NEED ANALYSIS OF ELT MATERIALS IN THE THIRD-SEMESTER STUDENTS OF THE NURSING DEPARTMENT AT
STIKES MEGA REZKY MAKASSAR
A THESIS
Submitted in Partial of Requirements for the Degree of Sarjana Pendidikan (S.Pd) in English Education Department Faculty of Tarbiyah and Teacher
Training Islamic State University of Alauddin Makassar
By:
Haslindah
Reg. Number: 20400117053
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING ISLAMIC STATE UNIVERSITY OF ALAUDDIN MAKASSAR
2022
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PERNYATAAN KEASLIAN SKRIPSI Mahasiswa yang bertanda tangan di bawah ini :
Nama : Haslindah
NIM : 20400117053
Tempat/Tgl.Lahir : Makassar, 05 Februari 1999 Jur/Prodi/Konsentrasi : Pendidikan Bahasa Inggris Fakultas/Program : Tarbiyah dan Keguruan
Alamat : Pampang IV No 1 A
Judul Skripsi : Need Analysis of ELT Materials in the Third-Semester Students of the Nursing Department at Stikes Mega
Rezky Makassar
Menyatakan dengan sesungguhnya dan penuh kesadaran bahwa skripsi ini adalah benar hasil karya sendiri. Jika kemudian hari terbukti bahwa ini merupakan duplikat, tiruan, plagiat, atau dibuat oleh orang lain, sebagian atau seluruhnya, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.
Samata-Gowa, 24 Agustus 2022 Penyusun,
Haslindah
NIM:20400117053
iii
PENGESAHAN SKRIPSI
Skripsi berjudul, “Need Analysis of ELT Materials in the Third-Semester Students of the Nursing Department at Stikes Mega Rezky Makassar”, yang disusun oleh Haslindah, NIM: 20400117053, mahasiswa Jurusan/Prodi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, UIN Alauddin Makassar, telah diuji dan dipertahankan dalam sidang Ujian Skripsi/Munaqasyah yang diselenggarakan pada hari Rabu, tanggal 24 Agustus 2022 M, bertepatan dengan 26 Muharram 1444 H, dinyatakan telah dapat diterima sebagai salah satu syarat untuk memperoleh gelar sarjana dalam ilmu Tarbiyah dan Keguruan, Jurusan/Prodi Pendidikan Bahasa Inggris dengan beberapa perbaikan.
24 Agustus 2022 M 26 Muharram 1444 H
DEWAN PENGUJI:
Nomor SK 766 Tahun 2022
Ketua Sidang : Prof.Dra.Hj.St.Azisah, M.Ed., St., Ph.D (……....………) Sekretaris Sidang : Dr.Sitti Nurpahmi, S.Pd.,M.Pd (……....………) Munaqisy I : Dr.Hj.Mardiana, M.Hum (……....………) Munaqisy II : Nur Aliyah Nur, S.Pd.,I., M.Pd (……....………) Pembimbing I : Dr. H. Abdul Muis Said, M.Ed. TESOL. (……....………) Pembimbing II : Andi Asmawati, S.Pd, M.Pd (……....………)
Samata-Gowa,
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ACKNOWLEDGEMENT
ِمْس ِ ََّٰللَّٱ َّرلٱ ِنَٰ مْح ِميِحَّرلٱ
Alhamdulillah Rabbil Alamin, the researcher would like to express her deepest gratitude to the almighty Allah swt, the most merciful who gives her guidance, and good healthy for all time to conduct the writing of this thesis.
Also, shalawat and salam are always delivered to our/the great Prophet Muhammad saw who has brought us from the darkness to the lightness.
The researcher expresses his deepest gratitude to all parties for their kindness, emotional support, encouragement and love for the researcher. In finishing this thesis, he was helped by people around him and for that, the researcher is very grateful for all the support and encouragement . Therefore, the researcher would like to express the greatest thanks and appreciation for those people, they are:
1. The researcher’s beloved parents, Darwis S.E, and Andi Hafsah who always motivate, educate, support, and pray for the researcher’s success.
2. The Rector of (UIN) State Islamic University of Alauddin Prof. H.
Hamdan Juhannis, MA., Ph,D for his advice during the period his study at the university.
