CHAPTER I

RESEARCH PROPOSAL

IN SEARCH OF THE RELEVANCE OF THE STUDENTS' NEEDS TO THE MATERIALS USED IN CLASSROOM

(A Study at AKPER Sandi Karsa Makassar)

Jamaluddin al AfghaniP0600206007

ENGLISH LANGUAGE STUDIESGRADUATE PROGRAM

HASANUDDIN UNIVERSITY2011

1

CHAPTER IINTRODUCTION

A. BACKGROUND

Because of the expansion of science and technology, the need of English for Indonesian

people, especially for the scientists, experts, and students, is becoming more and more important.

This is because of the position of English in the world nowadays. English is one of the languages

used in the world, which is used as a tool of communication, both spoken and written. In

globalization era, English has occupied special position because it is mostly used in every field like

science and technology, communication, politics, economy, health, nursing, banking, culture, art,

film, and many others.

In Indonesia, English is the only compulsory foreign language subject in the public schools

and it is now being taught from primary up to the university level. At first, English was only taught

in Junior High School but later on English has been introduced in elementary school, grade four.

Some schools have even introduced it in the first grade. The teaching of English at those levels

because the government wants the citizen master this international language. Sibarani in Antara

News (2009) said that a country, which wants to pursue a progression has to be supported by the

mastery of foreign Language" He furthermore, said that Malaysia and Singapore, for example, are

countries that can pursue their progression because they really pay attention to the mastery of

foreign language by their society especially young generation, scientist, and experts. Being a

developing country, Indonesian government gives attention to the teaching of English. The

expansion of teaching of English in Indonesia does not only limit to general English but also it has

been taught in more specific purposes, such as English for scientific and technical purposes which

are under the umbrella of ESP (English for Specific Purposes). However, the teaching of this

specific English is still the university level.

1

ESP came into being in the early beginnings of 1945s and one of the reasons common to the

emergence of ESP is that people want to learn English because of their certain or specific purposes.

At the of Second World War in 1945, people learned English because it was the key to the

international currencies of technology and commerce and this reason created a new generation of

learners who knew specifically why they were learning a language – businessmen and business

women who wanted to sell their products, mechanics who had to read instruction manuals, and so

forth. The other reason of the emergence of ESP is because of the contribution of the new

development of educational psychology, where it emphasized the central importance of the learners

and their attitudes to learning. Learners were seen to have different needs and interests, which

would have an important influence on their motivation to learn (Hutchinson and Waters, 1987:3)

The teaching of ESP in Indonesia, especially at university level, is not only limited to the

English department but also to non-English department such as economy department, law, health

and nursery department. However, it seems that the position of English subject at those non-English

departments is only as a basic subject for fresh students or Mata Kuliah Dasar Umum (MKDU) and

the materials only provide general English. Ideally, the English materials in non-English

departments should talk about more specific English according to its departments, for example,

economic department teaches English for economy, law department teaches English for law and

nursery department teaches English for nursery. This fact is contradictory with the reasons of the

emergence of ESP as mentioned above.

At Professional Nursing Academy (Akademi Perawatan) Sandi Karsa Makassar, English is

offered in semester 3 (English I) and semester 4 (English II). In this institution, English is a

compulsory subject and it has two credit points for each semester. However, English in Sandi Karsa

is still not in the context of nursery nor in the area of ESP. So far, at least in the eyes of the

researcher or based on the researcher’s preliminary research, the teaching of English I and English

2

II is mostly in the grammatical context, and the design of the materials may not suit with the

students’ needs because needs analysis has never been conducted yet, and my preliminary interview

with the English lecturer of AKPER Sandi Karsa shows that the students’ module is compiled from

some materials available on the market. These materials available on the market are written based

on the students’ needs in general, which may not necessarily suited to AKPER Sandi Karsa

students.

Sandi Karsa has three study programs, pharmacy department, midwifery department, and

nursery department. The current study on material evaluation is focused on nursery department.

The principal vision of nursery departments is to become notable as top institution of health

education, and notable in its performance, resources and graduates. In order to reach this vision,

Professional Nursing Academy of Sandi Karsa provides special class (non-formal class) to improve

the quality of its graduates. In this class, the students are pushed to master three international

languages; English, Arabic, and Japanese. For English, the main purposes of this institution are to

prepare the students to win tight competition in the work force and to become international nurse

and to enable them to get current information on science, technology, and their discipline, where

their references are mostly written in English.

The need of nurse in developed countries like America, Canada, Europe, Australia, Japan

and Middle-East has jumped up drastically since 1980. It was predicted that the needs of

professional nurse in America in 1980 was only about 200.000 nurses, and become 500.000 nurses

in 2020 in order to back up the need of nurse in America (Rijadi, 2005). Furthermore, in all these

developed countries, the need of nurse will reach one million in 2020 (Atienza, 2004 in Rijadi,

2005). However, in Jogjanews website, it is said that even though the needs or requirement of nurse

abroad is available, the mastery of foreign language such as English still becomes the main problem

of these nurses. Kirnantoro, the chairman of the national nurses association in Jogjanews website

3

(2009) said that many nurses did not pass the recruitment of professional nurse abroad, because

they are lack of language competence, especially English. He further said that in 2009, Japan

provided 1000 available positions for nurse, but only 104 nurses passed the English competence.

This fact strongly indicates that the teaching of English for nurse students (in the context of

ESP) is very much needed. It also indicates that the teaching of English should be based on the

students’ target needs, that is, the situation in which the learners will use the language they are

learning. Therefore, before designing a course, curriculum, syllabus and materials, the designer

should pay attention to the students’ needs, and one of the tools to get information about the

students’ needs is needs analysis.

Needs analysis is very important in planning or designing any kinds of program, especially

language program, and it also show us that we cannot put the students’ needs, wants, and interest

aside in designing a language program. If we ignore them the teaching and learning goal will not be

achieved. For this reason, this study which is intended to reveal whether or not the materials used in

AKPER Sandi Karsa have fulfilled the students needs of English. I will evaluate the available

material to gather information from the students about the available material used in their

classroom.

B. Problem Statement

Based on the rationale stated in the background, the problem that id proposed in this

research, as follows:

“Is there any relevance of the students’ needs to the materials used at AKPER Sandi Karsa

Makassar?”

C. Objective

Based on the problems mentioned above, the objectives of the study are formulated as

follows:

4

“To find out the relevance of the students’ needs to the materials provided at AKPER Sandi

Karsa Makassar”

D. Significance

1. Theoretical Point of View

This study is hopefully useful for the academician in exploring further about material

evaluation, especially the theory about it.

2. Practical Point of View

This study is particularly important because the information gained from material

evaluation is supposed to serve as the basis for constructing a syllabus and materials that

represents the students’ needs of AKPER Sandi Karsa. Furthermore, this study hopefully can be

used as information for the teacher of Sandi Karsa Makassar, if he necessary feels wanted to

revise his material, because from this study the teacher can find in what aspects the materials is

not relevant to his students’ needs, and finally the result of this study can be used as a the

starting sorting in designing a syllabus for the next students of this institution.

5

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Historical Perspective of ESP

Regarding the ESP historical perspective, Fiorito (2005) firstly differentiate General English and

ESP. The most important difference lies in the learners and their purposes for learning English. ESP

students are usually adults who already have some experience with English and are learning the

language in order to communicate a set of professional skills and to perform particular job-related

functions. An ESP program is therefore built on an assessment of purposes and needs and the functions

for which English is required.

Furthermore, Fiorito (2005) said that ESP concentrates more on language in context than on

teaching grammar and language structures. It covers subjects varying from business management to

medical or nurse context. The ESP focal point is that English is not taught as a subject separated from

the students' real world (or needs); instead, it is integrated into a subject matter area important to the

learners.

In line with Fiorito, Hutchinson and Waters (1987) briefly gave explanation about the historical

perspective of ESP. They said that there are three reasons common to the emergence of all ESP: the

demands of a Brave New World, a revolution in linguistics, and focus on the learner.

ESP came into being at the end of Second World in 1945 (Hutchinson and Waters, 1987:6),

where at the time two forces dominated, technology and commerce, and English as the international

language was needed as the key of international currencies of technology and commerce. Furthermore,

it created new perception of why the learner learned the language, because not only it was the key of

the two forces, but also they knew specifically why they were learning the language. Businessman

learned it because they wanted to sell their product, mechanics had to read instruction manuals, doctors

needed to keep up development in their field, and students wanted read textbook and journals only

6

available in English. The general effect of all this development was to exert pressure on the language

teaching profession to deliver the required goods. Whereas English had previously decided its own

destiny, it now became subject to the wishes, needs and demands of people other than language

teachers

The second key reason cited as having a tremendous impact on the emergence of ESP was a

revolution in linguistics. Whereas at this time, new idea came to the emerge in the study of language.

This idea shifted attention from describing the rules of English usage to discovering the ways language

is used in real communication. The traditional thought that the language that we speak and write would

be different or vary in use from one situation to another, for instance in English language teaching,

English of commerce will be different from that of engineering, nursery, business (Hutchinson and

Waters, 1987).

Hutchinson and Waters (1987), furthermore, cited that the development in educational

psychology also gave contributed to the rise of ESP where this study emphasized the importance of the

learners and their attitudes to learning. Learners were seen to have different needs and interest, which

will give impact to their motivation and furthermore to the effectiveness of their learning. This

development of language teaching shows us that students’ needs are very important in language

teaching. The teachers have to put the students in the course that relevant to their needs and interest.

The teachers should put the students in the relevant area, if the students are nurse, the teachers should

give English in nursery context, for instance vocabularies related to medical supplies and tools,

situations related to how to treat patients or how to diagnose patients.

