nurses in Panti Rapih Hospital..... 122


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CHAPTER I

INTRODUCTION

This chapter provides the background information and the rationale for the

study. It also introduces and describes the nature and the content of the study.

A. Background of Study

One occupation that enables people to meet various people from various

backgrounds is as a nurse. The nurses working in hospitals always meet various

people including foreigners. As stated on www.gudegnet.com/Rumah-Sakit-Panti-

Rapih.html (2009), a hospital which is recommended to check the health by

people in Yogyakarta is Panti Rapih Hospital since people in Yogyakarta believe

that Panti Rapih Hospital is a good hospital. Hence, foreigners consider Panti

Rapih Hospital as the recommended hospital to help them to cure their illness and

to maintain their health. Nurses in Panti Rapih Hospital need to be able to

communicate with English because they are enquired to provide best services to

the foreigner patients.

Unfortunately, Fransiska Army who is a nurse in Panti Rapih Hospital

stated that most of the nurses in Panti Rapih Hospital found some difficulties in

speaking and comprehending to the foreigners. The nurses encounter some

difficulties to communicate with English. They can only utilize some sentences

that are regularly used in daily conversations such as ‘Good morning’, ‘What is

your name?’, ‘How are you?’, etc. In general, there are two major problems


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related to English. First, if foreigners come to ensure their health, the nurses

cannot comprehend what the foreigners want. The nurses just assume what the

foreigners imply from the foreigners’ gesture. Second, when they have recognized

what the foreigners imply, they encounter some difficulties to explain clearly what

the foreigners have to do.

Considering these problems, I concluded that it is important for the nurses

to be able to communicate fluently with foreigners. Comprehending the meanings

of English sentences and giving information needed using correct sentence

patterns are going to be the purpose of the designed material for nurses in Panti

Rapih Hospital.

Listening is important to master because the nurses should be able to

comprehend what the foreigners indicate and want. When the nurses serve or treat

the foreigners in the hospital, the nurses must comprehend the meanings uttered

by foreigners. The nurses surely do not want to acquire wrong information in

order to avoid misinterpretation. Understanding the utterances of the foreigners is

also the important thing in obtaining some information from the foreigners. They

should also master speaking skill in order to respond the foreigners and to convey

information correctly. Hence, I concluded that listening and speaking skill were

the skills they needed to acquire.

Before conducting this study, I have read some studies of other research

related to designing materials for nurses. In the first research on Designing a Set

of Integrated English Instructional Materials for the Second Semester Students of

Notokusumo Academy of Nursing written by RA. Marda Yuantika Haninggarjati


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(2003), she made integrated materials for nurses studying at the nursing academy.

Other researches which also focus on designing materials for academic nurses are

Yohanes Nanang Marjianto’s research (1999) on Designing a Set of English

Instructional Materials for the First Year Students of the Nursing Academy, Ella

Yuavita’s research (2006) on Designing a Set of Supplementary Reading

Materials for the Students of Panti Rapih Nursing Academy, and Pius Marmanta’s

research (2005) on Designing English Instructional Speaking Materials for

Bethesda Nursing Academy Students.

From the previous study, I found that there is no one who developed

English instructional materials for professional nurses and all researchers focus on

designing a set of instructional English materials for the students of nursing

academy. Beside the information above, I discovered that most theses do not

provide the materials that are important to master by nurses. Based on the

information obtained, I would like to develop English materials that are adjusted

to the nurses’ needs.

Mateus Sujarwa as the Vice Director of Nursing Department stated that

nurses in Panti Rapih Hospital need to master listening and speaking skill since

the nurses had to give best services to the patients and visitors including the

foreigners. He said that to be able to communicate well nurses in Panti Rapih

Hospital had to master the listening and speaking skill. The materials which are

going to develop are different from the materials for the nursing academy. He said

that the materials should give more practices in speaking English and in listening

to foreigners.


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Mateus Sujarwa also stated that writing and reading skill were not really

important to master. Writing skill is rarely used since the front desk officers have

organized any letters in English. When the nurses write the symptom, they will

write in Indonesian. If the patients ask, the nurses will explain orally. Reading

skill is not considered as one of the important skills to master since the nurses will

read everything in Indonesian. Even though the instructions of medical tools in

the hospital are written in English, the nurses in Panti Rapih Hospital have been

trained to use the tools.

In this study, I will design integrated listening and speaking materials since

the nurses need to understand what the foreigners indicate and what they want.

Moreover, the materials are purposed to make nurses fluent to communicate in

English. By having an ability to communicate in English, nurses in Panti Rapih

Hospital have given a good service to the foreigners. The method of learning used

in developing English material for nurses is collaborative learning since this

method provides the opportunity to practice English during the learning activities.

Collaborative learning is considered as the appropriate method since through this

method the nurses are asked to study together. Through group learning, the nurses

will easily comprehend the designed materials so that they achieve the learning

objectives easily. I hope the designed materials help the nurses to explore their

skills and learn more about English in health topics.

The nurses who become the subjects of this study are the nurses who work

in the hospital because they have to master English in order to avoid the


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misinterpretation between the nurses and the foreigners. These kinds of nurses

usually work in every department in the hospitals.

B. Research Limitation

Since the nurses have to master and to be fluent in English, I define the

problems on designing integrated listening and speaking materials based on the

principle of collaborative learning theory. The materials that will be designed are

the integrated listening and speaking materials and the method used is only

collaborative learning. The subjects are only nurses in Panti Rapih Hospital.

C. Problem Formulation

The problems that I want to examine are:

1. What is the appropriate design of the integrated listening and speaking

materials based on collaborative learning for nurses in Panti Rapih Hospital?

2. How does the designed material affect the nurses?

D. Research Objectives

The objectives of this study are

1. To design the appropriate design of the integrated listening and speaking

materials based on collaborative learning for nurses in Panti Rapih Hospital.

2. To find out how the design affects the nurses.


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E. Research Contribution

This research is expected to answer to the problems stated in the problem

formulation clearly. By designing materials for nurses, I want the teacher, the

course developers and the next researchers to have clear description and

explanation on how to develop materials. By designing these materials, nurses in

Panti Rapih Hospital are expected to be able to speak English and also to be able

to give responses to the people who speak English.

F. Definition of Terms

In the definition of terms, there are some explanations of several terms

used in the research. I hope the readers will understand some terms that are used

in this research so that they will understand what I mean.

1. Integrated Materials

Integrated materials are the materials that are made by combining

grammar, vocabulary and two skills such as speaking and listening. In this study, I

will combine two skills that are very important to master. Even though I will only

focus on two skills, in this study there will be more than two skills applied in the

learning activities in order to achieve the objectives. It reflects what happen in a

real world where interactions involve multiple skills. Due to the principle of

integrated materials, the content of the material will influence the decisions on

selecting and sequencing skills.


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2. Collaborative Learning

According to Wiersema (2000), collaborative learning means the process

of learning together within community of individual learners such as students and

students, students and teachers, or even teachers and students who are teaching

each other.

Smith (1992) stated that collaborative learning is an umbrella term for a

variety of educational approaches involving joint intellectual effort by students, or

students and teachers together. Usually, students are working in groups of two or

more, mutually searching for understanding, solutions, or meanings, or creating a

product. Collaborative learning activities vary widely, but most centre on

students’ exploration or application of the course material, not simply the

teacher’s presentation or explication of it.

3. Nurses

There are several types of nurses that are usually divided into several types

of groups depending on where they work. In this study, the nurses who are the

objects of the study are working in the hospital. Hospital nurses, the largest group,

are staff nurses who provide bedside nursing care and carry out the medical

regimen prescribed by physicians. They also supervise licensed practical nurses

and aides. Hospital nurses are typically assigned to one area such as surgery,

maternity, pediatrics, emergency, ICU, or oncology, but they sometimes rotate

among departments.


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CHAPTER II

REVIEW OF LITERATURE

Before designing materials for nurses in hospital, I need to know some

theories related to the topic of this study. This chapter provides the explanations

of the steps or terms used in this study such as the instructional design, the field

that the study deals with (English for Specific Purposes/ESP), the learner

characteristics (especially nurses) and the method used in designing the materials

(collaborative learning).

A. Theoretical Description

1. Instructional Design

a. Meanings of Instructional Design

Instructional design is the systematic process of translating general

principles of learning and instruction into plans for instructional materials and

learning approach and procedure that can be applied (Smith and Ragan, 1993).

Berger and Cam (1996) said that there are seven meanings of instructional

design. They are

a) Instructional design as a process is the systematic development of instructional

specifications using learning and instructional theory to ensure the quality of

instruction. It is the entire process of analysis of learning needs and goals and

the development of a delivery system to meet those needs. It includes


9

development of instructional materials and activities; and tryout and

evaluation of all instruction and learner activities.

b) Instructional design as a discipline that branch of knowledge concerned with

research and theory about instructional strategies and the process for

developing and implementing those strategies.

c) Instructional design as a science is the science of creating detailed

specifications for the development, implementation, evaluation, and

maintenance of situations that facilitate the learning of both large and small

units of subject matter at all levels of complexity.

d) Instructional design as reality is the design that can start at any point in the

design process. Often a glimmer of an idea is developed to give the core of an

instruction situation. By the time the entire process is done the designer looks

back and her or him checks to see that all parts of the "science" have been

taken into account. Then the entire process is written up as if it occurred in a

systematic fashion.

e) Instructional system is an arrangement of resources and procedures to promote

learning. Instructional design is the systematic process of developing

instructional systems and instructional development is the process of

implementing the system or plan.

f) Instructional technology is the systemic and systematic application of

strategies and techniques derived from behavioural, cognitive, and

constructivist theories to the solution of instructional problems.

g) Instructional development is the process of implementing the design plans.


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b. Kemp’s Instructional Design Model

There should be a procedure when teachers or designers are designing

materials for the learners. Kemp (1977) wrote that instructional technology is a

procedure that is applied to instructional planning. It means the systematic design

of instruction, based on knowledge of the learning process and on

communications theory, taking into consideration as many factors and variables of

the particular situation as possible, so that successful learning will result (Kemp,

1977: 7).

Kemp (1977) also propose some procedures defined as instructional design

in order to help the designers, the material developers, or the teachers in

considering materials while making materials and doing learning and teaching

process. There are eight steps in instructional design.

1) Determining the Goals, Topics, and General Purposes

It is important for teachers, designers, and material developers in

determining instructional design to consider the goals of the system, list the

topics, and state the general purposes for teaching each topic.

2) Identifying Learners’ Characteristics

The designers enumerate the important characteristics of the learners for

whom the instruction is to be signed. Recognizing the learners’ characteristics is

important since the teachers, the designers, and the material developers are able to

identify the learners’ capabilities, needs, and interests.

When designing the material design, it is important to elaborate the learner

characteristics in order to compose ideal material designs. Kemp (1977: 19)


11

propose the learners’ characteristics that the designers, the material developers, or

the teachers need to know. The learners’ characteristics which are needed to

obtain are the academic factors and the social factors. The factors included in the

academic factors are number of students, academic background, level of

intelligence, study habits, motivation for studying the subject, and expectation of

the course. The social factors consist of age, special talents, and relations among

learners.

3) Specifying Learning Objectives

Learning requires active effort by the learners. Hence, the learning

objectives must be stated in terms of activities that will best promote learning

(Kemp, 1977: 23). Good teachers have always to state the learning objectives of

the instructional design to the learners. Realizing the learning objectives make the

learners aware of the achievement of the instructional design.

4) Listing Subject Content

The subject content specified must relate to the objectives and to the

learners’ need (Kemp, 1977: 43). The subject content comprises the selection and

organizing of the specific knowledge (facts and information), skills, and

attitudinal factors of any topic.

5) Pre-assessment

This step aims to know the background knowledge of the students’ on the

topics. Teachers or designers develop pre-assessments to determine the students’

background and present level of knowledge about the topic.


12

6) Selecting Teaching Learning Activities and Instructional Resources

The teachers select teaching/learning activities and instructional resources

that will treat the subject content so students will accomplish the objectives. The

teachers could adjust the materials and methods that support the creation of an

effective and efficient teaching learning process (Kemp, 1977: 55).

7) Coordinating Support Service

The support services include funds, facilities, equipment, and personel

whose time must be scheduled for participation in the instructional plan (Kemp,

1977: 84). The designers provide the instrument of teaching/learning and

coordinate such support service as instrument to convey the learning materials.

8) Conducting Evaluation

The objectives indicate what the evaluation should be. By stating the

objectives clearly, you have assured measuring directly what you are teaching

(kemp, 1977: 91). The teachers evaluate students’ learning to make sure whether

the learning objective has been achieved or not.

The instructional design model is a flexible process. There is

interdependence among eight steps explained above. The designers can start with

whichever step and move to the other steps (Kemp, 1977: 9). The steps described

in the figure 2.1 illustrate that there are eight parts or steps that can affect each

other. The broken lines in the figure indicate the revisions of elements made

necessary by evaluation data gathered on learners’ accomplishment o objectives.

Here is the figure that describes the relationship of each step in the plan to the

other steps.


13

Goals, Topics,

and General Purposes

Evaluation Learner

Characteristics

Support Learning Services REVISE Objectives

Teaching

Learning Subject Activities, Content Resources

Pre-Assessment

Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977: 9)

Kemp (1977: 59) also propose ten principles of the learning process to be

followed. The ten principles are

a) Pre-learning preparation

The students should have prepared the material they are going to discuss in

class.

b) Motivation

They should have motivation and if they haven’t, the teacher should

motivate them before or during the teaching-learning process. Students’ interests

can be maintained by providing a variety of learning experiences.


14

c) Individual differences

The students learn at various rates and within a class or group. Therefore,

learning experiences should be designed so that students may proceed at their own

paces and possibly on their own levels of ability, using materials that are most

appropriate for them.

d) Instructional conditions

Making clear objectives and sequences learning activity can help the

learners to be successful learners. Students can acquire more information and

retain it longer when they have meaningful objectives and the objectives that are

systematically organized. It means that content should be organized sequentially

from simple to complex.

e) Active participation

Learning must be performed by the students and not by the teacher. A

teacher organizes and makes materials for students.

f) Successful achievement

As students find out they are successful, they experience satisfaction that

motivates them to continue their efforts.

g) Knowledge of results

Motivation of learning can be raised by giving the result during the lesson.

When the results are positive, students are reinforced for continued effort.


15

h) Practice

Closely associated with success and the knowledge of results is need to

provide opportunities for students to use their newly acquired knowledge and

skills in many situations.

i) Rate of presenting material

The rate ad amount of material to be learned at any one time or in any one

lesson must be related to the complexity and difficulty of the material in terms of

the abilities of students.

j) Instructor’s attitude

A positive attitude on the parts of the teacher and any assistant can

influence the attitudes of students toward the acceptance of new instructional

procedures.

By considering the ten principles of learning process, the designers, the

material developers, or the teachers start to develop the instructional design.

2. English for Specific Purposes

It is needed to know in what subject or field our thesis is made. Hence, I

provide some theories related to ESP, the meaning of ESP, the categories, the

material development, the syllabus design and the material development.

a. ESP Definition

According to Hutchinson and Waters (1994), English for specific purpose

(ESP) is an approach to language teaching which aims to meet needs of particular


16

learner. It means that an ESP teacher should make materials depend on what the

students need.

Besides the meaning above, Hutchinson and Waters (1994) show what

ESP is not. First, ESP is not a matter of teaching ‘specialised varieties’ of English.

Second, ESP is not just a matter of science words and grammar for scientists. The

last one, ESP is not different from any other language teaching that should be

based on the principles of effective and efficient learning.

b. ESP Categories

Hutchinson and Waters (1994) wrote that in language teaching, there is a

relation between English language teaching (ELT) and ESP. ESP is one branch of

English as a Foreign Language (EFL). Beside ESP, EFL has another branch that is

General English (GE) which is usually studied for exam purposes. However, EFL

is one of the English language teaching (ELT) branches and the other branches are

English as mother tongue (EMT) and English as a second language (ESL). For

making it clear, Hutchinson and Waters (1994: 17) drew the English language

teaching (ELT) diagram bellow.

