A SCIENTIFIC APPROACH TO TEACHING ESP (ENGLISH FOR SPECIFIC PURPOSES) TO NURSING STUDENTS : A Case study at one of the Institutes of Health in Cirebon, West Java, Indonesia.

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A SCIENTIFIC APPROACH TO TEACHING ESP

(ENGLISH FOR SPECIFIC PURPOSES)

TO NURSING STUDENTS

(A Case study at One of the Institute of Health in Cirebon, West Java, Indonesia)

THESIS

Submitted in Partial Fulfillment of the Requirements for

Master’s Degree in English Education

by: Nina Herlina

1201505

ENGLISH EDUCATION DEPARTMENT

POST GRADUATE STUDIES

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PAGE OF APPROVAL

A SCIENTIFIC APPROACH TO TEACHING ESP (ENGLISH FOR SPECIFIC PURPOSES) TO NURSING STUDENTS

(A Case study at one of the Institutes of Health in Cirebon, West Java, Indonesia)

by: Nina Herlina

1201505

Approved by:

Bachrudin Musthafa, M.A., Ph.D. NIP. 195703101987031001

Prof. EMI EMILIA, M.Ed., Ph.D. NIP. 196609161990012001

Acknowledged by:

Head of English Education Department of Post Graduate Studies Indonesia University of Education

Prof. EMI EMILIA, M.Ed., Ph.D. NIP. 196609161990012001

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A SCIENTIFIC APPROACH TO TEACHING ESP

(ENGLISH FOR SPECIFIC PURPOSES)

TO NURSING STUDENTS

(A Case study at one of the Institutes of Health in Cirebon, West Java, Indonesia)

oleh: Nina Herlina

1201505

S.Pd Universitas Swadaya Gunung Djati Cirebon, 2005

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd) pada Fakultas Pendidikan Bahasa dan Seni

Agustus 2014

Hak Cipta dilindungi undang-undang

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Nina Herlina, 2014

A Scientific Approach to Teaching ESP ( English for Specific Purposes ) to Nursing Students Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRACT

Scientific approach fosters sense of wonder, encourages observation, pushes for analysis and requires communication (McCollum, 2009). The present study reports on the implementation of scientific approach to teaching ESP (English for Specific Purposes) to 25 nursing students at the Institute of Health in Cirebon, Indonesia. This study is aimed to: (i) uncover the effects of scientific approach on students’ ESP learning where healthcare communication and medical terminologies are the foremost concern; (ii) discover the students’ progress on TOEIC score which signifies their English proficiency; (iii) reveal the students’ opinions towards scientific approach on their ESP learning. This study used a descriptive case study, embracing qualitative procedure of data analysis. The data were collected from observation, semi-structured interviews, pretest and posttest. This study is complimentary to previous studies conducted by Baker (1994) and Casteel (1994); Gerde, Schachter & Wasik (2013); Roger (2006); Stoddart et al (2011) and Widiasih (2013) concerning scientific approach in the context of integrated interdisciplinary, science and literacy learning and integrated language learning. In the present study, result indicates that the data from observation and interview tend to come to similar conclusion that scientific approach generates the nursing students’ participation in every stage of scientific based learning activities through observing, questioning, associating, experimenting or exploring and communicating or networking. It leads to satisfying exertion in completing the learning tasks and contributes to students’ learning achievement of ESP. However, data from t-test does not indicate that the students significantly improve on TOEIC, denoted by mean score of 396.60 in pre-test and 417.00 in post-test with size effect (Cohen, 1988) of 0.516. This statistical measurement implies that scientific approach had medium impact statistically on the nursing students’ TOEIC performance. Minor disparity was found in this study. Hence, this study warrants further investigation especially concerning the effect of scientific approach on the students’ TOEIC score.

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ABSTRAK

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DECLARATION………vi

ABSTRACT………..vii

ACKNOWLEDGEMENTS.………viii

PREFACE………..ix

TABLE OF CONTENT………..x

LIST OF TABLES………...xiv

CHAPTER I: INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Aims of the Study ... 2

1.3 Research Question ... 2

1.4 The Teaching of English in the Research Site ... 3

1.5 Significance of the Study ... 4

1.6 Definitions of Key Terms ... 4

1.7 Organization of the Thesis ... 5

CHAPTER II: REVIEW OF LITERATURE ... 6

2.1 Introduction ... 6

2.2 What is Scientific Approach? ... 7

2.3 Basic Principles of Scientific Approach... 8

2.4 Benefits of Scientific Approach ... 12

2.5 Stages of Applying Scientific Approach ... 14

2.5.1 Observing ... 14

2.5.2 Questioning ... 18

2.5.3 Experimenting ... 21

2.5.4 Associating ... 22

2.5.5 Networking/ communicating ... 25

2.6 Language Teaching Approaches ... 27

2.7 English for Specific Purposes ... 32

2.8 Related Research Reports... 34

2.9 Criticisms towards Scientific Approach ... 35

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CHAPTER III: RESEARCH METHOD ... 37

