i
L
A
I
R
E
T
A
M
Y
R
A
L
U
B
A
C
O
V
L
A
N
O
I
T
C
U
R
T
S
N
I
F
O
L
E
D
O
M
S
T
N
E
D
U
T
S
R
O
F
G
N
I
D
A
E
R
H
G
U
O
R
H
T
O
F
S
T
I
K
E
S
M
U
K
K
A
Y
A
D
S
E
H
T
E
B
A
S
A
R
J
A
N
A
P
E
N
D
I
D
I
K
A
N
T
H
E
S
I
S
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
i n e h a r g u N i w D
2 2 1 4 1 2 1 0 1 : r e b m u N t n e d u t S
M
A
R
G
O
R
P
Y
D
U
T
S
N
O
I
T
A
C
U
D
E
E
G
A
U
G
N
A
L
H
S
I
L
G
N
E
N
O
I
T
A
C
U
D
E
S
T
R
A
D
N
A
E
G
A
U
G
N
A
L
F
O
T
N
E
M
E
T
R
A
P
E
D
R
E
H
C
A
E
T
F
O
Y
T
L
U
C
A
F
S
T
R
A
I
N
I
N
G
A
N
D
E
D
U
C
A
T
I
O
N
Y
T
I
S
R
E
V
I
N
U
A
M
R
A
H
D
A
T
A
N
A
S
A
T
R
A
K
A
Y
G
O
Y
v i
E G A P N O I T A C I D E D
,t
e
g
ro
f
I
d
n
a
e
m
l
le
T
,
re
b
m
e
m
er
I
d
n
a
e
m
h
c
a
e
T
.
n
r
a
el
I
d
n
a
e
m
e
vl
o
v
n
I
ni
m
a
j
n
e
B
(
F
r
a
n
lk
ni
)
d n a , s r e h c a e t ,s t n e r a p y m o t s i s e h t s i h t e t a c i d e d I
e m e v l o v n i d n a e fi l y m o t e t u b ir t n o c s y a w l a o h w s d n e ir
f inexpeirencing
v
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S
k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I
d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o
. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r
0 1 r e b m e c e D , a tr a k a y g o
Y th ,2014
r e ti r W e h T
i n e h a r g u N i w D
i v
N A U J U T E S R E P N A A T A Y N R E P R A B M E L
K I M E D A K A N A G N I T N E P E K K U T N U H A I M L I A Y R A K I S A K I L B U P
: a m r a h D a t a n a S s a ti s r e v i n U a w s i s a h a m a y a s ,i n i h a w a b i d n a g n a t a d n a tr e b g n a Y
a m a
N :Dw iNugraheni
a w s i s a h a M r o m o
N :101214122
i m e
D pengembangan limu pengetahuan ,saya membeirkan kepada Perpustakaan :l
u d u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n U
L
A
I
R
E
T
A
M
Y
R
A
L
U
B
A
C
O
V
L
A
N
O
I
T
C
U
R
T
S
N
I
F
O
L
E
D
O
M
F
O
S
T
N
E
D
U
T
S
R
O
F
G
N
I
D
A
E
R
H
G
U
O
R
H
T
S
T
I
K
E
S
M
U
K
K
A
Y
A
D
S
E
H
T
E
B
a k u lr e p i d g n a y t a k g n a r e p a tr e s e
B n( b liaada) .Dengandemikian,s ayamembeirkan , n a p m i y n e m k u t n u k a h , a m r a h D a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e k
n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e b m a l a d n a k h il a g n e m
e p e k k u t n u n i a l a i d e m u a t a t e n r e t n I i d a y n n a k i s u b ir t s i d n e m n a d , a t a
d nitngan
a y a s a d a p e k y tl a y o r n a k ir e b m e m n u p u a t a n ij i a t n i m e m u lr e p a p n a t s i m e d a k a
.s il u n e p i a g a b e s a y a s a m a n n a k m u t n a c n e m p a t e t a m a l e s
. a y n r a n e b e s n a g n e d t a u b a y a s i n i n a a t a y n r e p n a i k i m e D
a tr a k a y g o Y i d t a u b i D
4 1 0 2 r e b m e s e D 0 1 : l a g g n a t a d a P
n a k a t a y n e m g n a Y
ii v T C A R T S B A . 4 1 0 2 . i w D , i n e h a r g u
N Mode l o f Instrucitona l Vocabulary Materia lthrough m u k k a Y a d s e h t e B S E K I T S f o s t n e d u t S r o f g n i d a e
R :Engilsh LanguageEducaiton
. y ti s r e v i n U a m r a h D a t a n a S , m a r g o r P y d u t S , s e u s r u p n o it a z il a b o l g e h t s
A Engilsh Communicaiton skli lbecomes one g n i s r u n g n i o d n i s e t a d i d n a c e s r u n e h t r o f s g n i h t t n a tr o p m i t s o m e h t f o ri u q c a o t s e t a d i d n a c e s r u n e h t s d n a m e d n o it i d n o c s i h T . n o it n e v r e t n
i e adequate
n o it c e ll o c y r a l u b a c o
v todevelopt hei rcommunicaitonskill .Reading si considered s
a an effecitve way to help the nurse candidate sacqurie the vocabulary. Thi s h g u o r h t l a ir e t a m y r a l u b a c o v l a n o it c u rt s n i f o l e d o m n g i s e d o t d e d n e t n i s a w y d u t s . m u k k a Y a d s e h t e B S E K I T S f o s t n e d u t s e h t r o f g n i d a e r u t s s i h
T dy discusses two research problems . Those problem s were ) 1 ( : s n o it s e u q h c r a e s e r o w t n i d e t a l u m r o
f Wha tdoe sthe mode lo finsrtucitona l f o s t n e d u t s e h t r o f y r a l u b a c o
v STIKES Bethesda Yakkum look ilke? (2 )What i s g n i p o l e v e d d n a g n i n g i s e d f o y ti li b a t n u o c c a e h
t the mode l o f insrtucitona l
b a c o
v ularyf ort hes tudent so fSTIKESBethesdaYakkum?
f o l e d o m a d e d i v o r p r e h c r a e s e r e h t , n o it s e u q t s ri f e h t r e w s n a o T f o s t n e d u t s e h t r o f l a ir e t a m y r a l u b a c o v l a n o it c u rt s n
i STIKES Bethesda Yakkum in
a ir e t a m d e n g i s e d f o m r o f e h
t l .The designed materia lconsists o ffou runtis ; . n o it c a r T n i k S d n a , t n e m e g a n a M n i a P , t n e m s s e s s A h tl a e H , s u ti ll e M s e t e b a i
D The
h c a e f o s e t a l p m e t e h t d e n g i s e d r e h c r a e s e
r untit ha tcover sWarmingUp ,Reading g n i s U , t x e t n o C n i y r a l u b a c o V , h c e e p S f o t r a P , s n o it s e u Q n o i s n e h e r p m o C , n o it c e S y r a l u b a c o V e t a ir p o r p p
A .
h c i h w s p e t s t h g i e d e il p p a r e h c r a e s e r e h t , n o it s e u q d n o c e s e h t g n ir e w s n a n I T . s k r o w e m a r f ’ s e v a r G m o r f d e t p a d a e r e
w hestep swere( 1 )deifningcontex,t ( 2 ) , s l a o g g n i n r a e l g n i n i m r e t e d ) 4 ( , y e v r u s d e e n g n it c u d n o c ) 3 ( , s f e il e b g n it a l u c it r a g n i n r a e l e h t g n i n g i s e d ) 7 ( , t n e t n o c e h t g n i p p a m ) 6 ( , s e v it c e j b o g n it a l u m r o f ) 5 ( . t n e m g d u j s tr e p x e ) 8 ( , e t a l p m e t ’ s tr e p x e e h t n o d e s a
B judgment ,i twa sconcluded tha tthe designed f o s t n e d u t s e h t r o f e t a ir p o r p p a s a w l a ir e t a
m STIKES Bethesda Yakkum . The
e h t , r e h c a e t e h t r o f l u f e s u e b l li w l a ir e t a m d e n g i s e d e h t t a h t d e p o h r e h c r a e s e r t g n i o d n i d e t s e r e t n i e r a o h w r e h c r a e s e r e h t d n a s t n e d u t
s hi skindofr esearch.