Figure 2.2 The ELT Diagram (Hutchinson and Waters, 1994: 17)

ELT

EMT EFL ESL

ESP GE


17

In Hutchinson and Waters’ book titled English for Specific Purposes, they

were explained that ESP itself has some branches; they are English for Science

and Technology (EST), English for Business and Economics (EBE), and English

for Social Science (ESS). Hutchinson and Waters (1994) also said that every

branch can be divided into two branches called English for academic purposes

(EAP) and English for occupational purposes (EOP). The EAP of EST is English

for medical studies (EMS) and the EOP of EST is English for techniques

(E.Tech.). The EAP of EBE is English for economics (EE) and the EOP of EBE is

English for Secretaries (ES). The last one is ESS, the EAP of it is for psychology

(EP) and the EOP of it is English for teaching (ET).

Hence, there is a diagram that describe about English for specific purposes

that was written by Hutchinson and Waters (1994: 17). From this diagram, you

can see the relation between ESP and the branches of ESP.

Figure 2.3 The ESP Diagram (Hutchinson and Waters, 1994: 17)

c. ESP Material Development

The teacher of ESP should be creative to make materials because

sometimes, there are no course books to be followed. Hutchinson and Waters

ESP

EST EBE ESS

EAP EOP EAP EOP EAP EOP

EMS E.Tech. EE ES EP ET


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(1994) wrote that designing material is a matter of asking questions in order to

provide a reasoned basis for the subsequent process of syllabus design, material

writing, classroom teaching and evaluation.

To know all reasons, we need to ask some questions that can be answered

by conducting research. In English for Specific Purposes written by Hutchinson

and Waters (1994), we can see the diagram that describes the basic questions

before we design ESP material.

WHAT? HOW? Language Learning Description Theories SY ME

LL THO A DOLO BUS GY

E S P course

nature of parti cular target & learning situation

WHO? WHY?

WHEN? WHERE?

Needs analysis

Figure 2.4 Factors Affecting ESP Course Design (Hutchinson and Waters, 1994: 22)


19

The diagram above shows that there are three main headings shown some

questions: language description, theories of learning and need analysis. In

language description, there is written ‘what?’. It means that we can formulate

some questions related to language description using ‘what questions’ such as

what the student needs to learn, what aspects of language will be needed and how

they will be described, what level proficiency must be achieved and what topics

areas will need to be covered. Then, those questions will help the teachers to

develop a syllabus.

However, in the learning theories part, we can see a word question ‘how?’

that includes some questions which can help teachers in designing method used in

teaching/learning process. The questions are how the learning will be achieved,

what learning theory will underline the course and what kind of methodology will

be employed.

In the last parts of the basic questions is need analysis that consists of four

word questions: who, why, where and when. Those four questions can be

developed into several questions: why the student needs to learn, who is going to

be involved in the process, where the learning process takes place is, when the

learning to take place is, how much time is available and how it will be

distributed.

3. Collaborative Learning

Collaborative learning is a method of learning used in developing materials

in this study. This part explains what collaborative learning is. I provided the


20

definition of collaborative learning, the techniques used in collaborative learning,

and the practical teaching based on of collaborative learning.

a. Definition

According Wiersema (2000), collaborative learning is not merely a series

of teaching techniques. Collaboration means the process of learning together

within community of individual learners such as students and students, students

and teachers, or even teachers and students who are teaching each other.

According to Imel (1991), collaborative learning assumes that knowledge is

socially rather than individually and constructed by communities and that the

shaping and the testing of ideas are a process in which anyone can participate.

Smith (1992) also stated that collaborative learning is an umbrella term for

a variety of educational approaches involving joint intellectual effort by students,

or students and teachers together. Usually, students are working in groups of two

or more, mutually searching for understanding, solutions, or meanings, or creating

a product. Collaborative learning activities vary widely, but most centre on

students’ exploration or application of the course material, not simply the

teacher’s presentation or explication of it.

b. Characteristics of Collaborative Learning

In this study, collaborative learning is seen as a teaching/learning

techniques method. Since it is a teaching/learning method, collaborative learning

has at least four general characteristics (Imel, 1991). They are:

a) Shared knowledge among teachers and students


21

Knowledge is created, not transferred. Knowledge is located in the

community rather than in individual.

b) Shared authority among teachers and students

The hierarchy between the teacher and the learner is eliminated.

c) Teachers as mediations

A successful mediation helps students connects new information to their

experiences and to learning areas and also helps students how to learn and figure

out to do.

d) Heterogeneous grouping of students

Background, learning experiences and perspectives are examples of

differences happened in a classroom. Through these differences, students will

have more knowledge and they will learn from multiple context.

Theroux (2004) also wrote some characteristics of collaborative learning as

follows:

a) Collaborative learning is a student centred environment. Power and

responsibility are primarily student centred.

b) Students are in control of their own learning. The students are the decision

makers. Students evaluate, make decisions and are responsible for their own

learning.

c) The teacher is a facilitator and guide.

d) Learning may be co-operative, collaborative or independent.

e) Students work together to reach a common goal.

f) Students willingly help each other sharing/exchanging skills and ideas.


22

g) The way information is processed and used is most important.

h) Students master knowledge by constructing it. Content is learned in a relevant

context.

Beside some characteristics suggested by Theroux (2004), Ronkowski

(1998) said that collaborative learning also has six strengths. They are:

a) Collaborative learning can provide students with the opportunity to think for

themselves

b) Students and teachers can compare their thinking with others

c) Students can conduct research project

d) They can investigate subject matter with fellow students

e) They can practice using higher level cognitive skills

f) This method can provide activities that encourage students to think logically

based on their own beliefs

c. Learning Based on Collaborative Learning

Panitz (1996) suggests that collaborative learning as a method of teaching

in a classroom is appropriate for adult learners since this method is more student

centred method. The learners have to be active either inside of the class or outside

of the class.

According to the characteristics of collaborative learning explained above,

the teacher acts mediator in the class. A successful mediator helps students

connects new information to their experiences and to learning areas and also helps

students how to learn and figure out to do. With contextual materials, the learners

will get some new information in health or medical terms. They may use the


23

information or the knowledge for further needs related to their job. They may also

use it to enrich their knowledge of a sickness.

Since the learners are active in or outside the class, they have to work in

group to make it easy. They can help each other, so the purpose of learning can be

achieved. In this part, we can see that the learners are allowed to explore their own

idea. They get opportunity to think by themselves. Learning outside the class will

help them to learn better inside the class. They will be motivated by their friends.

The performance in the class will also be better. It encourages the learners’

motivation.

d. Group Work Techniques

Learning through learning together in a group is not merely learning in a

group discussing some issues or topics in the group. There are some types of

group learning that can bring a maximum result if the technique is implemented in

an effective way. They are

1) Role-play

Nunan (2003: 57) stated that role-play is an excellent activity for speaking

in the relatively safe environment of the classroom. Role-play gives learners

practice speaking in the target language before they must do so in a real

environment. In the role play, students are given particular roles in the target

language.

2) Simulation


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According to Nunan (2003: 57), simulation is more elaborate than role-

play. In a simulation, props and document provide a realistic environment for

language practice.

3) Discussion

Discussion involves opportunities for students to express their own

opinion about topics (Nunan, 2003:210).

4) Jigsaw

Jigsaw is one of the variations of information gap. Jigsaw activities are a

bidirectional or multidirectional information gap (Nunan, 2003:56). Each person

in a pair or group has some information the other persons need. The learners must

use the target language to share the information.

5) Pair and group work

Pair and group work are a hallmark of the communicative classroom

(Nunan, 2003:209). In pair or group work, the teacher first present the task, then

divides students and sets a time limit for completion of the task. Pair and group

work culminate in a reporting stage, with students from each group sharing their

ideas or solutions with the rest of the class.

4. Theory of Listening

Listening is an important skill. Learners should acquire this skill in order

to achieve successful communication. Listening provides the perfect opportunity

to enable learners to acquire good speaking habits as a result of the spoken

English they absorb and to help the learners to improve their own pronunciation


25

(Harmer, 2001: 228). Hence, it is important to comprehend the elements of

listening.

a. The Nature of Listening

Listening is defined as a receptive skill. Listening requires people to

receive and understand information come. Since listening is a receptive skill,

learners can listen to and understand things at a higher level than people can

produce. Hence, people usually assume listening as a passive skill. Unfortunately,

this assumption is not true. In fact, listening is very active. When people listen,

they not only process what they hear but also connect it to other information they

already know. They are “creating meaning” in their own minds by combining

what they hear with their own ideas and experiences (Nunan, 2003: 24).

b. Listening Process

There are two kinds of listening processes to comprehend the oral text.

They are bottom up and top down processes. Bottom up processing is the use of

incoming data as a source of information about the meaning of the message. The

listeners grasp the information they hear such as sounds, words, clauses, and

sentence so that they obtain the meanings. The top down processing is the use of

background knowledge in understanding the meaning of the message. The

listeners use their prior knowledge about some topics, situations, characters,

places, or events to catch the meaning of what they hear (Nunan, 2003: 26-27).

Nunan (2003: 28) points out that to be successful in listening does not

merely depend on one of the listening processing stated above. By combining


26

these kinds of processing, the learners can recognize the words and sentences they

hear and they can crate situations in their minds.

c. Principles in Developing the English Listening Materials

According to Rivers (1980: 18), in developing the instructional listening

materials, there are some principles to consider. These principles are as follows:

1) Listening materials should fit to the learners’ level proficiency. The materials

should be relevant to the learners’ background knowledge of the language and

the learners’ level of competence.

2) Listening materials should be as natural as the situation in the real life

communication. This means that the learners need materials which could be

practiced in real life communication.

3) It is necessary to think about the sounding of the speech and its effects to the

learners’ ability to comprehend the message.

4) Teachers should consider the length of the recordings to be presented to the

students.

Besides considering the principles of developing the materials, it is also

important to take into account the basic framework of designing a listening skills

lesson. According to Peachey (2002: 3-6), the basic framework to construct a

listening skill lesson can be divided into three stages.

1) Pre-listening

It is the stage during which teachers help students to prepare to listen.

There are certain goals that should be achieved before students attempt to listen to

any text. There are motivation contextualization, and preparation.


27

2) While-listening

It is the stage during which teachers help to focus students’ attention on the

listening text and guide the development of students’ understanding of the text.

Listening to a foreign language is a very intensive and challenging activity.

Therefore, it is important to give the students ‘breathing’ or ‘thinking’ space

between listening. It can be done through giving the students chances to compare

their answers with their peers before they listen again. By doing so, they can have

a chance not only to have some break from the listening, but also to check their

understanding with their peers and reconsider before listening again.

3) Post listening

It is the stage that aims to help the students integrate what they have

learned from the text into their existing knowledge. There are two common forms

that post-listening tasks can take. These are reaction to the content of the text and

analysis of the linguistic features of the text. Besides, it is also necessary to

provide the students with the activities to review the overall lesson.

5. Theory of Speaking

Speaking needs to master since people convey meanings verbally by

speaking. Through speaking people are able to utter what they want and mean

verbally. It is important to master speaking skill since a successful communication

happens when people can convey their meanings to others.


28

a. The Nature of Speaking

Speaking is a one of the productive skills instead writing. Speaking is

stated as a productive skill since speaking consists of producing systematic verbal

utterances to convey meaning. Although speaking is totally natural, speaking in a

language other than our own is anything but simple. For many years, teaching

speaking involved providing students with the components of the language, in

hopes that they would eventually put them all together and speak. Unfortunately,

actual conversations didn’t sound like the textbook dialogues (Nunan, 2001: 48).

b. Principles for Teaching Speaking

It is important for teachers to comprehend the principles for teaching

speaking in order to achieve the learning objectives successfully. There are five

principles of teaching speaking that should be considered.

1) Be aware of the differences between second language and foreign language

context

2) give students practice with both fluency and accuracy

3) Provide opportunities for students to talk by using group work or pair work,

and limiting teacher talk

4) Plan speaking tasks that involve negotiation for meaning

5) Design classroom activities that involve guidance and practice in both

transactional and interactional speaking


29

6. Learner Characteristics

According to Oxford Advance Learner’s Dictionary, a nurse is a person

who trained to help a doctor to look after sick or injured people. There are six

nurse characteristics that are written in www.bls.gov. The characteristics are

a) Nurses give people medicine and emotional support to patients and their

families, treat wounds, ask patients about their symptoms and keep detailed

records, watch for signs that people are sick, and help doctors examine and

treat patients.

b) Nurses help people to give tests to find out why people are sick. Some also do

lab work to get test results.

c) In hospitals or laboratories, nurses teach people how to take care of

themselves and their families.

d) Some nurses teach people about diet and exercise and how to follow doctors'

instructions.

e) Many nurses work in doctors' offices. They help with medical tests, give

medicines, and dress wounds. Some also do lab and office work.

f) Many nurses spend a lot of time walking and curing for people who have

diseases that they can catch too the sick so they have to be careful in order to

stay safe.

Being a nurse who works in hospitals, laboratories, or offices should have

been an adult because they have to be able to cure people. According to Hamer

(2001) adult language learners have special characteristics:

a) They have a whole range of life experiences to draw on.


30

b) They have expectations about the learning process, and may already have their

own set patterns of learning.

c) Most adults tend to be more disciplined than some teenagers and they are

often prepared to struggle on despite boredom.

d) They come to class with a various experiences so that the teacher can make

various activities with them.

e) Unlike young children and teenagers, they have a clear understanding of why

they learn and what the objectives are.

Harmer (2001) also wrote that a good teacher should consider those five

characteristics when he is teaching adults. Besides involving his students in

indirect learning through reading, listening, and communicative speaking and

writing, the teacher should also allow the students to use their intellects to learn

consciously where this is appropriate. A teacher of adult language learners should

encourage the students to use their own life experience in the learning process.

Nurses generally fall into several main groups, depending on where they

work: in hospitals, in private practice, in private homes, etc. Hospital nurses, the

largest group, are staff nurses who provide bedside nursing care and carry out the

medical regimen prescribed by physicians. They also supervise licensed practical

nurses and aides. Hospital nurses are typically assigned to one area such as

surgery, maternity, pediatrics, emergency, ICU, or oncology, but they sometimes

rotate among departments.


31

B. Theoretical Framework

The study deals with designing the appropriate design of the integrated

listening and speaking materials based on collaborative learning for nurses in

Panti Rapih Hospital. To answer two problems stated in the problem formulation,

I employed the adaptation of Kemp’s instructional design model as the realization

of Educational Research and Development (R&D) method.

1. Identifying Learners’ Characteristics

In this step, I identify the important characteristics of the learners in order

to obtained data for specifying the learning objectives. It is important to elaborate

the learner characteristics in order to compose ideal material designs.

2. Determining the Goals, Topics, and General Purposes

I consider the goals of the system, list the topics, and state the general

purposes for teaching each topic. The learners’ characteristics are used as the

basic data in formulating the goals and general purposes. The term standard

competence is used to refer to the goals of the whole instruction. Selecting topics

were performed after determining the goals so that the topics chosen were

appropriate for the learners. The general purposes are developed after specifying

the standard competence. Basic competence is used to refer to the general

purposes of the designed materials.


32

3. Specifying Learning Objectives

After determining the general purposes, I specify the learning objectives. It

should be done in order to achieve certain students’ measurable performances.

The specified learning objectives are also known as learning indicators. Learning

indicators are the performances the students should be able to demonstrate in

order to be categorized as successful in achieving the general purposes.

4. Listing Subject Content

According to Kemp (1977:45), the aim of listing subject content are

selection and organizing of the specific knowledge (facts and information), skills,

and attitudinal factors of any topic. The objectives of the course and the selected

topics are considered in the selection and organization of subject contents.

5. Selecting Teaching Learning Activities and Instructional Resources

I select teaching/learning activities and instructional resources that will

treat the subject content so students will accomplish the objectives. I adjust the

materials and methods that support the creation of an effective and efficient

teaching learning process (Kemp, 1977:55).

6. Coordinating Support Service

I prepare the support services of the study. It includes funds, facilities, and

equipment to develop the materials. I provide the instrument of teaching/learning

and coordinate the instrument to convey the learning materials.


33

7. Conducting Evaluation

The evaluation is carried out after the materials designed. The evaluation is

needed to revise the designed material so that the designed materials become the

appropriate design. The respondent of the preliminary field testing evaluate the

materials before the classroom implementation begins. The evaluation is not only

done in the preliminary field testing but also done after classroom

implementation.