3.1 Research Question ... 37

3.2 Research Design ... 37

3.3 Research Site and Participants ... 38

3.4 Goals of the Teaching Learning Process ... 39

3.5 The Research Site’s Syllabus ... 40

3.6 Data Collection Techniques ... 41

3.6.1 Observation ... 41

3.6.2 Interview ... 42

3.5.3 Document Analysis ... 43

3.5.4 Pre-test and Post-test, Progress Test and Self-Assessment ... 45

3.6 Data analysis Procedure ... 46

3.6.1 Analysis of Data from Observation ... 46

3.6.2 Analysis of Data from Interview... 47

3.6.3 Analysis of Data from Pre-test and Post-test ... 47

3.6.4 Analysis of Data from Curriculum, Syllabus and Need Analysis ... 48

3.7 Data Triangulation... 48

3.8 Concluding Remarks ... 49

CHAPTER IV: RESEARCH FINDINGS ... 50

4.1 Data from Needs Analysis, Curriculum and Syllabus of the Research Site 50 4.2 The Teaching Program (An Overview) ... 56

4.3 Discussion of Observation Data ... 59

4.3.1 Data from Observing Stage ... 59

4.3.2 Data from Questioning Stage ... 70

4.3.3 Data from Experimenting Stage... 75

4.3.4 Data from Associating Stage ... 83

4.3.5 Data from Networking or Communicating Stage ... 87

4.3.6 Data from Progress Test and Self-assessment ... 97

4.4 Discussion of Data from Pre-test and Post-test ... 101

4.5 Discussion of Interview Data ... 106

4.5.1 Students’ Opinion on the Teaching Program ... 107

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4.5.3 Students’ Opinion on Limitation or challenges of Scientific Approach111 4.5.4 Students’ Suggestion about Improvements to the Teaching Program 114

4.6 The Effects of Scientific Approach ... 115

4.6.1 Students’ ESP Learning ... 115

4.6.2 Students’ Participation in Class Activities ... 116

4.6.3 Student’s Achievement in TOEIC ... 118

4.7 Unexpected Finding ... 119

4.8 Concluding Remarks ... 119

CHAPTER V: CONCLUSION... 121

5.1 Introduction ... 121

5.2 Conclusions ... 121

5.3 Limitation of the Study ... 123

5.4 Recommendation for Further Studies ... 125

BIBILIOGRAPHY ... 127

APPENDICES ... 145

APPENDIX 1: SYLLABUS OF ESP IN THE RESEARCH SITE ... 146

APPENDIX 2: LESSON PLAN ... 149

Appendix 2.1: Lesson Plan Meeting One ... 149

Appendix 2.2: Lesson Plan Meeting Two... 151

Appendix 2.3: Lesson Plan Meeting Three... 153

Appendix 2.4: Lesson Plan Meeting Four ... 155

Appendix 2.5: Lesson Plan Meeting Five ... 157

Appendix 2.6: Lesson Plan Meeting Six... 159

Appendix 2.7: Lesson Plan Meeting Seven ... 161

APPENDIX 3: ITEMS ON EXERCISES AND WRITTEN ASSESSMENT 165 Appendix 3.1: Exercises on Observing Activity ... 165

APPENDIX 4: SCORING RUBRIC OF ROLE PLAY AND PRESENTATION171 Rubric of Communicating activities (presenting, dialoguing, role playing) ... 171

APPENDIX 5: SELF-ASSESSMENT FORM ... 172

APPENDIX 6: OBSERVATION DATA ... 174

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Appendix 6.3 Format of Observation Note... 180

APPENDIX 7: INTERVIEW DATA ... 186

Appendix 7.1: Interview Questions of both the First and the Second Stages186 Appendix 7.2: Condensed Version of Data from Individual Interview ... 188

APPENDIX 8: TOEIC ITEMS FOR PRE-TEST AND POST-TEST ... 192

APPENDIX 9: STATICTICAL PROCEDURES ... 232

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CHAPTER I INTRODUCTION

This introductory chapter serves a general overview of a case study concerning the implementation of scientific approach to nursing students in learning English for Specific Purposes (ESP). This chapter is initiated with background of the study, followed by aims of the study, research question, the teaching of English in the research site and significance of the study, summed up with organization of the thesis.

1.1 Background of the Study

Scientific approach in Indonesia has become a new buzzword in education especially since the release of the 2013 curriculum. This approach entails observing, questioning, experimenting or exploring, associating and

communicating or networking to promote students’ participation in the process of

teaching and learning (Komara, 2013; Kurniasih, 2014; Sudrajat, 2013). Detailed description of scientific approach with its basic principles will be provided in chapter two.