: s d r o w y e
K Vocabulary ,reading ,insrtucitona ldesign ,guessing meaning from t ,t x e t n o
ii i v K A R T S B A 4 1 0 2 . i w D , i n e h a r g u
N Mode l o f Insrtucitona l Vocabulary Mateira l through . m u k k a Y a d s e h t e B S E K I T S f o s t n e d u t S r o f g n i d a e
R Yogyakarta :Program Stud i
a m r a h D a t a n a S s a ti t s r e v i n U , s i r g g n I a s a h a B n a k i d i d n e P . e k r e b g n a y i s a s il a b o l g n a g n e d a y n l a h a m a
S mbang dengan pesat ,
n a u p m a m e
k berbahasa Inggri smenjad isalah satu ha lterpenitng bag icalon i n i i s i d n o K . ti k a s h a m u r i d n a t a w a r e p e k n a k a d n it n a k u k a l e m t a a s t a w a r e p a s o k i a s a u g n e m k u t n u t a w a r e p n o l a c a r a p k a s e d n e
m - katayangmemadah iuntuk
a c a b m e M . a k e r e m a r a c i b r e b n a u p m a m e k g n a j n u n e
m dipandang sebaga icara
a s o k h a b m a n e m t a w a r e p n o l a c u t n a b m e m k u t n u f it k e f
e -kata mereka. Peneilitan
a s o k n a r a j a l e b m e p i r e t a m l e d o m h a u b e s n i a s e d n e m k u t n u n a u j u tr e b i n
i -kata
. m u k k a Y a d s e h t e B S E K I T S i d a w s i s a h a m k u t n u a c a b m e m i u l a l e m k a n a s k a li d i n i n a it il e n e
P an untuk menjawab dua permasalahan . ) 1 ( : n a it il e n e p n a a y n a t r e p a u d m a l a d n a k i s a l u m r o fi d t u b e s r e t n a h a l a s a m r e P a s o k i r e t a m i r a d l e d o m l a n o i s u r t s n i i r a d k u t n e b h a k a p a i tr e p e
S -kata melalu i
n a b a w a j g n u g g n a t r e P ) 2 ( ? m u k k a Y a d s e h t e B S E K I T S a w s i s k u t n u a c a b m e m e
s pe tr iapakah dar iprose sdesain dan pengembangan dar imode lpembelajaran a
s o
k -katamelalu imembacauntuk isswaSTIKESBethesdaYakkum?
l e d o m n a k ij a y n e m i ti l e n e p , a m a tr e p n a a y n a tr e p b a w a j n e m k u t n U a s o k n a r a j a l e b m e
p -kata melalu imembaca untuk mahasiswa STIKES Bethesda i r e t a m m a l a d t i n u t a p m e t a p a d r e T . n a r a j a l e b m e p i r e t a m k u t n e b m a l a d m u k k a Y u ti a y , n a r a j e l e b m e
p Diabete sMelltius ,Heatlh Assessment ,Pain Management , . n o it c a r T n i k S n a
d Penelti itelah mendesain akitvtia suntuk seitap unti ,yatiu i d a e R , p U g n i m r a
W ng Seciton , Comprehension Quesitons , Par t o f Speech , . y r a l u b a c o V e t a ir p o r p p A g n i s U , t x e t n o C n i y r a l u b a c o V n a p a l e d n a k is a k il p a g n e m i ti l e n e p , a u d e k n a a y n a t r e p b a w a j n e m m a l a D n a
l gkah yang diambi l dar i Graves’ s framwork . Kedelapan langkah tersebu t h
a l a d
a )( 1 de ifning contex,t ( 2 )aritculaitng beilef ,s ( 3 )conducitng needsurvey , e h t g n i p p a m ) 6 ( , s e v it c e j b o g n it a l u m r o f ) 5 ( , s l a o g g n i n r a e l g n i n i m r e t e d ) 4 ( t n e m g d u j s tr e p x e ) 8 ( , e t a l p m e t g n i n r a e l e h t g n i n g i s e d ) 7 ( ,t n e t n o
c .
n a k r a s a d r e
B pendapa t ahl i desain pembelajaran , disimpulkan bahwa . m u k k a Y a d s e h t e B S E K I T S i d a w s i s a h a m k u t n u k o c o c i n i n a r a j a l e b m e p i r e t a m , n e s o d k u t n u a n u g r e b t a p a d i n i n a r a j a l e b m e p n i a s e d p a r a h r e b i ti l e n e P i n i g n a d i b i d n a it il e n e p n a k u k a l e m k i r a t r e t g n a y i ti l e n e p n a d a w s i s a h a m . : s d r o w y e
K oV cabulary ,reading ,insrtucitona ldesign ,guessing meaning from f o s t n e d u t s e h t ,t x e t n o
x i O N K C
A WLEDGMENTS
y m , t s ir h C s u s e J o t e d u ti t a r g p e e d y m s s e r p x e o t e k il d l u o w I , ll a f o t s ri F o i v a
S ur .Wtihou tHi slove and blessing , Iwould not be able to survive and be l u f r e d n o w d n a e c n a d i u g s i H r o f l u f k n a h t y r e v m a I . s i s e h t s i h t h s i n if o t t n e it a p
.s i s e h t s i h t g n it e l p m o c n i e m o t s e v i g e H s y a w
r o s n o p s d e v o l e b y m k n a h t o s l a d l u o w
I Agusitnu sHard iPrasetyoS.Pd. , .
A .
M fo rhi sgrea tguidance ,suppor tand suggesiton i n compleitng t his t hesis . I k
n a h t o s l a d l u o
w F.X.MukartoM.Ph. ,.D whoalway sgive smes uppor tandi dea s o
s l a l u f k n a h t d l u o w I . s i s e h t y m g n i p o l e v e d n
i Drs .Barl iBram ,M.Ed. ,Ph.D . i
n i p o , s t n e m m o c g n i v i g r o
f ons ,and suggesitons . Ialso send my grea tthank to .
d P . S , i w i s a r d n i e R i t n a y i v o
N fo rhe rguidance and suppor ta sthe lecture ro f m
u k k a Y a d s e h t e B S E K I T
S and also allt hestudent so fSTIKES Bethesda Yakkum .s
i s e h t s i h t g n it e l p m o c n i d e t a p i c it r a p e v a h o h w
d
I evoted my specia lgrattiudet o my beloved parent sBapak Wahono i(n d
n a ) m a ir o m e
m Ibu Floren itna Padisah fo rthei rlove ,care ,companion ,and ,
r e t s i s y M . s i s e h t s i h t h s i n if o t e m g n it r o p p u s n i s r e y a r
p Diah Pu ijastu it ,
s r e N ,. p e K .
S fo rhe rsuppor tand help i n ifnishing t his t hesis .My beloved aunty ,
n i s u o c d n
a HelenTya sTunggalandJadeDew iTya sTunggalfort hei rhelpand .s
i s e h t s i h t g n i s o p m o c n i e c n a d i u g
s d n e ir f d e v o l e b y m l l a t e g r o f r e v e n l li w
I Vina ,There ,Dino ,Tia ,Btia , ,
i v l y S , e d n a N , a m u D , i w i
T Sandra ,Marlo ,Epoy ,Chika ,Yuyun ,Ttio ,Yoga, d
n
a MbakSesifo rshairngl aughte randt ear sandsuppo tred mewhen Iamdown . h
x o t e d u ti t a r g t s e p e e d y m e t a c i d e d
I Antoniu sNurcahyoWibowo ,S.T.fo r g
n i n e t h g il n e s y a w l
a my day sin compleitng my thesis .Wtihou thi ssuppor tand .
d e t e l p m o c e b t o n d l u o w s i s e h t s i h t e r a c
i x
S T N E T N O C F O E L B A T
… … … … … … … … … … … … … … … … … … … … … … … E G A P E L T I
T i
… … … … … … … … … … … … … … … … … … … … S E G A P L A V O R P P
A ii
… … … … … … … … … … … … … … … … … … … S E G A P N O I T A C I D E
D i v
… … … … … … … … … … Y T I L A N I G I R O S ’ K R O W F O S T N E M E T A T
S v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E
L ……….. v i
.. … … … … … … … … … … … … … … … … … … … … … … … T C A R T S B
A v ii
K A R T S B
A ……….. v iii T
N E M G D E L W O N K C
A S……… x
… … … … … … … … … … … … … … … … … … … S T N E T N O C F O E L B A
T ix
F O T S I
L FIGURES……… vx i .. … … … … … … … … … … … … … … … … … … S S E C I D N E P P A F O T S I
L vx
R E T P A H
C 1.I NTRODUCTION .
