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This chapter presents the findings of the research and the discussion. The research findings discuss the answer of the research questions as follows: (a) what is the quality of the existing English course books used in tenth grade students at SMK Citra Semesta Indonesia Yogyakarta especially in nursing skill program?; and (b) how is the Supplementary English book for nursing skill program of tenth grade students at SMK Citra Semesta Indonesia Yogyakarta by using Project-based Learning develop? The discussion section presents the justification of the research findings related to the other relevant references.
A. Research Findings
There are two stages which are discussed in the research findings as follows: exploration and development stage. The exploration stage consists of four parts of findings: (1) the analyzing of the existing condition in this case is the description of the existing and quality of course book, (2) the analyzing of syllabus used in nursing skill program, (3) the result of need analysis obtained from questionnaire, interview, observation, and document analysis, and (4) product planning. The development stage consists of four parts: (1) prototype development, (2) expert validation, (3) tryout of the product and (4) developing final product. The explanation of each stage will be discussed as follows.
1. Exploration Stage
syllabus used in nursing program, need analysis, and product planning. The data were collected from library and field research. Library research and document analysis were used to analyze the quality of the textbook especially to teach ESP students in nursing skill program. The library research had been done in advance so the data could theoretically support this research. The theories reviewed by the researcher in this study were mostly taken from journals of relevant study and the textbooks which covered all variables that were related to this study. In terms of document analysis, the researcher analyzed the existing course book and syllabus of ESP class available at school. Meanwhile, the data from field research was used to find out the use of the existing textbook English for Vocational School for tenth grade in ESP class. In field observation stage, the researcher did interview with two English teachers, distributing questionnaire to the students and classroom observation. The field research was done in the tenth grade students of SMK Citra Semesta Indonesia Yogyakarta which is located in Jl. Durungan Wates Kulon Progo Yogyakarta. The number of students in tenth grade is 32 students which consist of 30 girls and 2 boys. The result of need analysis was used to arrange the prototype in developing prototype activity.
authenticity to learning. While in practice, practitioners plan, implement and evaluate projects in real-world situations beyond the classrooms. It is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. It functions as a bridge between using English in class and using English in real life situations outside class (Fried-Booth, in Donna, 1998: 1). One important purpose of choosing PBL is to increase learner activity by doing authentic projects. PBL is concerned with learner and not teacher activity and it lies on the learner to produce open ended projects which include the teacher in the role of facilitator or coach. The learner generally work in cooperative groups for extended periods of time, and are encouraged to seek out multiple sources of information. Often these approaches include an emphasis on authentic, performance-based assessment.
There are two topics discussion in the exploration stage. The first is about the description of the existing and quality of the course book used in tenth grade students of nursing class in SMK Citra Semesta Indonesia, and the second discussion is about the result of need analysis conducted through having interview, distributing questionnaire, class observation and document analysis. The findings are explained in detail as follows.
a. The Analysis of Existing Course Book
1) Impressionistic Overview Evaluation
According to Cunningsworth (1995), the general impression of a course book can be done by looking through it and getting an overview of its possibilities and its strengths and weaknesses. It can be seen for various features of the course book are alike, such as the quality of the visuals, how attractive and clear the layout is, what the whole course package is made up, etc. related to the book description, the researcher presented the overview of book identity.
Based on interview and observation, it was found that the teachers and the students of nursing class use the type of the English module which is entitled “English for Vocational Schools IA”. After conducting document analysis for the existing course book, it was found that the book is written by Dra. Hj. Yiyis Krisnani, M. Hum., and the publisher is Drs. Maskurun. The book size is 16 x 21 cm. This book was published in 2011 by LP2IP (Lemabaga Pemacu Prestasi Bidang Ilmu P engetahuan), Yogyakarta. LP2IP is one of the educational publisher books in Yogyakarta. The materials inside are arranged in eleven chapters which consists of 140 pages. The cover color is pink while the page color is black and white. It has only the cover which colorful. It is published only when an institution school or someone ordered.
focuses on the four language skills namely listening, speaking, reading, and writing. This book is arranged based on tasks which consist of 17 to 20 tasks in each chapter. This book also provides student and teacher guideline to use this book. This book can help the students to master and develop their potencies based on their abilities and study program in general. To support the mastery of the students‟ abilities, this book is also equipped with Competency Standard, Basic Competence, Learning Material, and Performance Criteria in every chapter in the first page of the chapter. In the last page provides a set of exercises based on TOEIC test. The cover and layout of the book is minimalist. The book cover could be seen in the figure 4.1 below.
Figure 4.1 Book cover of “English for Vocational Schools IA”
2) In-depth Analysis Evaluation
Indonesia Yogyakarta. In-depth analysis evaluation is more penetrating in its approach and has its own agenda. The analysis of textbook was based on the Cunningsworth (1995) model. There are eight indicators proposed by him as the criteria for book evaluation. They are (1) objective and approach, (2) design and organization, (3)
language content, (4) skill, (5) topic, (6) methodology, (7) teacher‟s
book, and (8) practical consideration. The details explanation will be discussed as follows:
a) Objective and Approach
The aim of the book is for developing communicative competence and language skills. However they do not concern closely with the aims of the teaching and learning based on
learners‟ needs toward English for nursing skill. The book only
provides general English. In addition, the book is not suited to the teaching and learning situation. Some materials and exercises are not based on the context. It is not quite comprehensive because it does not cover most or all of what is needed but overall it is still good resource for students and teachers. The book is flexible. It allows different teaching and learning style.
uses deductive approach in presenting the material. It presents some theories and explanation about the topic then it was followed by some expressions and tasks. Figure 4.2 is the quotation taken from the book.
Figure 4.2 SK and KD used in the book
From the quotation above can be seen that the book is arranged based on KTSP 2006. The communicative competence used is for novice level. Each chapter is presented based on the order of basic competence. It develops four language skills namely listening, speaking, reading, and writing.