Scientific approach is considered relevant to the aims of the teaching of English in Indonesia especially in secondary school where the ability to

communicate is emphasized to share ideas and knowledge (Fahrawati, 2014). Some researchers state that scientific approach is effective to promote active

learning and collaborative work (Argawinata, 2013; Firmansyah, 2013; Widiasih, 2013). However at the tertiary level, especially at the research site, scientific approach has not been paid attention. Therefore, this study attempts to implement scientific approach to one of the Institutes of Health in the context of ESP.

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and discovery learning in assisting students on constructing knowledge. Building upon earlier work by Gerde, Schachter & Wasik (2013); Stoddart (2011); Rogers

(2006) and Baker (1994), as will further be discussed in chapter two, concerning the use of scientific method which were mostly in the context of multidisciplinary and integrated learning on language, science and mathematics, this study, on the other hand, attempts to apply scientific approach in the context of language teaching and learning. Owing to insufficient previous related studies of scientific approach to language teaching-learning, particularly in the context of ESP, the present study strives to fill the gap by bringing scientific approach into play in language teaching as the complimentary to previous studies with respect to scientific based learning across multidisciplinary and integrated learning on language, Science and Math.

1.2 Aims of the Study

This study is aimed to uncover the effects of scientific approach on students’

ESP learning where healthcare communication and medical terminologies are the foremost concern; discover the students’ progress on TOEIC score which signifies their English proficiency; reveal more information on how students perceive scientific approach in their ESP learning, the drawbacks or challenges, if any, that might be encountered by the students regardless its advantageous.

1.3 Research Question

As will be discussed in chapter two that scientific approach emphasizes

process rather than product, accordingly, the process of teaching-learning within scientific approach framework and the students’ opinions towards its

implementation are the major interest of this study. Meanwhile, the students’

improvement in TOEIC, considered as the product, will be the last attention. The present study probes the following research question:

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for Specific Purposes (ESP) particularly in terms of healthcare communication?

1.4 The Teaching of English in the Research Site

English teaching in this institute of health comprises mainly of medical topics and terminologies, apart from general English, which focuses more on the ability to communicate in healthcare setting as suggested in the research site syllabus (see appendix 1). The syllabus stresses on healthcare communication especially short dialogue or short functional text in performing nursing duties in a hospital setting. Further discussion will be presented in chapter three and chapter four. In the research site, there are three different courses related to English, namely English for Nursing I, English for Nursing II, TOEIC/TOEFL Preparation and English NCLEX as will also be provided in detail in chapter three.

Based on the researcher’s informal talk with some nursing students was found

that the nursing students’ confusion, anxiety, and lack of interest in the teacher’s

teaching strategy are the most leading factor of failure at creating an encouraging class environment and improving the nursing students’ English proficiency. Confusion was found in recognizing different terms such as labor, passage,blood

vessel, outpatient clinic, etc which is somewhat different from that in general

English. Another sign of confusion was denoted by variety of abbreviations or

acronyms in health care such as TPR stands for Temperature, Pulse and

Respiration instead of Total Physical Response.

Anxiety, however, is the most prevailing problem that is encountered by the nursing students in language learning. It can apparently be seen from how they seemed to be relatively nervous to try talking when they were appointed to and avoid participating in question and answering session. Regarding inadequate

interest in participating, the teacher’s teaching strategy deserves to be evaluated because the lecture based teaching which is normally employed in all classes

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complete the learning tasks. Hence, to accomplish successful and effective teaching and learning that meet the learning goals, a more encouraging approach

is strongly required.

Most frequently, on the informal talk, the nursing students told ad nauseam about how English for General Purposes itself has been being very difficult since they first studied in secondary school. Moreover English for Specific Purposes that provides specific terminologies on medical English. As the result, the nursing

students’ stance on this issue of difficulties in both general English and Specific English are very common to hear. This issue is very likely affecting their test performance. As a matter of fact, gaining satisfying score of either TOEIC or TOEFL in this research site is compulsory as one of the requirements to graduate from the institute and to apply for a job overseas.

The researcher, who also serves as a teacher for years in this research site, recognizes the failure of traditional instruction to promote students’ participation in the teaching-learning process which is more often lecture-based. For this reason, this study is expected to improve the nursing students’ communicative skills particularly in health care communication in form of short functional text, short report, and short dialogue through the implementation of scientific approach in order to see whether or not observing, questioning, experimenting, associating and communicating or networking activities offer positive effects or contribution.

1.5 Significance of the Study

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informative data concerning the effects of scientific approach to ESP teaching in terms of healthcare communication which serves as beneficial contributions to

English teachers and ESP practitioners in implementing scientific approach to their teaching.

1.6 Definitions of Key Terms

 Scientific Approach is one of the teaching approaches that involves the students in scientific based activities by following several scientific stages such as observing, questioning, associating, experimenting and networking (Hanauer, 2006: 18).

 ESP, stands for English for Specific Purposes, “is designed to meet

specific needs of the learner” (Harding, 2007: 6) and related to specific technical vocabulary that best suits the learners.