The learners will answer the answers of the questionnaires. They will

evaluate the material and the teaching learning techniques used in the class.

8. Revising the Designed Materials

According to Kemp’s instructional design model, some revision is needed

to improve the designed materials. In this step, I revise the designed materials

based on the respondents’ suggestions and criticism obtained from the evaluation

step. It should also be noted that the revisions can actually occur in every step so

that I could monitor the design and confirm whether the design is already

appropriate or not.


34

Determining the goals, topics, and general purposes

Specifying learning objectives

Listing Subject Content

Coordinating Support Service

Materials Evaluation

Identifying learners’ characteristics Research and information

collecting

Developing preliminary material design

Preliminary field testing

Main product revision

Main field testing Selecting Teaching Learning Activities and instructional

resources

Steps of the R & D and steps of Kemp’s instructional design

The line of the relation of R & D and Kemp’s instructional design step The feedback line

Figure 2.6 The Relationship of R&D and Kemps’ Instructional Design Step


35

CHAPTER III

METHODOLOGY

In this chapter, I present the research method used in the study, the

participants, the instruments, the data gathering techniques, the data analysis

technique, and the research procedures of this study.

A. Research Method

According to Borg & Gall (1983), educational research and development

(R&D) is a process to develop and validate educational products. The term

product in this matter does not only mean a material object such as a book, a

handout or a film, but a product can also refer to established procedures and

processes such as a method of teaching or a method for organizing instruction.

Hence, I decided to use R & D in conducting the research because the aim

was to develop materials for nurses in Panti Rapih Hospital. R & D could also

help me to answer the problems which were what the appropriate design of the

integrated listening and speaking materials based on collaborative learning for

nurses in Panti Rapih Hospital was and how the design affected the nurses.

There are some steps adapted from R & D

a. Research and information collecting

In this step I conducted review of literature, need analysis, defined the

skills and stated the objectives determining the course sequence.


36

b. Develop preliminary material design

The second step was to prepare the instructional materials and handbooks.

The materials were collected based on the data obtained from the need analysis. I

interpreted and made conclusions on the materials and skills that the learners have

to develop. After interpreting the data, I started to design the materials. In this

step, I also chose teaching techniques that were appropriate for the learners.

c. Preliminary field testing

This was the third step of the study. In this third step, I used questionnaire

given to the Vice Director of Nursing Department in order to know whether my

materials were appropriate for nurses in Panti Rapih Hospital or not and to know

whether my materials can be implemented in Panti Rapih Hospital or not.

d. Main product revision

After conducting the preliminary field testing, I used the results of the

evaluation to revise the materials before the implementation.

e. Main field testing

Main field testing was the step of classroom implementation of the

designed materials. It was conducted in Panti Rapih Hospital. The purpose of this

step was to find out how the design affected the nurses.

B. Research Participants

The subjects who were involved in this study were

1. The participants in the research and information collecting step were 30

nurses in the Panti Rapih Hospital and the Vice Director of Nursing


37

Department. The nurses ranged from 23 to 41years old. These nurses were

the participants of the need analysis. Hence, the research used purposive

sampling, especially homogeneous sampling, to choose the subjects.

According to Ary, Jacobs, and Razavieh (2002: 429), typical case sampling

selects units that are considered homogeneous in attitudes, experiences, and so

on.

In conducting need analysis, I also interviewed the Vice Director of Nursing

Department in order to know the real condition of the nurses that could not be

asked in the questionnaires.

2. The participant in the preliminary field testing step was the Vice Director of

Nursing Department who knew what the nurses of Panti Rapih Hospital

needed to learn more in English and also what method which was appropriate

for them. The purpose of this step was to know whether my materials were

appropriate for the nurses in Panti Rapih Hospital or not and to know whether

my materials were able to be implemented in Panti Rapih Hospital or not.

3. The participants in main field testing were 11 nurses of Panti Rapih Hospitals.

There were three nurses who I interviewed. These nurses consisted of the

most active, the most passive and the ordinary learner. I knew the

characteristics of these nurses from the teaching and learning process in the

class. These interviews were used to obtain some information on how the

materials affected the nurses.


38

C. Instruments

This study used two instruments. They were interview and questionnaire. I

used questionnaire as one of the instruments because I wanted to tap into the

knowledge, opinions, ideas and experiences of the learners (nurses). In the

questionnaire, the questions were set out in a very systematic way, and the

questionnaire was answered by reading the questions, and then ticking responses,

or writing short answers.

Ary (1979: 175) said that there are two types of questionnaire which are

close form and open form. In this study, I distributed questionnaires which

combined these two types of questionnaires. The uses of each instrument were

explained bellow.

1. Instrument for the research and information collecting

The instruments used to conduct the need analysis were both

questionnaire and interview. The questionnaire was distributed to 30 nurses

from various divisions. The interview was used in need analysis because I needed

to know the real condition of the nurses that could not be asked in the

questionnaires. The questions were about the activities that nurses did in the

hospital, the situation in the hospital, and the English skill required by the nurses

in Panti Rapih Hospital.

2. Instrument for preliminary field testing

Questionnaire was distributed after the materials were designed. This

questionnaire was given to the Vice Director of Nursing Department who had

clear description of the situation in Panti Rapih Hospital, so he could define


39

whether the materials were appropriate for nurses in Panti Rapih Hospital or not

and whether the materials were able to be implemented in Panti Rapih Hospital or

not.

3. Instrument for main field testing

In this step, I used questionnaire and interview. I distributed

questionnaire to the nurses in order to obtain feedback from them. I didn’t only

use the feedback to know how the materials affected on them but also to revise the

materials. I also interviewed three nurses in order to get suggestions. These nurses

consisted of the cleverest, the most passive and the ordinary student. These

interviews were used to obtain some detail information on how the materials

affected them.

D. Data Gathering Techniques

The techniques were explained based on the steps used in this research as

follow:

1. The Data gathering techniques for research and information collecting

The questionnaire was distributed to 30 nurses from 17 different

departments. Each department got 1 to 3 questionnaires. I distributed them to 17

different departments because I wanted the nurses who answered the

questionnaire became the subjects of the next step which was the main field

testing. Since I only gave one questionnaire to one division, it would be easy for

the nurses to arrange the schedule for the main field testing. They answered

several questions about the materials and skills that they needed to study.


40

I interviewed the Vice Director of Nursing Department after distributing

the questionnaire so that I could ask some questions that were not asked or stated

in the questionnaire. I conducted the interview in Panti Rapih Hospital. The

questions were about the activities that nurses did in the hospital, the situation in

the hospital, and the English skills required by the nurses in the Panti Rapih

Hospital.

2. The Data gathering technique for preliminary field testing

In the preliminary field testing, I distributed a questionnaire to the Vice

Director of Nursing Department who had clear description of the situation in Panti

Rapih Hospital. The aim of this step were to know whether the materials were

appropriate for nurses in Panti Rapih Hospital or not, whether the materials were

able to be implemented in Panti Rapih Hospital or not, and also asking for

suggestions and feedback. The suggestions were to revise the materials in order to

make it as appropriate as possible for the learners.

3. The Data gathering techniques for main field testing

After revising the materials, I implemented the materials in Panti Rapih

Hospital. I implemented one unit/chapter of the materials. There were two

meetings that were used to implement the materials. In the last meeting, I gave

questionnaires to the nurses in order to obtain feedback from them. Besides

questionnaires, I also conducted an interview in order to obtain suggestions. There

were three nurses who were interviewed. They consisted of the cleverest, the most

passive and the ordinary students. I recognized the characteristics of these nurses


41

from the teaching and learning process in the class. These interviews were used to

obtain some information on how the materials give affected them.

E. Data Analysis Technique

After I collected the data from the questionnaire, I knew that all of the

answers were actually the learners’ need. From the questionnaire, I interpreted and

concluded on the materials and skills which the learners had to develop and also

considered what the most appropriate teaching techniques of the English materials

were. After that, I started to design the materials in an attractive form.

The data in the form of percentage were described and explained in the

discussion part. After making a table and converting the data into percentage, I

analyzed the results and explained all of the results in table form. This explanation

was considered as the need analysis description.

F. Research Procedure

Since the research aimed to design the appropriate design of the integrated

listening and speaking materials based on collaborative learning for nurses in

Panti Rapih Hospital and to find out how the design affects the nurses, the

research was done in six steps. The six steps of conducting this research were:

1. Research and information collecting

a. I sent the research proposal to Panti Rapih Hospital.

b. I searched for the theory of ESP and instructional design in the library.

c. I made questionnaires for obtaining learners’ characteristics and needs.


42

d. I conducted need analysis by distributing the questionnaires and doing the

interview.

2. Develop preliminary material design

a. From the interview and the questionnaires, I interpreted the data obtained

and made conclusions on the materials and skills.

b. I identified the goals, topics, and general purposes.

c. I specified the learning objectives.

d. I developed the materials adjusted to the learners’ characteristics and

needs. In this step, I also listed subject content and selected the teaching

learning activities.

3. Preliminary field testing

I distributed a questionnaire to the Vice Director of Nursing Department in

order to get the suggestions or evaluations from the Vice Director of Nursing

Department.

4. Main product revision

a. After obtaining the data for conducting the revision, I analysed the data.

b. I revised the designed materials based on the data obtained.

5. Main field testing

a. I implemented one of the design materials to the nurses in Panti Rapih

Hospital.

b. In the last meeting, I distributed questionnaires to the nurses in order to

obtain data of the material’s effects to the nurses.

c. I conducted interviews in order to obtain suggestions.


43

6. Materials Evaluation

a. Using the data obtained, I revised the designed materials so that the

materials became the appropriate materials.

b. I ask for suggestions to the thesis sponsor.

c. Based on the suggestions proposed by the sponsor, I revised the materials.


44

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

Through this chapter, I would like to present the findings and discussions

of the integrated listening and speaking materials based on collaborative learning

for nurses in Panti Rapih Hospital. This chapter answers two questions stated in

the problem formulation. Dealing with these questions, this chapter is divided into

two main parts. The first part is the discussions on the appropriate design of the


nurses in Panti Rapih Hospital. Another part is the discussion on the effects of the

designed materials on nurses in Panti Rapih Hospital.

A. The Appropriate Design of The Integrated Listening and Speaking

Materials Based on Collaborative Learning for Nurses in Panti Rapih

Hospital

The title of this study is The Integrated Listening and Speaking Materials

Based on Collaborative Learning for Nurses in Panti Rapih Hospital. Besides

designing integrated listening and speaking materials based on collaborative

learning, this study will present and implement the materials for nurses in Panti

Rapih Hospital. The listening materials were the materials obtained from

monologue and/or conversations in everyday communications. The listening

passage was about the recent topics related to the health problems.


45

The materials were expected to help the learners to listen, speak, and

comprehend English vocabulary, phrases and expressions which were used in

their profession as a nurse. It was important to design listening and speaking

materials which could encourage and help the learners to communicate well in

English. This study not only concerned with designing integrated listening and

speaking materials but also implementing the materials for obtaining information

of how the design affects the nurses in Panti Rapih Hospital. Hence, it could be

defined that the materials designed were ideal based on the data gathered.

This section answers the first question which deals with the appropriate

design of the integrated listening and speaking materials based on collaborative

learning for nurses in Panti Rapih Hospital. The appropriate design of the


nurses in Panti Rapih Hospital materials was the design which was carried out

based on data obtained through a research. Since the learners of this study are the

nurses of Panti Rapih Hospital, the design should be suitable and relevant with the

nurses’ conditions and needs in Panti Rapih Hospital. The topics of the materials

should be around health problems, health issues, and medical terms or problems.

Variety tasks, activities, and recent materials should be prepared so that the

learners will not get bored easily. The activities were carried out inside and

outside the class since the teaching/learning technique methods used in this study

is the collaborative learning.

Collaborative learning allowed the students to study individually or in

group inside and outside the class. It is believed that this method will help adult


46

learners to study more about the topics, to explore their skill and knowledge, and

to make the adult learners easy to understand some lessons or subjects.

The materials design which were developed through a research came to the

last step of R & D cycle that was main field testing. It was to implement the

materials designed in a real classroom which would bring the appropriate design

of the integrated listening and speaking materials based on collaborative learning

for nurses in Panti Rapih Hospital come to be ideal design.

The followings will present the detailed components used to develop the

design of the integrated listening and speaking materials based on collaborative

learning for nurses in Panti Rapih Hospital:

1. Learners’ Characteristics and Needs

Before designing the integrated listening and speaking materials based on

collaborative learning for nurses in Panti Rapih Hospital, I conducted interview

which was aimed at obtaining data and information related to the learners’

characteristics and needs. This interview was directed to Vice Director of Nursing

Department, Mr. Mateus Sujarwa.

To obtain detailed information of the learners’ characteristics and needs, I

distributed 30 questionnaires to the nurses of Panti Rapih Hospital. These

questionnaires were distributed to 17 different departments at Panti Rapih

Hospital. Due to the fact that the foreigners were not only taken care in the

executive departments but also in the economic departments, the questionnaires

were spread out on all departments at Panti Rapih Hospital. Each department


47

acquired one, two, or three questionnaires. The technique of questionnaires’

distribution was organized by the Vice Director of Nursing Department. Hence,

the respondents who answered the questionnaires would join the last step of this

study which was main field testing.

From conducting need analysis through interview and questionnaires, there

were some findings that became the considerations in designing the materials

design

Table 4.1 Learners’ Characteristics

Learners’ Characteristics Instruments

Academic Factors

Number of learners 30 Questionnaire

Academic background Nursing Academy Interview

Listening Skill Low Questionnaire

Speaking Skill Low Questionnaire

They can’t study while they are

working. Interview

Study Habit Study outside the class is a

difficult thing. Interview

Motivation for studying

English

High Interview

Able to speak English fluently Questionnaire

Expectation of the course Able to understand what

foreigners mean Questionnaire

Give the best service for the

patients or visitors in the hospital Interview


48

Learners’ Characteristics Instruments

Social Factors

Range of age 23 – 41 years old Questionnaire

Special talents Nursing Interview

They were from various divisions. Questionnaire

Relation among learners The working schedule was

different. Interview

Besides obtaining data of the learners’ characteristics, the questionnaires

and interview provided information of the learners’ needs. Nurses in Panti Rapih

Hospital needed to acquire English materials around their environment. The

designed materials should be around health problems or medical terms. The topics

chosen were the current topics.

The designed materials were aimed at developing nurses’ listening and

speaking skill. These two skills were crucial because in serving and curing their

patients they had to be able to explain the patients’ illness clearly and to

comprehend the patients’ or the doctors’ explanation. The listening and speaking

skill needed to be developed in order to ease the misinterpretation in the

communication between nurses and doctors or patients.

Nurses in Panti Rapih Hospital were enthusiastic to learn English through

group learning since they could help each other in learning English. Through

group learning, the nurses felt confidence. Hence, the exercises and the learning

techniques were designed for group learning. Table 4.2 presented information or

data of the learners’ needs.


49

Table 4.2 Learners’ Needs

Learners’ Needs

Materials Around health problems or medical terms. The topics

should be the current topic or up to date.

Skills Listening and Speaking skill

Methods, techniques,

strategies

Tasks or exercises in group

Group learning

2. Goals, General Purposes, and Topics

Before designing materials for nurses, I determined the goals, general

purposes, and topics based on the data obtained from questionnaires. The goals of

teaching English for nurses in Panti Rapih Hospital indicated what the nurses

would be able to do after they completed the instruction. The goals in this study

were defined as the standard competences. Such standard competences related to

broad competences that will help learners to participate satisfactory in society.

These standard competences were derived from the result of the need analysis.

The standard competences or the goals of this instruction are

a) The students will be able to communicate using appropriate language varieties

fluently and accurately in a daily conversation and in interactions.

b) The students will be able to comprehend simple conversations and short

monologue descriptive and explanatory passages.


50

After defining the standard competences, I listed some topics that would be

presented in the designed material. The topics were selected based on the learners’

preferences for the topic of interest. The topics listed were related to the nurses’

environments which were health problems, medical terms, or health issues.

The learners chose three topics which they wanted to learn and three

language functions which they wanted to master. They chose three topics among

seven topics and three language functions among seven language functions

presented in the questionnaire. The language functions then would be the theme of

the designed materials. The presentation of the topics and language functions were

presented in the table 4.3.