Figure 4.3 Table of Content
b) Design and Organization
English for Vocational Schools IA has eleven chapters and 140 pages. Each chapter presents a standard competence that involves some language functions. It contains not only material but also the exercises. Each chapter contains some activities or situation that may happen in the students‟ working place. It is not only completed by grammar which is used in each chapter but also the tasks to practice. The book is only accompanied by a cassette
for listening. There is no teacher‟s book provided. The content is
easy to difficult is not clear but it allows the students to complete the work needed to meet any external syllabus requirements. There is an adequate recycling and revision. There are reference sections for grammar, etc. However some of the materials are not suitable for individual study because they are not contextual with the
students‟ skill program. It is easy to find the way around the book
because the layout is clear enough. There is a table of content in the beginning of chapter and the pages are numbered well. The book is unattractive, unclear illustration of the pictures and not colorful. The following is the quotation taken from the book.
Figure 4.5 Unclear Illustrations of the Pictures in Chapter 3
From the figure above (figure 4.4 and 4.5), it can be seen that illustration of the pictures are unclear information. In task 8 (figure 4.4), the students are asked to learn nationalities in the world based on the different kind of peoples in the picture. It can be seen from the picture that kind of peoples in different nationalities are unclear appearance. It makes the students confused to differentiate them. In task 9 (figure 4.5), the students are asked to pay attention to the preposition place shown in the picture. It can be seen from the picture that the cats as the illustration are confusing placement and unclear numbering of the information given in the picture. It is not contextual pictures because it cannot show the real illustration.
c) Language Content
started from listening, speaking, reading, and writing. The book arranged from the tasks which contains four skills but most of them are not contextual and are not arranged well. It contains some
irrelevant practices that are not suitable for the students‟ fields.
There are so many kind of tenses used in this book. However the book does not cover the main grammar items of the tenses used. It makes the students confused to use this book. Therefore the teacher has to give some notes about the tenses before use this book. The book just provides the expression and sample dialogue used in some situations. There is no material for practicing pronunciation and vocabulary list. Moreover, it does not deal with structuring and conventions of language sentence. There is no explanation both explicit and implicit about the semantics. The language style is not
appropriate to the students‟ situation, especially of nursing
program. It is too general and less contextual.
d) Language Skill
The four skills are adequately covered, with regard to the syllabus requirements. There are some materials for integrated skills work. English for Vocational Schools IA develops four language skills starting from listening, speaking, reading, and writing. Each skill provided in every task.
Figure 4.6 Practices for Grammar in Chapter 8
From the figure above, the students are asked to read the information about soft lenses and rigid gas-permeable lenses. Then the students have to make comparative about them. It can be seen that the prices used dollar not rupiah. It can be concluded that the task given is less communicative and does not close to the
students‟ real world. In addition, the language use in this book is
not contextual with the students‟ skill program especially in
not appropriate to be used in nursing filed. Figure 4.7 is the quotation taken from the book.
Figure 4.7 Materials for Speaking Skill in Chapter 9
The listening material is quite well recorded, accompanied by background information, questions, and activities which help
the students‟ comprehension. However, the material for spoken
English is not well designed to equip learners for real-life situations in nursing field. Moreover, the cassette record and the transcript written in the book is not match at all. The quotation from the book is as follows.
The reading materials are less suitable for the students‟
levels and interests. There is no sufficient reading material because it has less input of text therefore the students may not get the exposure to the language much. In addition, some of the topic in
the reading tasks is out of the students‟ field and there is no
vocabulary list to help the students find the difficult meaning words. Figure 4.9 is the following quotation taken from the book.
There is only completing the blank dialogues in most of the writing tasks. It is not suitable in term of amount of guidance or control, degree of accuracy, organization of longer sentences of writing and use of appropriate style. Figure 4.10 is the following quotation taken from the book.
Figure 4.10 Materials for Writing Skill in Chapter 2
e) Topic
The topic in each unit is developed based on each SK and KD. There is enough variety and range of topic.
From the sample topic in figure 4.11, it can be seen that the
topics are not close to the students‟ working place. Each topic
presents material of general English. Moreover, the topic will not
expand the students‟ awareness and enrich their experience
expression situation. Figure 4.11 is the quotation of a topic of chapter 4 and 5 taken from the book.
Figure 4.11 Topic of Chapter 4 and 5
f) Methodology
The approach to language learning used by the book is communicative learning. The students are expected to develop the communicative competence both in written and spoken. Yet the approach is less appropriate with the teaching and learning situation, because it is not supported by the materials which are too general. The students of nursing program need specific material that can support them in their working life.
or completing the blank dialogues or paragraph. However, those are less suitable for learners because it is less creative, unattractive, boring, not interesting, and not appropriate with learning style in 21st century. The communicative abilities are developed through four skills. In this book, the students are expected to take a degree of responsibility for their own learning.
g) Teacher’s Book
The book is not accompanied with teacher book.
h) Practical Consideration
The price of the book is cheaper than the standard course book therefore the quality of the book is not good. It cannot be found in any book store because it produced only by the ordered of school institution to LP2IP. Fortunately, the school provides the book from LP2IP and allows the students to buy that book. Finally, it becomes the English book in SMK Citra Semesta Indonesia Yogyakarta.
Table 4.1 Summary of Book Analysis based on Cunningsworth Model (1995)
No Aspect Evaluation
1. Objective and Approach - It does not match with the need of learner and teaching situation.
- It allows different teaching and learning style
- Presenting the material followed by tasks. 2. Design and Organization - It provides cassette for listening.
- It contains both materials and practices.
- It is based on the order of SK and KD in the KTSP.
- The grading of task is not clear.
3. Language Content - There is no list of vocabulary and pronunciation.
- The language style is not appropriate to the students‟ situation, especially of nursing program.
4. Language Skills - The four skills are adequately covered, with regard to the syllabus requirements
- It develops four language skills starting from listening, speaking, reading, and writing
- The listening skill tasks does not match with the cassette record
5. Topic - It is developed based on SK and KD
- It is not expand students‟ awareness and
enrich their experience.
6. Methodology - The approach is communicative language learning.
- It is integrated with four language skills
7. Teacher‟s Book - There is no teacher‟s book.
8. Practical Consideration - The school provides the book from LP2IP and allows the students to buy that book.
- The package of the book is not attractive and not lost-lasting.
weaknesses of the existing course book used in nursing class SMK Citra Semesta Indonesia Yogyakarta. The strengths were as follows: 1) English for Vocational Schools IA allows different teaching and
learning style.