 English for Nursing, categorized into English for Medical Purposes or known for English for Nursing Purposes as specializing English in medical area (Ying Lee, 56)

 Healthcare Communication

Healthcare communication consists of “…interpersonal communication activities focused on improving the health of individuals…” (Ishikawa & Kiuchi as cited in Naconovich & Langdon-Neuner, 2011: 140).

1.7 Organization of the Thesis

This thesis pictures an exploratory case study which encompasses five

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CHAPTER III RESEARCH METHOD

This chapter covers a detailed description of research methodology deployed in this study concerning the implementation of scientific approach to nursing students at one of the institute of health in Cirebon, West Java. This chapter falls into eight major sections: Section 3.1 restates a research question as previously mentioned in chapter one. Section 3.2 concerns a research design where a case study is chosen in this study for several purposes. Section 3.3 informs research site and participants where 25 nursing students at one of the Institutes of Health were selected in this study. Section 3.4 outlines goal of the teaching learning process of ESP within scientific approach framework at the research site. Section 3.5 enumerates data collection techniques where observation, two times interview, document analysis, on-going assessment and progress test, pretest and posttest were taken. Section 3.6 provides data analysis procedures followed by data triangulation in section 3.7 and conclusion in section 3.8.

3.1 Research Question

As previously stated in Chapter One, there is a probing question that requires an in-depth answer addressed to the present study:

1. What are the effects of scientific approach on students learning of English for Specific Purposes particularly in terms of healthcare communication?

3.2 Research Design

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study in “testing whether a specific theory and model actually applies to phenomena in the real world” (Meredith, 2007: 567-605). Second, as case study allows researchers to gain an in-depth understanding of certain phenomena, a program, a process, an activity, etc through detailed contextual analysis by means of variety of data collection procedures (Cresswell, 2009:13). This study, as mentioned in chapter one, tries to learn how the teaching and learning process within scientific based activities are perceived by the students and to witness its effects, advantageous and challenges during the implementation. The findings will be presented in narrative form as Hancock and Algozzine (2006) clearly stated that “the report of outcome of the process is generally narrative in nature”

3.3 Research Site and Participants

The present study was carried out to 25 nursing students on the basis of a purposive sampling method at one of the Institutes of Health in Cirebon, West Java. Indonesia for several intentions: First, purposively, scientific approach was implemented to find out the effects on students’ learning in the context of English for Specific Purposes (ESP), for nurses in particular. Second, technically, English for nursing covers medical terminology, nursing intervention and certain medical procedures which require an understanding of English. The work of Derose (2007: 1261) with respect to immigrant and health care provided evidence that in real life

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learning is expected to expand teachers and students horizon in the context of English for Specific Purposes to nursing students.

Regarding the ethical issue, this research was conducted to participants’ knowledge; they were fully aware of being selected as research participants to undertake ESP learning within scientific approach framework with the aim of discovering the effects on their ESP learning. For an initial stage, participants were informed what scientific approach was and what stages were involved. They have also been assured that positive participation is welcomed since the characteristic of scientific based learning encourages learners to immerse themselves in the process of teaching and learning. The proponent of discovery or inquiry learning stated that this type of learning promotes “autonomy, responsibility and independence” (Burner, 1967).

3.4 Goals of the Teaching Learning Process

As discussed in chapter one that the goal of ESP teaching stated in syllabus at this research site is improving nursing communicative skills in terms of healthcare communication and fostering their knowledge in medical terminologies which are mostly written in English. It should be made clear that the meaning of communicative skill in this study is the skill that only embraces short functional text or short dialogue and short report. The skill covers neither long text nor

complex dialogue. Therefore, in this study, each stage of scientific approach can be implemented in one meeting from observing, questioning, experimenting,

associating and communicating activities as will be shown in chapter four.

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was also carried out in this study as will be presented in chapter four. Soon after observing activities were accomplished, questioning stage guided the teaching

learning to elicit questions as many as possible from the nursing students in relations to the topic they were dealing. This activity is intended to arouse students’ critical thinking and curiosity, as provided in chapter two. Through this questioning stage, the nursing students will strengthen their ability in seeing critically a particular thing, problem, and phenomena in their daily practice at work (see chapter four).

In the meantime, the ability to collaboratively work in a team is mainly one of the intents of both experimenting and communicating stages (stated in chapter two) where the nursing students searched more data from various sources, analyzed the data to construct an understanding, organized and prepared the data to be shared in communicating stage where the nursing students presented their findings and understanding of the lesson through presenting, dialoguing or role playing and concluding that enabled them build classroom interaction. These activities are expected to generate the nursing students’ teamwork skills and leadership which was also found in this study that will be provided in chapter four. Associating activity in this study, on the other hand, counts on the ability of each student to find a liaison between the learning materials as also stated in chapter two. This activity is expected to encourage the skills of withdrawing

analogy to see a particular thing as a reflection of overall understanding.