3. The Dean of Tarbiyah and Teacher Training Faculty, Dr. H. Marjuni, S.Ag.,M.Pd.I.,, for his advice and motivation.
4. Prof.Dra. Hj. St. Azisah, M.Ed.,St., Ph.D., the head of English Education Department, Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University of Makassar.
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5. Dr. Sitti Nurpahmi, S.Pd., M.Pd., the Secretary of English Education Department, Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University of Makassar.
6. Dr. H. Abdul Muis Said, M.Ed. TESOL., the first consultant who have helped, guided,given corerection and supported the researcher during writing of this thesis.
7. Andi Asmawati, S.Pd., M.Pd., the second consultant who had given the researcher guidance, correction and support since the preliminary stage of manuscript until the completing of this thesis writing.
8. Dr.Hj.Mardiana, M.Hum., as the first examiner who has examined and directed the researcher during writing of this thesis.
9. Nur Aliyah Nur, S.Pd.,I., M.Pd., as the second examiner who has examined and directed the researcher during writing of this thesis.
10. Muh. Arfah, who always motivate, educate, support, and pray for the researcher’s success.
11. Muh. Aswandi, S.Hum who always accompanies the researcher, gives support, gives motivation.
12. The Third Semester Students at Nursing Department of STIKES Mega Rezky Makassar, big thanks for your participation as the respondents in this research.
The researcher realizes that the writing of this thesis is far from perfect.
Remaining errors are the writer’s own; therefore, constructive criticism and
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suggestion will be highly appreciated. May all our/the efforts bless by Allah swt, Amin.
The Researcher,
Haslindah
NIM : 20400117053
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TABLE OF CONTENTS
TITTLE PAGE ... i
PERNYATAAN KEASLIAN SKRIPSI ... ii
PENGESAHAN SKRIPSI ... iii
ACKNOWLEDGEMENT ... iv
TABLE OF CONTENTS ... vii
LIST OF TABLES ... ix
LIST OF APPENDICES ... x
ABSTRACT ... xi
CHAPTER 1 INTRODUCTION A. Background ... 1
B. Research Problem ... 3
C. Research Objective ... 3
D. Research Significances ... 3
E. Research Scope ... 3
F. Operational Definition of Terms ... 5
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Findings ... 6
B. Pertinent Ideas ... 8
C. Theoretical Framework ... 12
CHAPTER III RESEARCH METHODOLOGY A. Research Method ... 14
B. Population and Sample ... 14
C. Research Instrument ... 16
D. Data Collecting Procedure ... 16
E. Data Analysis Technique ... 16 CHAPTER IV FINDING AND DISCUSSION
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A. Findings ... 18
B. Discussion ... 32
CHAPTER V CONCLUSSION AND SUGGESTION A. Conclusion ... 42
B. Suggestion ... 42
BIBLIOGRAPHY ... 43
APPENDICES ... 47
CURRICULUM VITAE ... 80
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LIST OF TABLES
Table 3.1: The Population of the Research...………. 15
Table 3.2: Criteria ....………... 17
Table 4.3: Distributions of Respondents...………. 18
Table 4.4: Respondents classification………19
Table 4.5: Objectives...……...………. 20
Table 4.6: English Components...…...……….... 21
Table 4.7: Learning Obstacles in English Course...………... 22
Table 4.8: Overview of English Skills...……….... 24
Table 4.9: Speaking Skills...…...……….... 26
Table 4.10: Listening Skills...…... 28
Table 4.11: Writing Skills...…...………...……... 28
Table 4.12: Reading Skills...…... 29
Table 4.13: Language Structure...…...………. .30
Table 4.14: English Learning Expectation...………...… 32
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LIST OF APPENDICES
Appendix 1: Instruments………...………... 47 Appendix 2: Result of the Data...……….. 55 Appendix 3: Documentation………...……… 80
xi ABSTRACT Name
Reg. Number Department Faculty Title
: : : : :
Haslindah 20400117053
English Education Department
Tarbiyah and Teaching Science Faculty
Need Analysis of ELT Materials in the Third-Semester Students of the Nursing Department at STIKES Mega Rezky Makassar
Consultant I : Dr. H. Abdul Muis Said, M.Ed., TESOL Consultant II : Andi Asmawati, S.Pd., M.Pd
This study aims to analyze the students' needs for ELT materials of the third-semester students at the Nursing Department of STIKES Mega Rezky Makassar. English is one of the subjects in the department studied by STIKES Mega Rezky Makassar students who are studied in the second semester. Learning materials should follow the needs of students in future professional careers.