2) The design, organization, and topic of English for Vocational Schools IA developed based on SK and KD in KTSP 2006.
3) English for Vocational Schools IA provides some kind of dialogues based on expression for practice English.
There were also some points that researcher considered as weaknesses found inside. They were as follows:
1) The book is quite general for vocational class especially for nursing skill program that why it does not match with the need of learner and teaching situation.
2) The design and organization of the content is based tasks, however the grading of the tasks are not clear and there are some unclear illustration pictures which are not authentic and contextual.
3) The book does not include material for pronunciation work and vocabulary list.
4) Some of the materials are very complicated to use by the students, so
they still need teacher‟s help for using the book.
5) The topics are too general. It cannot expand the students‟ awareness and enrich their experience.
Based on the summary above, the researcher concluded that: 1) English for Vocational Schools IA was not appropriate for guiding
teaching and learning in nursing class.
2) A supplementary project book was needed to guide teaching and learning in nursing class.
b. The Analysis of Syllabus Used in Nursing Skills Program
Based on Permendiknas paragraph 20 year 2005 in Soehendro (2006), there are some components that should be included in developing syllabus. They were defining the competence standard, basic competence, learning material, learning activities, indicator, evaluation, time allocation, and learning source. The syllabus made by the teachers was analyzed by considering the completeness of those components. It is allowed to modify the syllabus due to the schools‟ policy as long as it does not totally alter the structure of syllabus and break its essence. The syllabus checklist can be seen below in Table 4.2.
Table 4.2 Checklist of Syllabus Analysis based on Permendiknas 20/2005
No Components Availability
1. Competence Standard √
2. Basic Competence √
3. Learning Material √
4. Learning Procedures √
5. Indicators √
6. Kinds of Evaluation √
7. Time Allocation √
After analyzing the syllabus used by the English teacher for the students of nursing skills program, it was found that all components have been included in developing syllabus. The competence standard was available which is communicating in English at Novice level. The basic competence is also written down in the first column. The syllabus contains learning materials which are described in details. Learning procedures is developed integratively starting from listening-speaking-reading-writing. The indicators of each standard competence are well formulated. The syllabus provides the kinds of evaluation which are in the form of spoken and written test. The time allocation is allocated based on the education policy. For learning resources, the teacher uses English for Vocational Schools IA by LP2IP and Module Novice 1 by Dinas Pendidikan Kulon Progo/2005.
c. Need Analysis
Need analysis was a first step of this research. It refers to activities to collect the data related to previous condition in the field and the expected need to solve the problem. It is useful to enforce the background of the problem in the research. Need analysis as the first step in the research was conducted to investigate whether the stakeholders need the material developed by the researcher. This step was done by doing interview, questionnaire, observation, and document analysis.
in-depth interview. The researcher used structured interview guideline to conduct the in-depth interview. The researcher interviewed the English teachers and found that the book is not effective to teach the students for all skill programs. The materials provided in the book were still general and
focus on SKL to prepare students‟ National examination. The following is the
teachers‟ statement about it.
“Masih umum sih mbak. Belum menyentuh tiap jurusannya. Materinya sama mbak. Untuk buku ini masih umum belum menjurus pada jurusan keperawatan dan materinya lebih mengacu SKL untuk mempersiapkan siswa UN.”
Interview 2
“Sudah, tapi tidak mencukupi kalau untuk tiap jurusan. Paling cuma 25% aja. Sisanya lebih ke umum dan menjurus untuk persiapan UN.”
Interview 1
From the interview 1 and 2, can be concluded that the materials in the
book does not match to the students‟ skill program. The book content is too
general. The teacher used this book because of reference from the local government. The following is the teachers‟ statement about it.
“Oh…buku ini itu untuk wilayah Kulon Progo rata-rata SMK ya pake buku ini, karena sudah ada rujukan dari dinas pendidikan.”
Interview 1
It was also found that there is no specific material for nursing skill
program. Based on the teachers‟ opinion, the material in SMK has not been
material for each skill program to support the students in their working filed. Below is the teachers‟ statement about it.
“Iya bagus mbak kalau ada buku tambahan yang sesuai jurusan, apalagi kelas X dan XI itu kan mereka besok ada PI (Praktek Industri) bisa membantu mereka kalau magang di rumah sakit Internasional mereka bisa berkomunikasi pake bahasa inggris dengan pasiennya.”
Interview 2
In addition, there are some obstacles in using this book when teaching and learning process in the class. The teacher said that the students can use the book easily if they understand and skilled about the tenses and focus language which used in the book. This is the following statement from the teacher.
“Untuk kendala dalam mengajar di kelas itu pasti ada, terutama dari siswa sendiri yang masih bingung dan belum paham dengan dasar-dasar bahasa Inggris. Makanya saya pertama kali mengajarkan siswa untuk belajar bahasa Inggris mulai dari tenses dan focus language-nya. Mereka harus kuasai itu dulu baru mulai masuk ke materi pembelajaran yang ada di buku. Minimal mengenal mulai dari simple present sampai future past continuous itu dia sudah tahu beserta dengan keterangannya. Karena yang saya ketahui selama ini kelemahan yang ada di tingkat SMA dan SMK itu mereka banyak sekali hanya tekstual mengenal buku tapi tidak
mengenal struktur kalimat itu. Terus…eee…. perancang buku yang
ada pada saat ini orientasi dia, dia itu menganggap bahwa siswa itu setara dengan mereka. Sehingga tanpa memperhatikan kebutuhan dasar siswa. Itu kelemahannya disana.”
Interview 1
“Kalau siswa sudah menguasai focus language dan target language-nya. Begitu sudah selesai tenses-nya mempelajari buku ini sebenarnya mudah kok. Oh iya Pak ini tenses-nya present tense ya
ini past tense ya…iya apa cirinya…oh ini did ini do. Kemudian ada
subject plus verb 2. Dia langsung ngerti. Tapi ketika mereka belum tahu itu, kita pelajari buku ini dari awal sampai dengan akhir selesai dia juga gak ngerti apa -apa. Hanya cuma bisa menyilang a,b,c,d benar atau salah. Sementara target language itu kan bukan hanya mengisi benar, mendapatkan nilai baik. Tapi how to communicate kan gitu ya, bagaimana berkomunikasi itu yang lebih penting. Kalau saya memfokuskannya memang disitu.”