The three main reasons above can give contribution for Sandi Karsa, in order the teaching of

English will be much better. This institution or the teachers should not think that language teaching is

just a matter of teaching the rules of the language, or only teaching the students of how to speak the

language. However, there are others idea should be considered. First, the students’ reasons learn the

7

language, because it will be the goal of the language teaching and learning. If the students are nurse,

the teacher should know what their objective to learn the language is, do they learn the language for

working in a hospital, working abroad, for reading textbooks related to their field? Second, the context

of the language, English for business will be different in usage from that of nurse, or technical. Third,

the students’ needs. Teachers, course, material or syllabus designer, should give more attention to the

students’ needs because their needs have influence on their motivation and effectiveness of learning.

B. Definitions and Characteristics of ESP

Many experts have given a definition of English Specific Purposes, and in this subchapter,

we will look at a few of the most helpful definitions that are closely related to the core of the

current study.

In defining ESP, Hutchinson and Waters (1987:18) do not give definition by showing what

ESP is, but they prefer by saying that 1) ESP is not a matter of teaching ‘specialised varieties’ of

English. The fact that language is used for a specific purpose does not imply that it is a special

form of the language, different in kind from other forms, 2) ESP is not just a matter of Science

words and grammar for Scientists, Hotel words and grammar for Hotel staff and so on, 3) ESP is

not different in kind from any other form of language teaching, in that it should be based in the

first instance on principles of effective and efficient learning.

The negation statements above indicate that the teaching of ESP is not only a matter of

teaching specific groups of students or specific area of interest, material or it is different from

general English, because these are not the focus of the ESP teaching. The focus of ESP teaching is

the students, the students’ need of the language. Therefore, Hutchinson and Waters (1987:19) see

ESP as an approach rather than a product, by which they mean that ESP is not a particular kind of

language, teaching material or methodology. They suggest that the foundation of ESP is the simple

question: Why does this learner need to learn a foreign language? The answer to this question

8

relates to the learners, the language required and the learning context, and thus establishes the

primacy of need in ESP.

From the statement above, we can see that although the main subject to be taught in ESP is

language (in this case English), the language to be taught should be based on the students’ reason

for learning. In other words, the students needs, as well as in materials or methodology should be

based on the reason why they learn the language. Therefore, ESP is an approach to language

teaching in which all decisions related to content and method are based on the learner’s reasons for

learning.

Different from Hutchinson and Waters, Robinson (1991:2) gave definition of ESP based on

two criteria and a number of characteristics. The criteria is, first, ESP is normally goal directed.

This definition means that students study English not because they are interested in the English

language (or English-language culture) but they need English for some specific purposes, for

instance for work purposes. Second, an ESP course is based on a needs analysis, which aims to

specify closely as possible what exactly it is that students have to do through the medium of

English.

While her characteristics are, first, in ESP course there is usually a very clearly specified

time period for the course, in which their objectives have to be achieved. Next, ESP course likely

to be adults rather than children. It is often assumed that ESP students will not be beginners but

will have already studied in EGP for some years. However, ESP can certainly be taught to students

who are beginning their study of the language. Finally, the students are taught in homogenous

classes in terms of the work or specialist studies that the students are involved in. In other words,

all the students in a class are involved in the same kind of work or specialist studies, they consist of

identical students (Robinson, 1991:3).

9

Similar to Robinson, Strevens (1988) in Dudley-Evans and St. John (1998) defines ESP in

his absolute and variable characteristics. He said that ESP is contrast with general English because

it is designed to meet specific needs of the students and the content related to particular disciplines,

occupations, and activities, it is centered on the language appropriate to the activities, and it may

be restricted to one of the language skills to be learned.

While Dudley-Evans and St. John (1998:4) offered modified definition from Strevens’ to

their own form by adding some characteristics of ESP. They said that ESP is designed to meet

specific needs of the learner and for specific disciplines, therefore it may use specific teaching

situation that is different from general English. They further said that ESP is likely to be designed

for adult learners in intermediate and advanced levels.

From the statements of Robinson, Strevens, and Dudley-Evans and St. John above, it can be

summed up that 1) ESP course are likely to be used with adult learners rather than children, 2) ESP

course is normally related to a specific discipline, 3) the students of ESP course are mostly

homogenous, 4) needs analysis is primary to any ESP course, ESP is different form General

English, and it is normally goal-oriented.

Furthermore, based on their definitions, the researcher assume that my research place –

Professional Nursing Academy of Sandi Karsa – is the right place to conduct research on ESP, in

this case the researcher wants to see the relevance of the available materials to the students’ needs

at that institution because this English offered in this institution for specific groups (Nursery

Students) who have specific interest in studying the language.

C. Materials for ESP

Even though there are many materials of English books available on the market that are

designed for second language students for all levels and ages but it is not as easy as we think to take

those printed materials based on the teacher wants. Angel, et al. (2008) in Chou (2010) said that

10

many English teachers choose materials to use in the classroom sometimes based on their

impressions and expectations of what teaching materials should look like or it might be that the

course books are visually appealing, easy for the teacher to prepare, and the activities fit well into

the timetable. What Angel, et al. said above seems to happen in AKPER Sandi Karsa because my

interview with the teacher of AKPER Sandi Karsa shows that the materials for their students are

taken from some textbooks that become a module.

English that is taught in AKPER Sandi Karsa is categorized as ESP because the teacher

teaches specific field, that is nursery, therefore, the materials should be also based on the nursery.

Hutchinson and Waters (1987:106) said that there are some items to be paid attention for producing

useful and creative ESP materials, that is 1) defining objectives and 2) materials design model. The

designer should be paid attention in defining and materials designing model, therefore they propose

some techniques related to the both two items.

In defining objectives, Hutchinson and Waters said that there are some principles that should

be identified. First, materials provide a stimulus to learning, not encourage learners to learn.

Second, Materials help to organize the teaching-learning process. Third, materials embody a view

of the nature of language and learning. Fourth, materials reflect the nature of the learning task.

While in materials design model, Hutchinson and Waters proposed model that consists of four

elements, those are 1) input, may be a text, dialogue, video-recording, etc., that provides a number

of things such as stimulus material for activities, new language items, correct models of language

use, a topic for communication, opportunities for learners to use their information procession skills,

2) Content focus. The content should be meaningful communication, 3) language focus means the

materials should give chance the students to study the language to pieces and practice it, and 4)

task, means the materials should have communication task for the students.

11

The techniques above that proposed by Hutchinson and Waters will be used in this study to

see how the materials of AKPER Sandi is designed. The techniques will also be used in designing

questionnaire of this study to distribute to the students of AKPER Sandi Karsa in order to find out

whether their materials have already consisted above techniques and whether the materials are

relevant to their needs.

Furthermore, relating to the materials for ESP, Robinson (1991) and McDonough (1984)

paid attention to the terms of “authenticity”. Robinson (1991) states that a key concept within the

communicative approach, and one felt to be particularly relevant for ESP, is that authenticity.

Authenticity refers to the use of print, audio, video and practical materials originally produced for a

purpose other than the teaching of language. Similarly, Ellis and Johnson (1996) in Dominguez and

Rokowski (n.d.) state that when talking about the purpose of English for Occupational Purposes

(EOP), the use of authentic material is essential. Furthermore, they said that authentic material is a

kind of material taken from the real world and not specifically created for the purpose of language

teaching.

From the above statement, it shows us that materials for ESP is not about material that

consist about English language in general, but materials that consist about English language in use,

and the materials of ESP is not about how to teach the students to learn the language, but how to

teach students use the language in the real world. Therefore, choosing materials for ESP students

(in this case the students of AKPER Sandi Karsa) should be based on their target needs (where the

language will be used) because they will use the language for their own purposes. In other words, it

should be based on the reason why they learn the language. A teacher or designer of ESP materials

should check whether the materials meet the students’ target needs and whether the language taught

in relevance to the language that the students will use in their target needs (for example in their

work place). Designing, choosing, or selecting material is not just a matter of compiling them

12

from available textbooks, but it is a matter of accommodating what the students’ needs or wants or

what the programs’ objective to the materials.

Dudley-Evans and St. John (1998:170-171) suggest four reasons using materials in ESP

context: 1) as a source of language, 2) as a learning support, 3) for motivation and stimulation, and

4) for reference. These reasons indicate that ESP materials therefore should provide the real

language as it is used because ESP focuses on specific area of English, stimulate and motivate

learners learning by involving them in thinking about and using the language through cognitive and

mechanical processes. Besides, the materials should give students challenging and interesting

content, and provide a complete resource to be used as self-study and reference material outside the

classroom.

D. Materials Evaluation

In terms of teaching and learning materials, evaluation is not a matter of deciding whether

the materials are good or bad, but it is a matter of judging, the fitness of something for particular

purpose. In other words, as (Hutchinson and Waters (1987:96) argue it is only to decide the degree

of fitness for the required purpose according to the result of the needs analysis.

Nowadays, there is a great number of commercial textbooks available in the markets to

support every kind of ESP program. Teachers sometimes use these textbooks because of the cost,

efficiency, and completeness (a textbook sometimes offer at once for one semester). However, the

teacher do not realize that textbooks available on the market do not focus on the students’ needs

because they sometimes focus on general needs, lack of the content because they sometimes do not

pay attention to the students’ target needs. Therefore, Richard (2001:254-255) said that the use of

commercial textbook has both advantages and disadvantages. The advantages of using commercial

textbooks are they provide structure and a syllabus for a program, they help standardize instruction,

they maintain quality, they provide a variety of learning resources, and they are efficient. But,

13

commercial textbooks may be only ideal in one situation or for particular programs. While the

advantages are they may not reflect students’ needs, they may contain inauthentic language, they

may distort content, they can deskill teachers, and they are expensive.