A ResearchBackground……… 1 .
B ResearchProblems………..………. 8 .
C ProblemLimtiaiton……… 8 .
D ResearchObjecitves……….. 9 .
E ResearchBeneftis……….. 9 .
ii x
E R U T A R E T I L D E T A L E R F O W E I V E R I I R E T P A H C
.
A Theoreitca lDesc irpiton………..…. 31 .
1 EngilshFo rSpeciifcPurposes………..…. 41 .
2 DesigningI nsrtucitona lMateiral……… 2 0 .
3 Graves ’Framework……… 12 .
4 Vocabulary……….. 72 .
5 Reading……… 63 .
B Theoreitca lFramework………. 14 .
1 De ifningContext………. 14 .
2 AritculaitngBeilefs………. 24 .
3 ConducitngNeed sSurvey………4 2 .
4 DeterminingGoals………... 34 .
5 FormulaitngObjecitve s……….. 34 .
6 MappingContent………. 34 .
7 DesigningLearningTemplate………. 44 .
8 ExpetrJ udgement……… 44 Y
G O L O D O H T E M I I I R E T P A H C
.
A ResearchMethod………. 54 .
B ResearchRespondent……….. 94 .
C ResearchI nsrtument……… 05 .
D DataGatheirngTechniques………. 25 .
E DataAnalyzingTechniques……… 35 .
ii i x
N O I S S U C S I D D N A S T L U S E R V I R E T P A H C
.
A Presentaitono fMode lofI nsrtucitona lVocabularyMateiralt hrough a
d s e h t e B S E K I T S f o s t n e d u t S e h T r o f g n i d a e R
. … … … … … … … … … … … … … … … … … … … … … … m u k k a
Y 5 6
.
B Theaccountablitiyo fMode lofI nsrtucitona lVocabularyMateiral s a
d s e h t e B S E K I T S f o s t n e d u t S e h t r o f g n i d a e R h g u o r h t
. … … … … … … … … … … … … … … … … … … … … … … … m u k k a
Y 95
.
1 Contex to ft heCourse……….. 85 .
2 Beilefs………..………. 56 .
3 Need sSurvey………..……….. 96 .
4 Goals……….………. 97 .
5 LearningObjecitves………..………... 8 1 .
6 Content……….. 38 .
7 LearningTemplate………..………... 68 .
8 ExpetrsJ udgment……… 9 0 N
O I T S E G G U S D N A N O I S U L C N O C . V R E T P A H C
.
A Conclusion……… 39 .
B Suggesitons……… 69 .
1 Fort heEngilshLecture ro fSTIKESBethesdaYakkum……… 69 .
2 Fo rFu trhe rResearchers……….. 79 S
E C N E R E F E
R ……… 89 S
E C I D N E P P
v i x T S I
L OFFIGURES 1
. 2 e r u g i
F EvanandJ ohn’s( 2011 )ESPClassi ifcaitonbyProfessiona l …
… … … … a e r
A ………..….. 1 6 ’
s e v a r G 2 . 2 e r u g i
F (2000 )SystemApproach……….. …. 2 6 …
… … … … … e r u d e c o r P g n i s s e u G s ’ a d u m a S d n a o t u r B 3 . 2 e r u g i
F . … 3 5
4 . 2 e r u g i
F Cambure’ sSchemaBo ttom-upApproach……….. 3 9 5
. 2 e r u g i
v x
S E C I D N E P P A F O T S I L S
E C I D N E P P
A ……….. 1 00 A
X I D N E P P
A Lette ro fPermission……….. 1 01 B
X I D N E P P
A Quesitonnarie………. .…… 31 0 C
X I D N E P P
A Sampleoft heStudents ’Quesitonnarie………... 1 07 D
X I D N E P P
A QuesitonnarieRawData…………..……… 1 10 E
X I D N E P P
A InterviewCheckilst……….. 41 1
F X I D N E P P
A TheResul to fExpetrJ udgments
…
…
…
…
..
………… 711 GX I D N E P P
A TheSyllabus……… 1 21 H
X I D N E P P
A TheLessonPlano fUni t1………. 71 2 I
X I D N E P P
1 I R E T P A H C
N O I T C U D O R T N I
n i s i y d u t s s i h
T tended to research and design mode lo fvocabulary g
n i n r a e
l mateira l through reading fo r second semeste rstudent s in Bethesda m
u k k a
Y ,Insttiuteo fHeatlh Sciences .Thi schapte rconsist so fsix patrs .Thef ris t t
r a
p discussest hebackground oft hestudyandwhyt hi sstudyi sbeingconducted . ti
w s e i c a u q e d a n i e h t s e n il t u o t r a p d n o c e s e h
T ht hecurrentt eachingmateiralbeing e
h t y b d e s
u Bethesda Yakkum ,Insttiuteo fHeatlh Sciences .Thet hridpar tgive sa y
r a d n u o b r a e l
c fo rthe researche rin discussing the problems .The fou trh par t e h t f o s ti f e n e b e h t s l a e v e r t r a p h tf if e h T . y d u t s e h t f o s e v it c e j b o e h t t u o s t n i o p
s i h t n i d e s u s m r e t f o n o it a c if ir a l c s e d i v o r p r e t p a h c s i h t f o t r a p h t x i s e h T . h c r a e s e r
. y d u t s
c a B h c r a e s e R .