Moreover, the teacher said that most of the students have limit vocabulary who make them do not understand the meaning of the instructions written in the book. Unfortunately this book is not completed with the
vocabulary list. Here are the teachers‟ statements about it.
“Ya siswa itu masih sulit mengartikan sama di tenses-nya itu masih kurang. He’em vocab sama tenses-nya masih kurang.”
Interview 2
“Oh itu mereka masih berkendala, masih butuh bimbingan. Karena kan semua pengantarnya dengan bahasa Inggris, sedang mereka kan kesulitan diartinya itu mbak. Dan mereka kan kadang males toh mbak klo disuruh cari artinya satu persatu dikamus. Tapi kalau untuk siswa yang rajin ya mau mencari sendiri. Cuma ya masih banyak yang males. Paling kalau satu kelas itu ada sekitar 30 siswa ya yang rajin itu 10 anaklah. Tadi aja pas saya ngajar kan coba ada yang bisa mengartikan, terus suruh speaking untuk mengartikan aja masih belum ada yang berani padahal bisa sambil baca dari buku.”
Interview 2
The responses and information given by the teachers showed that the existing learning sources were not appropriate to guide teaching and learning process in the classroom. The teachers and the students need supplementary book which focus on the nursing skill and provides vocabulary list to accompany the existing book.
The content of material in the book does not relate to the students‟ skill program. It contains general English, not specific expression used in nursing, and there is no vocabulary list to help the students understand some of difficult words; (3) In using the book, the teacher did not adapt the
material in the book with the students„ skill program; (4) The students still
needed the other reference in using the book especially to expand their vocabulary in specific skill of nursing program. The reflections of the three observations in the classroom are as follows.
The teaching and learning process in the class was managed well. The teacher used song to teach the materials. It made the students happy and class felt so interesting and fun. The teacher used English for Vocational Schools in teaching students of nursing skill program. Although, the content of material is based on standard competence which the learning objective is the students will be able to communicate in English on the novice level, the material is not appropriate with the nursing skill program. For example on chapter 2 which has the topic introducing yourself and others, there are some tasks, one of them is task 13 talk about subject pronoun. It is not match with the topic because there is no dialogue conversation based on the topic. It is only learn about the grammatical of the subject pronoun the sentences. It is not practical and authentic task. Moreover, there is no vocabulary or expression about nursing. Those tasks contain general information not what the students need in their field. In addition, the teacher did not explore and adapt the material in the book in order to be appropriate with the students study program namely nursing. In explaining the material, the teacher used song and physical movement to make the students enthusiasm to learn and remember the material. Sometimes the teacher made a joke in Javanese language which made the students laughed. It kept the students focus on the teaching and learning process. In the last session, the teacher gave a happy time to the students for sing some songs which they learned before. It helped the students‟ pronunciation and raised their braveness to speak English. The teaching techniques used by the teacher are powerful and effective. It can be concluded that the teaching techniques used by the teacher is support the learning process, but the materials in the textbook is not
appropriate with the students‟ need of nursing skill program and there is no supplementary
materials to fulfill it.
The teaching and learning process in the class was managed well, but in the middle of the
time when the teacher gave point and mark to the students‟ works, the students just waited
without doing anything, then they talked with their friends made the class noisy. The teacher used English for Vocational Schools in teaching students of nursing skill program. Although, the content of material is based on standard competence which the learning objective is the students will be able to communicate in English on the novice level, the material is not appropriate with the nursing skill program. For example on chapter 2 which has the topic introducing yourself and others, there are some tasks, one of them is task 20 talk about giving statements based on the picture and task 19 discusses about some dialogues of introduction yourself to others. There is none pictures and dialogues which illustrate the nursing skill. It is only learn about the general information not what the students need in their field. Moreover, there is no vocabulary or expression about nursing. In addition, the teacher did not explore and adapt the material in the book in order to be appropriate with the students study program of nursing. Sometimes the teacher made a joke in Javanese language which made the students laughed. It kept the students focus on the teaching and learning process. The teacher also gave some feedback and advices to the students. The teaching techniques used by the teacher are effective but only one point about managing the time when the teacher gave marks and correct the students‟ works; he may ask the students to learn the next page when waiting the teacher. Then the class will not noisy at that time. It can be concluded that the teaching techniques used by the teacher is support the learning process, but the materials in the textbook is not appropriate with the
students‟ need of nursing skill program and there is no supplementary materials to fulfill it.
Reflection of Observation 2
The teaching and learning process in the class was not well managed. It because of the teacher took a long time to tell his life stories to the students when he tried to give some advices to them. It made the learning process ineffective. The teacher used English for Vocational Schools in teaching students of nursing skill program. Although, the content of material is based on standard competence which the learning objective is the students will be able to communicate in English on the novice level, the material is not appropriate with the nursing skill program. For example on chapter 3 which has the topic appreciate your kindness, there are some tasks, one of them is task 2 show a letter and answer some questions based on the letter. Task 3 gives some statements by saying true or false about the letter in task 2. And task 4 make a dialogue using expression thanking based on the situation given. There is none pictures and dialogues which illustrate the nursing skill. It is only learn about the general information not what the students need in their field. Moreover, there is no vocabulary or expression about nursing. In addition, the teacher did not explore and adapt the material in the book in order to be appropriate with the students study program of nursing. The teacher also gave some feedback and advices to the students. The teaching techniques used by the teacher are ineffective for this section. The teacher should manage his time when he wants to give some advices to the students. It can be concluded that the teaching techniques used by the teacher is ineffective for this section,
and the materials in the textbook is not appropriate with the students‟ need of nursing skill
program and there is no supplementary materials to fulfill it.
The researcher also took the need analysis from the students by using questionnaire. The questionnaire was distributed to know the specific product that the students need. The result of questionnaire used to arrange and design the prototype of the supplementary project book which will develop by the researcher. There were six aspects in the questionnaire, namely: the learning goal, learning input, teaching and learning procedure, learner role, teacher role, and the setting. The following is the result of the needs analysis from the questionnaire distributed to the students of nursing skills program.