Table 4.3 List of Topics and Language Functions

No. Topics Language Functions

1. High Blood Pressure Giving information

2. Nutritious Foods Giving advice

3. Diabetes Giving instruction

4. Vitamin Offering help

5. Influenza Expressing delicate matter

6. HIV Telling time

7. Cancer Apologizing

Among the seven topics presented in the table 4.3, there were three topics

which were developed. The topics were High Blood Pressure (unit 1), Nutritious

Foods (unit 2), and Influenza (unit 5). The topics and language functions

presented in the table 4.3 were being the considerations in defining the general


51

purposes or the basic competences. In this study the term ‘basic competences’ was

used instead of general purposes. The basic competences were related to each

topic of the materials since the basic competences were signifying what the

teacher wanted to accomplish in the topic. Table 4.4 is the table of the basic

competences

Table 4.4 The Basic Competences

Basic Competences Topics/Themes

Students are able to comprehend meanings in

simple conversations using simple spoken

language varieties accurately, fluently, and in

an acceptable way to give advice.

Students are able to grasp the significant

meanings of simple short passages accurately.

Nutritious Food/giving advice

Students are able to respond information orally

using simple spoken language varieties

fluently, accurately in an acceptable way to ask

and give information

Students are able to understand meanings in a

daily conversation and interactions accurately

based on the listening passages.

High Blood Pressure/giving

information

Students are able to respond meanings in

simple conversations and short descriptive

monologue passages fluently and accurately.

Students are able to use appropriate language

variety fluently and accurately in telling time

using the simple spoken language in daily

conversations or in interactions.

HIV/telling time


52

Basic Competences Topics/Themes

Students are able to comprehend and respond

information in simple conversations and short

monologue descriptive passages accurately and

fluently using appropriate simple spoken

language to offer help.

Vitamin/offering help

Students are able to apply the appropriate

language varieties to apologize in short

conversations fluently and accurately.

Students are able to understand meanings in

simple conversations using simple spoken

language variety accurately, fluently and in an

acceptable way to apologize.

Cancer/apologizing

Students are able to understand a simple short

descriptive monologue passage accurately

about influenza.

Students are able to express many kinds of

ideational meanings in the short descriptive

passage fluently and accurately.

Influenza/expressing delicate

matter


varieties in giving instruction accurately and

fluently using the simple spoken language.

Students are able to analyze the short

explanatory monologue passage about giving

instruction accurately.

Diabetes/giving instruction


53

3. Learning Objectives

After determining standard competences, basic competences, and topics, I

started to specify learning objectives of each chapter. Learning objectives in this

study referred to learning indicators. Learning indicators were defined as the

performances that students should be able to demonstrate in order to be

categorized as successful in achieving the basic competences. The learning

indicators of each topic were presented in table 4.5.


54

Table 4.5 The Learning Indicators

UnitTopic

(Theme) Basic Competence Learning Indicators

Students are able to respond information orally using

simple spoken language varieties fluently, accurately

in an acceptable way to ask and give information.

Students are able to:

• retell the information told by other speakers

(friends)

• explain the symptom of the high blood pressure 1 High blood pressure

(giving information) Students are able to understand meanings in a daily

conversation and interactions accurately based on the

listening passages.


• identify ideas of the listening passages

• give information based on the listening passages

Students are able to comprehend meanings in simple

conversations using simple spoken language

varieties accurately, fluently, and in an acceptable

way to give advice.


• identify the expressions used for giving advice

• apply the conversation in giving advice in a simple

conversation 2 Nutritious food

(giving advice)

Students are able to grasp the significant meanings

of simple short passages accurately.


• get the idea of a listening passage



55

UnitTopic



varieties in giving instruction accurately and fluently

using the simple spoken language.


• give instruction of how to consume some

medicines

• use simple spoken language variety in giving

instruction to their friends 3 Diabetes

(giving instruction)

Students are able to analyse the short explanatory

monologue passage about giving instruction

accurately.


• identify the language variety used in the listening

passage to give instruction

• understand meaning of the listening passage

4 Vitamin

(offering help)

Students are able to comprehend and respond

information in simple conversations and short

monologue descriptive passages accurately and

fluently using appropriate simple spoken language to

offer help.


• get the idea of several conversations

• identify the expressions used for offering help

• apply the conversation in offering help in a simple

conversation orally


56

UnitTopic


Students are able to understand a simple short

descriptive monologue passage accurately about

influenza.


• report a short monologue that was played

• identify the information from the short monologue

5

Influenza

(expressing delicate

matter) Students are able to express many kinds of ideational

meanings in the short descriptive passage fluently

and accurately.


• choose appropriate terms in describing someone’s

health

• apply the expressions used to describe health

Students are able to respond meanings in simple

conversations and short descriptive monologue

passages fluently and accurately.


• identify language variety used in the listening

passages

• give information accurately based on the listening

passages 6 HIV

(telling time) Students are able to use appropriate language variety

fluently and accurately in telling time using the

simple spoken language in daily conversations or in

interactions.


• give information to their friends

• tell time fluently and accurately

• explain the symptom of the HIV


57

UnitTopic


Students are able to apply the appropriate language

varieties to apologize in short conversations fluently

and accurately.


• choose appropriate language varieties to apologize

• make a conversation

• perform their conversation in front of the class

7 Cancer

(apologizing) Students are able to understand meanings in simple

conversations using simple spoken language variety

accurately, fluently and in an acceptable way to

apologize.


• identify language variety used in the listening

passages

• summarize the idea of the listening passage

• do some tasks given by the teacher


58

4. The Integrated Listening and Speaking Learning Activities for the

Material Design

After conducting research and information step in order to obtain learners’

characteristics and needs, to define the standard competences, basic competences,

and topics, and to specify the learning indicators, I started to design materials for

nurses. Basically, the integrated listening and speaking materials were divided

into three major steps namely pre-activity, main activity and post-activity. These

three major steps appeared on each unit with implicit activities’ names. The

implicit activities’ names were used to attract learners’ attention and to motivate

the learners to explore the material design. The names of the activities were

“Learn the Vocabularies”, “Think it first”, “Let’s think about it”, “Fun working”,

“Learn the Sentence”, “Let us speak”, and “Take a Deep Lesson”. In detail, the

following was the explanation of the activities appeared on the instructional

materials.

a. Pre-Activity

Pre-activity was aimed at preparing the students for the main activities. In

this study, there were two major activities called “Think it first!” and “Let’s think

about it!”. Each activity had different purposes of learning.

1) Think it first – Pre-activity, Speaking activity

This part was used to prepare the nurses to the main activity. In the “Think

it first”, the tasks given were contextual. It meant that the task was related to their

working environment. It was more about their own experiences that were related


59

to the topic discussed. The topic of the tasks was adjusted to the topic of the

lesson. The tasks might be questions or issues related to the topic discussed.

Think it first was aimed at developing the learners’ speaking skill. Even

though they were allowed to write down their answers or opinions of the

questions in the space provided, the learners had to discuss their answer with their

partner or in group. They discussed their answer orally. After discussing their

answers, they had to present the results of the discussion in front of the class. By

presenting the result of the discussion, the others were expected to give responses.

2) Let’s think about it – Pre-listening activity

This part provided background information of the listening passage. “Let’s

think about it” was called as a pre-listening activity. This pre-listening activity

was performed in the class. Discussing questions related to the listening passage

orally which were related to the topic of the listening passage was also included in

this part. The questions were aimed at giving clear description about the listening

passage. The learners discussed the answers in their own group or with their

partner. They figured out the answer of each question by sharing and discussing

the answer in their group. Indirectly, this activity explored their speaking skill.

b. Main Activity

In the main activity, there were two sub-activities conducted in the class

namely Fun working and Let’s speak.


60

1) Fun working – Whilst-Listening, Listening Practices

The first activity was Fun working. There were some tasks appeared in this

part. Most of the tasks explored the learners’ listening proficiency. Since

collaborative learning was used as the method of teaching-learning activity, I gave

the learners a copy of the listening passage. Hence, the learners would be able to

listen to the listening passage at home or in their spare time. They might listen to

the listening passage either with other members of their group or alone. This

technique was an attempt to help them understand the listening passage easily.

They would succeed in understanding the listening passage. In the class, they

would also listen to the listening passage they had heard.

The listening materials were intensive listening materials. The listening

passages were taped in order to allow learners to hear a variety of different voices

apart from just their own teachers’. Taped listening materials were portable

because they could play them everywhere they wanted to listen.

In the class, the first activity in the fun working was the listening activity.

They had to listen to the listening passage. After listening activity, they had to

write down the whole idea of the listening passage. It was aimed at understanding

how far they got the main idea of the listening passage. After listening for

identifying information, the learners were to share their work orally.

Then, in the second activity, the learners were to do the tasks based on the

listening passage. The second activity aimed at getting the detailed ideas or

information of the listening passage. The activities of getting the detailed ideas of

the listening passage were various types. The variety of listening tasks were


61

chosen and selected to avoid monotonous activities that might make the students

bored. There were cloze type (stating true or false of the statements), open-ended

questions, and filling in form. Table 4.6 summarized the tasks used in designing

integrated listening and speaking materials based on collaborative learning from

nurses in Panti Rapih Hospital:

Table 4.6 List of Listening Task Used

Listening Tasks

Cloze type Filling in blanks

Restoration Deleting words/phrases not in the listening passage

Fill in form Filling in given form with information heard

Open-ended questions Answering questions using own words based on the

listening passage

Creative Dictation Completing the missing information by taking turns

to dictate to each other the parts students have.

Discussion Discussing particular issues/topics.

2) Let’s speak – Speaking Practices, Post-listening

After completing some tasks in Fun Working part, the learners were to

move to another part namely Let’s Speak. In this part, the learners were to explore

their speaking skill. The activities were around speaking practices based on the

topics and themes of each unit. There were various speaking activities and

practices which could encourage the learners in speaking English in the class or

outside class. Table 4.7 summarized the listening practices being developed.


62

Table 4.7 List of Speaking Task Used

Speaking Tasks

- Jigsaw Activities

Get the information from other friends in group that

they lack

- Role play Students were given particular roles in target

language.

- Discussion Talking in a group or in front of the class and

discussing particular issues/topics.

- Prepared talks Students prepared what they wanted to present

about particular issues or topics.

c. Post Activity

Post activity was done in the end of the meeting. This part was called

Take a deep lesson. The learners reviewed what they have learnt. This part was to

know how far the learners got the information of the today’s material. There were

two take a deep lesson parts which were aimed at evaluating and knowing how far

they got the knowledge or information. The first Take a deep lesson was used to

end the first session, which was listening session, of the designed materials. After

having listening session with some practices, the materials moved to the next

session which was the speaking activities. In the last of each session, the learners

were to review what they have learnt. In this last part, Take a deep lesson

appeared since I wanted to know how far they got the knowledge or information

in the speaking session or part.

The tasks were varied from one chapter to others. The variety of

activities presented in each chapter can be seen in table 4.8.


63

Table 4.8 Variety of Learning Activities

Unit

Topics Themes Pre-activities

Listening

Activities Language Focus

Speaking

Activities

Unit 1

High Blood Pressure

Giving

information

Group Discussion

→ Using

sphygmomanometer

• Group discussion

• Listening for

specific

information

• Listening for

detailed

information

• Answering open-

ended questions

Expressions of

giving information

using reported

speech and asking

for information

• Role play

• Prepared talks

• Play performance

Unit 2

Nutritious Foods

Giving advice Peer discussion

→ Giving comment

on pictures given

• Group Discussion

• Listening for

specific

information

Expressions of

giving for and

asking for advice

• Role play

• Prepared talks


64

Unit


Listening


Speaking

Activities

• Listening for

detailed idea

• Answering open-

ended questions

and making

recommendation


• Jigsaw activities

Unit 3

Diabetes

Giving

instruction

Peer discussion

Presentation

→ Cause of

diabetes

• Group Discussion

• Listening for

specific

information

• Listening for

detailed idea

• Restoration

• Answering close

questions

Expressions of

asking and giving

instruction

• Discussion


• Role play

• Simulation


65

Unit


Listening


Speaking

Activities

Unit 4

Vitamin

Offering help Group discussion

Presentation

→ Vitamins for

babies and kids


• Listening for

specific

information

• Filling form

Expressions of

asking for help and

offering help

• Prepared talks

• Role play


Unit 5

Influenza

Expressing

delicate matter

Sharing

Discussion

→ Describing

illness


Listening for

specific

information

• Listening for

detailed idea

• Answering close

questions

Expressions of

describing patients’

condition using

simple past

• Prepared talks

• Peer activities

• Discussion


66

Unit


Listening


Speaking

Activities

Unit 6

HIV

Telling time Sharing

Group Discussion

→ The Infection of

HIV

• Peer discussion

• Listening for

specific

information

• Listening for

detailed idea

• Answering open-

ended questions

• Answering close

questions

Expression of

telling time using

simple present

• Peer discussion

• Prepared talks

• Role play


Unit 7

Cancer

Apologizing Peer discussion

Group discussion

→ Cancer healing


• Listening for

specific

information

• Listening for

detailed idea

Expressions of

making apology

• Discussion


• Prepared talks



67

Unit


Listening


Speaking

Activities

• Answering open-

ended questions

• Fill in form

• Restoration


68

d. Vocabulary and Grammar Focus

There were Learn the Vocabulary and Learn the Sentence appeared in the

designed material. Both of those parts were aimed at enriching learners’

vocabularies and sentence patterns’ expressions. These activities were carried out

at home as the preparation of pre-listening activity and main activity.

1) Learn the Vocabulary – Pre-listening

The first activity conducted at home was “Learn the Vocabulary”. This

activity was part of the pre-listening activity since the vocabularies which the

learners had to figure out were from the listening passage. The nurses were to

figure out the meaning of the words or to make some sentences from the words

given. It would be better if the learners knew some words that might appear in the

listening passage before coming to the listening tasks. Discovering the meaning of

the words was also an attempt to help the learners to overcome their problems of

the vocabulary deficiency. The aim of this activity was to make the learners

familiar with the words they were going to hear in the listening passage and to

enrich the learners’ vocabularies.

2) Learn the Sentence – Main activity

This part was entitled “Learn the Sentence” since this part contained some

sentence patterns. This activity was part of the main activity. The sentence

patterns and activities in this part were exploring the language functions of each

unit. The sentence patterns were the sentence patterns’ expressions of language

functions in each unit. Some examples of expressions were appeared in this part in


69

order to provide clear understanding of applying the language functions in daily

conversations.

5. Feedback for Material Design

To validate and verify the designed material, I distributed questionnaires

for the Vice Director of Nursing Department as the instrument of preliminary field

testing gathering data. The preliminary testing was done on Tuesday, December

16, 2008. The results of the questionnaires were used as a feedback to revise and

make improvement of the designed material in order that the materials would be

more relevant to the learners.

a. Description of the Respondents

The respondent of the preliminary testing was Mr. Mateus Sujarwo. He

was the Vice Director of Nursing Department. He really comprehended the

nurses’ needs and the nurses’ skills. He knew what the nurses should achieve

through the filed testing of the designed English material.

b. Data Presentation of Preliminary Testing

The results of materials’ evaluation were presented in terms of descriptive

or qualitative data analysis. The respondent stated that the materials were already

applicable for nurses in Panti Rapih Hospital. The designed materials had already

matched with the competency standards that were to communicate using

appropriate language variety fluently and accurately in a daily conversation and in

interactions and to understand simple conversations and short monologue

descriptive and explanatory passages.


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The materials and activities were quite easy. Instead, the respondent said

that I had to develop more materials with various topics and themes. The topic

developed was ordinary topic which was about influenza, the respondent wanted

more complicated topic that was rarely encountered by nurses.

6. Evaluation and Revision of the Designed Material

The feedback obtained through preliminary testing and classroom

implementation was important to revise and make improvement of the designed

materials. By having preliminary testing and classroom implementation, I

identified which parts should be revised and how they should be. Evaluation and

revision also became the reason for why this design was ideal. Through evaluation

and revision, the materials design would be better and more relevant to the

learners.