A kground
e s r u n a , s t n e it a p e h t g n i v r e s n I .s t n e it a p r o f e r u g if t n a tr o p m i n a s i e s r u n A
y r o t c a f s it a s h g u o r h t s t n e it a p d n a t s r e d n u o t y ti li b a e h t e v a h o t s d e e n
n o it a c i n u m m o c r i e h t p o l e v e d o t s e s r u n s d n a m e d n o it i d n o c s i h T . n o it a c i n u m m o c
n o it a c i n u m m o C . y ti li b
a ablitiy tha ti sneeded by the nurse sinclude sspeaking y n a m e b l li w e r e h T . 5 1 0 2 n i l a b o l g g n i o g s i a i s e n o d n I e c n i s h s il g n E n i y ti li b a
e g r a l a s A . a i s e n o d n I o t e m o c o h w s e t a d i d n a c e s r u n n e v e d n a , s r o t c o d , s t n e it a p
ll e w d n
a -known hosptial ,Bethesda demand sthe nurse sto be able to use et h l
l a b o l
d e d i v o r p n o it a m r o f n i e h t d n e h e r p m o c o t e g d e l w o n k y r a l u b a c o v t n e i c if f u s o s l a t u b m i o t d e e n s e s r u n e h t , s t c a f e s e h t h ti w e c n a d r o c c a n I . h s il g n E n
i prove thei r
h s il g n E d o o g e v a h o t y r a l u b a c o v t n e i c if f u s e ri u q c a d n a y ti li b a g n i k a e p s . e c n e t e p m o c s i e u q i n h c e t c i s a b y r e v a , e c n e t e p m o c h s il g n E ’ s t n e d u t s e h t g n i v o r p m i n I g n ir e t s a m n i s t n e d u t s e h t e t a ti li c a f o
t suf ifcien tvocabulary and to develop a g
e t a rt
s y to acqu rie ti .Thi scondiiton ,therefore, makes the student sare able to s a h c u s e s u e g a u g n a l r e h t o e h t d n e h e r p m o
c takingsomei nformaitonf romEngilsh t
x e
t . Richard s and Renandya (2002 ) state tha t learner s need an extensive a r o f y g e t a rt s d n a y r a l u b a c o
v cquiirng new words t o moitvateand encourage t he , o i d a r e h t o t g n i n e t s il s a h c u s s e it i n u tr o p p o e g a u g n a l e h t e z il it u o t s r e n r a e l r o g n i d a e r , t x e t n o c t n e r e f fi d n i e g a u g n a l g n i s u , r e k a e p s e v it a n o t g n i n e t s il . n o i s i v e l e t g n i h c t a w e s o h c r e h c r a e s e r e h
T Bethesda Yakkum ,Insttiute o fHeatlh Science ,s sa e s u a c e b y d u t s t c e j b u s e h
t BethesdaYakkum, Insttiuteo fHeatlhScience ,si soneo f e
h
t m ost reputable and well-known Insttiute o fHeatlh Sciences in Yogyakatra k r o w o t s t n e d u t s r i e h t g n ir a p e r p f o e s o p r u p s a h h c i h
w a sprofessiona lnurses .The
t e s u a c e b s t n e d u t s r e t s e m e s d n o c e s e h t d e t c e l e s s a h r e h c r a e s e
r hey needed to be
h g i h o t d e c u d o rt n
i -frequency word so fnursing ifeld .I ti sbecause the high -e m c if i c e p s s a h t x e t n o c l a c i d e m c i m e d a c a n i d e s u e r a t a h t s d r o w y c n e u q e r
f aning
. t x e t n o c l a c i d e m n i t u p e r a s d r o w e h t n e h w , h s il g n E n r a e l o t s t n e d u t s e h t e g a r u o c n e o
T Bethesda Yakkum,I nsttiuteo f s s a l c h s il g n E d e d i v o r p s a h , s e c n e i c S h tl a e
v e d o t y ti n u tr o p p o n a s t n e d u t s e h t e v i g o t s i s s a l
c elopt hei rspeakingab litiyusing h
s il g n
E language tha tthey wli lneed in thei rworking envrionmen twhen they ,
y ti li b a g n i k a e p s ’ s t n e d u t s e v o r p m i o T . s e s r u n e m o c e
b BethesdaYakkum,I nsttiute
,s e c n e i c S h tl a e H f
o ha sprovided mateiral fo rdeveloping vocabulary ,gramma r f
o s t n e d u t s e h t y b d e n r a e l y r a l u b a c o v e h T .s ll i k s g n i k a e p s d n
a BethesdaYakkum,
,s e c n e i c S h tl a e H f o e t u ti t s n
I i scommon o rhigh-frequency ,semi-technical ,and .
y r a l u b a c o v l a c i n h c e
t However ,the mos tfrequen tvocabulary learned by the s
t n e d u t
s i ssemi-technica lword so rcore vocabulary o fmedica lcontext .The s s a l c g n i k a e p s e h t h g u o r h t y r a l u b a c o v n o m m o c e h t d e n r a e l y d a e rl a e v a h s t n e d u t s
r i e h t n i d r o w e h t d e d n e h e r p m o c e v a h s t n e d u t s e h t , m r e t l a c i n h c e t e h t r o f d n a
o f e r e h T . g n i s r u n f o s s a l c r a l u g e
r re ,the student sare lack o fcore vocabulary o f s t n e d u t s e h t p l e h o t t n a c if i n g i s y r e v s i y ll a it n e s s e h c i h w t x e t n o c l a c i d e m
. h s il g n E n i d e d i v o r p n o it a m r o f n i d n a t s r e d n u
n i s t n e d u t s e h
T Bethesda Yakkum, Insttiute o fHeatlh Science ,s have an d
e e n t n e g r
u to learn the c ore vocabulary used in thei rspeci ifc major .The core d
e n r a e l g n i e b y r a l u b a c o
v by the student sare word swhich have high-frequency .
d l e if l a c i d e m e h t n i e c n e r r u c c
o Dudley-Evan sandJ ohn( 2011 )beilevet hat‘ semi -e
r o c ‘ r o ’ l a c i n h c e
t -vocabulary’i st hemos tsigni ifcantf ort hestudent so fspeci ifc d
l e
if .Fu trhe,r thestudent sneed t o understand no tonly t he meaning bu talso the y r a l u b a c o v n i a tr e c f o g n i n a e m e h t e s u a c e b r o j a m c if i c e p s ri e h t n i s d r o w e h t f o e s u
i n a e m c if i c e p s s a d e r e t s i g e r e b n a
c n g.
r i e h t t u o b a n o it a m r o f n i w e n n r a e l s t n e d u t s e h t p l e h o t t x e t g n i d a e r e s u o t s d n a m e d t n e r r u c e h t f o y tl u c if fi d f o l e v e l e h t ,t e Y . r o j a m g n i s r u n n i y r a l u b a c o v d n a d l e if g n i h c a e
t mateira li shighe rthan the mos to fthe students ’Engilsh competence . e r a s r e r u t c e l e h t , r e v e w o
H currenlty requried to use thi smateiral because i ti s ’ s t n e d u t s e h t h ti w h c t a m t a h t s l a ir e t a m g n i n r a e l d n a g n i h c a e t d n if o t t l u c if fi d a c n o it a u ti s s i h T . s d e e
n usest hestudentsl es smoitvated t ol earnand r esutlsi n t he s e v i g r e r u t c e l e h t y lt s o m s s a l c e h t n I . y r a l u b a c o v f o e g d e l w o n k r o o p ’ s t n e d u t s e u g o l a i d e h t n i d e s u r a m m a r g e h t s w e i v e r d n a e u g o l a i
d bu tpaysl tilteatteniton t o
r e v o e r o M . g n i n r a e l y r a l u b a c o v e h
t ,the vocabulary which i s provided in the l a ir e t a m g n i h c a e t t n e r r u
c i spresented in a ils twhich make sthe student sare e h t r o f y ti v it c a g n i n r a e l e h t n i s e m a g e m o s e r a e r e h T . r e b m e m e r o t t l u c if fi d i d e d i v o r p s t n e d u t
s nt hecurrentt eachingmateiralbu ttii si nsufifcientt of uflli lthe f o t n e m e v l o v n i e h t e ri u q e r s e m a g e c n i s y r a l u b a c o v g n i n r a e l n i s d e e n ’ s t n e d u t s r e h t
o student sand spend itmes .A s adul t learners , the student s of Bethesda m
u k k a
Y , Insttiute o fHeatlh Science ,s demand a srtategy to learn vocabulary t
n
i eracitvely and independenlty . The students ’ involvemen t in learning o l o s l a s i s s a l c e h t n i y r a l u b a c o
v w becauset het eaching mateiraland t hel earning t o n e r a s s e c o r p g n i n r a e l d n a g n i h c a e t e h t n i d e s u g n i e b e r a h c i h w y ti v it c a . s t n e d u t s e h t o t g n it s e r e t n i s i g n i d a e r , y r a l u b a c o v e h t g n i n r a e l n i y ti li b a ’ s t n e d u t s e h t e v o r p m i o T 2 ( d r o f m a B d n a y a D n o d e s a B . d i a e t a ir p o r p p a n a s a d e r e d i s n o
c 004 )“Readingi s
y ti v it c a e h t e s u a c e b g n i n r a e l y r a l u b a c o v l a t n e d i c n i f o e c r u o s t n a tr o p m i n a o w o t n o it n e tt a r e s o l c y a p o t s t n e d u t s e h t s e g a r u o c n
.) 3 9 1 . p ( ” s e n
o Reading i s a very sutiable aid to reinforce learning new y r a l u b a c o