In relation to this study, the textbook that is used in AKPER Sandi Karsa is still using

commercial textbooks. It is based on my preliminary interview, the teacher of AKPER Sandi Karsa

said that materials for the students of AKPER Sandi Karsa comes from compiled textbook. This

statement may indicate that the use of materials at this institution may be unsuitable with what the

students’ needs. However, I cannot judge that the materials of AKPER Sandi Karsa are irrelevant or

does not meet with the students’ needs. To say that they are irrelevant or not with the students’

needs, we need to conduct an evaluation to those materials. Cunningsworth (1995) in Richard

(2001:258). says that there are four criteria for evaluating textbooks, they are : 1) the materials

should match to the needs of the students as well as aims and objectives of the program, 2) the

materials should facilitate the students to use the language for their own purposes, 3) the materials

should consider the students’ needs and facilitate their learning process, and 4) they should have a

clear role as a support for learning.

In conducting evaluation, according to Robinson (1991:59), there are three types of materials

evaluation, they are preliminary, summative, and formative. Preliminary evaluation will normally

take place before an ESP course begins and involves selecting the most appropriate from the

available textbooks, and summative evaluation takes place at the end of a course and addresses the

question whether the materials have been effective, while formative (or revision) evaluation is

conducted while the course is ongoing, so that the modification can be made to the materials.

This study will report a survey that will be conducted at AKPER Sandi Karsa Makassar for

the purposes of evaluating its materials that have been used for the students of AKPER Sandi

Karsa. The materials have been used for several years ago and are still being used for the students

14

at that institution. It means that there are some students who have got the materials from their

teacher. (for example graduates or students of entry year 2008/2009) who have already learnt the

materials. Therefore, the type of evaluation in this study refers to summative and formative

evaluation. I use both these two types and do not use the preliminary evaluation because the

program at AKPER Sandi Karsa is already ongoing and the teacher has already had materials. In

other word, I will not design materials for the students of AKPER Sandi Karsa. But, I will evaluate

the material of AKPER Sandi Karsa to see whether the materials are relevant to the students’ needs.

However, before conducting an evaluation, Robinson (1991:66) poses a series of wh-

questions to guide the evaluators in doing an evaluation, they are 1) why carry out an evaluation?,

2) what is the subject of the evaluation?, 3) who carries out the evaluation?, 4) how is the

evaluation carried out?, and 5) what will happen to the result. In relation to these questions, this

study aims to see the relevance of the materials of AKPER Sandi Karsa to the students needs, or

whether they are effective or not. However, in this study I will not make a change to the materials

that have been used at that institution, because my capacity is just a researcher. Then, the subject of

evaluation is the materials that used in AKPER Sandi Karsa, which will be seen their relevant to the

students’ needs. Next, the analyst or the evaluator of this study is I as a researcher. The students, the

graduates, and the staffs of AKPER Sandi Karsa will be also involved in this study by giving them

questionnaires, but their capacity as the object of this study. The purpose is to maintain the

objectiveness of this research. The evaluation is carried out by piloting questionnaire, interview,

observation, etc., where this will be further explained in chapter 3 of this proposal. Finally, the

collected data or the findings of this research will be hopefully used by AKPER Sandi Karsa in

revising its teaching and learning material.

15

E. Needs Analysis

1. Definition and Procedures

The emergence of ESP teaching movement resulted from the English language needs of the

learners for specific purposes in accordance with their professions or job descriptions. The idea

behind this statement is that every group of students has their own specific needs for the language.

It means that the primary key on ESP is related to ‘needs’. Jordan (1997) stated that needs analysis

should be the starting point for devising syllabuses, courses, materials and the kind of teaching and

learning that takes place.

However, Hutchinson and waters (1987:53) said that what beyond ESP is not only about the

existence of a need but rather an awareness of the need. If learners, sponsors and teachers know

why the learners need English, that awareness will have an influence on what will be acceptable as

reasonable content (i.e. the needs of the students which will used as a basis in designing a course,

these needs as the reason for designing a course) in the language course and, on the positive side,

what potential can be exploited. Therefore, whatever courses, especially ESP course, that will be

designed, should be based on an analysis of learners’ needs because this is a way to come to the

awareness of the need.

Needs analysis has been defined as the identification of difficulties and standard situation by

observation of participants functioning in a target situation. In language program it is often viewed

simply as identification of the language forms that students will likely need to use in the target

language when they are required to actually understand and to produce the language (Wello and

Nur, 1999 in Moelier, 2008).

Needs analysis was introduced into language teaching through the ESP movement. From the

1960s, the demand for specialized language programs grew and applied linguists increasingly

began to employ needs analysis procedures in language teaching. By the 1980s, in many parts of

16

the world a “needs-based philosophy” emerged in language teaching, particularly in relation to ESP

and vocationally oriented program design (Brindley, 1989 in Richard, 2001:51).

A common factor that characterizes all ESP classes is the achievement of certain goals

determined through the process of need analysis. Brindley (1995) in Kaimuddin (1999:20) said: “It

is needs analysis that is the defining feature of all ESP classes and the ability to define needs with

some detail in ways related to the learner’s purpose is what distinguishes ESP from non ESP

general purposes”

In planning the subject matter to be presented, the teacher should know “what the students

should be able to with, what he has learned in real life situation. The teacher should thus have clear

idea of what skill and knowledge the students will need in the “target situation.” Therefore, the

teacher should conduct needs analysis because it is procedures and devices designed to provide the

teacher with the information he needs. Jordan (1997:22) said that needs analysis should be the

starting point for devising syllabuses, courses, materials and the kind of teaching and learning that

takes place.

Before conducting needs analysis, there are several questions should be paid attention with,

as proposed by Badre (2005). He proposed the four questions, as he calls the four steps, to the

needs assessment or needs analysis process require that someone who wants to conduct needs

analysis should determine these steps: who will conduct the study, what kind of information needs

to be collected, how the information will be collected, and how the information will be used.

Who will conduct the study.

The first step in performing a needs assessment is to decide who will conduct the study. A

needs assessment study can be carried out by needs analysts, outside consultants, practitioners,

or educational members, such as teachers. In this study, I myself, as the researcher, will become

the needs analyst who will gain information about students’ needs of AKPER Sandi Karsa.

17

These needs will use as data to see the relevant between the materials of AKPER Sandi Karsa

and the students’ needs.

What Kind of Information Needs to Be Collected?

The second step in performing a needs analysis is what kind of information the analyst plans to

collect. Generally, this study will gain information about what are the actual needs of the

students of Sandi Karsa in learning English for Nurse. However, particularly, Badre (2005) said

that a needs analysis or needs assessment for use with adult learners of English is a tool that

examines, from the perspective of the learner, what kinds of English, native language, and

literacy skills the learner already believes he or she has; the literacy contexts in which the

learner lives and works; what the learner wants and needs to know to function in those contexts;

what the learner expects to gain from the instructional program; and what might need to be done

in the native language or with the aid of an interpreter. All about information that will be gained

and will be clearly shown in the questionnaires.

How Will the Information Be Collected?

After deciding on the types of information which wants to be collected, it needs to determine

how to collect that information. Data can be collected by: 1) interviewing key informants (also

known as "gatekeepers"). The key informants of this study is the students of Sandi Karsa. 2)

holding a community forum, such as graduates or employers who work in a hospital, and 3)

researching social indicators, for instance the students’ motivation learning English for nurse.

Interpretation of Findings

In order to make use of the information collected, the results have to be interpreted. To interpret

the data, some statistical analyses are often applied (which is explained in Chapter 3) to identify

the most important needs for the majority of the informants. An important feature of the results

18

should be a reflection of whether or not the current goals of the given institution do meet (and

will continue to meet) the needs of the community.

Similar to Badre, Jordan (1997) also said that before conducting needs analysis, the analyst

should question him/herself with the WH+1H Questions (why, whose, who, what, when, where,

and how). He proposed these kinds of questions, they are: 1. why is the analysis being undertaken?,

2. Whose needs are to be analyzed?, 3. Who performs the analysis?, 4. What is to be analyzed?, 5.

How is the analysis to be conducted?, 6. When is the analysis to be undertaken?, and 7. Where is

the course to be held?

The statements of Badre (2005) and Jordan (1997) above shows us that there are several

questions should be answered before doing a needs analysis, and if these questions are answered, it

will give clearly descriptions about what an analyst will do in his/her study. These questions also

give clear description about my study that I myself as the researcher or the analyst will conduct

needs analysis to see the relevant between the materials and the students of Sandi Karsa.

In relation to the needs analysis process, Richard (2001:63-64) gives an example of

procedures used in investigating the language needs of non-English-background students at a New

Zealand university. They are literature survey, analysis of a wide range of survey questionnaires,

contact with others who had conducted similar surveys, interviews with teachers to determine

goals, identification of participating department, presentation of project proposal to participating

departments and identification of liaison person in each department, development of a pilot student

and staff questionnaire, review of the questionnaires by colleagues, piloting of the questionnaires,

selection of staff and student subjects, developing a schedule for collecting data, administration of

questionnaires, follow-up interview with selected participants, tabulation of responses, analysis of

response, writing up of report and recommendation.

19

Richard (2001:64) further gives procedures in conducting needs analysis in smaller-scale

needs analysis such as that of teacher or group of teachers assessing of new groups of students in a

language program. The procedures can also be used as a guide or procedures in doing my study,

because the amount of my sample (will be explained in chapter 3) is not big. The needs analysis in

such case may consist of initial questionnaire, follow-up individual and group interviews, meeting

with students, meetings with other teachers, ongoing classroom observation, and tests.

One important thing should be remembered in conducting needs analysis is that needs are not

objective fact but they are subjective interpretation of information from target population, in this

case the students. In other words that the target population (students) that are being analyzed has

their own idea or interpretation about something, such as a language course. Therefore Richard

suggests that a great deal of consultation is needed with the various stakeholders to ensure that the

conclusions drawn from a need analysis are appropriate and relevant (Richard, 2001:66).