3.5 The Research Site’s Syllabus

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forth. Again, it is worth of noticing that in this study each stage of scientific approach could possibly be implemented in one meeting as the teaching program

is concerned with basic healthcare communication. The discussion will be shown in chapter four. On the contrary, when it comes to a long text, dialogue, report, or even the creation of drama or an essay, it definitely is impossible to implement all the five stages of scientific approach in one meeting as occurred in this study.

This issue should not be assumed that scientific approach can be implemented in one meeting to all cases. This is what all the English teachers’ erroneous beliefs that reflect a complete misunderstanding. Therefore, it should be very careful in applying the scientific approach to achieve the learning goals based on what the syllabus and learning materials

3.6 Data Collection Techniques

This section will cover four techniques in collecting data as follows:

3.6.1 Observation

Observation was intended to obtain the data of students’ learning experience and teacher’s performance in classroom activities within scientific approach framework which encompasses five stages: Observing, questioning, experimenting, associating and networking or communicating. The researcher served as a participant observer in implementing scientific approach to nursing students in learning ESP. Participant observation, as Punch (2009: 157) suggests, allows the researcher to participate during the observation and changes the role of

researcher to both participant and observer at the same time in a certain context or situation. Thus, this type of observation enables the researcher to experience how scientific approach should be properly implemented, to witness what improvement that students accomplished and to sense students’ attitude during the teaching and learning process.

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teaching-learning for 100 minutes every session. The topics covered in this study were based on the research site’s syllabus. For instance, medical equipment and

each function in English; Asking for and giving direction to rooms in a hospital including name of departments or units in a hospital; Checking vital signs including request and command; Telling time, date and Doctor’s schedule including name of professions in a hospital; Parts of the body and health problems; Cardio Pulmonary Resuscitation (CPR) and stages of doing CPR in English; Nurse’s duty in ward and common tenses used to describe daily routine of nursing occupation in helping patient with Activity of Daily Livings (ADLs); Nursing documentation which also includes several common abbreviations available in nursing documentations such as nursing assessment sheet, nursing care plan, vital signs, fluid balance chart, medicine/drug chart, informed consent, and incident/accident form (see appendix).

Each session of teaching and learning process was videotaped to capture both teacher and students’ performance and interaction in order to gain a detailed portrait of every single occurrence throughout overall procedures of scientific approach took place in the classroom. Latvala et al (2000:125) believe that “videotaped material is rich and provides several possibilities for analyzing the data.” In addition, credibility can certainly be reached by reviewing the same videotaped situation over and over again.

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the other observer may contribute to the observed, in this case, the researchers have opportunities to “see class through someone else’ eyes; to re-evaluate the

classroom from a different perspective and to receive input (suggestions, ideas, resources) from a colleague”(Bilash, 2011).

3.6.2 Interview

Interview was conducted for the reasons given by Fraenkel (2012: 445) that interview enables a researcher to possibly gather precious information of “people’s attitudes, their values, and what they think they do.”Approximately ten to fifteen minutes of an in-depth recorded semi-structured interview was administered to six out 25 nursing students comprising two higher, two moderate and two low achievers. They were purposively selected (Creswell, 2009) to obtain more information concerning their opinions toward scientific approach, to reveal challenges that the nursing students encountered, to discover advantageous and limitations of scientific approach from the nursing student’s point of view, to understand their overall learning experience during the process of ESP learning and to elicit suggestions that might be proposed by the nursing students for better improvement. Nine questions were prepared ahead of time to guide the interviewers stay focused during the interview (see appendix 7.1).

The semi-structured interview in this study served as a more guided

conversation in such a way that participants felt comfortable to talk rather than a rigid structured one that they might feel the tension to share with. Cohen (2006)

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great advantage. Inviting the researcher’s colleague to interview the nursing students was further aimed at crosschecking the data obtained from the first

interview which was conducted by the researcher and confirming consistency made by the interviewees within different time. In so doing, the second round of interview enabled the researcher to “test the reliability of the students’ verbalization” (Emilia, 2005: 8.4). All the interviews were carried out in Bahasa Indonesia to eliminate misunderstanding between the interviewer and interviewee towards each question and response.

3.5.3 Document Analysis

In this study, document analysis enabled the researcher to scour for an understanding of the process of ESP teaching learning to nursing students in accordance with existing curriculum, syllabus and need analysis of the research site by reviewing those documents (see chapter four, section 4.1). Department of Health and Human Services (2009) states that document analysis or document review is “a way of collecting data by reviewing existing document.” In addition, Guba & Lincoln (1981: 228) clarified that document is “any written material other than a record that was not prepared specifically in response to some requests from the investigator.” The written documents used in this study are document of needs analysis, curriculum and syllabus.

The school curriculum and syllabus of the research site were utilized in this study to help gain understanding of what and how to teach the nursing students.