v becauset hes tudent so fBethesdaYakkum, Insttiuteo fHeatlhScience,s d a h o h w s tl u d a e r
a completed Engilsh course du irng thei r previou s schoo l t a h t n o it a c u d
e have arleady acquried common orh -igh frequency vocabulary and ll i k s g n i d a e r g n i s u n i d e c n e ir e p x
e s t o comprehend i nformaiton i n a reading t ex t o w t d n u o r a w o n k s r e n r a e l e c n O “ , s e t a t s ) 0 9 9 1 ( n o it a N . y r a l u b a c o v w e n n r a e l d n a r e f n i o t d e p o l e v e d e v a h y e h t s ll i k s g n i d a e r e s u n a c y e h t ,s d r o w d n a s u o h t e e r h t r o t e e m y e h t t a h t s d r o w n w o n k n u f o s g n i n a e m e h
t ”( p.160) .A sar esul,tt hestudent s d
e e
n e d to be given a l earning aid which wli lhelp t hem t o recognize vocabulary a c h c i h w , d e ri u q c a y l s u o i v e r
p n be very signi ifcantt o faclitiate thestudentsl earn u t s e h t ,t x e t g n i d a e r e l b a ti u s a g n i d i v o r p y B . y r a l u b a c o v w e
n dent sno tonly l earn
. s c i p o t w e n h ti w m e h t e c u d o rt n i d n a n o i s s u c s i d e t o m o r p o s l a t u b y r a l u b a c o v w e n s e d i v o r p o s l a t x e t g n i d a e r d o o g a “ t a h t t u o e r u g if ) 2 0 0 2 ( a y d n a n e R d n a s d r a h c i R c i p o t w e n e c u d o rt n i o t s e it i n u tr o p p o s e d i v o r p d n a , g n it ir w r o f s l e d o m d o o
g s ,
e g a u g n a l y d u t s o t d n a , n o i s s u c s i d e t a l u m it
s (e.g. ,vocabulary ,gramma,r i dioms)” .) 3 7 2 . p ( e h t f o g n i n a e m e h t s s e c o r p o t s e it i n u tr o p p o ’ s t n e d u t s e h t s e v i g g n i d a e R t x e t n o c n i s d r o
w .HuckinandCoady( 1997 )statethatr eadingr equriesi nteraciton d n a r e d a e r e h t n e e w t e
b the tex t which encourage s the reade r to use the n e tt ir w e h t d n e h e r p m o c o t e g d e l w o n k r e h t o d n a t x e t e h t d n u o r r u s n o it a m r o f n i e m a s e h t n r a e l o t y ti n u tr o p p o e h t s t n e d u t s e h t e v i g s e g a s s a p g n i d a e R . t x e t e h t e z ir o m e m o t s t n e d u t s e h t s tr o p p u s y ti v it c a s i h T . s t x e t t n e r e f fi d n i y r a l u b a c o v n ji t s l u H o t g n i d r o c c A . y r a l u b a c o
t a h t t u
o word s tha t learned incidentally from contex t are bette r memo irzed s e ri u q e r t i e s u a c e
b menta leffor tthan which inferen ita lclue ssuch a smulitple d li u b o t s t n e d u t s e h t s p l e h y ti v it c a s i h t , s e d i s e B . d e d i v o r p e r a s m y n o n y s e c i o h c a n i s d r o w e m a s e h t f o e s u e h t f o n o it it e p e r e h t h g u o r h t n o i s n e h e r p m o c r i e h t t x e t n o
c sothatt heycanunderstandandapplyi nt hei rworkplace .
s i y r a l u b a c o v g n i n r a e l n i e u q i n h c e t a s a g n i d a e r g n i s u r o f n o s a e r r e h t o n A e s u a c e
b the discussion o fthe text srequrie sthe student sto interac twtih the e l n i n o it a v it o m r i e h t e s a e r c n i n a c h c i h w s t n e d u t s r e h t o e h t d n a r e r u t c e
l arningand
r e p e e d d n a t x e t n o c s t n e d u t s e h t e v i g n a c g n i d a e r ,s e d i s e B . y r a l u b a c o v w e n g n i s u e c n a h n e h c i h w y r a l u b a c o v f o g n i d n a t s r e d n
u s the students ’comprehension .A s n o it c u rt s n i y r a l u b a c o v s e t a t s ) 0 9 9 1 ( n o it a N t a h
w swhich are implemented in a
t x e t g n i d a e
r are able to improve genera l comprehension s such a s mulitple r o h c a e r ,s t x e t n o c l u f g n i n a e m n i s d r a w o t e r u s o p x e , s d r o w d e t c u rt s n i o t s e r u s o p x e d e t c u rt s n i n e e w t e b s e it f o t n e m h s il b a t s e e h t , d r o w h c a e t u o b a n o it a m r o f n i d e ir a v e c n e ir e p x e n w o ’ s t n e d u t s d n a s d r o
w and p iro rknowledge ,and an acitve roleby e
h
t studentsi nt heword-learningprocess .Thevocabularywhichi sprovidedi nt he t o g r o f e v a h y a m y e h t t a h t s d r o w e h t r e b m e m e r o t s t n e d u t s e h t s e ri u q e r t x e
t t en
n E d e i d u t s y l s u o i v e r p e v a h y e h t e c n i s e m it e h t r e v
o gilsh .Accordingt oKrashena s g n il l e p s d n a y r a l u b a c o v e ri u q c a s r e n r a e l “ t a h t t u o s t n i o p ) 7 9 9 1 ( y d a o C y b d e t o u q g n i d a e r e li h w t u p n i e l b i s n e h e r p m o c g n i v i e c e r y b y lt n e i c if f e t s o
m ”(p .225 .) hT si
n a e m a s a g n i d a e r s e z i n g o c e
r o fcomprehensiblei nputf ort hestudentst o acqurie s e u q i n h c e t l u fr e w o p t s o m e h t f o e n o s e m o c e b g n i d a e r , e r o f e r e h T . y r a l u b a c o v w e n n e h W . s d r o w w e n d n a t s r e d n u d n a n r a e l o t s t n e d u t s e h t r o
n i d e s u s i ti w o h d n a n e h w w o n k d n a y r a l u b a c o
v suchcontex,tt heyareablet obe y
l e v it c e f f e e r o
m comprehendt hemeaningo fEngilshs entence sandutterance .s t
n e m p o l e v e d e h
T o fnewl earning mate ira,lt hecorevocabulary r elated t o t
x e t n o c l a c i d e
m tha tconsiders t he nursing context ,could be used a samode lo f e
l y r a l u b a c o
v arning through reading mateira lwhich helps them to learn new c
o v w e n d n a c i p o t l a c i d e
m abulary .Throught hesemateiralstudent swouldbeable r i e h t o t t n a v e l e r n o it a m r o f n i e l b a u l a v e m o s n i a g o s l a d n a y r a l u b a c o v e h t n r a e l o t
c o f y l n o s a h t r o p e r s i h t f o r e ti r w e h T . d l e
if used on the use o freading a sa
o v ’ s t n e d u t s e h t e v o r p m i o t e u q i n h c e
t cabularyl earning .Thisi st henclosely ilnked s
a h c u s s e it i v it c a e s i c r e x e y r a l u b a c o v o
t guessing meaning from contex tand pu t r
o
w d sin contex twhich reinforce the correc tuse o fvocabulary and improve .
s t x e t e h t n i d e i d u t s s e m e h t e h t f o g n i d n a t s r e d n u
r e r a p e r p o t r e d r o n
I elevan tand meaningfu lmateiral, t he researche rha s e
h t d e t a g it s e v n
i students ’needs by unde traking severa lconversaiton swtih the f
o s t n e d u t s e h t d n a r e r u t c e
l Bethesda Yakkum, Insttiute o f Heatlh Science ,s h t , s d e e n r i e h t d n a s b o j ’ s t n e d u t s e h t g n i n if e d y B . s e s r u o c o w t r e t s e m e
s e
l a ir e t a m y r a l u b a c o v f o l e d o m g n i n g i s e d s i r e h c r a e s e
r which wli limprove the
s s e c o r p g n i n r a e
l by using more relevan tmate iral .In developing the relevan t l
a ir e t a
m the researche rprovide saccountable step sto elaborate the proces sin l
a ir e t a m e h t g n i n g i s e
d .Fu trher ,the discussions wtih Engilsh teacher sha salso n
o e h t t u o b a e r o m n r a e l o t r e h c r a e s e r e h t d e c n e u lf n
i -goingproces sofl earningi n e
t n o
h t d n a r e h c r a e s e r e h t d n a s t n e d u t
s e lecturer fo Bethesda Yakkum ,Insttiute o f s
e c n e i c S h tl a e
H .
i h t n
I sstudy, t he researche rha sconsidered t he ilmtied oppo truniitest o l earn m
e tt a s a h d n a e s r u o c g n i s r u n s i h t n i y r a l u b a c o v w e
n pted to design reading
l a ir e t a
m which wli l faclitiate the improvemen t o f the students ’ ablitiy to r
a l u b a c o v w e n e ri u q c a y l e v it c e f f
e y i n contex tand t o show t he accountablitiy o f n
g i s e d e h
t ed mateiral .The mate iral serves a sthe fulifllment so fthe students ’ p
l e h h c i h w , y r a l u b a c o v c if i c e p s g n i n r a e l n i s d e e
n s themt oi ncreaset hei rspeaking .
d l e if r i e h t n i h ti w s ll i k s
.