In conducting needs analysis, Robinson (1981:8) divides needs analysis into two types called

target situation analysis (TSA), which focuses on students’ needs at the end of a language course,

and present situation analysis (PSA), which focuses at the students’ strength and weakness at the

start of their language course. In this study, I will analyze professional information about the

students of Professional Nursing Academy of Sandi Karsa, that is tasks and activities the students

will use English for (target situation analysis/TSA), and English language information about the

students of Professional Nursing Academy of Sandi Karsa, that is what the students’ current skills

and language use are (present situation analysis/PSA).

2. Types of Needs

Hutchinson and Waters (1981) make a basic distinction between target needs and learning

needs. Target needs is what the learner needs to do in the target situation, and learning needs is

what the learner need to do in order to learn.

20

He further explains that target needs is something of an umbrella term, which in practice hides a

number of important terms such as necessities, lacks, and wants.

Necessities : determined by the demands of the target situation, that, is what the learner has to

know in order to function effectively in the target situation. Related to my study, necessities is

also important to know because from the necessities, I, as the needs analyst will gain

information about what the students want to know in their field of study related to English. For

example, the students of Professional Nursing Academy of Sandi Karsa Makassar might need to

understand how to care for patient in recovery, return a patient to the ward, give instruction to

the patient, and diagnose the patient’s disease.

Lacks is the gap between the learner’s target proficiency and his/her existing proficiency

Wants is the learner’s view as to what his/her needs are and this cannot be ignored, bearing in

mind the importance of learner’s motivation in the learning process. It could be the factors may

affect the way the students of Sandi Karsa learn such as previous learning experiences, reasons

for learning English and expectations of it.

Moreover, about information that will be gained in this study, in conducting needs analysis

will gather the following kind of information from the target needs. I will use the following

simplified framework from Hutchinson and Waters (1987:59).

Why is the language needed?- for study- for work- for training- for combination of these- for some other purpose, e.g. status, examination, promotion

How will the language be used?- medium: speaking, writing, reading, etc.- channel: e.g. telephone, face to face- types of text discourse, e.g. academic texts, lecturers, formal or informal conversation

in certain situation

What will the content areas be?21

- topics- level of study

Who will the learner use the language with?- Native speaker or non-native- Relationship, e.g. colleague, teacher, customer

Where will the language be used?

- Physical setting: e.g. office, lecture theater, hotel, hospital- Human context: e.g. alone, meeting demonstration, on telephone- Linguistic contect: e.g. in own country, abroad

When will the language be used?- concurrently with the ESP course subsequently- frequently, seldom, in small amount, in large chunks.

On the other hand, learning needs concerns with the route or continuum a learner will pass to

get from his/her starting point to the destination. In other words, learning needs deal with the

learning situation that the learner prefers to have.

Relating to learning needs, Hutchinson & Waters (1987) offer a learning-centered approach

to ESP. They argue that more attention should be given to how learners learn, not only give too

much attention to language needs, They suggest that a learning needs approach is the best route to

convey learners from the starting point to the target situation.

To analyze learning need, Hutchinson and Waters (1987) formulate following questions to

get information about target population needs, as follows:

Why are the learners taking the course- compulsory or optional- apparent need or not- are status, money, promotion involved- what do learners think they will achieves?- what is their attitude towards the ESP course?

How do the learners learn?- What is their background?- what methodology will appeal to them?- what sort of techniques are likely to bore/alienate them?

What resources are available?- Number and professional competence of teachers

22

- attitude of teachers to ESP- teachers’ knowledge of and attitude to the subject content- materials

Who are the learner?- Age/sex/nationality- What do they know already about English?- What are their interest?- What learning styles are they used to?- What is their attitude to English?

When will the ESP course take place?- Time of day- Every day/once a week- Full time/part time- Concurrent with need

The above questions will be elaborated in the questionnaires in this research, in order to get

information about target needs and learning need of the students of AKPER Sandi Karsa Makassar.

F. Conceptual Framework

The input of this research is the target population in which the students, head of academic

affairs, and graduates will gather information from them by providing questionnaires about their

perception on the materials of AKPER Sandi Karsa, in this case English for Nurse. The content of

the questionnaires will be in the area of students’ present situation (what the students’ current skills

and language use are), students’ target situation (tasks and activities that the students will use

English for), and students’ learning situation (what is the effective ways that the learners want in

learning English). Then, the result of the previous will be reviewed to identify the content of the

textbook in the area of activities, skills, language type and grammar, levels, as well as subject and

content. The result of this search will be used to find out the relevance of the students’ needs to the

materials used at AKPER Sandi Karsa Makassar. Finally, having the finding in hand, the writer will

see whether or not the materials used at AKPER Sandi Karsa are relevant.

CONCEPTUAL FRAMEWORK

23Gathering information

from

- Students- Graduates- Head of

academic affair

24

Identify the content of the textbook in the area of:- Activities- Skills- Language type and grammar- Levels- Subject and Content

The material is relevant

The material is irrelevant with the

CHAPTER III

METHODOLOGY

This chapter provides information about the location of the research, the type of the research,

source of Data, population and sample, instrument of data Collection, procedure of collecting data, and

techniques of data analysis.

A. Location of the research

This research will be conducted in AKPER SANDI KARSA Makassar. The researcher

chooses this school as location of the research based on several reasons: (1) AKPER Sandi Karsa

has its autonomy in designing its curriculum including its materials, which is based on the

Indonesian Government Regulation No. 61/1999 article 13 indicating that a university has its

autonomy to design its curriculum, (2) AKPER Sandi Karsa has not conducted needs analysis in

designing its English subject, and (3) the English and the materials might haven’t met the students’

needs. The last two reasons are based on the researcher’s preliminary interview with the students of

AKPER Sandi Karsa.

B. Type of the Research

The type of this research is descriptive quantitative research. Arikunto (2009:234) said that

descriptive research is conducted to collect information about the status of the phenomenon, which

is a condition that happened naturally. In other words, we can say that the fact found in the fields of

research are objective. He further said that descriptive research is not conducted to check out the

reliability of a hypothesis, but only describes the condition that will be found in the field of

research.

The researcher will use this type of the research because this type of research tries to

describe the real needs of the students AKPER SANDI KARSA in learning English. Having known

25

the students’ needs, the researcher will easily come into the object of this study that is whether the

material is relevant to the students’ needs.

C. Source of Data / Target Pupulation

Richard (2001:57) said that target population in needs analysis refers to the people from

whom information will be collected. Typically, in language programs, the target population will be

learners who have potential in their academic study. However, others participants can be involved

in the needs analysis, for instance teachers, employers, policy makers, etc., as long as they can

provide information that is useful and has relation to the purposes of the needs analysis. The target

population should be clear in doing needs analysis, in order that the analyst, who conducts the

needs analysis, can obtain enough information and valid data.

Based on the statement stated above, there are four categories of people who will be involved

in this study 1) the target group, 2) the audience, 3) the needs analysts, and 4) the resource group

(Brown, 1995). From the four categories above, the target group and the audience are in the context

of Akper Sandi Karsa Makassar.

Target group

The target group consists of people about whom information will ultimately be gathered, in this

study the target group is the students of Sandi Karsa Makassar.

Audience

The audience is those who will eventually be required to act upon the analysis. This group

consists of teachers and program administrators or head of academic affairs of Sandi Karsa

Makassar.

Needs analysts

The needs analysts are the persons responsible for conducting the needs analysis. In this study I

myself will be the analyst and will be responsible for identifying the other three groups.

26

Resource Group

The resource group consists of those who may serve as sources of information about the target

group. This group consists of employers and graduates.

D. Population and Sample

1. Population

The population of this research is the students of AKPER Sandi Karsa. The total number

of the students is 577.

ENTRY YEAR NUMBER OF POPULATION

2008/2009

2009/2010

335

242

TOTAL 577

Source: Director of AKPER Sandi Karsa (23 Juni 2010)

Both the two categories of population above are involved in this study because they

assumed have some ideas about the material used in their classroom. English is taught at

AKPER Sandi Karsa in Semester II and Semester III, therefore, the students of entry year

2008/2009 have learnt the material, while the students of entry year 2009/2010 are ongoing in

learning the material.

The other sources of data that will be investigated for this research are Head of Academic

Affairs, the graduates, and stake Holders/Employers. The lecturer is not taken as source of data

in this study in order to avoid bias. The reason is that the lecturer will might give subjective

information because he himself designed the material.

2. Sample

Because of the limited time and fund, and also because the number of the students is big

enough, the researcher will limit the population by selecting the samples. In deciding the number of

sample, the researcher will use the method suggested by Arikunto. If the number of population is 27

hundreds, more than 150 people, the researchers can choose about 25-30% sample (Arikunto,

2009:95). Therefore, the number of sample that will be chosen is 144 students or 25% of the total

population.

Having decided the number of sample, the researcher will use stratified sampling technique

in deciding the sample. The researcher will use stratified sampling technique because the

population is heterogeneous. The students of AKPER SANDI KARSA have different levels of

ability and experience in English. There are some students who are still studying English subject

and they are in the third semester. There are also some students who have studied English subject

and they are in the fifth semester. This means that the students have different level and experience

in English. Arikunto (2009:95) said that stratified sampling is used if there are groups of person or

there are strata or levels in population.

By using stratified sampling, the researcher will group the sample into two categories. The

first category is the students who have experience in learning English and known about how the

material is like (entry year 2008/2009), and the second category, the students of entry year

2009/2010, is those who are still studying English subject. The second category can hopefully give

wider information about the textbook/material because they have experience from studying English

at AKPER Sandi Karsa and they assumed know about what the material is like.