Considering the feedback from the respondents in the preliminary testing, I

revised some parts of the designed materials. Besides considering the feedback

obtained from preliminary testing, I also considered the feedback obtained from

the learners after conducting classroom implementation. The data of the

evaluation from learners were gathered by distributing questionnaires in the last

meeting of classroom implementation and conducting interview with three

learners.

Obtaining feedback from learners and the Vice Director of Nursing

Department as the data for the materials’ evaluation was not sufficient to make

ideal material design. In order to make it ideal, I asked for suggestions and


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evaluations from Mr. Gregorius Punto Aji as my thesis counselor. He gave me so

many revision and suggestions to make my material design relevant with the

learners’ proficiency and needs.

B. The Effects of the Design of Integrated Listening and Speaking Materials

Based on Collaborative Learning for Nurses in Panti Rapih Hospital

This section presented the answer of the second question which was the

effects of the design of integrated listening and speaking materials based on

collaborative learning for nurses in Panti Rapih Hospital. To know the effects of

the designed materials I conducted field testing in Panti Rapih Hospital.

1. Field Testing – Classroom Implementation

Different from previous studies, this study is ideal since it included R & D

last cycle that was field testing by implementing the materials in classroom. In

short, the appropriate design of Integrated Listening and Speaking Materials

Based on Collaborative Learning for Nurses in Panti Rapih Hospital was the

designed materials that were carried out step by step based on data which was

obtained through a research. It involved students’ needs analysis for knowing the

students’ needs and characteristics for knowing the goals, general purposes, and

topics. More important, the design materials went through the field testing step

which was to implement the materials in real classroom. It was aim to know the

effects of the one-designed integrated listening and speaking material based on

collaborative learning for nurses in Panti Rapih Hospital. By conducting field

testing, I would know the students’ opinions of the designed material


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implemented. The field testing was done by implementing the designed material

to the learners who were the nurses in Panti Rapih Hospital.

The field testing was conducted on December 2008 - January 2009. At the

first agreement with Mr. Mateus Sujarwo I might implement my materials on one

month which was on December. Due to the Christmas holiday on December and

the participants on December 23, 2009 which were only 8 nurses, Mr. Sujarwo

allowed me to add one more meeting on January 20, 2009 as the substitute class

for December 23, 2009. On December 26, 2009, I still taught them because Mr.

Jarwo wanted the additional English course for the nurses. It should be in two

meetings which were on December 26, 2009 and on January 20, 2009. Because of

the reason I had explained above, January 20, 2009 was used as the substitute

class.

The classroom implementation was conducted every Tuesday and Friday at

13.30 – 15.00 WIB. The time was chosen since at that time is the working

turnover. The nurses coming in the morning could immediately follow the class

and the nurses who want to work could ask for permission for about 30 minutes to

follow the class.

Table 4.9 List of Field Testing Schedule

Meeting Day

Date Place

Numbers of

Participants

1 Tuesday

December 16, 2008

Introduction

Explanation of the Study 24 nurses


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Meeting Day

Date Place

Numbers of

Participants

2 Friday

December 19, 2008 Implementation of Unit 5 part 1 20 nurses

3 Tuesday

December 23, 2008 Implementation of Unit 5 part 2 8 nurses

4 Friday

December 26, 2008 Additional Meeting 11 nurses

5 Tuesday

January 20, 2009

Reimplementation of Unit 5

part 2 12 nurses

The unit tested was Unit 5 Influenza. Through field testing, it was

expected that the learners could give responses to the materials applied in

classroom by filling questionnaires at the last meeting and conducting interview

with three of them. They consisted of the cleverest, the most passive and the

ordinary students. Their responses would be analyzed as the effects and also data

revisions of the materials tested.

a. Description of Field Testing Participants

The respondents of the need analysis who filled in the questionnaires

became the participants in this field testing. Before starting the classroom

implementation, Mr. Mateus Sujarwo and I agreed to have 30 nurses for

classroom implementation.

At the first meeting of the field testing or classroom implementation, the

nurses coming in the class were only 24 nurses since 6 nurses had to take care of

their patients. At the second meeting the nurses coming in the class decreased.


74

There were only 12 nurses. In the third meeting, the nurses became 20. In the

fourth and fifth meeting, there were 8 and 11 nurses coming in the classroom

implementation. Since the nurses coming in the last meeting were only 11 nurses,

the questionnaires of field testing were only 11 questionnaires.

b. Data Presentation

In the field testing, I distributed questionnaires to nurses coming in the last

meeting and conducted interview with three nurses. The questionnaires and

interview were aimed at gathering data and information of the students’ opinions

about the materials implemented and at observing how far the students had

understood the materials taught. The students were to answer some questions

related to the designed material.

Table 4.10 Data Presentation of the results of the field testing questionnaires

Numbers of Learners No. Questions Responses

Numbers Percentages

Yes 11 100 % 1.

Is the designed material clear

enough? No - -

Yes 10 90,9 % 2.

Is the designed material

interesting? No 1 9,1 %

Yes 10 90,9 % 3.

Does the material taught facilitate

nurses in Panti Rapih Hospital to

learn English? No 1 9,1 %

Yes 10 90,9 % 4. Is the material understandable?

No 1 9,1 %


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Numbers Percentages

Yes 9 81,8 %

5.

Do nurses in Panti Rapih Hospital

understand the sentence patterns

of expressions in the designed

material given? No 2 18,2 %

Yes 9 81,8 % 6.

Do the learning activities make the

nurses bored? No 2 18,2 %

Yes 10 90,9 % 7.

Do the models and situations used

in conveying the material purpose

their English learning? No 1 9,1 %

Yes 11 100 % 8.

Can the nurses understand the

conversations given? No - -

Yes 11 100 % 9.

Can the nurses understand the

listening passage given? No - -

Yes 11 100 % 10.

Does the group work learning

method in the class help the nurses

to understand the material? No - -

Yes 7 63,6 % 11.

Does the group work method

outside the class help the nurses to

understand the material? No 4 36,4 %

Yes 11 100 % 12.

Do the listening activities and

tasks help the nurses to understand

the listening passage? No - -

Yes 8 72,7 %

13.

Do the activities and tasks given

encourage the nurses to speak

English actively in the class? No 3 27,3 %


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Numbers Percentages

Yes 11 100 %

14.

Do the material given and the

learning activities motivate the

nurses to communicate in

English? No - -

2. Discussion on Effects

From the questionnaires distribution, I obtained some data as the feedback

from the learners. Table 4.13 presented the data obtained after implementing the

designed material. All respondents (100 %) said that the designed material was

clear enough because the topic presented was familiar with their working world,

the designed material was adjusted with the learners’ proficiency, and there were

so many words related to the medical words. The designed material was

interesting and understandable since 90,9% of the learners stated it. Beside that,

90,9% of the learners also stated that the situations used in conveying the

language functions purposed their learning.

Ten learners or 90,9% of the learners stated that the designed material

could also help the learners to learn English since the topic of the material was

around health problems, the designed material encouraged them to speak English,

and a simple designed material made it easy to understand. Even though 90,9%

stated that the designed material could help them to learn English, 9,1% of the

learners stated that the designed material couldn’t help them to learn English

because they thought that English was difficult language to be learnt.


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Since I used collaborative learning as a method of teaching in a classroom,

the learners had to be active inside the class or outside the class. To make learners

active inside and outside the class, the learners had to do the tasks and learn the

topic with their friends. Learning activities inside the class or outside the class

were implemented through learning together with their friends. All of the learners

or 100% of the learners stated that learning through group work inside the class

helped them to understand the designed material since they could help each other,

they could motivate the others to speak, and they could share and discuss the topic

of the learning.

Besides learning inside the class, the learners also learned outside the class.

Seven learners or 63,6% of the learners stated that learning outside the class could

help them to understand the topic discussed. Through learning in a group outside

the class they could apply their knowledge to the real situation, they could

exchange skills and ideas, and they could discuss the listening passage. Even

though 63,6% of the learners stated the statements above, 36,4% of the learners

stated that they couldn’t learn outside the class because they couldn’t find

appropriate places for learning English in Panti Rapih Hospital, they had different

schedule, and they had already had a family that need more attention.

All learners or 100% of the learners stated that they understood the

conversations and the listening passage presented in the designed material. Even

though the listening passage contained some difficult words, they could

understand the listening passage because they could ask their friends the meanings

of the words. The listening passage was also played for many times so that it


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helped the learners to comprehend the listening passage. The learners (100%) felt

motivated by the designed material and the learning activities to communicate

with English.

3. Evaluation of Field Testing

It is true that R & D cycle is a time-consuming and expensive process

(Borg and Gall, 1983: 786). I have experienced to implement material that I

designed. Besides taking more time to design, revise and copy the material, it also

took money to prepare the students’ handouts and suitable media. However, the

satisfaction of self-efforts took greater pride of all. I was also so pleased and

satisfied knowing that the materials brought positive effects on the students.

The field testing would not perfectly been conducted. I seemed to give up

when knowing that the number of learners decreased every meeting. There are

some other evaluations and suggestions of the field testing:

1. The teacher should creatively conduct the teaching learning activities with

various techniques and strategies that enable the students to take an active

participation.

2. The speaking activities should be provided more time so that the learners can

explore their speaking skill more.

3. The conversations as the example of the implementation of language functions

should be added. More examples will raise learners’ confidence because they

know how to use the language function presented on the Learn the Sentence

part.


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4. The media used should be excellent. Otherwise, the teaching listening in

classroom using authentic materials could be fail.

5. The listening passage should be played more than three times so that the

learners could grasp the idea.


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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusion of this study and some suggestions

for English teachers and further researchers. The conclusion was derived from

previous chapter which was about the summary of the answers to the problems of

this study. Some suggestions are included to give some ideas for the English

teacher and further researchers.

A. Conclusion

This study was aimed to present the ideal design of the integrated listening

and speaking materials based on collaborative learning for nurses in Panti Rapih

Hospital and to explain how the design affects the nurses. To achieve the goals of

the study, there were two questions to be answered as stated in problem

formulation.

To answer the first question stated in problem formulation, I developed the

instructional design models of Kemp as the realization of R & D method. The

Kemp’s instructional design had nine steps which were identifying learners’

characteristics, pre-assessment, coordinating support service, determining goals,

topics, and general objectives, specifying learning objectives, listing subject

content, developing instructional materials, evaluating the designed materials, and

revising the designed materials.


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Before developing instructional materials, I conducted need analysis in

order to obtain learners’ characteristics and needs. The data obtained through need

analysis were being the basis to develop materials. After gathering the data, I

started to design the materials. I revised the material based on the Vice Director of

Nursing Department’ suggestions so that the designed material was appropriate

with the learners. The materials being developed were High Blood Pressure (unit

1), Nutritious Food (unit 2), and Influenza (unit 5). Each material was divided into

some activities which were “Learn the Vocabulary”, “Think it first”, “Let’s think

about it”, “Fun working”, “Learn the Sentence”, “Let us speak”, and “Take a

Deep Lesson”.

Besides designing integrated listening and speaking materials based on

collaborative learning, I presented and implemented one of the designed materials

for nurses in Panti Rapih Hospital, Influenza (unit 5). After being revised, the final

version design material which were developed through a research came to the last

step of R & D cycle that was main field testing. The implementation of the

designed material spent two meetings. The material which was implemented was

Influenza (unit 5).

By conducting field testing or classroom implementation, I obtained data

and information which would bring the design materials of the integrated listening

and speaking materials based on collaborative learning for nurses in Panti Rapih

Hospital to be the appropriate design. I revised the designed materials based on

the data obtained through distributing questionnaires to 11 learners coming in the

last meeting of classroom implementation and conducting interview to three


82

learners. Not only using the data obtained through questionnaires but also asking

for suggestion from my thesis counsellor, I revised the designed materials.

The data obtained from implementing the designed material became the

answers of the second problem. The designed material brought effects to the

nurses. The designed material could help the nurses to learn English since the

topic of the material was around health problems. The materials encouraged them

to speak English since the nurses could comprehend easily the material.

Since I used collaborative learning as a method of teaching in a classroom,

the learners had to be active inside the class or outside the class. All of the

learners stated that learning through group work inside the class helped them to

understand the designed material since they could help each other. Through group

learning, they could also motivate others to speak and they could share and

discuss the topic of the learning.

Besides learning inside the class, the learners also learned outside the class.

The learners stated that learning outside the class could help them to understand

the topic which would be discussed in the class. The learners felt motivated by the

designed material and the learning activities

B. Suggestions

After conducting and completing the research, I would like to give some

suggestions to English teacher and further researchers who have an interest in this

study.


83

1. Suggestions for English teachers

a. It is suggested that the English teachers really prepare the supporting facilities

before class begins.

b. It is suggested that the English teacher prepare more than one activity to

achieve the learning objectives.

c. The techniques of teaching should be various so that the learners will not get

bored easily.

2. Suggestions for further researchers

Since this study is not perfect, this study needs improvements. Further

researcher may conduct other types of the research in the similar area so that there

will be another study which is more interesting.

Lastly, it is expected that this study could give benefits to everyone who deals

with English teaching.


84

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1. Letter of Permission to Panti Rapih Hospital 2. Letter of Permission from Panti Rapih Hospital 3. Letter of Affirmation from Panti Rapih Hospital


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88


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1. Research and Information Collecting Questionnaire 2. List of Questions for Interviewing the Vice Director of

Nursing Department 3. The Result of the Vice Director of Nursing

Department‘s Interview 4. Preliminary Field Testing Questionnaire 5. Field Testing Questionnaire 6. List of Questions for Interviewing the Nurses 7. The Result of the Nurses’ Interview


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INTEGRATED LISTENING AND SPEAKING MATERIALS BASED ON COLLABORATIVE LEARNING FOR NURSES IN PANTI RAPIH

HOSPITAL

KUISIONER PENELITIAN KEBUTUHAN BERKOMUNIKASI DALAM BAHASA INGGRIS

Oleh: Margarita Riana Gama Putri

041214004

PENDIDIKAN BAHASA INGGRIS JURUSAN PENDIDIKAN BAHASA DAN SENI

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS SANATA DHARMA

YOGYAKARTA 2008


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KUISIONER KEBUTUHAN BERKOMUNIKASI DALAM

BAHASA INGGRIS

Kuisioner ini adalah sebuah instrumen analisa kebutuhan berkomunikasi dalam Bahasa Inggris bagi perawat-perawat di Rumah Sakit Panti Rapih Yogyakarta. Hasil dari kuisioner ini akan digunakan sebagai masukan dan bahan pertimbangan dalam menulis skripsi berjudul Integrated Listening and Speaking Materials Based on Collaborative Learning for Nurses in Panti Rapih Hospital.

Saya harap kesediaan Anda untuk mengisi kuisioner ini sesuai dengan keadaan Anda yang sebenarnya. Dengan mengisi kuisioner ini Anda mempunyai hak untuk mengikuti pelatihan Bahasa Inggris. Setelah itu saya mohon kesediaan Anda untuk memberikan kritik dan saran atas materi dan cara pengajaran yang diterapkan dalam pelatihan tersebut.

Saya ucapkan terima kasih atas kesediaan dan kerjasamanya.

Saya menyatakan kesediaan saya untuk mengisi kuisioner, mengikuti pelatihan, dan memberikan kritik dan saran untuk pelatihan.

Nama : _________________________ Jenis Kelamin : L / P (beri lingkaran pada jawaban yang Anda pilih) Usia : _________________________

Responden, ______________________

Hormat saya,

Margarita Riana G.P.

Menyetujui, Staf Wadir Keperawatan

Matius Sujarwa


92

Pilih salah satu jawaban yang paling sesuai dengan keadaan Anda dengan memberikan tanda ( ) di tempat yang tersedia. 1. Dengan siapakah Anda akan menggunakan Bahasa Inggris?

(boleh memilih lebih dari satu jawaban) Ο Dokter Ο Pasien domestik Ο Pasien mancanegara Ο Pengunjung mancanegara Ο Pengunjung domestik Ο Lain-lain,

sebutkan..........................................................................................................................................................................................................................................................................................................................................................

2. Seberapa seringkah Anda menjumpai orang asing dari mancanegara yang hanya bisa berbicara menggunakan Bahasa Inggris yang berkunjung ke Rumah Sakit Panti Rapih?