B ResearchProblems
e h
T researchproblem soft heresearcharef ormulatedbelow: .
1 Wha tdoest hemodel fo vocabularymateiralst hroughr eadingl ook ilke? .
2 What i st he accountab litiy i n designing and developing t he mode lo fa se to f o
f , g n i d a e r h g u o rt s l a ir e t a m y r a l u b a c o
v r the second semeste rstudent s in m
u k k a Y a d s e h t e
B Insttiuteo fHeatlhSciences?
.
C ProblemLimtia iton
n g i s e d o t d e m i a s i y d u t s s i h t , y d u t s d n u o r g k c a b e h t n i d e t a t s s
A mode lo f
l a ir e t a m l a n o it c u rt s n
i fo r the second semeste rstudent sof Bethesda Yakkum, a s a g n i d a e r f o e s u e h t n o s e s u c o f y l n o h c r a e s e r s i h T . s e c n e i c S h tl a e H f o e t u ti t s n I
r e t s e m e s d n o c e s r o f n o it i s i u q c a y r a l u b a c o v ’ s t n e d u t s e v o r p m i o t e u q i n h c e t
n i s t n e d u t
e n o s
a o ftechniqu s e for l earning vocabulary because i tprovide scontextua land e e n s i h c i h w y r a l u b a c o v e h t e c n i S . s t n e d u t s e h t r o f t u p n i e l b i s n e h e r p m o
c ded by
T . c if i c e p s s i s t n e d u t s e h
t hi s condiiton make s the new vocabulary learning y
r a l u b a c o v e h T . t n a v e l e r d n a l a u t x e t n o
c which become s the researche'r s .
t x e t n o c n i s d r o w f o e s u e h t d n a s d r o w f o g n i n a e m e h t s i n o it a r e d i s n o c
s e v it c e j b O h c r a e s e R . D
: s w o ll o f s a d e b ir c s e d e r a h c r a e s e r s i h t f o s e v it c e j b o e h T
.
1 Presenitng mode lo finsrtucitona lmateiral to improve vocabulary acquisiiton e
h t r o f g n i d a e r h g u o r h
t seconds emesters tudent sofBethesdaYakkum, Insttiute .s
e c n e i c S h tl a e H f
o
.
2 Showing the accountablitiy o f designing mode l o f vocabulary acquisiiton r
o f g n i d a e r h g u o r h
t t heseconds emesters tudent so fBethesdaYakkum, Insttiute .s
e c n e i c S h tl a e H f
o
s ti f e n e B h c r a e s e R . E
e h t n o t c e lf e r n a c t a h t s ti f e n e b t u o b a g n ir b o t d e t c e p x e s i h c r a e s e r s i h T
. h c r a e s e r e m a s e h t t c u d n o c o h w r e h c r a e s e r r e h t o e h t d n a , r e h c a e t e h t ,s t n e d u t s
.
1 Fort hes tudents
d e t a ti li c a f e r a s t n e d u t s e h
T wtihcomprehensiblemateiralwhichcani mprovet hei r n
g i s e d e h T . y r a l u b a c o v f o g n i d n a t s r e d n
u ed mateiralprovides wel ldevelopedand t
e p m o
c en tEngilsh vocabulary mateiral for t he students ,which are based on t he .
.
2 Fort het eache r e h c a e t e h
T ri sgiven mode lo fEngilsh vocabulary mateiral that i sexpected a sa l a ir e t a m s i h T . y r a l u b a c o v g n i n r a e l r o f d e e n ’ s t n e d u t s e h t g n it a ti li c a f n i n o it u l o s
n e r e f e r s e d i v o r
p cesf ort het eachert ogivenewway sofl earningvocabulary. .
3 Fort her esearcher
, g n it a u l a v e r o f s i s a b a e b o t s r e h c r a e s e r r e h t o y b d e s u e b n a c h c r a e s e r s i h T
e h t e r a h s o t s e ir t r e h c r a e s e r e h T . y d u t s e m a s e h t g n it c u rt s n o c e r d n a g n i m m a r g o r p
e g d e l w o n k d n a a e d
i in designing new educaitona lproduc twhich provide snew .s
n r e c n o c r a li m i s e v a h o h w s r e h c r a e s e r r e h t o e h t r o f s t p e c n o c
T f o n o it i n if e D .
F erms
.
1 Insrtucitona ldesign
. r e d r o t h g ir e h t n i s g n i h t e h t ll a g n it t u p f o s s e c o r p a s i n g i s e
D Morirson ,
n a , n a m l a K , s s o
R d Kemp (2011 )proposet hei deat hati nsrtucitona ldesigni st he s i h t n I . e c it c a r p d n u o s e h t n o d e s a b s i h c i h w s s e c o r p n g i s e d c it a m e t s y s f o e s u
n g i s e d f o t e s a s a d e n if e d s i n g i s e d l a n o it c u rt s n i , h c r a e s e
r ed mateira lresutled
r e d r o n i s s e c o r p g n i k n i h t a m o r
f to resolveproblem swhich appear i n a cetrain s
s e c o r p c it a m e t s y s a h g u o r h T . d l e if n o it a c u d
e , the insrtucitona ldesign has a .t
c u d o r p l a n o it a c u d e w e n h ti w s m e l b o r p e h t e v l o s e r o t e s o p r u p
.
2 Reading
8 9 9 1 ( ri e W d n a t r a h u q r
U )de ifner eadinga s“theproces so freceivingand t
n ir p f o m u i d e m a i v m r o f e g a u g n a l n i d e d o c n e n o it a m r o f n i g n it e r p r e t n
i ”( p.22).I n
f o s s e c o r p e h T . s d r o w f o e s u e h t d n a g n i n a e m e h t d n a t s r e d n u o t r e d a e r e h t
e
r ceiving i nformaitont hrough r eading provide sanoppo truntiyf ort hestudentst o r
o w e h t d n a d r o w e h t f o e s u e h t f o a e d i e h t t e r p r e t n
i d ’srelaitonwtih othe rword s
.t x e t n o c n i
.
3 Vocabulary
v “ t a h t s e t a t s ) 0 0 0 2 ( d a e
R ocabulary i smore than jus tknowing a lo to f o t e l b a e b d n a e g d e l w o n k t a h t o t s s e c c a y d a e r e v a h t s u m s r e n r a e l ; s m e ti l a c i x e l
g n i m r o f r e p n i y l e v it c e f f e t i w a r
d language-use task” (p.17) .In thi sresearch , n
i n a e m l a r e ti l e h t y b d e n if e d y l n o t o n s i y r a l u b a c o
v go fawordbu talsot heuse fo
r e f fi d s a h y r a l u b a c o V . t x e t n o c e h t d n a g n i n a e m e h t h t o b , fl e s ti d r o w e h
t en t
o t d e r r e f e r s i t i n e h w s g n i n a e
m dfiferen tcontexts .The use o fvocabulary in a e s u e g a u g n a l e h t d n e h e r p m o c o t t n a tr o p m i y r e v s e m o c e b d l e if c if i c e p
s d in
e l w o n k s s e c c a o t t n e n o p m o c l a i c u r c a s i y r a l u b a c o v , e r o f e r e h T . t x e t n o
c dgef roma
e h t e s u o t d n a e g a u g n a
l languageapprop irately. .