The number of sample of the two categories can be shown in the table below:

No Category Entry YearNumber of

SamplePercentage

(%)

I Having experience and knowing about the material 2008/2009 84 25%

II Still studying English 2009/2010 60 25%

TOTAL 144 25%While the number of sample of the other sources are the Head of Academic Affairs (1

respondent), graduates (10 respondents), stake holders/employers (5 respondents).

28

The technique used in choosing this sample is purposive sampling technique. This technique

is used if the researcher has specific considerations in taking the sample (Arikunto, 2009:97). Data

that will be obtained from those respondents can be used as additional information to back up the

data from the students.

Having decided the sample, the total number of sample that will be involved in this research

is as follows:

NO Category Number of Sample

1 Students 144

2 Graduates 10

3 Head of Academic Affairs 1

4 Graduates 5

5 Stake Holders/Employers 5

Total 165

E. Instrument of Data Collection

Arikunto (2009:101) said that the instrument of data collection is a way that will help a

researcher in his research in collecting data in order that the process in collecting data is systematic.

In collecting the data concerning the students’ needs and material evaluation, the researcher

will use some instruments proposed by Richard (2001:60-61) and Robinson (1991:69-71), as

follows:

1. Questionnaire

Questionnaire is list of questions given to the respondents to get information about the object

of the research. Schroder (1981) in Robinson (1991) said that the advantage of a questionnaire is

that it can be sent fairly easily to a large number of people. By this instrument, the researcher will

gain data from the students about their perception about the language they need, their profiles,

background, learning styles, language mastery, etc. Brown and West in Nugraha (2002) said that to

29

gather information on a large scale, questionnaire surveys are the most common and the most

efficient method of needs analysis compared to other procedures.

In conducting needs analysis, Richard (2001:73) suggests six types of questionnaires, as

follows:

a. Open question: one that can be answered freely and where no kind of choice in the answer

b. Closed question: one that is answered by choosing alternatives providedc. Checklist: a set of terms that describe different attributes or valuesd. Rating scale: a value is given on a scale (e.g., between “strongly agree” and “strongly

agree”)e. Ranking: items are ranked (e.g., from 1 to 9) according to some criteriaf. Inventory: a list that the respondents mark or check in some way

2. Interviews

This instrument is used to get additional information and a more in-depth exploration of

issues that cannot be reached from the questionnaire. The informants that might be interviewed are

the students, the lecturers, the graduates, the head of curriculum affairs, and so forth as long as it is

related to object of this research. Gall, Borg, and Gall (1996) in Nugraha (2002) stated that

interviews can build trust and rapport with respondents and may obtain information that would not

possibly be revealed by any other data collection method.

3. Observations

Observations are other instruments for collecting data in material evaluation. Schroder

(1981) in Robinson (1991) said that observations can be used to supplement questionnaires and

interviews. (Dudley-Evans ,John, and Merriam, 1998) stated that observations in English for

Academic Purposes needs analysis can be in the form of sitting in on subject lectures or practical

sessions. By this instrument, the researcher will obtain data and assess the real situation.

F. Procedure of Collecting Data

30

There are four phases that will be done to obtain necessary information about the material

used at AKPER Sandi Karsa Makassar.

In the first phase, questionnaires are used to explore and gather detailed information about

the students’ perspective of the activities, skills, language type and grammar, levels, as well as

subject and content in that textbook/material. Some of the students will be interviewed to ensure the

data validity and to get additional information. In this phase, all chosen sample will be involved in

the survey.

In the second phase, the researcher will collect the result of the questionnaire and compare

with the material to see the relevance of the material to the students’ needs.

In the fourth phase, having processed the data and the findings are in hand, the writer will

find whether the material is relevant or not to the students’ needs.

G. Techniques of Data Analysis

As mentioned above the type of this research is descriptive quantitative research. Widyoko

(2008) said that the obtained data from this type is quantitative. The data then will be categorized in

the form of tables, charts and graphs. The results of categorization are then described, interpreted

from various aspects, even in terms of background, characteristics and so forth. In other words,

quantitative data will be interpreted qualitatively.

From the statement above, the researcher will use rating scale as a technique of data analysis

in this research. Situmorang (2010:4) stated that this scale allows researchers to sort the

respondents of the level of "the lowest" to the level of "the highest" according to certain attributes.

The scale that is applied to data that can be divided into various groups and we can make a ranking

among the group. This scale is used to measure attitudes, opinions, and perceptions of a person or

group of people about social phenomena.

Here is the the scale table:

31

No.Item

Questionnaires

Interval AnswerStrongly

agreeAgree somewhat

agreeDisagree strongly

disagree5 4 3 2 1

… … … … … … …

Further, to see the strengtness of the respondents’ answers, the data will be processed in the

following category.

0 20% 40% 60% 80% 100%

Strongly weak somewhat strength stronglyweak strength strength

32

REFERENCES

Angell, J., et. al. (2008). Thinking globally, acting locally: Selecting textbooks for college-level language programs. In Chou.

Antara News. 3 May 2009. Bahasa Inggris Pendukung Wawasan Kultural.

Arikunto, Suharsimi. 2009. Manajemen Penelitian. Jakarta: Rineka Cipta

Badre, Abdeslam. 2005. Needs Analysis: A Valuable Tool for Designing and Maintaining Effective ESP Curriculum. Retrieved from http://www.slideshare.net/abdeslambadre/needs-analysis-a-valuable-tool-for-designing-and-maintaning-effective-esp-curriculum-by-abdeslam-badre, access date: 07 Agustus 2010.

Briendley, G. 1984. Needs Analysis and Objective Setting in the Adult Migrant Education Program. In Richard

Briendley, G. 1995. Course Design of ESP. In Kaimuddin.

Chou, Peter Tze-Ming. 2010. Advantages and Disadvantages of ESL Course Book. The Internet TESL Journal, Vol. XVI, No. 11, November 2010. Retrieved from http://iteslj.org/Articles/Chou-CourseBooks.html, access date: 07 Desember 2010.

Cunningsworth, A. 1995. Choosing Your Coursbook. In Richard

Dominguez, Guadalupe Acedo and Rokowski, Patricia Edwards. (n.d.). Bridging the gap between English for Academic and Occupational Purposes. Retrieved from http://www.esp-world.info/Articles_2/Bridging%20the%20gap%20between%20English%20for%20Academic%20and%20Occupational%20Purposes.html, access date: 09 Desember 2010.

Dudley-Evans and Maggie Jo St. John. 1998. Developments in English for specific Purposes. Cambridge: Cambridge University Press.

Ellis, M. & Johnson, C. (1996). Teaching Business English. In Dominguez and Rokowski.

Fiorito, Lorenzo. (2005). Teaching English for Specific Purposes. Retrieved from http://www.usingenglish.com/teachers/articles/teaching-english-for-specific-purposes-esp.html, access date: 1 July 2010.

Gall, M. D., Borg, W.R. & Gall, J. P. 1996. Educational research: an introduction (6th ed.). New York: Longman, in Nugraha.

Hutchinson, Tom and Waters, Alan. 1987. English for Specific Purposes. Cambridge: Cambridge University Press.

Iwai, T., et al. (1999). Japanese language needs analysis. In Songhori

Jogjanews. 3 July 2009. 2010, 15.000 perawat luar negeri masuk Indonesia. Retrieved from http://jogjanews.com/2009/07/03/2010-15-000-perawat-luar-negeri-masuk-indonesia/, access date: 5 March 2010.

Jordan, R. R. 1997. English for Academic Purposes. Cambridge: Cambridge University Press.

Kaimuddin. 1999. Needs Analysis of Technical High School Student. Unpublished Thesis. Makassar: Graduate Program, UNHAS

McDonough, Jo. 1984. ESP in Perspective – A Practical Guide. London: Collins Educational.

33

Moelier, Dahlia D. 2008. Englih for Busiiness Syllabus Design Based on Needs Analysis for the Students of Faculty of Letters Universitas “45” Makassar. Unpublished Thesis. Makassar: Graduate Program, Unhas.

Nugraha, Medy. (n.d.) Triangulation of Instrumentation and Data Source: A Stronger Method in Assessing English Language Needs. Vol 4, No. 2.

Richard, J.C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Rijadi, Suprijanto. 2005. Kebutuhan Perawat Profesional (Registered Nurse) di Dunia 2020. Retrieved from http://shaumi-shaumi.blogspot.com/2010/01/masa-depan-perawat-di-ln-sangat-baik.html, access date: 5 March 2010

Robinson, Pauline C. 1991. ESP Today: A Practinioner's Guide. United Kingdom: Prentice Hall International.

Samantray, Kalyani. 2009. Designing a communicative syllabus for the tertiary level. Retrieved from http://www.yementimes.com/, access date: 3 July 2010.

Schroder, K. 1981. Methods of Exploring Language Needs in Industry, in Robinson.

Situmorang, Syafizal Helmi. 2010. Analisis Data untuk Riset Manajemen dan Bisnis. Sumatra: USU Press.

Songhori, Mehdi Haseli. 2007. Introduction to Needs Analysis. Issue 4, 2008. Retrieved from www.esp-world.info, 12 March 2010.

Strevens, P. 1988. ESP after Twenty Years: a re-appraisal. In Dudley-Evans and St. John.

Wello, Muhammad Basri and Hafsah Amien J. Nur. 1999. An Introduction to ESP, in Moelier.

Widodo. 2009. Designing a Model of Business English Materials Using a Communicative Approach (CA). Retrieved from http://sastra.um.ac.id/wp-content/uploads/2009/10/Designing-a-Model-of-Business-English-Materials-Using-a-Communicative-Approach.pdf, access date: 11 March 2010

Widyoko. 2008. Analisis Kualitatif dalam Penelitian Sosial. Retrieved from http://www.um-pwr.ac.id/web/artikel/224-analisis-kualitatif-dalam-penelitian-sosial.html, access date: 1 July 2010

Yasik, Nur. 2007. Analysis of ESP Reading Materials in English for Pharmacy. Retrieved from http://research-report.umm.ac.id/index.php/research-report/article/viewFile/122/122_umm_research_report_fulltext.pdf, access date: 12 March 2010.