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This study is eager for sources that are used in document analysis to learn more how the need analysis support the school curriculum and syllabus as well as

the lesson plan at the research site. Several considerations were made to conduct the document analysis. Firstly, need analysis is required to design instruction that best meets students’ need in which communicating in healthcare setting and understanding medical terms in English are the goal of instruction at the research site. Dudley-Evans (1998:121) stated that the need analysis involves “…the process of what and how of a course…” should be conducted. Secondly, the importance of a need analysis framework in ESP is “…the main tool to define learners’ needs in a specific field because the awareness is more recognizable in a specific target situation representing a real-life-situation.” (Alharby, 2005:11). Those two assumptions emphasize how need analysis is necessary to conduct in ESP setting and to learn what content should be taught on the basis of students’ need. Accordingly, the result of a need analysis will also be analyzed to see the relevance among the curriculum and syllabus.

3.5.4 Pre-test and Post-test, Progress Test and Self-Assessment

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non native English nurse who wishes to work overseas must have an appropriate level of English proficiency certification such as TOEFL, IELTS and TOEIC in

seeking a job. This clearly clarified that TOEIC is relevant to the test taker’s needs for professional requirement.

Considering level of difficulties offered in TOEFL and IELTS, this study only utilized TOEIC to see students’ English proficiency. The following is a list of the passing scores for each exam informed by GoffWilson, a firm which is devoted to the immigration law and provides immigration services in New Hampshire, the United State of America in assisting immigrants to obtain temporary or permanent work visas for those who are interested in working at hospitals, nursing homes and other healthcare facilities throughout the United States (2014):

TOEFL: required passing score is 540 for Paper based test (PBT) or 207 for Computer Based test (CBT); IELTS: required passing score is 6.5 overall with a spoken band score 7.0; TOEIC: required passing score is 725.

Apart from pretest and post test, this study utilized self assessment that was distributed in every meeting before students left the classroom. The importance of self assessment was highlighted by Rolheiser & Ross as cited in Bilash (2009) that “using self-assessment with students can positively effect self-efficacy and intrinsic motivation levels in students.”In this study, what students wrote on a self assessment will be used to see if it addresses the learning objectives. Other benefit of self assessment provided by Bilash (2009) is to “see if there is a need for

review, more practice, or a re-framing of the content.” Similarly, Luzma et al (20120) clearly stated that teacher can benefit from self assessment to understand students’ needs, their progress along with difficulties.

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and performance based. As happened in this study, performance based assessment were used to check the students’ progress.

3.6 Data analysis Procedure

The focus of this section is on the analysis of data that were collected through observation, interview, document analysis and the result of both pretest and posttest. All the data obtained were organized and classified. Central themes were established through coding frameworks which then led to a “condense body of information” Kvale (1996) as cited in Emilia (2005: 245). Detail of each data analysis is enumerated below:

3.6.1 Analysis of Data from Observation

Observation notes that were written by the co-observer were classified into the fifth stages of scientific approach (observing, questioning, associating, experimenting and networking/communicating) on the basis of what activities performed by both the researcher and the students in each meeting. Meanwhile, the data taken from audio visual recording were utilized to confirm what had been written on observation sheets by the co-observer. In this study, six groups of questions for field note analysis proposed by Emerson et al (1995) as cited in Silverman (2005:175) were guided the researcher in understanding an on-going class by considering:

(1) What are people doing? What are they trying to accomplish? (2) How exactly do they do this? What specific means and/or strategies do they use? (3) How do members talk about, characterize and understand what is going on? (4) What assumptions are they making? (5) What do I see going on here? What did I learn from these notes? (6) Why did I include them?

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assembling data into displays such as graphs, charts; Conclusion drawing and Verification.

3.6.2 Analysis of Data from Interview

In this study, the procedure of data analysis taken from two stages of interview involves transcribing, categorizing, and interpreting. Central themes were also made in classifying the data (Kvale, 1996 as cited in Emilia, 2005: 243). Cohen, Manion & Morrison (2007) involves “coding, categorizing, comparing and concluding from the text.” In this study, the data taken from interview were classified and categorized into themes. One category to another was compared to reach a similar conclusion which would then be selected as the final data in form of condensed information.

3.6.3 Analysis of Data from Pre-test and Post-test

Data of pretest and posttest were gained by administering TOEIC (Test of English for International Communication) and the test items are provided in appendix 8 and appendix 9. The result of both pre and post tests in this study were in narrative form to see if the process of teaching and learning English within scientific approach framework contributes to students’ achievement in TOEIC. Students’ raw scores were calculated by using a converted score (see appendix 10) which was then interpreted by adopting a chart of score level and its general description. The following chart was adopted form Waikato Institute of Education retrieved April 15, 2014 from http://wie.ac.nz/toeicconversion.htm. to help

understand how each student gained the score.