1) Goal
The learning goal was analyzed through five aspects namely the reason of the students in learning English, the level of English mastery,
the use of English in the future, students„ difficulty in learning English,
and the students„ expectation to the goal of learning English in SMK.
Table 4.3 Need Analysis Result of Goal Aspect
Aspect Indicator Answer
(Percentage)
Findings
Goal The students„ reason to learn English
28.13% (A) To full fill working demand to master English
competence The level of English mastery 59.38% (A)
40.63% (B)
Novice level Elementary level The use of English in the
future working field
31.25% (A) To deal with foreign patients
The students„ difficulty in
learning English
18.75% (A)
18.75% (B)
To understand the meaning of some sentences To mastery the grammar English
the students„ expectation of English learning in SMK
18.75% (B)
15.63% (E)
To mastery grammar English
Related to the reason of the students in learning English, 28.13% of students agree that they learn English because English skill is consider demanding in the future working field. Based on the level of English mastery, 59.38% of students are in novice level and 40.63% in elementary level. They master few expressions and vocabularies in certain topic and find some difficulties in grammar, vocabularies, and pronunciation. In aspect the use of English in the future working field, the student need to learn English because they have to handle foreign patients (31.25%). The students also have some difficulties in learning English. Most of them (18.75%) get difficulties in understanding the meaning and grammar of some sentences in English. The last one is the
students‟ expectation to the goal of learning English in SMK. 18.75% of
students expect to be able to master grammar English and 15.63 % of students expect to be able to communicate simple English orally in daily life appropriately.
2) Input
Table 4.4 Need Analysis Result of Input Aspect
Aspect Indicator Answer
(Percentage)
Findings
Input Topic 34.38% (A)
31.25% (C)
Topics which are relevant with nursing
Topics which are relevant with daily life
Input for listening activity
28.13% (A) Simple dialogue about some expression
Duration for listening 34.38% (E) >5 minutes Input for speaking 28.13% (B) Simple dialogue
Input for reading 21.88% (B) Authentic text
The length of reading text
46.88% (A) 100-150 words
Input for writing 21.88% (B)
21.88% (C)
21.88% (E)
Rearrange of jumbled paragraph
Vocabulary which relate to the writing text
Short functional texts
3) Procedure
The procedure conveys the “how to learn” toward the teaching
and learning process. There are nine indicators in aspect of procedure in the questionnaire. Table 4.5 is the findings of the questionnaire in procedure aspect. From the table, it can be seen that 25.00% of students prefer to learn speaking activity first. To start the lesson, the students want to look at the pictures or videos about the topic and discuss them (62.50%). In terms of listening activities, the students prefer to discuss the content of monologue and dialogue (25.00%). Regarding speaking activities, the students prefer to have role play (12.50%), practice the dialogue with the partner in front of the class (6.25%) and sing a song with the classmate (56.25%). Concerning reading activities, the students prefer to read aloud the text with good intonation and pronunciation (21.88%) and analyze the difficult words in the text together (34.38%). In regard to writing activities, they prefer to rearrange the sentences based on the pictures into a good paragraph (37.50%) and write text similar with the model given by the teacher (25.00%). For learning vocabulary, 18.75% of students choose matching the words with the meaning provided based on the pictures, make a simple dictionary
(15.63%), and repeat after the teacher‟s said (12.50%). Writing the
themselves toward the material they have learned (15.63%), and do the exercises to know their understanding of the material (12.50%).
Table 4.5 Need Analysis Result of Procedure Aspect
Aspect Indicator Answer
(Percentage)
Findings
Procedure The order of learning the language skills
25.00% (B) To learn speaking skill first
Activity to start the lesson
62.50% (B) To look at the picturesor videos about the topics and discuss them
Activity for listening 25.00% (A) To have discussion about the
dialogue
Activity for speaking 6.25% (A)
12.50% (B) 56.25% (D)
To practice the dialogue with the partners
To have role play
To sing a song with classmate
Activity for reading 21.88% (A)
34.38% (D)
Read aloud with correct intonation
To analyze the difficult words in the text
Activity for writing 37.50% (A)
25.00% (D)
Rearrange the sentences based on the pictures become a good paragraph
To write the same text as the model text
given
Activity for vocabulary 18.75% (A)
15.63% (C) 12.50% (D)
Match the terms based on the pictures with the meanings Make a simple dictionary Repeat the teacher‟s said
Activity for grammar 28.13% (A)
34.38% (D)
Rearrange the sentences Match the sentence with the pattern
Activity to end the lesson 18.75% (A)
15.63% (D) 12.50% (E)
To have discussion To have self evaluation Do the exercises
4) Student Role
There are two indicators for student role in learning process. 28.13% of the students prefer to give respond to the teacher in teaching and learning process and 37.50% of the students prefer to be listeners
and subjects. In this case, students will listen to the teacher„s explanation
5) Teacher Role
[image:32.595.165.534.282.427.2]Concerning the teacher role in learning process, the students agree that teacher should give clear explanation and example before he asks the students to do the task (15.63%) and give spontaneous explanation when the students have some difficulties (25.00%).
Table 4.6 Need Analysis Result of Student and Teacher Role Aspect
Aspect Indicator Answer
(Percentage)
Findings
Student Role
What the students want to do in the class
28.13% (B) 37.50% (C)
Give respond to the teacher Listen to teacher„s
explanation and get involved in all activities Teacher
Role
What the teacher should do in the class
15. 63% (A)
25.00% (B)
Give clear explanation and example before he asks the students to do the task Give spontaneous explanation when the students ask
6) Setting
[image:32.595.161.530.607.707.2]The next component which was analyzed was the setting. It dealt strongly with how the students would do the task and where they would do it in the teaching and learning setting.
Table 4.7 Need Analysis Result of Setting Aspect
Aspect Indicator Answer
(Percentage)
Findings
Setting
How the students would do the task
28.13% (C) To have discussion and working with their partner group
Where they would do it 43.75% (A) Study in the classroom when they do
the task
partner group. Regarding the next setting, the students prefer to study in the classroom when they do the task (43.75%).