4 Student so fBethesdaYakkum, Insttiuteo fHeatlhSciences n
i s t n e d u t
S STIKES Bethesda Yakkum are Insttiute o fHeatlh Science s 0 2 d n u o r a e r a y e h T . s e t a d i d n a c e s r u n e m o c e b o t g n ir a p e r p e r a o h w s t n e d u t
s th
d e t a u d a r g o h w d l o s r a e
y from Senio rHigh Schoo land had taken Engilsh course f
o s t n e d u t s e h t , s e t a d i d n a c e s r u n s A . n o it a c u d e f o l e v e l s u o i v e r p n
i Bethesda
m u k k a
Y Insttiute o fHeatlh Sciences are prepairng to be quail ifed nurse swhom . s e s r u n l a n o i s s e f o r p s a y t u d r i e h t n i e c n a m r o f r e p l e v e l h g i h e v a h s y a w l a
, e r o f e r e h
T Bethesda Yakkum, Insttiute o fHeatlh Sciences aim sto equip the s
ll i k s e h t l l a g n ir e t s a m n i s t n e d u t
o t r e d r o n i d l e if l a c i d e m e h t o t e r u s o p x e e d i v o r p t a h t s e s r u o c h g u o r h t d e h c a o c
’ s t n e d u t s e h t p o l e v e d o t s d i a f o e n O . s e s r u n l a n o i s s e f o r p s a s ll i k s r i e h t p o l e v e d
li k
3 1
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
s i t s ri F . y d u t s s i h t g n i y lr e d n u s e ir o e h t r o j a m o w t f o s t s i s n o c r e t p a h c s i h T
a e s e r e h t d e tr o p p u s s a h t a h t n o it p ir c s e d l a c it e r o e h t e h
t rche rin designing the
l a ir e t a
m . I n t hi spar,tt her esearche rcoverst hediscussion on Engilshf o rSpeci ifc e h t s i d n o c e S . g n i d a e r d n a y r a l u b a c o v , n g i s e d l e d o m e h t , ) P S E ( s e s o p r u P
l a e v e r o t r e ti r w e h t y b d e s u s i h c i h w k r o w e m a r f l a c it e r o e h
t ase tofi nsrtucitona l
l a ir e t a
m .
.
A Theoreitca lDescrip iton
s tr a p r u o f e r a e r e h t , n o it p ir c s e d l a c it e r o e h t n
I todiscuss .Thesef ou rmajo r t s ri f e h T . l a ir e t a m l a n o it c u rt s n i e h t h s il b a t s e o t s t n u o c c a o t n i t u p e r a s n o i s s u c s i d
g n i d n a t s r e d n u n a r e h c r a e s e r e h t s e v i g h c i h w , e s o p r u P c if i c e p S r o f h s il g n E s i tr a p
h t f
o eprocessi ndesigning mateiralfo rspeciifcEngilsh l earners .Thesecondpar t s
i Graves’mode lsystemapproach ,which givest heresearcher thefoundaiton f o r y r a l u b a c o v e h t s e s s u c s i d t r a p d ri h t e h T . l a ir e t a m l a n o it c u rt s n i g n i n g i s e d
e l d n a n o it i s i u q c
a arning entriely ,to give the researcher clea rinformaiton when t
g n it c u rt s n o
c hevocabularymateiral .Thel as tpar tdiscussest heuseofr eading a s g n i n r a e l r o f g n i d a e r f o s ti f e n e b e h t s e d u l c n i tI . y r a l u b a c o v g n i n r a e l n i e u q i n h c e t a
d a e r y a w e h t , y r a l u b a c o
.
1 Eng ilshf orSpeciifcPurposes
y b d e n r a e l s i h c i h w e g a u g n a l e h t ,s u c o f e g a u g n a l f o s m r e t n
I thestudent s
f
o Bethesda Yakkum, Insttiute o fHeatlh Sciences i sEngilsh . Thi sinclude s f o s d e e n e h t t e e m o t g n ir a p e r p f o e s o p r u p c if i c e p s e h t r o f h s il g n E g n i n r a e
l the
’ s t n e d u t
s futureworking stiuaiton .A snursecandidate ,s t hestudent so fBethesda m
u k k a
Y , Insttiuteo fHeatlh Sciences are requ ried t o understand speci ifc tem so f e r e h t , e r o f e r e h T . e g d e l w o n k r a l u c it r a p e t a c i n u m m o c d n a d n e h e r p m o c o t h s il g n E
s r e n r a e l e h t g n i p o l e v e d n i a ir e ti r c c if i c e p s e r
a ’speci ifc need son thei rway of .s
e s r u n l a n o i s s e f o r p g n i m o c e b
.
a ESPDe ifniiton
y e l d u
D -Evan sand John (2011 )de ifne ESP using absolute and vairable :)
s e t o u q t c e ri d n i ll a ( s c it s ir e t c a r a h c
: c it s ir e t c a r a h c e t u l o s b A
)
1 ESPi sdesignedt omeets peciifcneed soft hel earners; )
2 ESP make suse o fthe unde lrying methodology and acitviite s il
p i c s i d e h t f
o ne stis erves; )
3 ESP i scentered on the language (grammar ,lexis ,register ) .s e it i v it c a e s e h t o t e t a ir p o r p p a s e r n e g d n a e s r u o c s i d , s ll i k s
: s c it s ir e t c a r a h c e l b a ir a V
)
4 ESPmayber elatedt oo rdesignedf ors peciifcdiscipilnes; )
5 ESP may use , in speciifc teaching stiuaitons , a d fiferen t ;
h s il g n E l a r e n e g f o t a h t m o r f y g o l o d o h t e m )
6 ESPi silkelyt obedesignedf o radutls ,etihe ra tat eritaryl eve l d l u o c t I . n o it a u ti s k r o w l a n o i s s e f o r p a n i r o n o it u ti t s n i
;l e v e l l o o h c s y r a d n o c e s t a s r e n r a e l r o f d e s u e b , r e v e w o h )
7 ESP i s generally designed fo r intermediate o r advanced e h t f o e g d e l w o n k c i s a b e m u s s a s e s r u o c P S E t s o M . s t n e d u t s
.s r e n n i g e b h ti w d e s u e b n a c t i t u b , m e t s y s e g a u g n a l
(p 4p - ) . 5 .
e v o b a n o it i n if e d e h t n o d e s a
B , the purpose o fdeveloping Eng ilsh fo rspeci ifc e
s o p r u
.t n e m n o ri v n e g n i k r o w r i e h t n i s e v l e s m e h t p o l e v e d
.
b Crtieriao fESP
P S E e k a m h c i h w a ir e ti r c e m o s e r a e r e h
T si dfiferen tfrom the genera l a
h ) 1 9 9 1 ( n o s n i b o R . h s il g n
E sdeifneds omecrtieiraf o rESP; ,
t s ri
F ESP i sgoa ldriected i n t hat t hepurposeof t hel earnersl earning t he e s u a c e b t u b e g a u g n a l e h t n i d e t s e r e t n i e r a y e h t e s u a c e b t o n s i e g a u g n a l
.l a n o i s s e f o r p g n i k r o w r i e h t r o f ti d e e n y e h
t Second ,ESPi sbasedonneed s p
s o t s i s y l a n
a ecfiy wha tkind o fEngilsh needed by the learner swli l .
n o it a u ti s g n i k r o w r i e h t n i m e h t tr o p p u
s Thrid ,ESPl earner sareadu tl .Thi s a t o n s i h s il g n E r i e h t f o l e v e l e h t t a h t s n o it p m u s s a e m o s s e s i a r n o it i d n o c
.l e v e l r e n n i g e
b Thel ast ,ESP i nvolvest he specfiic mateirals t o be t augh t e h t r o f t x e t g n i d a e r c it n e h t u a d n a s m r e t c if i c e p s s e d u l c n i tI . s r e n r a e l e h t r o f
p ( .s r e n r a e
l p 2. - )3 .
fi d e v a h P S E f o s r e n r a e l e h t , e v o b a a ir e ti r c e h t n o d e s a
B feren t necessiites
e r o f e r e h T . s r e n r a e l h s il g n E l a r e n e g o t d e r a p m o
c , the ESP coursedesign requrie s l
a ir e t a m c if i c e p
s and relevan t learning technique s tha t are approp irate f or .