Setiap hari pasti ada Dalam satu minggu pasti ada Dalam satu bulan pasti ada Belum tentu dalam satu minggu ada Belum tentu dalam satu bulan ada

3. Apakah Anda menjumpai kesulitan untuk memahami apa yang dibicarakan

oleh orang asing dalam Bahasa Inggris? Ya Tidak

4. Apakah Anda menjumpai kesulitan untuk menjelaskan sebuah informasi

kepada orang asing dalam Bahasa Inggris? Ya Tidak

5. Ketika Anda mengenyam pendidikan di sekolah, metode belajar yang Anda

gunakan dalam mempelajari Bahas Inggris adalah (boleh memilih lebih dari satu jawaban)

Belajar secara berkelompok di dalam kelas Belajar secara berkelompok di luar kelas Belajar secara individual di dalam kelas Belajar secara individual di luar kelas Lain-lain, sebutkan..........................................................................................................................................................................................................................................................................................................................................................


93

6. Kelebihan dan kelemahan apa sajakah yang Anda rasakan ketika

menggunakan metode belajar yang Anda pilih atau sebutkan pada nomor di atas? Kelebihan: .......................................................................................................................................................................................................................................................................................................................................................................................... Kelemahan: ..........................................................................................................................................................................................................................................................................................................................................................................................

7. Ketika Anda mengenyam pendidikan di sekolah, teknik pengajaran dan

pembelajaran Bahasa Inggris yang menyenangkan di dalam kelas adalah dengan (boleh memilih lebih dari satu jawaban)

Berdiskusi dalam kelompok Permainan kelompok Mengerjakan latihan-latihan soal dalam kelompok Menghafal Guru hanya menerangkan materi tanpa ada aktivitas kelompok Guru menerangkan yang dilanjutkan berbagai macam kegiatan dalam kelompok

Murid hanya mendengarkan penjelasan-penjelasan guru Lain-lain, sebutkan.......................................................................................................................................................................................................................................................................................................................................................

8. Menurut Anda, fungsi bahasa manakah yang perlu dikuasai sehubungan

dengan bidang pekerjaan Anda nanti? (pilih 3) Ο Memberikan nasihat (apa yang seharusnya dilakukan oleh pasien) Ο Menjelaskan suatu penyakit Ο Memberitahukan waktu Ο Meminta maaf Ο Menjelaskan langkah-langkah (langkah-langkah mengonsumsi obat) Ο Menawarkan bantuan Ο Memberikan informasi Ο Lain-lain,

sebutkan..........................................................................................................................................................................................................................................................................................................................................................


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9. Menurut Anda, yang manakah topik seperti apakah yang menarik sebagai fasilitas dalam pembelajaran Bahasa Inggris? (pilih 3) Ο Vitamin Ο Influenza Ο Tekanan Darah Tinggi (penyakit dan obatnya) Ο HIV Ο Diabetes Ο Makanan Bergizi Ο Kanker Ο Lain-lain,

sebutkan..........................................................................................................................................................................................................................................................................................................................................................

-Terima Kasih –


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List of Questions for Interviewing the Vice Director of Nursing Department

1) Waktu

Jika diadakan pelatihan Bahasa Inggris, kapankah waktu yang paling tepat untuk melaksanakan pelatihan tersebut?

Dalam mempelajari materi listening, apakah memungkinkan jika para perawat Panti Rapih mendengarkan di sela-sela mereka bekerja dengan menggunakan MP3?

Dimanakah kegiatan belajar khususnya mempelajari materi listening sebaiknya dilakukan?

2) Materi yang diberikan

Apakah Bahasa Inggris merupakan bahasa yang perlu dikuasai oleh

perawat-perawat di sini?

Mengapa Anda berpendapat demikian?

Kemampuan berbahasa apa sajakah yang perlu dikuasai oleh perawat-

perawat di Rumah Sakit Panti Rapih ini? (mendengarkan (listening),

menulis (writing), membaca (reading), atau berbicara (speaking)).

Mengapa Anda memilih kemampuan-kemampuan tersebut sebagai

kemampuan berbahasa yang perlu dikuasai oleh perawat-perawat di

Rumah Sakit Panti Rapih?

3) Kegiatan yang dilakukan Panti Rapih untuk meningkatkan kemampuan

berbahasa perawat-perawatnya Apakah memungkinkan untuk mempelajari Bahasa Inggris di Panti Rapih

Setelah menjadi perawat di sini?

Program atau kegiatan apa sajakah yang dilakukan oleh Rumah Sakit Pnati

Rapih untuk meningkatkan kemampuan berbahasa,?

Apakah Rumah Sakit Panti Rapih memberikan pelatihan-pelatihan/kursus

bahasa tersendiri bagi perawat-perawatnya?

Dari berbagai macam pelatihan Bahasa Inggris apakah materi-materi yang

diberikan berhubungan dengan kesehatan/keperawatan?


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4) Motivasi perawat-perawat di Rumah Sakit Panti Rapih dalam belajar

Bahasa Inggris Jika diadakan pelatihan Bahasa Inggris di Panti Rapih, apakah perawat-

perawat senang dan mengikutinya?

Kendala apa saja yang dihadapi ketika diadakan pelatihan?

5) Strategi/metode yang digunakan Apakah perawat mempunyai waktu luang di sela-sela pekerjaannya?

Memungkinkan atau tidak jika perawat-perawat mendengarkan sebuah

materi listening di sela-sela pekerjaannya?

6) Kemampuan perawat Panti Rapih dalam bahasa Inggris

Apakah dalam proses tes masuk untuk menjadi perawat di Rumah Sakit

Panti Rapih terdapat sebuah tes untuk mengetahui kemampuan para

perawat dalam bahasa Inggris?

Apakah kemampuan untuk menggunakan bahasa Inggris menunjang

pelayanan dalam perawatan pasien-pasien di rumah sakit ini?

Bagaimana kemampuan perawat-perawat di Rumah Sakit Panti Rapih

dalam berkomunikasi menggunakan Bahasa Inggris?

7) Media pembelajaran listening

Apakah Panti Rapih mempunyai ruangan khusus untuk pelatihan?

Apa sajakah alat-alat atau media yang disediakan oleh Panti Rapih untuk

menunjang pelatihan bahasa Inggris yang diselenggarakan disini?

8) Saran

Apa saran Anda untuk penyusunan dan pengembangan materi ?


97

The Result of the Vice Director of Nursing Department’s Interview

Pelatihan Bahasa Inggris dilakukan untuk meningkatkan pelayanan di Rumah Sakit Panti Rapih. Selain itu, pelatihan bahasa Inggris dilakukan juga untuk meningkatkan keahlian berkomunikasi dalam Bahasa Inggris. Pelatihan Bahasa Inggris dilakukan setelah para perawat selesai melaksanakan tugasnya. Waktu yang sering digunakan untuk pelatihan adalah pada pukul 2 siang atau 3 sore.

Materi pembelajaran hendaknya lebih menekankan pada pengembangan kemampuan berbicara (speaking) dalam Bahasa Inggris dan mendengarkan (listening) percakapan dalam bahasa Inggris. Kedua kemampuan ini dianggap penting karena untuk memberikan pelayanan yang bagus dan memuaskan bagi semua pasien termasuk orang asing, para perawat di Rumah Sakit Panti Rapih hendaknya menguasai kemampuan berkomunikasi dengan baik.

Untuk aktivitas belajar atau pelatihan, Rumah Sakit Panti Rapih telah menyediakan tempat khusus berupa ruangan seperti aula yang juga sering digunakan untuk rapat atau pertemuan-pertemuan. Aktivitas pembelajaran listening tidak dapat dilakukan di luar kelas karena keterbatasan media yang dimiliki oleh para perawat. Hanya beberapa perawat yang masih muda yang mempunyai MP3 ataupun komputer sedangkan perawat-perawat yang sudah berumur kurang bisa mengoperasikan komputer ataupun MP3. Alasan lain adalah karena aktivitas listening yang dilakukan di luar kelas ataupun di sela-sela pekerjaan dapat mengganggu para perawat dalam melaksanakan tugasnya.

Dalam pelatihan-pelatihan Bahasa Inggris yang pernah diadakan, para perawat sangat antusias untuk mengikutinya. Tetapi ada beberapa kendala yang sering dihadapi antara lain waktu pelatihan yang kurang tepat dengan waktu kerja para perawat di Panti Rapih, kurang bervariasinya kegiatan di dalam kelas, dan juga kegiatan-kegiatan belajar yang kurang melibatkan para perawat.

Bapak Mateus Sujarwa juga memberikan saran agar materi yang akan dikembangkan nanti benar-benar sesuai dengan kemampuan para perawat di Rumah Sakit Panti Rapih. Kemampuan para perawat di Rumah Sakit Panti Rapih tergolong sedang karena sebagian besar dari mereka mendapatkan pelajaran terakhir mengenai Bahasa Inggris ketika mereka masih bersekolah. Kemampuan mereka dalam berbicara dalam Bahasa Inggris juga masih kurang karena mereka merasa malu dan takut melakukan kesalahan.


98

Preliminary Field Testing Questionnaire

KUISIONER

Kuesioner ini berfungsi sebagai media evaluasi dari materi yang telah

dibuat oleh penulis dalam skripsi berjudul Integrated Listening and Speaking

Materials Based on Collaborative Learning for Nurses in Panti Rapih Hospital.

Nama : Pendidikan Terakhir : Lama Mengajar : tahun

EVALUASI Berilah tanda ( ) pada kolom yang tersedia yang menurut Anda paling sesuai.

4 : sangat setuju / sangat baik 3 : setuju / baik 2 : tidak setuju / buruk 1 : sangat tidak setuju / sangat buruk

No. PERNYATAAN 1 2 3 4

1. Kompetensi dasar dirumuskan dengan baik.

2. Indikator pembelajaran dirumuskan dengan baik.

3. Materi yang disusun sesuai dengan tujuan pembelajaran.

4. Topik dipilih dengan baik.

5. Isi materi sesuai dengan situasi dimana bahasa tersebut digunakan.

6. Media dipilih dan digunakan dengan baik.

7. Teknik pembelajaran yang digunakan dipilih dengan baik.

8. Latihan yang diberikan mendukung pemahaman siswa tentang topik yang dibicarakan.

9. Secara umum, isi diuraikan dengan baik.

10. Secara umum, materi pembelajaran diuraikan dengan baik.


99

Kritik dan Saran

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

-Terima Kasih –


100

Field Testing Questionnaire KUESIONER

(Diisi oleh perawat-perawat Rumah Sakit Panti Rapih)

Kuesioner ini sebagai analisa pengalaman belajar dengan materi yang telah

disusun dalam penulisan skripsi yang berjudul Integrated Listening and Speaking

Materials Based on Collaborative Learning for Nurses in Panti Rapih Hospital.

Saya mengharapkan Anda untuk mengisi kuesioner ini sesuai dengan

keadaan Anda. Terima kasih untuk kerjasamanya.

Nama : ____________________

Mohon sertai jawaban yang Anda pilih beserta alasannya. 1. Materi yang diajarkan jelas

Ya : ..........................................

Tidak : ...........................................

2. Materi yang diajarkan menarik

Ya : ..........................................

Tidak : ...........................................

3. Materi yang diajarkan membantu Anda untuk mempelajari bahasa Inggris.

Ya : ..........................................

Tidak : ...........................................

4. Penjabaran materi mudah dipahami

Ya : ..........................................

Tidak : ...........................................

5. Anda memahami konsep-konsep pada materi yang diberikan (rumus, ekspresi,

dsb)

Ya : ..........................................

Tidak : ...........................................


101

6. Penyampaian materi menarik

Ya : ..........................................

Tidak : ...........................................

7. Model dan situasi yang digunakan dalam penyampaian materi mendukung

pembelajaran Bahasa Inggris Anda

Ya : ..........................................

Tidak : ...........................................

8. Anda dapat memahami model percakapan yang diberikan

Ya : ..........................................

Tidak : ..........................................

9. Anda dapat memahami model listening yang diberikan

Ya : ..........................................

Tidak : ..........................................

10. Metode belajar dalam kelompok di dalam membantu Anda dalam memahami

materi Ya : .......................................... Tidak : ..........................................

11. Metode belajar dalam kelompok di luar kelas membantu Anda dalam

memahami materi

Ya : ..........................................

Tidak : ..........................................

12. Aktivitas dan latihan listening yang diberikan dapat membantu Anda

memahami listening passage

Ya : ..........................................

Tidak : ...........................................


102

13. Aktifitas dan latihan yang diberikan mendorong Anda untuk berbicara Bahasa

Inggris aktif di dalam kelas

Ya : ..........................................

Tidak : ..........................................

Menurut Anda, apakah materi dan pembelajaran yang telah diberikan memotivasi Anda untuk dapat berkomunikasi dengan Bahasa Inggris? __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

-Terima Kasih –


103

List of Questions for Interviewing the Nurses

1. Menurut Anda, apakah topik yang saya pilih berkaitan dengan bidang

pekerjaan Anda?

2. Apakah materi yang saya ajarkan mendukung pekerjaan Anda?

3. Apakah metode pengajaran di dalam kelas membantu Anda dalam memahami

materi yang saya ajarkan?

4. Apakah sesi diskusi dalam kelompok membantu Anda dalam memahami

materi?

5. Apakah Anda merasa termotivasi untuk berbicara dalam bahasa Inggris?

6. Apakah Anda mempelajari materi yang saya ajarkan di luar kelas?

7. Apakah bahan listening membantu Anda memahami Bahasa Inggris?

Jika jawaban “ya”:

8. Dengan siapakah Anda mempelajari materi tersebut?

9. Apakah Anda terbantu dalam memahami materi ketika Anda belajar di luar

kelas?

Jika jawaban “tidak”:

10. Hambatan apa sajakah yang membuat Anda tidak dapat mempelajari materi di

luar kelas?

11. Berikan kritik maupun saran untuk pengembangan materi bahasa Inggris bagi

perawat-perawat.


104

The Result of the Nurses’ Interview

Dari hasil wawancara dengan tiga perawat Panti Rapih yaitu Fransiska Army, Erwin Ariyanto, dan Sri Wahyunintia di ketahui bahwa materi yang diberikan sewaktu pelatihan bahasa Inggris sudah membantu untuk mempelajari Bahasa Inggris. Para perawat yang sudah cukup umur juga termotivasi untuk belajar Bahasa Inggris. Topik-topik yang dikembangkan tidak menyimpang dari bidang pekerjaan seorang perawat. Walaupun demikian, Erwin Ariyanto menyarankan untuk memperluas topik pembelajarannya.

Di dalam kelas metode pembelajaran yang digunakan mendukung para perawat untuk lebih aktif berbicara dalam bahasa Inggris. Diskusi dan juga pengungkapan pendapat yang dibantu dengan pertanyaan-pertanyaan memberikan semangat kepada para perawat untuk mencoba mengungkapkan pendapat mereka. Kegiatan belajar di luar kelas belum bisa dilaksanakan karena waktu luang yang dimiliki oleh setiap perawat berbeda-beda dan letak rumah yang saling berjauhan. Selain faktor-faktor tersebut, jadwal kerja yang berbeda-beda mengakibatkan mereka tidak dapat berkumpul untuk membahas materi belajar.

Setelah diadakan pelatihan Bahasa Inggris, para perawat menjadi berani untuk berbicara bahasa Inggris. Selain itu, perawat-perawat Panti Rapih mempunyai keinginan untuk mengembangkan kemampuan Bahasa Inggris mereka.


1. Syllabus 2. Lesson Plans


105

SYLLABUS

Lesson : English

Major : Health

Skills : Listening and Speaking

Students : Nurses in Panti Rapih Hospital

Time Allocation : 16 meetings, @ 90 minutes

Including INTRODUCTION, MID TEST and FINAL

TEST

Competence Standard (Goal of the Course):

On completing this course, the students will be able to:

1. communicate using appropriate language varieties fluently and accurately

in a daily conversation and in interactions

2. understand simple conversations and short monologue descriptive and

explanatory passages

Short Description of the Course:

In this course, the nurses will learn specific topics that are related to their

job (health problems) and they will learn through the topics. The course will not

focus on the topic, but it will focus on how to use English in a daily conversation

and in interactions. The English is not about grammar but it is about how to be

fluent in speaking English. These topics will be used in the course in order to

make nurses easier to study English. This course is designed for developing the

communication skills (listening and speaking skill).