In conclusion, based on the findings in need analysis, it was found some information needed before developing supplementary project book. First of all, the learners are the ten grade students of nursing skill program at SMK Citra Semesta Indonesia Yogyakarta. The level of their English mastery is in novice and elementary level. The need English for their future job namely taking care the foreign patients who are maybe native speakers. The content area of the material is about nursing. The students will use English in the nursing field such as in the clinic or hospital and in daily life. The inputs of materials they like are the topic and some texts that are relevant to nursing field. They also prefer to have listening activities to begin with. The students want to be listeners, responder, and subject in learning English. Teacher should be a good model to give the explanation and examples first before they do the task and also give spontaneous explanation when the students have some difficulties. For the setting, they prefer to have discussion with the partners group and do the activity in the class. From this result of need analysis, the researcher began to develop the draft of supplementary project book materials using the information collected before.
The book analysis was conducted by referring to Cunningworth model. It was found that generally the book content is too general to be used for the nursing students. The book was developed based on KTSP 2006. However, t does not
match well with the students‟ need toward nursing skill program. In addition,
there is no pronunciation and vocabulary list to guide the students understand the difficult words written in the book. Therefore, the researcher developed a supplementary project book using Project-based Learning in vocational school context for the tenth grade students of nursing skill program at SMK Citra Semesta Indonesia Yogyakarta, and (2) the students and the teachers approved that there were a need of supplementary project book to guide their teaching learning process in the classroom beside it could also help students to have independent learning and doing some English projects which match with their program and produce a product as the result of their learning process. The responses and information given by the teachers and students showed that the existing learning sources were not really appropriate to use for nursing class in classroom, so that a supplementary project book was 100% needed.
d. Product Planning
After obtaining the data about the learners‟ needs, the next step was
planning the product. The researcher planned the product based on the need
analysis that related to target situation analysis and learners‟ need analysis.
design the product. Before developing the prototype, the researcher describes the planning of the product.
Based on the course book analysis, the researcher considers some points which are simply considered as weaknesses of the existing course book. First, the materials are still too general for the tenth grade students of nursing skill program. Second, the design and organization of the book content is based on tasks, however the grading of the tasks are not clear and there are some unclear illustration pictures which are not authentic and contextual. Third, the book does not include material for pronunciation work and vocabulary list. Fourth, some of the materials are very complicated to use
by the students, so they still need teacher‟s help for using the book. Last, the
topics are too general. It cannot expand the students‟ awareness and enrich
their experience. Some weaknesses within the existing course book encourage the researcher to propose a prototype of a supplementary project book for nursing class. Besides, after conducting need analysis by conducting interview, observation and distributing questionnaire, the researcher concludes that a prototype of supplementary project book for nursing class is really needed.
English but also to do some projects as an authentic learning and produce a product as the result of their learning process. It can help the students of nursing program are demanded to communicate using English, because in the work field, they have to take care local and international patients.
Secondly, the researcher plan to develop the supplementary project book based on some components as follows: (a) standard competence and basic competence, (b) design, (c) objective and approach, (d) organization, (e) language content, (f) language skills, (g) topic, (h) methodology. All components will be discussed below in detail.
1) Competence and Basic Competence
Table 4.8 Standard Competence and Basic Competence Taken to be Develop for Learning Material
Standard of Competence Basic Competences
1.Communicating in English at Novice Level
1.1Understanding basic expressions to social interactions in daily life
1.2Mention kind of things, characteristic of peoples, times, days, months, and years 1.3Describing kind of things, characteristic of
peoples, times, days, months, and years 1.4Resulting short and simple conversations
based on basic function of language
1.5Explaining activities which are happening in simple sentences
1.6Understanding memos and menus in simple context
1.7Understanding words, odd terms, and simple sentences
Table 4.9 Example of the Developing Course Grid Chapter 1
CHAPTER 1
Topic : PATIENT ADMISSIONS
Class / Semester : X Nursing / 1
Standard Competence : 1. Communicating in English at Novice Level.
Basic Competence : 1.1 Understanding basic expressions used in social interactions in daily life.
Time : 3x90 minutes
Character Building : Politeness, Friendly, and Social Awareness
Indicators Content of Material Learning Procedure
Language Focus
Evaluation Time
Allocation Resources Key
Vocabulary
Key
Grammatical Expression
a. The
students are able to use expression of greetings and leave takings to the patients. b. The students are able to introduce themselv es and others. c. The students are able to use expressio ns of kindness.
Topic Selection Activity 1
Read information about “Patient Admission”.
Activity 2
Listen to the conversation of nursing with the patient, then complete the dialogue based on it!
Do the role play based on the dialogue with your partner!
Activity 3
Decide your topic to go on the final project Making Plan
Activity 1
[image:38.595.116.581.207.553.2]Read the dialogue, and then complete the table by finding the expression used in the dialogue. Listening: Oral repetitio n Dialogu e text about expressi ons greeting , leave taking, introduc tion, kindnes s, and forgiven ess Speaking: Role playing the dialogu e about express ions greetin g, leave taking, introdu ction, etc. Adjective: good, sick, nice, beautiful, thin, handsome, fat, healthy, pale, old, sad, young, happy, angry Medical Words: Patient Nurse History Tenses: Simple Present tense Simple Future tense Pronouns: Subjects Objects Possessive Adjectives Possessive Pronouns Informative Questions: What, Why, When, Where, etc
How to greet & take leave the patients:
Hi, good morning. Ma‟am
How do
you do?
How are
you today? How to introduce yourself to patients:
Hi, my
name is Erlina. I‟m a nurse
Let me
introduce myself. My name is Husna Portfolio for students‟ character building growth 2x45‟ Krisnani, Yiyis. (2011). English for Vocationa l Schools IA. Yogyakar ta: LP2IP. Regina, M et al. (2008). English for SMK 1: Buku Sekolah Elektronik . Jakarta: Pusat Perbukuan Departem en Pendidika n Nasional. 2) Design
layout is clear enough. The draft is also completed with some pictures to help the students get better understanding toward the purpose of each project.