s d e e n ’ s r e n r a e l e h t g n il li fl u f
.
c Classiifca itono fESP
P S
E i sclassiifed i n t wo main area ,s EAP and EOP .EAP i st he abbreviaiton o f i
m e d a c A r o f h s il g n
E cPurpose swhlieEOPi sEngilshf o rOccupaitona lPurposes . y
e l d u
D -Evans andJohn( 2011 )clarfiyt hatt hemaind fiference sbetweenEAPand .
e c a l p e k a t y e h t n e h w h ti w d e n r e c n o c s i P O
E They add tha t“EAP tha trun s t
a c u d e e h t n i y d u t s f o e s r u o c e h t o t l e ll a r a
p iona linsttiuiton o rworkplace wli l t o n l li w P O E e li h w , k r o w d e t a r g e t n i r o c if i c e p s r o f y ti n u tr o p p o e h t e d i v o r p
o t d e t a l e r k r o w c if i c e p s y n a t u o e l u r y l n o t u b t n e t n o c e h t h ti w y ti r a il i m a f e ri u q e r
u t c a e h
r o f h s il g n
E SpeciifcPurposes
s e s o p r u P c i m e d a c A r o f h s il g n
E Engilshf orOccupaitona lPurposes
r o f h s il g n E
c i m e d a c A (
l a c i d e M )
s e s o p r u P r o f h s il g n E
) c i m e d a c A (
d n a e c n e i c S
y g o l o n h c e T
h s il g n E
r o f
g a n a M
, t n e m e
e c n a n i F
d n a
o n o c E
c i m r o f h s il g n E
c i m e d a c A (
)Lega l s e s o p r u P
r o f h s il g n E
l a n o i s s e f o r P
s e s o p r u P
e r P
l a n o it a c o V
h s il g n E
l a n o it a c o V
h s il g n E r
o f h s il g n E
s s e n i s u B
s e s o p r u P h
s il g n E
r o f
l a c i d e M
s e s o p r u P
r o f h s il g n E
l a n o it a c o V
s e s o p r u P
n i d e d u l c n i s i s e t a d i d n a c e s r u n e h t y b d e d e e n s i h c i h w h s il g n E e v o b a 1 . 2 e r u g if n I
f o s t n e d u t s e h t , s e t a d i d n a c e s r u n s a , e r o f e r e h T . s e s o p r u P l a c i d e M r o f h s il g n E
m u k k a Y a d s e h t e
B , Insttiute o fHeatlh Sciences need both EAP and ESP .Thi s d e t a v it o m e r a y e h t e s u a c e b h s il g n E g n i n r a e l n i s t n e d u t s e h t s e g n e ll a h c n o it i d n o c
. t s e r e t n i ri e h t r o f y l n o h s il g n E n r a e l o h w e s o h t n a h t e r o m e g a u g n a l e h t n r a e l o t
y e l d u
D -Evan sand John (2011) claim tha tESP i smore moitvaitng than the ) 8 8 9 1 ( n e v e t S m o r f P S E f o s e g a t n a v d a e h t d n if o s l a y e h T . h s il g n E l a r e n e
g (all i n
P S E 1 . 2 e r u g i
) s e t o u q t c e ri
d :
)
1 beingf ocusedont hel earner’ sneed,i twaste sno itme; )
2 tii sr elevantt ot hel earne;r )
3 tii ss uccessfuli ni mparitngl earning; )
4 tii smorecost-effecitvet hen‘ Genera lEngilsh .’ .( )p 6 . .
d Engilshf orStudent so fBethesdaYakkum ,Insttiuteo fHeatlhSciences
f o s t n e d u t s e h
T BethesdaYakkum, Insttiuteo fHeatlhSciencesuseEngilsh d
n e h e r p m o c o
t andi ntegrateawider angeo fprofessiona lknowledge ,which t hey r o f h s il g n E , e r o f e r e h T . g n i k a e p s r i e h t t r o p p u s d n a k r o w r i e h t n i y l p p a o t d e e n
.s d e e n g n i n r a e l h s il g n E ’ s t n e d u t s e h t ll if l u f n a c e s o p r u P c if i c e p S
.
e Need sAnalysisi nESP
n a tr o p m i n
A t aspec t o f developing mateiral fo r speciifc student s i s e r a h c i h w s ll i k s n o m m o c n u d n a c if i c e p s e v a h y e h t e s u a c e b s d e e n r i e h t g n i z y l a n a
r o f h s il g n E e h t h ti w e c n a d r o c c a n i s i s i h T . n o it a u ti s g n i k r o w r i e h t n i d e d e e n
. s e s o p r u P c if i c e p
S Dudley-Evans andJohn( 2011 ) ifgureoutt ha tneedanalysisi s e b o t e v a h s d e e n f o d n i k h c i h w g n i s o o h c n i s d a e l ti e c n i s P S E r o f d a e h r a e p s e h t
. d e z i s a h p m
e Dudley-Evans and John (2011 ) clarfiy some aspect swhich are P
S E f o s i s y l a n a d e e n e h t n i t u p o t d e d e e
n (alli ndriec tquotes): )
1 Professiona linformaiton abou tthe learners :the task and r
o f h s il g n E g n i s u e b l li w / e r a s r e n r a e l s e it i v it c
a – targe t
s i s y l a n a n o it a u ti
s andobjecitve sneeds )
2 Personal i nformaiton aboutt hel earners:f actor swhichmay o
i v e r p s a h c u s n r a e l y e h t y a w e h t t c e f f
a u s learning
n o it a t c e p x e d n a n o s a e r , n o it a m r o f n i l a r u tl u c , s e c n e ir e p x e
h s il g n E o t e d u ti tt a , e s r u o c e h t g n i d n e tt a r o
f - wants ,means ,
s d e e n t c e j b u s d n a )
3 Engilsh language informaiton abou tthe learners :wha tare e
s u e g a u g n a l d n a s ll i k s t n e r r u c r i e h
t – presen tstiuaiton
s i s y l a n
a – whichallow sust oassess( D) )
s k c a l )
5 Language learning informaiton :effecitve way so flearning (
n i e g a u g n a l d n a s ll i k s e h
t 4 )– learningneeds )
6 Professiona l communicaiton informaiton abou t (A) : t e g r a t e h t n i d e s u e r a s ll i k s d n a e g a u g n a l w o h f o e g d e l w o n k
n o it a u ti
s - ilnguisitc analysis , discourse analysis , genre s
i s y l a n a )
7 Whati swantedf romt hecourse )
8 Informaiton aboutt heenvrionmenti nwhich t hecoursewli l n
u r e
b – mean sanalysis(p.125). r e h c r a e s e r e h t s e v i g s i s y l a n a d e e n e h
T drieciton which kind o fmateiral .
s t n e d u t s e h t r o f d e r e d i s n o c e b d l u o h
s Dudley-EvanandJohn( 2011 )arguet ha tan e n o d e b n a c s i s y l a n a d e e N . s i s y l a n a d e e n n i t n a tr o p m i s i s s e c o r p w e i v r e t n i
i v r e t n i h g u o r h
t e winwhich et h student scanf reelyexpresst herif eeilngs ,opinion s .
s e d u ti tt a d n a
.f ESPCoursedesign
. P S E r o f e s r u o c a g n i n g i s e d n i d e r e d i s n o c e b o t d e d e e n s g n i h t y n a m e r a e r e h T
y e l d u
D -Evans andJohn( 2011 )menitonsomeparametersi ndesigningcourse sfo r :)
s e t o u q t c e ri d n i ll a ( P S E
)
1 Shouldt hecoursebeintensive ro exten isve? )
2 Shouldt hel earners ’pefrormancebeassessed ro n -on assessed? )
3 Should the course dea lwtih immediate need so r wtih delayed ?
s d e e n )
4 Should t heroleoft eache rbet ha to fa provide ro fknowledgeand a
s a e b t i d l u o h s r o , s e it i v it c
a faclitiator o facitv