34

Appendix 1Students Needs Analysis and Textbook Evaluation Form

PETUNJUK PENGISIAN ANGKET Mohon angket diisi untuk menjawab seluruh pertanyaan dan pernyataan yang telah

disediakan Berilah lingkaran () pada pilihan jawan yang tersedia dan pilih sesuai keadaan yang

sebenarnya Proses Anda menjawab pertanyaan dan pernyataan dalam angket ini tidak ada jawaban

yang salah. Oleh sebab itu, dimohon agar tidak ada jawaban yang dikosongkan Jawaban Anda akan dipergunakan untuk mengevaluasi materi Bahasa Inggris Keperawatan

yang selama ini Anda pelajari dalam kelas reguler/pagi di AKPER Sandi Karsa Makassar. Terima kasih atas kesediaan Anda mengisi angket penelitian ini.

1. Mengapa Anda belajar bahasa Inggris keperawatan?a. Membantu mengembangkan karir sayab. Membantu melanjutkan studi saya ke jenjang lebih tinggic. Membantu memahami dan mengembangkan ilmu saya di bidang keperawatand. Agar bisa berkomunikasi dalam bahasa Inggrise. Mengikuti matakuliah yang ditawarkan dalam kurikulum sebagai salah satu syaratf. Alasan lain, tolong sebutkan

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

2. Dimana Anda akan menggunakan bahasa Inggris yang selama ini Anda pelajari (Dalam konteks dan situasi seperti apa)?a. Di pelayanan keperawatan b. Di perusahaan c. Di luar negeri d. Alasan lain, tolong sebutkan

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

3. Apakah materi Bahasa Inggris Keperawatan yang selama ini anda pelajari memenuhi kebutuhan anda? a. Ya b. Tidak

4. Jika jawaban nomor 3 tidak, mengapa? a. Materinya membosankan b. Tidak relevan dengan Bahasan Inggris Keperawatan c. Metode pengajaran tidak sesuai kebutuhan mahasiswa d. Alasan lain, tolong sebutkan ________________________________________

_______________________________________________________________

_______________________________________________________________

5. Menurut anda, bagaimana seharusnya materi bahasa inggris yang baik untuk mahasiswa keperawatan? a. Materinya lebih banyak berhubungan dengan bidang keperawatanb. Materinya banyak menguraikan grammar c. Materinya harus banyak memberi terjemahan d. Materinya menyangkut bahasa inggris umum e. Alasan lain, tolong sebutkan________________________________________

_______________________________________________________________

_______________________________________________________________

6. Seberapa besar buku atau materi yang selama ini anda pelajari di kampus membantu Anda dalam tugas/aktivitas berikut ini.1=banyak membantu

2= sedikit membantu

3= kurang membantu

4= tidak membantu

Berbicara dalam bahasa Inggris terkait tentang topik keperawatan atau kesehatan

1 2 3 4

Menulis dalam bahasa Inggris terkait tentang topik keperawatan atau kesehatan

1 2 3 4

Membaca buku-buku bahasa Inggris tentang keperawatan atau kesehatan

1 2 3 4

Memahami tugas kuliah, bahan kuliah yang berkaitan dengan keperawatan atau kesehatan

1 2 3 4

Menerjemahkan materi-materi yang berkaitan dengan keperawatan atau kesehatan

1 2 3 4

7. Apakah Anda suka dengan model pembelajaran di bawah ini? Lingkari jawaban Anda. Secara individual Ya / Tidak Secara berpasangan Ya / Tidak Secara berkelompok Ya / Tidak Jawaban lain, tolong sebutkan __________________________________________________

___________________________________________________________________________

___________________________________________________________________________

8. Seberapa penting kegiatan berikut ini dalam pembelajaran bahasa Inggris keperawatan? Lingkari jawaban Anda.

1=Sangat penting 2=Cukup penting 3=tidak terlalu penting

4= tidak penting

Role Play (permainan peran) 1 2 3 4Language game (permainan) 1 2 3 4Berdiskusi dengan teman 1 2 3 4Menghafal percakapan 1 2 3 4Menerjemahkan materi bacaan 1 2 3 4

9. Dari 4 skill di bawah ini, seberapa sering skill tersebut Anda butuhkan dalam pembelajaran Bahasa Inggris Keperawatan? (silahkan lingkari)

Sangat sering

Sering Kadang-kadang

Jarang Tidak pernah

Membaca(Reading)

1 2 3 4 5

Menulis(Writing)

1 2 3 4 5

Berbicara(Speaking)

1 2 3 4 5

Mendengar(Listening)

1 2 3 4 5

10. Dari keterampilan berbahasa Inggris di bawah ini, keterampilan manakah yang Anda rasakan sulit?

Sangat sering

Sering Kadang-kadang

Jarang Tidak pernah

Membaca(Reading)

1 2 3 4 5

Menulis(Writing)

1 2 3 4 5

Berbicara(Speaking)

1 2 3 4 5

Mendengar(Listening)

1 2 3 4 5

11. Pada level manakah kemampuan bahasa Inggris Anda? a. Basic (lower) : mengetahui beberapa kata dan ungkapan bahasa Inggris yang sudah

ada; tidak bisa mengatur alur percakapan/percakapan; masih sangat terbatas dalam merespon pertanyaan dan percakapan untuk topik-topik tertentu; sangat terbatas pada pembendaharaan kata, tata bahasa, pengetahuan tentang idiom, pengucapan bahasa Inggris masih sangat dipengaruhi oleh bahasa Ibu.

b. Basic (upper) : hanya mengetahui beberapa kata-kata dan ungkapan umum; sudah sedikit bisa bercakap untuk percakapan pendek pada untuk beberapa topik tertentu; pembendaharaan kata, tata bahasa, dan idiom sudah sedikit meningkat; pengucapan bahasa Inggris masih sangat dipengaruhi oleh bahasa Ibu.

c. Intermediate (lower) : Sudah cukup lancar dalam berkomunikasi pada topik-topik tertentu, tetapi masih susah berkomunikasi untuk untuk topic-topik yang belum diprediksi sebelumnya; masih mempunyai masalah pada pembendaharaan kata, tata bahasa, idiom, dan pengucapan.

d. Intermediate (upper) : Sudah bisa berkomunikasi dengan baik untuk situasi dan topic yang umum dikenal, walapun masih mempunyai masalah dengan pembendaharaan kata, idiom, tata bahasa, pengucapan bahasa Inggris.

e. Advanced : Sudah bisa berkomunikasi dengan lancar dan alami untuk semua topic dan situasi; kesulitan pada pembendaharaan kata, idiom, tata bahasa, dan pengucapan sudah sangat kecil.

STUDENT TEXBOOK EVALUATION FORM

*** Lingkari jawaban anda, jika

5 = Sangat Setuju 4 = Setuju 3 = Agak Setuju

2 = Tidak Setuju

1 = Sangat Tidak Setuju

A. AKTIVITAS

1. Buku yang selama ini anda pelajari memberikan keseimbangan antara teori dan praktek.5 4 3 2 1

2. Kegiatan yang dilakukan mendorong mahasiswa untuk lebih komunikatif5 4 3 2 1

3. Kegiatan yang dilakukan menggabungkan antara pembelajaran individu, berpasangan dan kelompok.5 4 3 2 1

4. Kegiatan yang dilakukan memberikan contoh yang ada di kehidupan nyata (autentik) yang sesuai dengan bidang anda sebagai perawat seperti berbicara dengan pasien atau mendiagnosa pasien.5 4 3 2 1

B. SKILLS

5. Buku yang selama ini Anda pelajari fokus terhadap skill bahasa Inggris yang Anda butuhkan 5 4 3 2 1

6. Buku yang selama ini Anda pelajari memuat ke empat skil bahasa Inggris (listening, speaking, reading dan writing), dan porsinya seimbang.5 4 3 2 1

7. Buku yang selama ini Anda pelajari juga fokus terhadap sub-skil, seperti percakapan di rumah sakit, cara mendapat inti pembicaraan dari percakapan yang didengar.5 4 3 2 1

8. Materi listening, speaking, reading atau writing yang disajikan dalam buku sesuai dengan kebutuhan Anda sebagai perawat.5 4 3 2 1

C. TIPE BAHASA DAN GRAMMAR

9. Bahasa yang terdapat dalam buku merupakan bahasa yang menggambarkan kehidupan nyata yang sesuai dengan kebutuhan Anda (misalnya kegiatan di rumah sakit, percakapan antara dokter/perawat dengan pasien)5 4 3 2 1

10. Bahasa yang digunakan sudah sesuai dengan kemampuan bahasa Inggris yang Anda miliki.5 4 3 2 1

11. Grammar dan kosakata dalam buku yang selama ini Anda pelajari memberikan Anda motivasi.5 4 3 2 1

12. Tingkatan grammar dan kosakata dalam buku yang selama ini Anda pelajari sudah sesuai dengan kemampuan Anda5 4 3 2 1

13. Grammar yang diberikan disertai dengan contoh dan penjelasan yang mudah, jelas dan sesuai dengan konteks keperawatan.5 4 3 2 1

D. LEVEL KEMAMPUAN

14. Buku atau materi yang Anda pelajari membantu Anda meningkatkan level kemampuan bahasa Inggris Anda.5 4 3 2 1

15. Materi pembahasan secara umum dalam buku sesuai dengan level kemampuan bahasa Inggris Anda5 4 3 2 1

16. Level/kemampuan bahasa Inggris Anda meningkat setelah mengikuti perkuliahan dalam kelas.5 4 3 2 1

E. SUBJEK DAN ISI BUKU

17. Subjek, topik, dan materi pembahasan dari buku yang Anda pelajari sesuai dengan kebutuhan Anda sebagai perawat5 4 3 2 1