3) Objective and Approach
The objective of the material is to provide Supplementary Project Book materials for tenth grade students of nursing program for first semester. This specific material was expected to meet the students‟ need toward English for their program. The draft material is quite comprehensive. It develops four language skills and enlightens the students about nursing field. It contains 5 chapters which are developed from basic competence of tenth grade in the first semester. In addition the draft material is flexible enough. It can accommodate various kind of teaching situation. It also allows the teacher to do improvisation using this draft material. In addition, it can use to the 2013 curriculum because the approach used to develop this book (Project-based Learning) (Project-based on the scientific approach.
4) Organization
The draft material is organized into some topics that represent some language functions in each unit. The topics are developed from basic competence, hence it can meet the objective of English learning in SMK. However, they relate to the nursing field. In addition the functional organization makes the learning easier and more contextual.
order of SK and KD. In the beginning of the chapters, it presents some objectives that need to be achieved in learning each chapter. Each unit contains some activities or situation that may happen in the students‟ working place. The activities were arranged based on Wrigley‟s Project -based Learning method. There are four main steps in the process of project-based work based on Wrigley in Donna and Carol (1998: 2) as follows: Topic Selection, Making Plan, Doing Research, and Sharing Result.
“Topic Selection” is provided to guide the students in the early
step of doing the main project by deciding and creating their own topic for the project. Moreover, it helps students ready with the topic of learning materials presented in each chapter. It connects the students‟ background of experience and the new topic they will learn. “Making
Plan” contains some activities as the core materials which will learn;
language focus which contains language function and grammar; vocabulary focus which contains specific and general vocabularies; and making plan guideline for designing the project work of final project.
“Doing Research” guides the students to do the real project which
produce the product as the result of the learning process. “Sharing
Result” guides the students to perform and do the presentation the result
may be evaluated by the students themselves; self-assessment of project work contains some questions to evaluate the process of project work; final project assessment provides a set of assessment which is
appropriated with the final project; and portfolios of student‟s character
building growth provides a set of student‟s character building assessment during the process of teaching and learning activities.
There is a main project in every chapter. The main projects were designed based on the level of difficulties and used kind of authentic project work. Hence, there is project grading from easy to difficult level.
5) Language Content
6) Language Skills
The language skills taught in the draft material covers 4 language skills. The language skills are presented integratively starting from speaking, listening, reading, and writing. The order of presenting the language skill is based on the students‟ preference. The draft material is quite effective for the students of nursing skills program because it develops language skills which are relevant with the students‟ experiences and useful for their future job.
7) Topic
Each chapter of the Supplementary Project Book was developed based on each standard of competence. The following is the topic of each unit; developed from each standard of competence.
CHAPTER 1 Patient Admissions CHAPTER 2 Nursing Tools CHAPTER 3 Personal Care CHAPTER 4 Symptoms
CHAPTER 5 Food and Nutrition
The topic is varied enough. It represents different kinds of activities in nursing field. In addition, it is also quite interesting and useful for their needs in nursing field. It can enlighten the students‟ understanding and improve their experiences for their future job.
8) Methodology
result. PBL is chosen because after graduating from the school, the students of the vocational high school will face the business field related to their study. It means that what they learn in class along the study needs to be related to things they will ultimately need to do outside of the classroom (the business field). In PBL, language lessons are based on learning experiences that have non-linguistic outcomes, and in which there is a clear connection between the things learners do in class and the things they will ultimately need to do outside of the classroom. It was expected that the students are motivated and actively involved in learning process. In addition, PBL is holistic in nature and incorporates the principles of providing challenging and complex work, interdisciplinary and encourages cooperative learning. PBL also lends authenticity to learning. While in practice, practitioners plan, implement and evaluate projects in real-world situations beyond the classrooms.
2. Development Stage
Development stage is the second stage after exploration stage of this research. The results of exploration stage are very crucial toward the development stage to design the prototype of supplementary material. All data in exploration stage are supporting the activities in developing the product prototype to make good and feasible product. Feasible means that the product
suits the students‟ need in learning and teacher‟s need in teaching. There are
development, expert validation, prototype try out, and final draft of “Nursing
Assistant Project”. The explanation of each will be discussed as follows.
a. Prototype Development
1) Purpose of Prototyping
Considering to the need analysis, the researcher was challenged to develop a Supplementary Project Book using Project-based Learning approach. The aim of the developing a Supplementary Project Book is to create a meaningful and productive classroom activity of teaching and learning in nursing class. Hopefully, the product of this research could help the teachers vary their teaching material that activates students‟ motivation in learning which could positively affect the learning output.
The prototype is to be an aid of minimizing the weaknesses and to make a new book to be more beneficial for teaching and learning. The prototyping is intentionally to prepare ideal book that:
1) Guides classroom activities
2) Provides exercises or practices under Project-based Learning approach
3) Gives scaffolding materials as an introduction of the projects and aids of structures or vocabularies which the students will refer in completing the projects.
learning in nursing class. Therefore, this prototype functions as to help both teacher and students in teaching and learning process.
2) Benefits of Prototyping
The process of prototyping automatically trains the researcher to arrange a better book used for teaching learning process. Meanwhile, the specification of new prototype expectedly gives some benefits, such as: 1) It represents an integrated English skills book which has some
interactive projects to make the students active in the classroom. 2) It is an instructional project book which guides the students to make
some individual or group projects in real situation based on the topic given.
3) It has sufficient materials which appropriate with the students‟ need in nursing field.
4) It is under Project-based Learning approach which can be a good guidance for learners to create meaningful communication when they are in work force.
5) The supplementary English book can accompany students of nursing program to have independent learning.
3) Prototype Design
b. Expert Validation
One of the steps in the developing stage is Expert Validation. It was done by the researcher for several times. Expert validation was conducted to get some advice and suggestion for the draft improvement. The evaluation from the expert is very crucial as an input to revise the draft. There are four kinds of expert who reviewed the Nursing Project draft. The first expert is the expert of English language teaching (ELT) in UMS, the second expert is the expert of Nursing in UMS, the third expert is the expert of Language, and the forth expert is the practitioner of textbook layout from the design team of SMK Citra Semesta Indonesia Yogyakarta. It was done along in May 2016.
The validation form which was delivered to the experts contains some aspects in a table and a column for critique and suggestion. The aspects that should be evaluated by the experts of ELT are objective and approach, design, organization, language and content, skill, topic, methodology, and components in PBL. Meanwhile, the aspects that should be evaluated by the experts of textbook layout are cover, font, and harmonization. Each aspect has five criteria (1-5); excellent, good, quite good, poor, very poor. In addition, critique and suggestion column are expected to be filled as input for revising the draft.