Table 3.1. Score Level of TOEIC and its Description

Score Level General Description

905 - 990 (91% - 100%)

International Professional Proficiency

Able to communicate effectively in any situation.

785 - 900 (79% - 90%)

Working Proficiency Plus

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605 - 780 (61% - 78%)

Limited Working Proficiency

Able to satisfy most social demands and limited work requirements.

405 - 600 (41% - 60%)

Elementary Proficiency Plus

Can initiate and maintain predictable face-to-face conversations and satisfy limited social demands.

255 - 400 (26% - 40%)

Elementary Proficiency

Speaker has functional, but limited proficiency. Able to maintain very simple face-to-face conversations on familiar topics.

10 - 250 (0 - 25%)

Basic Proficiency

Able to satisfy immediate survival needs

Soon after the result of both pretest and posttest classified into each category, a statistical analysis through a paired of t test was employed to compare the mean of pretest and posttest (see appendix 11) in order to see if the effect of scientific approach is found on the students’ TOEIC performance.

3.6.4 Analysis of Data from Curriculum, Syllabus and Need Analysis

The concept of Lunenburg (2011) in seeing a curriculum as content, learning experience, behavioral objectives and a plan for instruction will guide the analysis of curriculum and syllabus of the research site as will be presented in chapter four.

3.7 Data Triangulation

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Theoretical concepts of scientific approach mentioned by the Indonesian government –observing, questioning, associating, experimenting and networking – are put forward along with other relevant theories proposed by other researchers or experts. The aforementioned triangulation method is intended to ascertain the findings that finally reach equal conclusion and increase the objectivity of this study.

3.8 Concluding Remarks

In summary, this chapter focuses on the research methodology that is employed in this study to discover the effects of scientific approach on nursing students’ learning of English for specific purposes as the major interest of this study. As previously stated, a case study design guided this study which involved 25 nursing students at one of the institutes of health in Cirebon, West Java. Observation and interview were the top two lists of the research instruments, followed by document analysis (curriculum, syllabus and needs analysis) and the result of pre-test and post test, self-assessment as additional information. Data, theory and researcher triangulation were indicated in this study where the researcher invited other co-observer to help take note of every single thing occurred in the process of teaching-learning and also help interpret observational data. This study also provides tremendous relevant theories stated by other

prominent scholars and researchers in scientific approach and English Specific Purposes. In the meantime, data triangulation was reached by collecting various

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CHAPTER V

CONCLUSION, LIMITATIONS AND RECOMENDATIONS FOR FURTHER STUDIES

5.1 Introduction

This chapter reports plausible conclusion of the research findings as a response to a research question that proposed in this study concerning the effects or values of scientific approach to teaching ESP to nursing students at one of the

institutes of Health in Cirebon, West Java, Indonesia. The findings suggest three positive effects of scientific approach on the teaching program. Those three were found on: (1) the nursing students’ ESP learning, denoted by their progress test, on-going assessment and reflection of self-assessment. (2) the nursing students’ participation in class activities, depicted by active involvement in the five stages of scientific approach. (3) the nursing students’ achievement on TOEIC score, demonstrated by significant result yet medium impact of 0.561.

The research findings in this study are consistent with those presented by several researchers and scholars in chapter two that scientific approach provides several benefits to teaching-learning through observing, questioning, experimenting, associating and communicating activities to improve the process and the product of teaching-learning. However, challenges arouse in this study which need extra attention for better improvement with respect to the implementation of scientific approach to ESP teaching. Thereby, implication, limitations and recommendation for further research will also be presented in this chapter.

5.2 Conclusions

Regarding the criticisms stated in chapter two, in this study, those contras

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present study, as has been stated in chapter four, were the process of interaction in all stages of scientific based learning, on how procedural activities of observing,

questioning, experimenting, associating and communicating influenced the nursing students in the process of teaching-learning of English for Specific Purposes (ESP) particularly in healthcare communication. During the teaching program, the nursing students demonstrated their best effort to be involved in the teaching-learning that indicated their great interest, motivation and participation not only on the learning stages within scientific approach framework but also on the topics of learning.

This study also confirms previous studies conducted by Widiasih (2013); Gerde, Schachter & Wasik (2013); Stoddart et al (2011); Roger (2006); Baker (1994) and Casteel (1994) concerning scientific approach in the context of integrated interdisciplinary, science and literacy learning and integrated language learning. In this study, scientific approach is beneficial in a number of ways, as portrayed by three data of observation, interview, pre-test and posttest. Those three data, in general, led to positive contributions to the teaching-learning process of ESP. However, as previously indicated in section 4.4 that only data from pretest and posttest depicted medium impact on TOEIC performance. Hence, there is quite disparity between data from observation, interview and data from posttest. Further study concerning the effect scientific approach on the students’

TOEIC score is worth investigating.

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stage. Again, their low self esteem, frequently from few low achievers, was the major factor that prevented them to share their knowledge and understanding

about the lesson.