The collaborative learning, as a method of learning, is implemented in this

course in order to help them learn English through grouping either in a class or

outside the class. Through this method the students are going to be an active

learner either in a class or outside the class.


106

Schedule, Materials and Learning Activities:

Meeting Unit

Topics (Themes)

Basic Competences Indicator Learning

Activities Time

Allocation

1 INTRODUC

TION -

Students are able to use the language variety in introducing theirselves.

• Games of Introduction

• Explanation around the courses and materials

90’

2

Students are able to understand meanings in a daily conversation and interactions accurately based on the listening passages.

Students are able to: • identify ideas of

the listening passages

• give information based on the listening passages


• Listening for specific information

• Listening for detailed information

• Answering open-ended questions

90’

3

Unit 1

High Blood

Pressure

Giving

information

Students are able to respond information orally using the simple spoken language variety fluently, accurately. in an acceptable way

Students are able to: • retell the

information told by other speakers (friends)

• explain the symptom of the high blood pressure

• Role play • Prepared talks • Play

performance

90’


107

Meeting Unit

Topics Themes


Activities Time

Allocation

4

Students are able to comprehend meaning in simple short passage accurately.

Students are able to: • get the idea of a

listening passage




• Listening for detailed idea


90’

5

Unit 2

Nutritious

Foods

Giving advice

Students are able to comprehend meanings in simple conversations using simple spoken language variety accurately, fluently, and in an acceptable way to give advice.

Students are able to: • identify the

expressions used for giving advice

• apply the conversation in giving advice in a simple conversation

• Role play • Identifying

conversation Prepared talks


• Jigsaw activities 90’

6

Students are able to analyse the short explanatory monologue passage about giving instruction accurately.


language variety used in the listening passage to give instruction





• Restoration • Answering

close questions

90’

7

Unit 3

Diabetes

Giving

instruction Students are able to use appropriate language variety in giving instruction accurately and fluently using the simple spoken language.

Students are able to: • give instruction

of how to consume some medicines

• use simple spoken language variety in giving instruction to their friends

• Discussion • Jigsaw

activities • Role play • Play

performance 90’


108

Meeting Unit

Topics Themes


Activities Time

Allocation

8

Unit 4

Vitamin

Offering help

Students are able to comprehend and respond information in simple conversations and short monologue descriptive passages accurately and fluently using appropriate simple spoken language to offer help.

Students are able to: • get the idea

of several conversations


• apply the conversation in offering help in a simple conversation orally



• Filling form • Prepared talks • Role play • Play

performance 90’

MID TEST 90’

10

Students are able to understand a simple short descriptive monologue passage accurately about influenza.

Students are able to: • report a short

monologue that was played

• identify the information from the short




• Answering close questions

90’

11

Unit 5

Influenza

Expressing

delicate matter Students are able to express many kinds of ideational meanings in the short descriptive passage fluently and accurately.

Students are able to: • choose

appropriate terms in describing someone’s health

• apply the expressions used to describe health

• Prepared talks • Peer activities • Discussion

90’


109

Meeting Unit

Topics Themes


Activities Time

Allocation

12

Unit 6

HIV

Telling time

Students are able to respond meanings in simple conversations and short descriptive monologue passages fluently and accurately.

Students are able to: • identify

language variety used in the listening passages

• give information accurately based on the listening passages

• Peer discussion




• Answering close questions

90’

13

Unit 6

HIV

Telling time

Students are able to use appropriate language variety fluently and accurately in telling time using the simple spoken language in daily conversations or in interactions.

Students are able to: • give information

to their friends • tell time fluently

and accurately • explain the

symptom of the HIV

• Peer discussion

• Prepared talks • Role play • Play

performance

90’

14

Unit 7

Cancer

Apologizing

Students are able to understand meanings in simple conversations using simple spoken language variety accurately, fluently and in an acceptable way to apologize.

Students are able to: • identify

language variety used in the listening passages

• summary the idea of the listening passage







90’


110

Meeting Unit

Topics Themes


Activities Time

Allocation

15

Unit 7

Cancer

Apologizing

Students are able to apply the appropriate language varieties to apologize in short conversations fluently and accurately.

Students are able to: • choose

appropriate language varieties to apologize

• make a conversation

• perform their conversation in front of the class

• Discussion • Jigsaw

activities • Prepared talks • Play

performance 90’

90’

References

Azar, Betty Schampfer.1989. Understanding and Using English Grammar. New

Jersey: Prentice-Hall, Inc.

Beare, Kenneth. 2009. Asking for Information,

(http://esl.about.com/od/grammarstructures/a/f_askinfo.htm, accessed on

March 31, 2009)

Beare, Kenneth. 2009. Giving Advice,

(http://esl.about.com/od/grammarstructures/a/f_advice.htm, accessed on

March 31, 2009)


(http://www.patient.co.uk/showdoc/23068761, accessed on March 31,

2009)

Gilbert, Sue. What are the most nutritious fruits and vegetables?,

(http://yourtotalhealth.ivillage.com/what-are-most-nutritious-fruits-

vegetables.htm, accessed on March 31, 2009)

HIT Hypertension Influence Team. 2009. Blood Pressure Measurement With

Electronic Blood Pressure Monitor,

(http://www.bhsoc.org/how_to_measure_blood_pressure.stm, accessed on

March 31, 2009)


111

Hutchinson, Tom., Waters, Alan. 1994. English for Specific Purposes, A Learning

Centred Approach. Great Britain: Cambridge University Press.

Kemp, Jerrold E., Ed. D. 1977. Instructional Design, A Plan for Unit and Course

Development (second addition). Belmont: Fearon-Pitman Publishers Inc.

Moss, Jill. 2007. Medical Terms: A Clean Bill of Health From the Doctor,

(http://www.voanews.com/specialenglish/archive/2008-05/2008-05-05-

voa4.cfm, accessed on May 5, 2007)

Srinivas, Hari. 2009. Four Collaborative Learning Strategies,

(http://www.gdrc.org/kmgmt/c-learn/strategies.html, accessed on May18,

2009)


112

Lesson Plan

Meeting : 9th Topic : Influenza Theme : Expressing Delicate Matter Standard Competence : To be able to understand simple

conversations and short monologue descriptive and explanatory passages

Basic Competence : To understand a simple short descriptive monologue passage accurately about influenza

Indicator : to able to report a short monologue that was played to be able to identify the information from the short monologue

Time Allocation : 90 minutes Time

Allocation Activities Techniques References

Opening 3’ Greeting

Teacher greets the students Learners are to review the last materials.

Learners are to listen to the teacher’s explanation about the materials that will be given in the meeting.

Dialogue Discussion

17’ 1. In group, the learners are to discuss the questions in the Think it first!.

2. In the same group, the learners

are to discuss these questions: b. What are the syndromes of

the flu? c. How can a person get flu?

2. Students are to come in front of the class.

Discussion Handout Unit 5 Think it first! Task 1


113

3. Students are to answer the questions according to the result of the discussion.

4. The teacher summarises the discussion.

Main Activities 55’ 1. The learners discuss some

difficult words which they’ve found the meanings at home.

2. The learners listen to the

listening passage.

3. The learners write the main idea of the listening passage individually.

4. The learners discuss their summary.

5. The learners listen to the

listening passage. 6. The learners fill in the blanks

based on the listening passage. 7. The learners discuss the

answers. 8. The learners discuss Learn the Sentence! they’ve learnt.

9. The learners discuss the exercise.

Teacher and Learners discussion Group Discussion

Handout Unit 5 Learn the Vocabulary Fun Working, task 2 Task 3 Task 4 Learn the Sentence! task 5

Closing 10’ 1. Learners are to listen to the

listening passage once again. 2. Learners are to make a

summary of the lesson today. 3. Learners are to do the exercise

individually.

Take a deep lesson! Task 6


114

Lesson Plan Meeting : 10th Topic : Influenza Theme : Expressing Delicate Matter Standard Competence : To be able to communicate using appropriate

language variety fluently and accurately in a daily conversation and in interactions

Basic Competence : To express many kinds of ideational meanings in the short descriptive passage fluently and accurately

Indicator : to be able to choose appropriate terms in describing someone’s health

to be able to apply the expressions used to describe health Time Allocation : 90 minutes Time

Allocation Activities Techniques References

Opening Greeting Teacher greets the students

Dialogue

Learners are to review the last materials.

Learners are to listen to the teacher’s explanation about the materials that will be given in the meeting.

Game CG 2

17’

Learners are to answer the question written in the Let us speak!.

Learners are to tell the result of their discussion.

The teacher is to summary the discussion.

Discussion Handout Unit 5 Let us speak! Task 7


115

Main Activities 65’

Learners discuss the conversation.

Learners read a short conversation in pair.

Some learners are to perform the conversation.

Learners are to make two conversations based on the learning experience.

Learners are to perform their conversations in front of the class.

Discussion Performance

Handout Unit 5 Let Us Speak! Task 8 Task 9 Task 10

Closing 8’ Students are to make a summary of the lesson today.

Take a deep lesson!


Materials Outline


116

Materials Outline

Lesson : English

Major : Health

Skills : Listening and Speaking

Students : Nurses in Panti Rapih Hospital

Time Allocation : 16 meetings, @ 90 minutes

Including INTRODUCTION, MID TEST and FINAL TEST

Competence Standard (Goal of the Course):

On completing this course, the students will be able to:

1. communicate using appropriate language varieties fluently and accurately in a daily conversation and in interactions

2. understand simple conversations and short monologue descriptive and explanatory passages


117

Unit Topics Themes Meeting Basic Competences Indicator Learning Activities Language Focus Time

Allocation

INTRODUCTION 1 -

Students are able to use the language variety in introducing theirselves.

• Games of Introduction

• Explanation around the courses and materials

- 90’

2

Students are able to understand meanings in a daily conversation and interactions accurately based on the listening passages.

Students are able to: • identify ideas of the

listening passages • give information

based on the listening passages

• Group discussion • Listening for specific

information • Listening for

detailed information • Answering open-

ended questions

90’

Unit 1

High Blood

Pressure

Giving

information

3

Students are able to respond information orally using the simple spoken language variety fluently, accurately. in an acceptable way

Students are able to: • retell the information

told by other speakers (friends)

• explain the symptom of the high blood pressure

• Role play • Play performance

Expressions of giving information using reported speech and asking for information

90’


Allocation

4

Students are able to comprehend meaning in simple short passage accurately.

Students are able to: • get the idea of a

listening passage • identify the


• Group Discussion • Listening for

specific information • Listening for

detailed idea • Answering open-

ended questions

90’

Unit 2

Nutritious

Foods

Giving

advice

5

Students are able to comprehend meanings in simple conversations using simple spoken language variety accurately, fluently, and in an acceptable way to give advice.



• apply the conversation in giving advice in a simple conversation

• Role play • Identifying

conversation Prepared talks

• Play performance • Jigsaw activities

Expressions of giving for and asking for advice and making recommendation

90’


118

Unit 3

Diabetes

Giving

instruction 6

Students are able to analyse the short explanatory monologue passage about giving instruction accurately.

Students are able to: • identify the language

variety used in the listening passage to give instruction


• Group Discussion • Listening for specific

information • Listening for

detailed idea • Restoration • Answering close

questions

Expressions of asking and giving instruction

90’


Allocation

Unit 3

Diabetes

Giving

instruction 7

Students are able to use appropriate language variety in giving instruction accurately and fluently using the simple spoken language.

Students are able to: • give instruction of

how to consume some medicines

• use simple spoken language variety in giving instruction to their friends

• Discussion • Jigsaw activities • Role play • Play performance

Expressions of asking and giving instruction

90’

Unit 4

Vitamin

Offering

help 8

Students are able to comprehend and respond information in simple conversations and short monologue descriptive passages accurately and fluently using appropriate simple spoken language to offer help.

Students are able to: • get the idea of

several conversations


• apply the conversation in offering help in a simple conversation orally

• Group discussion • Listening for

specific information • Filling form • Prepared talks • Role play • Play performance Expressions of

asking for help and offering help

90’

MID TEST 90’


Allocation

Unit 5

Influenza

Expressing

delicate

matter 10

Students are able to understand a simple short descriptive monologue passage accurately about influenza.

Students are able to: • report a short

monologue that was played

identify the information from the short

• Group Discussion • Listening for


detailed idea • Answering close

questions

Expressions of describing patients’ condition using simple past

90’


119

11

Students are able to express many kinds of ideational meanings in the short descriptive passage fluently and accurately.

Students are able to: • choose appropriate

terms in describing someone’s health

apply the expressions used to describe health

• Prepare talks • Peer activities • Discussion

90’

Unit 6

HIV Telling time 12

Students are able to respond meanings in simple conversations and short descriptive monologue passages fluently and accurately.

Students are able to: • identify language

variety used in the listening passages

give information accurately based on the listening passages

• Peer discussion • Listening for


detailed idea • Answering open-

ended questions • Answering close

questions

Expression of telling time using simple present

90’


Allocation

Unit 6

HIV Telling time 13

Students are able to use appropriate language variety fluently and accurately in telling time using the simple spoken language in daily conversations or in interactions.

Students are able to: • give information to

their friends • tell time fluently and

accurately • explain the symptom

of the HIV

• Peer discussion • Prepared talks • Role play • Play performance Expression of

telling time using simple present

90’

Unit 7 Apologizing 14

Students are able to Students are able to: • Group discussion Expressions of 90’


120

understand meanings in simple conversations using simple spoken language variety accurately, fluently and in an acceptable way to apologize.

• identify language variety used in the listening passages

• summary the idea of the listening passage





• Jigsaw activities • Restoration Cancer

15

Students are able to apply the appropriate language varieties to apologize in short conversations fluently and accurately.

Students are able to: • choose appropriate

language varieties to apologize

• make a conversation • perform their

conversation in front of the class

• Discussion • Jigsaw activities • Prepared talks • Play performance

making apology

90’

FINAL TEST 90’


Integrated Listening and Speaking Materials Based on Collaborative Learning for Nurses in Panti Rapih

Hospital


English for Nurses

High Blood Pressure At the end of this chapter, the students are able to

Retell the information told by other speakers (friends) Explain the symptom of the high blood pressure Identify ideas in the listening passages Give information based on the listening passage

Learn the Vocabulary! Work in group consisting of three people! Find the meanings of these words

and make a sentence of each word!

a. disease b. weight c. blood pressure d. systolic e. diastolic f. medication g. advice h. cardiovascular


English for Nurses i. excess j. unsaturated k. lean l. modest m. reduction n. effort

Think it first! Discuss these questions in your group! 1. What is sphygmomanometer for? 2. How do you operate the sphygmomanometer?


English for Nurses

High blood pressure is one of several ʹrisk factorsʹ that can increase your chance of developing heart disease, a

stroke, and other serious conditions.

Let’s think about it! Task 1 Discuss these questions with your partner! 1. How is the hypertension or high blood pressure diagnosed?

2. What treatments should your patients do if they suffer from hypertension?

Fun Working

Task 2 Listen to the listening passage carefully! Bellow is the beginning of the listening passage that you are going to listen

Task 3 What is the main idea of the listening passage you’ve heard?


English for Nurses Task 4 Answer these questions based on the listening passage! Discuss the answers with your partner! 1. What is the high blood pressure or hypertension?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How is hypertension diagnosed? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What causes high blood pressure?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. How can we ease the high blood pressure? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What drugs are used to lower blood pressure?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


English for Nurses Learn the Sentence!

Work in group consisting of three people! Comprehend the sentences presented to give information and ask for information carefully at home!

Giving Information by Using Reported Speech

Sometimes you need to tell your patients about some information that is told by a doctor.

This information will change from direct speech into indirect speech.

When you do this, you need to make sure that the tenses are correct.

Direct Speech Indirect Speech

My job is very interesting. Karen said that her job was interesting.

ʺIʹm going giving injectionʺ She said she was giving injection.

ʺI havenʹt seen the health recordʺ She said she hadnʹt seen the health record.

ʺI have been working all morningʺ She said she had been working all morning.

ʺI was working all weekʺ She said she had been working all week.

ʺThe doctor went on Christmas holiday to Singapore ʺ

She said the doctor had gone on Christmas holiday to Singapore.