1) The Result of Expert Validation from the Expert of ELT
good. The detail input from expert validation will be explained further as follow.
[image:47.595.170.573.312.510.2]The total score gained from the first expert is 201 from the highest score 255. The percentage of the score is 78.82% and it is categorized into good. The following is the detail evaluation from the first expert. Table 4.10 is the result of the validation forms.
Table 4.10 Result of Expert Validation from Expert of ELT
Aspect Score of
First Expert
Score of
Second Expert Highest Score
Design 24 17 30
Objective and Approach 20 15 25
Organization 28 24 35
Language Content 40 31 50
Language Skill 16 16 20
Topic 16 16 20
Methodology 28 21 35
Procedure of PBL 29 26 40
Total Score 201 166 255
Percentage 78.82% 65.10% 100%
Mean 71.96%
Table 4.11 Standard of Evaluation
Percentage Category Explanation
80% – 100% Excellent can be used
60% –79% Good can be used
50% – 59% Good enough should be revised
<50% Bad should be revised
[image:47.595.165.563.570.652.2]a) Design
The cover is very appropriate with the content. In addition the cover and the layout are also very attractive. The pictures, illustration, and tales are very appropriate with the material and visible to be seen. The type and the font are good enough. The expert gives score 24 from total score 30. It means that the design of the material is categorized into excellent (80%).
b) Objective and Approach
The objective of the material already matches with the
objective of nursing program and the students‟ need. The material
is also appropriate with the learning situation. It can be very good resources for teacher and the students. It allows some learning styles to be implemented. The score gained is 20 from total score 25. The percentage is 80% hence it is categorized into excellent. There is no evaluation given for this aspect.
c) Organization
The material has a whole package of material component. The material organization is appropriate for teacher and the students. The material is presented in good harmony. The grading exercises
and projects based on the students‟ difficulty are good. The
grammar reference is also appropriate with the students‟ skills
d) Language Content
The material of grammar is already appropriate with the
students‟ level. There are enough vocabularies for self-learning.
The material for practicing pronunciation is provided. The draft is also completed with language function. The appropriateness of language style in the draft is good. The score gained is 40 from 50. It means that the language content of this draft is categorized excellent (80%).
e) Language Skill
The expert gave score 16 from 20. It is categorized into excellent (80%). There are complete materials for four language skills. The practices for the integrative skill are provided. The
appropriateness of reading text to students‟ interest and level is
good. The quality of recording for listening activity is good as well
while for the speaking activities is appropriate with the students‟
skills program. In addition, the writing activities in the draft are quite good. The expert suggested that the researcher should add more model texts in writing activities; hence the students will get better understanding when they have to write. From the suggestion given, the researcher revised the writing exercise and added some more model texts.
f) Topic
Based on the expert‟s evaluation, the topic is quite interesting
of the topic for improving the students‟ awareness and experience
is good enough. The appropriateness of the topic content with
students‟ level is quite good as well. The score gained is 16 from
20. It is categorized into excellent (80%).
g) Methodology
The score given for this aspect is 28 from 35. The category of this aspect is excellent (80%). The appropriateness of method/approach with learning situation is good enough. The learning technique presented in the draft is good as well. The development of communicative competence is quite good.
h) Procedure of PBL
The expert did not give any comment for this aspect. She gave score 29 from 40 of the total score. It is categorized into good
(72.5%). Based on the expert‟s evaluation, the appropriateness of
the objective with the exercise and project for improving the
students‟ language skill are quite good. The procedure and the
Before revision After revision
Figure 4.12 Revision of Label Names (Project to Activity)
The second expert gave more comments and suggestion for the draft. The total score gained from the second expert is 166 from the highest score 255. The percentage of the score is 65.10% and it is categorized into good. The following is the detail evaluation given by the second expert.
a) Design
The second expert gave score 17 from total score 30. It means that the design of the draft is good enough (56.7%). She gave some comments on the cover. She said that some pictures on the cover
were too small. It made the students‟ activities could not see
The researcher revised the cover pictures of the book draft to be more clearly. Figure 4.13 is the quotation of the revision two.
[image:52.595.183.548.189.335.2]Before revision After revision
Figure 4.13 Cover Book Revision
The researcher changed the icon pictures in topic selection page to support the theme and topic being discussed. Figure 4.14 is the quotation of the revision three.
Before revision After revision
[image:52.595.192.548.509.688.2]b) Objective and Approach
The objective of the draft already matches with the objective of nursing program and the students‟ need. The draft is also appropriate with the learning situation. It can be very good resources for teacher and the students. It allows some learning styles to be implemented. The score gained is 15 from total score 25. The percentage is 60% hence it is categorized into good. There is no evaluation given for this aspect.
c) Organization
The score of draft organization is 24 from total score 35. It is categorized into good (68.6%). The material organization is appropriate for teacher and students. Overall the material is presented in good unity. The expert gave some comments on the vocabulary organization. She recommended making nursing enrichment and vocabulary list into one stage because both of them are vocabulary item.
Before revision After revision
Figure 4.15 Vocabulary Focus Revision
d) Language Content
The score draft of language and content is 31 from total score 50. It is categorized into good (62%). The expert gave some advices and critiques on language and content of the draft. She recommended adding phonetic transcription in the first page of the
draft to help the students‟ pronunciation learning. She gave some
critiques about grammar errors in several sentences of the draft. She said instruction of project language should be clear and easy to understand.
help the students‟ pronunciation learning. Figure 4.16 is the
quotation of the revision five.
After revision
Figure 4.16 Phonetic Transcription
The researcher changed the language instruction in activities which had grammar errors and unclear instruction. Figure 4.17 is the quotation of the revision six.
[image:55.595.224.513.199.383.2]Before revision After revision
e) Language Skill
The expert gave score 16 from 20. It is categorized into excellent (80%). There are complete materials for four language skills. There are enough practices for the integrative skill. However, the expert gave suggestion to integrate more deeply about the material of language skills in social life.
f) Topic
The expert did not give any comment o