18. Subjek, topik, dan materi pembahasan dari buku yang Anda pelajari menarik, menantang, dan memotivasi Anda.5 4 3 2 1

19. Subjek, topik, dan materi pembahasan dalam buku cukup bervariasi5 4 3 2 1

20. Subjek dan materi pembahasan dalam buku sesuai dengan kultur/budaya bahasa Inggris.5 4 3 2 1

21. Subjek, topik, dan materi pembahasan dalam buku membantu Anda memahami hal-hal yang berkaitan dengan keperawatan (seperti memahami buku medis, memahami kegiatan yang berkaitan dengan keperawatan, seperti mendiagnosa penyakit pasien, merawat pasien, memberikan instruksi kepada pasien)5 4 3 2 1

22. Materi dalam buku yang selama ini Anda pelajari memuat fungsi-fungsi bahasa Inggris seperti bagaimana meminta informasi, cara memberi nasehat, cara mengutarakan keluhan atau pengaduan.5 4 3 2 1

23. Fungsi-fungsi bahasa Inggris yang terdapat dalam buku sudah sesuai dengan yang Anda inginkan dan sesuai dengan bidang Anda sebagai perawat.5 4 3 2 1

F. EVALUASI UMUM

24. Buku yang selama ini Anda pelajari lebih meningkatkan gairah Anda mempelajari bahasa Inggris5 4 3 2 1

25. Anda akan menggunakan lagi buku pelajaran tersebut.5 4 3 2 1

Adapted from: Litz, David. 2005. Textbook Evaluation and ELT Management: A South Korean Case Study. Asian

EFL Journal. Retrieved from: http://www.asian-efl-journal.com/Litz_thesis.pdf

Appendix 2Graduate Needs Analysis and Textbook Evaluation Form

PETUNJUK PENGISIAN ANGKET Mohon angket diisi untuk menjawab seluruh pertanyaan dan pernyataan yang telah

disediakan Berilah lingkaran () pada pilihan jawan yang tersedia dan pilih sesuai keadaan yang

sebenarnya Proses Anda menjawab pertanyaan dan pernyataan dalam angket ini tidak ada jawaban

yang salah. Oleh sebab itu, dimohon agar tidak ada jawaban yang dikosongkan Jawaban Anda akan dipergunakan untuk mengevaluasi materi Bahasa Inggris Keperawatan

yang selama ini Anda pelajari dalam kelas reguler/pagi di AKPER Sandi Karsa Makassar. Terima kasih atas kesediaan Anda mengisi angket penelitian ini.

1. Mengapa Anda belajar bahasa Inggris keperawatan?a. Membantu mengembangkan karir sayab. Membantu melanjutkan studi saya ke jenjang lebih tinggic. Membantu memahami dan mengembangkan ilmu saya di bidang keperawatand. Agar bisa berkomunikasi dalam bahasa Inggrise. Mengikuti matakuliah yang ditawarkan dalam kurikulum sebagai salah satu syaratf. Alasan lain, tolong sebutkan

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Dimana Anda akan menggunakan bahasa Inggris yang selama ini Anda pelajari (Dalam konteks dan situasi seperti apa)?a. Di pelayanan keperawatan b. Di perusahaan c. Di luar negeri d. Alasan lain, tolong sebutkan

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. Apakah materi Bahasa Inggris Keperawatan yang selama ini anda pelajari memenuhi kebutuhan anda? a. Ya b. Tidak

4. Jika jawaban nomor 3 tidak, mengapa? a. Materinya membosankan b. Tidak relevan dengan Bahasan Inggris Keperawatan c. Metode pengajaran tidak sesuai kebutuhan mahasiswa d. Alasan lain, tolong sebutkan _____________________________________________________

____________________________________________________________________________

____________________________________________________________________________

5. Menurut anda, bagaimana seharusnya materi bahasa inggris yang baik untuk mahasiswa keperawatan? a. Materinya lebih banyak berhubungan dengan bidang keperawatanb. Materinya banyak menguraikan grammar c. Materinya harus banyak memberi terjemahan d. Materinya menyangkut bahasa inggris umum e. Alasan lain, tolong sebutkan_____________________________________________________

____________________________________________________________________________

____________________________________________________________________________

6. Seberapa besar buku atau materi yang selama ini anda pelajari di kampus membantu Anda dalam tugas/aktivitas berikut ini.1=banyak membantu

2= sedikit membantu

3= kurang membantu

4= tidak membantu

Berbicara dalam bahasa Inggris terkait tentang topik keperawatan atau kesehatan

1 2 3 4

Menulis dalam bahasa Inggris terkait tentang topik keperawatan atau kesehatan

1 2 3 4

Membaca buku-buku bahasa Inggris tentang keperawatan atau kesehatan

1 2 3 4

Memahami tugas kuliah, bahan kuliah yang berkaitan dengan keperawatan atau kesehatan

1 2 3 4

Menerjemahkan materi-materi yang berkaitan dengan keperawatan atau kesehatan

1 2 3 4

7. Apakah Anda suka dengan model pembelajaran di bawah ini? Lingkari jawaban Anda. Secara individual Ya / Tidak Secara berpasangan Ya / Tidak Secara berkelompok Ya / Tidak Jawaban lain, tolong sebutkan __________________________________________________

___________________________________________________________________________

___________________________________________________________________________

8. Seberapa penting kegiatan berikut ini dalam pembelajaran bahasa Inggris keperawatan? Lingkari jawaban Anda.

1=Sangat penting 2=Cukup penting 3=tidak terlalu penting

4= tidak penting

Role Play (permainan peran) 1 2 3 4Language game (permainan) 1 2 3 4Berdiskusi dengan teman 1 2 3 4Menghafal percakapan 1 2 3 4Menerjemahkan materi bacaan 1 2 3 4

9. Dari 4 skill di bawah ini, seberapa sering skill tersebut Anda butuhkan dalam pembelajaran Bahasa Inggris Keperawatan? (silahkan lingkari)

Sangat sering

Sering Kadang-kadang

Jarang Tidak pernah

Membaca(Reading)

1 2 3 4 5

Menulis(Writing)

1 2 3 4 5

Berbicara(Speaking)

1 2 3 4 5

Mendengar(Listening)

1 2 3 4 5

10. Dari keterampilan berbahasa Inggris di bawah ini, keterampilan manakah yang Anda rasakan sulit?

Sangat sering

Sering Kadang-kadang

Jarang Tidak pernah

Membaca(Reading)

1 2 3 4 5

Menulis(Writing)

1 2 3 4 5

Berbicara(Speaking)

1 2 3 4 5

Mendengar(Listening)

1 2 3 4 5

11. Pada level manakah kemampuan bahasa Inggris Anda? f. Basic (lower) : mengetahui beberapa kata dan ungkapan bahasa Inggris yang sudah

ada; tidak bisa mengatur alur percakapan/percakapan; masih sangat terbatas dalam merespon pertanyaan dan percakapan untuk topik-topik tertentu; sangat terbatas pada pembendaharaan kata, tata bahasa, pengetahuan tentang idiom, pengucapan bahasa Inggris masih sangat dipengaruhi oleh bahasa Ibu.

g. Basic (upper) : hanya mengetahui beberapa kata-kata dan ungkapan umum; sudah sedikit bisa bercakap untuk percakapan pendek pada untuk beberapa topik tertentu; pembendaharaan kata, tata bahasa, dan idiom sudah sedikit meningkat; pengucapan bahasa Inggris masih sangat dipengaruhi oleh bahasa Ibu.

h. Intermediate (lower) : Sudah cukup lancar dalam berkomunikasi pada topik-topik tertentu, tetapi masih susah berkomunikasi untuk untuk topic-topik yang belum diprediksi sebelumnya; masih mempunyai masalah pada pembendaharaan kata, tata bahasa, idiom, dan pengucapan.

i. Intermediate (upper) : Sudah bisa berkomunikasi dengan baik untuk situasi dan topic yang umum dikenal, walapun masih mempunyai masalah dengan pembendaharaan kata, idiom, tata bahasa, pengucapan bahasa Inggris.

j. Advanced : Sudah bisa berkomunikasi dengan lancar dan alami untuk semua topic dan situasi; kesulitan pada pembendaharaan kata, idiom, tata bahasa, dan pengucapan sudah sangat kecil.