ʺI hadnʹt seen the illness beforeʺ She said she hadnʹt seen the illness before.

ʺI will see the patient laterʺ She said she would see the patient later.

ʺI can help you to eat your breakfastʺ She said she could help you to eat your breakfast.

ʺIt may become colder over nightʺ He said it might become colder over night.

In a question sentences ʺCan you help me?ʺ She asked me if I could help her.

ʺWhatʹs the time? He asked her what the time was. Direct speech using would, could, might and should all stay the same in reported

speech "You should speak more" He said I should speak more.


English for Nurses Other changes in time

There are a number of formulas used when asking for information in English.

Here are some of the most common:

• Could you tell me...?

• Do you know...?

• Do you happen to know...?

• I'd like to know...

• Could you find out...?

• I'm interested in...

• I'm looking for ...

Task 5 Make these direct sentences into indirect sentences! Do it at home! 1. He suffers from hypertension. 2. He should eat more vegetables. 3. There are two ways in which blood pressure can be lowered. 4. I haven’t seen the illness like this. 5. We can help you to do this diet. 6. Are you stressed? 7. Do you like drinking coffee? 8. What are you doing when you get stressed? 9. When did you get a mild headache? 10. You should have a long holiday.

Asking for Information

Time expressions also change in reported speech.

today - that day tomorrow - the day after / the next day yesterday - the day before / the previous daynow - then next week - the week after last week - the week before / the previous


English for Nurses

Take a deep lesson! Task 6 Work in your group! Give a simple explanation about hypertension!

Let us speak! Task 7 Read these conversations in pair and perform it in front of the class! a. Doctor : Ms. Sharon is an interesting patient, isn’t she? She always smiles at us even

though she has terrible pain in her legs. Nurse : Yes. I think so. She is a tough woman. Doctor : Prepare the injection for her, please. She will get an injection this afternoon. Patient : Excuse me; I would like to know what the doctor said about me. Nurse : The doctor said that you were an interesting patient. He said you would get an

injection this afternoon. Patient : Oh, I see. Thanks for giving me that information.

b. Patient : I would like to know my blood pressure. Nurse : Ok. It was 160/100 mmHg (one-sixty over one hundred millimetres of mercury) Patient : Thanks. Nurse : You’re welcome.

1. The doctor said that he suffered from hypertension. 2. ________________________________________________________________3. ________________________________________________________________4. ________________________________________________________________5. ________________________________________________________________6. ________________________________________________________________7. ________________________________________________________________8. ________________________________________________________________9. ________________________________________________________________10. ________________________________________________________________


English for Nurses c. Patient : Could you tell me what high blood pressure is?

Nurse : High blood pressure is a blood pressure that is 140/90 mmHg or above each time it is taken. That is, it is 'sustained' at 140/90 mmHg or above.

Patient : So, Do I suffer from high blood pressure? Nurse : No, you don’t. Your blood pressure is only 120/70 mmHg.

Task 8 Learn the conversations with your partner! Situation The doctor wants to know if the nurse has taken the blood pressure of Mrs. Poly. Conversation The doctor : Have you measured Mrs. Poly’s blood pressure? Nurse : Yes, I have taken it. It was recorded 160/100 mmHg. He always gets

terrible headache when he gets stressed. The doctor : So, Mrs. Poly suffers from high blood pressure. Nurse : Ok. I’ll tell it to Mrs. Poly. Make two conversations about asking and giving information based on the situations in the box with your partner!

The situations are: 1. The patient wants to know how to make her blood pressure low. 2. The patient wants to know how the doctor knows that he suffers from

hypertension. 3. The doctor wants to know the blood pressure of the patient. 4. The doctor asks the medical history of the patient. 5. The doctor asks the condition of the patient.

Conversation 1 Conversation 2


English for Nurses Task 10 Perform the conversation you have made in front of the class!

Take a deep lesson! Write down what you have learnt so far!


English for Nurses

Nutritious Food At the end of this chapter, the students are able to

get the idea of a listening passage identify the expressions used for giving advice apply the conversation in giving advice in a simple conversation

Learn the Vocabulary! Work in group consisting of three people! Find the meaning of these words and

make a sentence of each word at home! 1. Important 2. Convenience 3. Fruits 4. Veggies 5. Load 6. Watermelon 7. Grapefruit 8. Spinach


English for Nurses

Think it first! Discuss these questions in your group!

1. What do you think about these kinds of foods as the picture beside?

2. Are they good for our health? Why?

Let’s think about it! Task 1 Discuss the answers of these questions in your group! 1. Do vegetables contain so much nutrition? Explain your answer briefly!

2. What should we eat and drink to maintain our health?


English for Nurses

Fun Working

Task 2 Listen to the listening passage carefully! Bellow is the beginning of the listening passage that you are going to listen.

Task 3 What’s the main idea of the listening passage you’ve heard?

Task 4 Do it with your partner and answer these questions briefly! 1. What are the top five fruits based on the listening passage? 2. What are the top five vegetables based on the listening passage?

I try to eat a good balance of fruits and vegetables. However, for convenience, I would like to know the top five most

nutritious fruits and vegetables.


English for Nurses 3. Listen again! Is there any sentence about giving advice or asking for advice?

4. What do the fruits and vegetables contain based on the listening passage you’ve heard?

Vitamin C Fiber Calories Carotenoids Potassium Folate

Pectin Flavojoids Beta-carotene

Folate Iron Calcium

Vitamin C


English for Nurses

For example: Imagine that your patient is worried that she is getting fat! She asks you for some advice.

Learn the Sentence! Work in group consisting of three people! Comprehend the sentences presented carefully at home! Here are some ways which we can give advice or make recommendations

You can respond to your patient’s problem with these following phrases:

• You should take some exercise. • You ought to eat more fruit and vegetables. • Why don’t you go jogging? • How about eating less sugary food?

Using suggest and recommend

• I suggest taking a holiday. • I suggest (that) you take a holiday. • I recommend going to bed earlier. • I recommend (that) you go to bed earlier.

Using imperative to give advice We can use imperative verbs = ‘-ing’ to give advice.

• Start going to the gym. • Stop drinking so much coke. • Consider switching to brown bread and rice. • Try cycling to work.

For stronger advice you can use ‘have to’ or ‘must’ • You must see a doctor. • You have to take her to see that movie.

She’ll love it.

Here are some ways which we can ask for advice.

What do you think I should do? What do you suggest? What would you do (in this situation)?


English for Nurses

Take a deep lesson! Task 5 Find one situation of your patient then try to give them advice! Write down your advice on the space provided bellow!

Let us speak! Task 6 Read these three conversations in your group! Conversation1 Mrs. Smith : Excuse me, may I ask u something? Nurse : Yes, of course. What’s it about? Mrs. Smith : What should I eat in my diet? Nurse : Mm…… I’ll ask it to the doctor. Would you please for a minate? Mrs. Smith : Ok. Nurse : Mrs. Smith, the doctor said that you should use up at least as many

calories as you take in, eat a variety of nutritious foods from all the food groups, eat less of the nutrient‐poor foods, and don’t smoke tobacco and also stay away from tobacco smoke

Mrs. Smith : That’s cool. I’ll try to do the diet. Thanks. Conversation 2 Mr. Gordon : Nurse, What would you have for breakfast if you want to be

healthy? Nurse : I suggest having a glass of milk and a bowl of oatmeal. You should

get much water and you should also have fruits for your snack. Mr. Gordon : Only milk and oatmeal?? Conversation 3 Ms. Adam : I feel so tired even though I have enough rest. What should I do to

be fresh and healthy? Ms. Betty : Why don’t you eat more fruit? Ms. Adam : I’ve tried it. Ms. Betty : How about exercising? You can go jogging in the morning.


English for Nurses Ms. Adam : Oh… I don’t have much time to do that. Ms. Betty : You should spare your time to do some exercises.

I’m sure you’ll be more fresh and healthier. Trust me…. Some doctors usually say so.

Task 7 Work in group consisting of three people! Write down the statements or utterances of giving advice or recommendation that you find from the conversations above! ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Task 8 Read the example bellow with your partner before you do task 9! Situation :

Imagine that your patient is worried because she is getting fat! Conversation :

Mrs. Smith : Excuse me, may I ask u something? Nurse : Yes, of course. What’s it about? Mrs. Smith : What should I eat in my diet? Nurse : Mm…… I’ll ask it to the doctor. Would you please for a

minate? Mrs. Smith : Ok. Nurse : Mrs. Smith, the doctor said that you should use up at least as

many calories as you take in, eat a variety of nutritious foods from all the food groups, eat less of the nutrient‐poor foods, and don’t smoke tobacco and also stay away from tobacco smoke

Mrs. Smith : That’s cool. I’ll try to do the diet. Thanks.


English for Nurses Task 9 Work in group consisting of three people! Make two conversations based on your experiences in the hospital!

The conversation is about giving advice or suggestion to your patients. You should put the pattern of how to ask for advice. You should put the pattern of how to give advice.

Task 10 Work in group and answer the questions correctly! 1. Listen to your friends while they are performing their conversation in front of the

class!

2. What is the main idea of your friends’ conversation?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Conversation 1

Conversation 2


English for Nurses

3. Mention the utterances of asking for advice based on your friends’ conversation! ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. Mention the utterances of giving advice based on your friends’ conversation!

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………



English for Nurses

Influenza At the end of this chapter, the students are able to

report a short monologue that was played identify the information from the short monologue choose appropriate terms in describing someone’s health apply the expressions used to describe health

Learn the Vocabulary! Work in group consisting of three people! Find the meaning of these words at

home!

1. under the weather

2. runny nose

3. itchy eyes

4. a sore throat

5. run down

6. splitting headache

7. a fever

8. go under the knife

9. a clean bill of health

10. out cold

Make a sentence of each word above at home!

1. ________________________________________________________

2. ________________________________________________________

3. ________________________________________________________

4. ________________________________________________________

5. ________________________________________________________

6. ________________________________________________________

7. ________________________________________________________

8. ________________________________________________________

9. ________________________________________________________

10. ________________________________________________________


English for Nurses

Think it first! Discuss these questions in your group! 1. Mention some of the medical terms to describe the patients’ illness? .................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... 2. Write down some sentences used to describe good and bad condition!

GOOD BAD

Let’s think about it! Task 1 Discuss the answers of these questions in group! a. What are the syndromes of the flu? b. How can a person get flu?


English for Nurses

Fun Working

Task 2 Listen to the listening passage carefully! Bellow is the beginning of the listening passage that you are going to listen.

Task 3 What’s the main idea of the listening passage you’ve heard?

Task 4 Listen again and fill in the blanks! Discuss the answer with your partner! 1. Last month, I was not feeling _______. I was under ______________. I thought I had

caught a cold. I had a _____________ nose, _____________ eyes, a __________ throat and a cough. I felt ____________ and run down. I was in poor ______________ because I had not been ________ enough rest.

2. My friend _________ me to the doctor. I told the doctor I thought I had ___________

with a cold. When the doctor saw me, she immediately wanted to ________ some tests. She said that medical tests would help her ____________ why I was sick. The doctor also asked when I had my last physical. I do not get yearly check-ups. But I probably should get _____________________ by a doctor every year.

3. My body _______ all over. I also had severe ___________ -- a real splitting

headache. And I was running __________. My body temperature was higher than normal.

♫♫♫ Now, the VOA

Special English program, Words and Their Stories. (MUSIC)

Many professions have their own words and expressions……….

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


English for Nurses 4. I ____________ concerned that I might take a turn for the worse. I did not want to

become sicker because then surely I would be at death’s door. 5. Then the nurse _________ my blood. She used ________ to take a small amount of

______ from my arm. She sent it to a ___________ for tests. The nurse also took my _____________. She used a _________ to measure my body temperature.

6. Now, I am _________ on my feet. I am ____________ healthy again. Even better,

___________ has given me a clean ________ of health. She says that I am ______________ cured. I am back to normal and I feel ________. In fact, I _______ on top of the world. My friends say I now _________ like the picture of __________.

7. At one point, I ___________ out. That’s right, I was out cold. I lost -

________________ and my friend had to bring me around. He used _______ water on my face to __________ my consciousness.

8. The doctor _______ me I had ______________, or the _______. But she told me I

would ________ soon. She said I was over the worst of the disease. She told me to ______ at home and to ____________ from other people because the flu can _________. It is ______________.

9. Thankfully, I did not have to go ________________. I did not need

_______________. Instead, I did just what the doctor ___________. I went home and did exactly what was needed to become ________ again. Soon, I was __________. I was pulling through and ____________ from my sickness.

10. Many professions have their own words and expressions. This is true for the

________________. ________ use many ____________ terms that most people do not understand. But there are also expressions we use every day to tell about a person’s ________. Let me explain.

Learn the Sentence!

Work in group consisting of three people! Comprehend the sentences presented in the table carefully at home! If you want to describe the condition of your patients, you may use these rules:

S + V2 I felt tired and run down. I had a runny nose

S + was/were+ adj. My body was hurt all over. I was under the weather

S + did not(didn’t) + V1 I didn’t have a cough. I didn’t get enough rest.

S + was/were not (wasn’t/weren’t) + adj. You were unconscious.


English for Nurses If you want to ask the condition of your patients, you may use these rules:

Wh. Questions did + S + V1?

What did you feel last night? How did it happen?

Wh. Questions was/were + S + adj.?

Why were you sweaty all of the night?

Did + S + V1? Did you drink the medicine

regularly?

Was/were + S + adj.? Were you exhausted yesterday?

Task 5 Work in group consisting of three people! Make some sentences based on the notes given at home! Give examples of the expressions used to describe patients’ condition! 1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

Give examples of the expressions used to ask patients’ condition! 1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

Take a deep lesson! Task 6 Describe one disease that you notice in your real working world individually!


English for Nurses

Let us speak! Task 7 Answer these questions briefly and clearly with your partner!

Tell your experiences in describing someone’s health to the doctors!

Describe some illnesses that you know or that you familiar with?

Task 8 Read this conversation in pair! Nurse : Good morning, Sir. What did you feel last night? Mr. Joe : I got headache last night. It was a terrible headache. Nurse : Yup…. I’ll write it. You may have additional medicine. Mr. Joe : Thanks for your help. Nurse : That’s ok. It’s better for you to take a rest, Sir. Task 9 Make two conversations based on your experiences in the hospital with your partner!

The conversation is about describing conditions of your patient. You tell that description to the doctor. You should put the pattern of how to ask the condition of your patient. You should put the pattern of how to describe the condition of your patient.

Conversation 1


English for Nurses Task 10 Perform the conversation you have made in front of the class!


Conversation 2


147

REFERENCES

Azar, Betty Schampfer.1989. Understanding and Using English Grammar. New Jersey: Prentice-Hall, Inc.

Beare, Kenneth. 2009. Asking for Information,

(http://esl.about.com/od/grammarstructures/a/f_askinfo.htm, accessed on March 31, 2009)

Beare, Kenneth. 2009. Giving Advice,

(http://esl.about.com/od/grammarstructures/a/f_advice.htm, accessed on March 31, 2009)


(http://www.patient.co.uk/showdoc/23068761, accessed on March 31, 2009)

Gilbert, Sue. What are the most nutritious fruits and vegetables?,

(http://yourtotalhealth.ivillage.com/what-are-most-nutritious-fruits-vegetables.htm, accessed on March 31, 2009)

HIT Hypertension Influence Team. 2009. Blood Pressure Measurement With

Electronic Blood Pressure Monitor, (http://www.bhsoc.org/how_to_measure_blood_pressure.stm, accessed on March 31, 2009)

Hutchinson, Tom., Waters, Alan. 1994. English for Specific Purposes, A Learning

Centred Approach. Great Britain: Cambridge University Press. Kemp, Jerrold E., Ed. D. 1977. Instructional Design, A Plan for Unit and Course

Development (second addition). Belmont: Fearon-Pitman Publishers Inc. Moss, Jill. 2007. Medical Terms: A Clean Bill of Health From the Doctor,

(http://www.voanews.com/specialenglish/archive/2008-05/2008-05-05-voa4.cfm, accessed on May 5, 2007)

Srinivas, Hari. 2009. Four Collaborative Learning Strategies,

(http://www.gdrc.org/kmgmt/c-learn/strategies.html, accessed on May18, 2009)


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