The benefits of scientific approach found in this study through the five learning stages of observing, questioning, experimenting, associating and communicating could be of a great advantage. Most importantly, the implication of implementing scientific approach to nursing student is that an ESP practitioner requires to properly provide intriguing and stimulating observation objects for initiating the class in order to generate students’ interest and motivation to undergo the whole process of learning. The first 15 or 20 minutes of observing activity will decide how the rest of learning process leads either to intriguing class or boredom. Therefore, the observing activity must receive extra focus to create the overall successful learning from the beginning until the end of class.

In conclusion, there are three points from this study concerning the implementation of scientific approach to ESP teaching to nursing students that are worth attention. Firstly, the positive effects on students’ ESP learning; the students’ participation in class activities: and students’ achievement on TOEIC (see again section 4.6.1, section 4.6.2, and section 4.6.3). Secondly, students’ opinion on advantages and limitations or challenges of scientific approach to their ESP learning (see again section 4.5). Thirdly, students’ suggestion for better

improvement in learning ESP within scientific approach framework (see section 4.5.4).

The rest of this chapter will provide limitations of the study and recommendations for further studies.

5.3 Limitation of the Study

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objectivity is unlikely to avoid the researchers’ stances on interpreting the data and conducting the process of teaching and learning in such a way that meet the researchers’ objectives. Therefore, to achieve the objectivity in this study, several ways were undertaken such as by inviting the researcher’s colleague to observe the class. This observer took note of what the researcher said and did and the students said and did during each class performance. The co-observer was also involved in interpreting the data from observation. In this case, researcher triangulation was found in this study. Another way to meet the credibility of this study is by using multiple data sources such as observation, interview and both pretest and posttest to cross checks all the data. This also indicates the data triangulation.

Another limitation is that this study was only selected one group of nursing students which received the teaching program and undertook pretest and posttest. There was no other group for comparison. The learning materials solely relied on small scope of medical topics for healthcare communication (in form of a short talk, a short dialogue and a short report) and medical terminologies. Knowledge of English in general such as grammatical knowledge and how to construct proper English sentences were not given attention. Hence, generalization is inappropriate in concluding that scientific approach hampers students’ effort in questioning and communicating. However, to the researcher’s belief, the nursing students will

build their questioning and communicating skills if they are exposed to scientific approach in a longer time. In brief, implementing scientific approach in the long run will completely overcome the prevailing problems in questioning and communicating stages.

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TOEIC score was less significant which means that scientific approach contributed medium effect to their score improvement shown by 0.51 (Cohen,

1988). Hence, the finding of the study is limited by the fact that even though students did not perform excellent yet the result of their TOEIC score in posttest is better than that in the pretest and the process of teaching and learning with scientific approach added color to their learning.

Another limitation of implementing scientific approach in this study is that it required variety of online learning sources. Internet connection was neither well-supported nor accessible. There was, however a poor internet connection which took the students more time to surf the website. Consequently, several activities in communicating or networking stage merely enabled five students or five groups either in individual work or in group work to present their findings due to the time constraint. This situation inevitably placed the rest of the students only as listeners. Therefore, this warrants further investigation to confirm more appealing findings.

5.4 Recommendation for Further Studies

In spite of a short period of eight weeks teaching and learning, the findings of this study confirmed the benefits of scientific approach. Therefore, it is recommended that scientific approach be intensively implemented to language

learning in a longer time, English class in particular, to see more findings in assisting the students to boost class participation, to promote collaborative work,

to construct own knowledge and understanding by self-directed learning, autonomy and interactive skills as concurred by (Can, 2009: 60; Dooly, 2008: 22; Holec, 1981: 3; Marlowe & Page, 2005)

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approach helped, but not much, to the nursing students in improving their score on TOIEC for International communication. Therefore, through teaching program

and further research in the long run by inserting several common topics on TOEIC might result more appealing findings concerning the effect of scientific approach on TOEIC performance.

Since the teaching program was only intended for one group of nursing students, it is worth conducting further study to investigate the effects of scientific approach to two groups of experimental and control group to vary the findings. A wider scope in terms of participants and the learning material should be taken into account. Hence, the supporting facility such as internet, and other electronic devices such as projector, audio speaker, and PC should be well-equipped in implementing scientific approach successfully. Concerning the involvement of the researcher in the study who served also as the teacher, and the interviewer, it is worth inviting a colleague to help observe and interview the participants as also reflected in this study. Accordingly, reflection and interpretation from the co-observer or co-interviewer will be useful for the researcher to increase objectivity.

The last is, scientific approach to language teachings should be implemented in a wider scope to investigate more effects or values of it in different setting and context for example English for Secretary, Engineer, Midwifery, Radiology, Physiotherapy, Secretary, Mariner etc. Different learning materials and various

context of learning will certainly vary the findings.

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These long texts are sort of daunting task that, of course, cannot be completed only in one meeting. Therefore, scientific approach stages should be done in

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