GRADUATE TEXBOOK EVALUATION FORM

*** Lingkari jawaban anda, jika

5 = Sangat Setuju 4 = Setuju 3 = Agak Setuju

2 = Tidak Setuju

1 = Sangat Tidak Setuju

A. AKTIVITAS

1. Buku yang telah anda pelajari memberikan keseimbangan antara teori dan praktek.5 4 3 2 1

2. Kegiatan yang dilakukan mendorong mahasiswa untuk lebih komunikatif5 4 3 2 1

3. Kegiatan yang dilakukan menggabungkan antara pembelajaran individu, berpasangan dan kelompok.5 4 3 2 1

4. Kegiatan yang dilakukan memberikan contoh yang ada di kehidupan nyata (autentik) yang sesuai dengan bidang anda sebagai perawat seperti berbicara dengan pasien atau mendiagnosa pasien.5 4 3 2 1

B. SKILLS

5. Buku yang selama ini Anda fokus terhadap skill bahasa Inggris yang Anda butuhkan 5 4 3 2 1

6. Materi yang telah Anda pelajari memuat ke empat skil bahasa Inggris (listening, speaking, reading dan writing), dan porsinya seimbang.5 4 3 2 1

7. Buku yang telah Anda pelajari juga fokus terhadap sub-skil, seperti percakapan di rumah sakit, cara mendapat inti pembicaraan dari percakapan yang didengar.5 4 3 2 1

8. Materi listening, speaking, reading atau writing yang disajikan dalam buku sesuai dengan pekerjaan Anda sebagai perawat.5 4 3 2 1

C. TIPE BAHASA DAN GRAMMAR

9. Bahasa yang terdapat dalam buku merupakan bahasa yang menggambarkan kehidupan nyata yang sesuai dengan kebutuhan Anda (misalnya kegiatan di rumah sakit, percakapan antara dokter/perawat dengan pasien)5 4 3 2 1

10. Bahasa yang digunakan sudah sesuai dengan kemampuan bahasa Inggris yang Anda miliki.5 4 3 2 1

11. Grammar dan kosakata dalam buku yang telah Anda pelajari memberikan motivasi.5 4 3 2 1

12. Tingkatan grammar dan kosakata dalam buku yang telah Anda pelajari sudah sesuai dengan kemampuan Anda5 4 3 2 1

13. Grammar yang diberikan disertai dengan contoh dan penjelasan yang mudah, jelas dan sesuai dengan konteks keperawatan.5 4 3 2 1

D. LEVEL KEMAMPUAN

14. Buku atau materi yang telah Anda pelajari membantu Anda meningkatkan level kemampuan bahasa Inggris Anda.5 4 3 2 1

15. Materi pembahasan secara umum dalam buku sesuai dengan level kemampuan bahasa Inggris Anda5 4 3 2 1

16. Level/kemampuan bahasa Inggris Anda meningkat setelah mengikuti perkuliahan dalam kelas.5 4 3 2 1

E. SUBJEK DAN ISI BUKU

17. Subjek, topik, dan materi pembahasan dari buku yang Anda pelajari sesuai dengan pekerjaan Anda sebagai perawat5 4 3 2 1

18. Subjek, topik, dan materi pembahasan dari buku yang Anda pelajari menarik, menantang, dan memotivasi Anda.5 4 3 2 1

19. Subjek, topik, dan materi pembahasan dalam buku cukup bervariasi5 4 3 2 1

20. Subjek dan materi pembahasan dalam buku sesuai dengan kultur/budaya bahasa Inggris.5 4 3 2 1

21. Subjek, topik, dan materi pembahasan dalam buku membantu Anda memahami hal-hal yang berkaitan dengan keperawatan (seperti memahami buku medis, memahami kegiatan yang berkaitan dengan keperawatan, seperti mendiagnosa penyakit pasien, merawat pasien, memberikan instruksi kepada pasien)5 4 3 2 1

22. Materi dalam buku yang selama ini Anda pelajari memuat fungsi-fungsi bahasa Inggris seperti bagaimana meminta informasi, cara memberi nasehat, cara mengutarakan keluhan atau pengaduan.5 4 3 2 1

23. Fungsi-fungsi bahasa Inggris yang terdapat dalam buku sudah sesuai dengan yang Anda inginkan dan sesuai dengan bidang Anda sebagai perawat.5 4 3 2 1

F. EVALUASI UMUM

24. Buku yang selama ini Anda pelajari lebih meningkatkan gairah Anda mempelajari bahasa Inggris5 4 3 2 1

25. Anda akan menggunakan lagi buku pelajaran tersebut.5 4 3 2 1

Adapted from: Litz, David. 2005. Textbook Evaluation and ELT Management: A South Korean Case Study. Asian

EFL Journal. Retrieved from: http://www.asian-efl-journal.com/Litz_thesis.pdf

Appendix 3:Questionnaire for Academic Affair

PETUNJUK PENGISIAN ANGKET Mohon angket diisi untuk menjawab seluruh pertanyaan dan pernyataan yang telah

disediakan Berilah lingkaran () pada pilihan jawan yang tersedia dan pilih sesuai keadaan yang

sebenarnya Proses Anda menjawab pertanyaan dan pernyataan dalam angket ini tidak ada jawaban

yang salah. Oleh sebab itu, dimohon agar tidak ada jawaban yang dikosongkan Jawaban Anda akan dipergunakan untuk mengevaluasi materi Bahasa Inggris Keperawatan

yang selama ini digunakan dalam kelas reguler/pagi di AKPER Sandi Karsa Makassar. Terima kasih atas kesediaan Anda mengisi angket penelitian ini.

1. Apakah Bahasa Inggris Keperawatan bermanfaat bagi mahasiswa? a. Sangat bermanfaat b. Bermanfaat c. tidak terlalu bermanfaat d. tidak bermanfaat

Tolong Jelaskan, __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Apakah materi Bahasa Inggris Keperawatan memenuhi kebutuhan mahasiswa? a. Ya b. Tidak

Jika tidak, mengapa? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Apakah mahasiswa tertarik tengan topik-topik bahasa Inggris yang berhubungan dengan bidang keperawatan? a. Sangat tertarikb. Tertarik c. Tidak terlalu tertarik d. Tidak tertarik

Tolong jelaskan ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Keuntungan apa yang diharapkan dari pelajaran bahasa Inggris bagi mahasiswa AKPER Sandi Karsaa. Membantu mahasiswa dalam mengembangkan ilmunyab. Membantu mahasiswa untuk melanjutkan pendidikanc. Membantu mahasiswa agar bisa berkomunikasi dalam bahasa Inggrisd. Membantu mahasiswa dalam mengembangkan karirnyae. Lain-lain, tolong sebutkan__________________________________________

5. Menurut Anda, bagaimana seharusnya materi bahasa inggris yang baik untuk mahasiswa keperawatan? a. Materinya lebih banyak berhubungan dengan bidang keperawatanb. Materinya banyak menguraikan grammar c. Materinya harus banyak memberi terjemahan d. Materinya menyangkut bahasa inggris umum e. Alasan lain, tolong sebutkan_____________________________________________________

________________________________________________________________________________________________________________________________________________________

6. Seberapa besar buku atau materi yang diajarkan membantu mahasiswa dalam tugas/aktivitas berikut ini.1=banyak membantu

2= sedikit membantu

3= kurang membantu

4= tidak membantu

Berbicara dalam bahasa Inggris terkait tentang topik keperawatan atau kesehatan

1 2 3 4

Menulis dalam bahasa Inggris terkait tentang topik keperawatan atau kesehatan

1 2 3 4

Membaca buku-buku bahasa Inggris tentang keperawatan atau kesehatan

1 2 3 4

Memahami tugas kuliah, bahan kuliah yang berkaitan dengan keperawatan atau kesehatan

1 2 3 4

Menerjemahkan materi-materi yang berkaitan dengan keperawatan atau kesehatan

1 2 3 4

7. Seberapa penting kegiatan berikut ini dalam pembelajaran bahasa Inggris keperawatan? Lingkari jawaban Anda.

1=Sangat penting 2=Cukup penting 3=tidak terlalu penting

4= tidak penting

Role Play (permainan peran) 1 2 3 4Language game (permainan) 1 2 3 4Berdiskusi dengan teman 1 2 3 4Menghafal percakapan 1 2 3 4Menerjemahkan materi bacaan 1 2 3 4

8. Dari 4 skill di bawah ini, seberapa sering skill tersebut mahasiswa keperawatan butuhkan dalam pembelajaran Bahasa Inggris Keperawatan? (silahkan lingkari)

Sangat sering

Sering Kadang-kadang

Jarang Tidak pernah

Membaca(Reading)

1 2 3 4 5

Menulis(Writing)

1 2 3 4 5

Berbicara(Speaking)

1 2 3 4 5

Mendengar(Listening)

1 2 3 4 5

9. Berikan komentar Anda tentang kemampuan bahasa Inggris mahasiswa setelah mengikuti materi pembelajaran di kelas?a. Sangat baikb. Baikc. Cukup baikd. Tidak terlalu baike. Sangat kurang

10. Berikan saran Anda cara meningkatkan keterampilan berbahasa Inggris yang diperlukan oleh mahasiswa AKPER Sandi Karsaa. Materinya terkait dengan bahasa Inggris keperawatanb. Materinya harus lebih praktisc. Meningkatkan metode pengajarand. Lain-lain________________________________________________________

*** Lingkari jawaban anda, jika

5 = Sangat Setuju 4 = Setuju 3 = Agak Setuju

2 = Tidak Setuju

1 = Sangat Tidak Setuju

11. Subjek dan materi dalam buku sesuai dengan visi dan misi AKPER Sandi Karsa5 4 3 2 1

12. Subjek dan materi dalam buku sesuai dengan kurikulum AKPER Sandi Karsa5 4 3 2 1

13. Buku yang dipelajari mahasiswa sesuai dengan kebutuhan mereka sebagai perawat.5 4 3 2 1

14. Buku yang dipelajari mahasiswa memberikan keseimbangan antara teori dan praktek5 4 3 2 1

15. Materi dalam buku memberikan contoh-contoh yang riil sesuai dengan kebutuhan mahasiswa sebagai perawat5 4 3 2 1

16. Buku yang dipelajari mahasiswa memuat ke empat skill bahasa Inggris (listening, speaking, reading dan writing), dan porsinya seimbang5 4 3 2 1

17. Grammar/tata bahasa dalam buku disampaikan dengan jelas dan mudah dan disertai contoh dan penjelasan5 4 3 2 1

18. Subjek, isi, dan materi pembahasan dalam buku menarik, menantang, dan memberikan motivasi.5 4 3 2 1

19. Buku yang dipelajari mahasiswa meningkatkan ketertarikan dan motivasi mereka dalam mempelajari bahasa Inggris5 4 3 2 1

20. Saya menyarankan buku tersebut digunakan dalam pembelajaran bahasa Inggris di AKPER Sandi Karsa5 4 3 2 1

Adapted from: Litz, David. 2005. Textbook Evaluation and ELT Management: A South Korean Case Study. Asian

EFL Journal. Retrieved from: http://www.asian-efl-journal.com/Litz_thesis.pdf