Analyzing English learning materials is very useful because it can help clarify language programs and syllabuses that are designed based on students' needs.
This research used stratified sampling to gather data on 59 students. the researcher used quantitative method. The instrument was distributed to students namely questionnaire for measuring students’ need analysis. The researcher found that the need analysis on third semester students at nursing department there is five needs analysis, 1) speaking skills in the giving instruction with average score 2.6; 2) listening skills namely listening to english-speaking colleagues with average score 2.5; 3) writing skills in the translating nursing books, journals, articles with average score 2.5; 4) reading skills namely reading nursing books, journals and articles with average score 2.9; 5) language features in the mastering nursing terms with average score 2.6; making word structure (normalization, compounding,etc) with average score 2.6; using correct punctuation,spelling, and capitalization with average score 2.6; mastering paper format with average score 2.6; using correct intonation with average 2.6; and identifying the main topic of a text with average score 2.6.
The results of this study are expected to be useful for students learning English. This researc will help students theory of in ELT study based on their needs for future professionalism. Then, the researc hopes that this researcher can provide information and benefits for other researchers.
Keywords: need analysis, elt materials, nursing department STIKES MEGA REZKY MAKASSAR
1 CHAPTER I INTRODUCTION
A. Background
The purpose of teaching and learning English for nursing students is to increase their English skills. The teaching materials help students to know sentences or words commonly used for nursing students. English for nursing students is essential because it can help identify medicines with English terms.
Besides that, English is used to find some objects or tools in the hospital. There is usually English vocabulary in nursing materials or nursing science books. Nursing students cannot be separated from English materials whose teaching materials meet their needs (Yani, 2018).
Learning English is not easy as we imagine. English is one of the foreign languages in Indonesia. It requires great efforts for the students to learn all the elements, such as grammar, vocabulary, pronunciation, and spelling. The elements of English differ from Bahasa. The material development of nursing students needs to learn about speaking and vocabulary used in the hospital. A study conducted by Syukur & Nugraha (2019) indicates that the needs of nursing students for English courses are very important because they can be needed for future professional career interests.
English is one of the subjects in the nursing department studied by the students of STIKES Mega Rezky Makassar, which is learned in the second semester. The learning material should follow the students' needs in their future
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professional careers. Analyzing English learning material is very useful because it can help clarify the objectives of language programs and syllabus designed based on students' needs. Understanding students' needs are essential in the learning process to engage their interests to study English. Needs analysis plays an important role very important in the design process and English development for ESP goals. Needs analysis can be thought of as a combination of TSA (Target Situation Analysis) and CSA (Current Situation Analysis). The importance of seeking a needs analysis (need analysis) in ESP aims so that the language taught is truly the language needed in the field that will be occupied by the students (Brown, 2016).
There is verses related to health and their interpretations :
َ يْلاَو ِهّٰللاِب َنَمٰا ْنَم َِّبِْلا َّنِكٰلَو ِبِرْغَمْلاَو ِقِرْشَمْلا َلَبِق ْمُكَهْوُجُو اْوُّلَوُ ت ْنَاَِّبِْلا َسْيَل ِرِخْٰلْا ِمْو
َّيِبَّنلاَو ِبٰتِكْلاَو ِةَكِٕىٰٰۤلَمْلاَو ىَتٰاَو ۚ
َلاَمْلا ىٰلَع هِّبُح ىِوَذ ۚ ٰبْرُقْلا ىٰمٰتَيْلاَو ٰسَمْلاَو
َنْباَو َْيِك
ِلْيِبَّسلا ِباَقِّرلا ِفىَو َْيِلِٕىٰۤاَّسلاَو ۚ
َةوٰكَّزلا ىَتٰاَو َةوٰلَّصلا َماَقَاَو ۚ اَذِا ْمِهِدْهَعِب َنْوُ فْوُمْلاَو ۚ
اْوُدَهاَع ِسْأَبْلا َْيِحَو ِءٰۤاَّرَّضلاَو ِءٰۤاَسْأَبْلا ِفى َنْيِِبِّٰصلاَو ۚ
اْوُ قَدَص َنْيِذَّلا َكِٕىٰٰۤلوُا ۚ َكِٕىٰٰۤلوُاَو ۚ
َنْوُقَّ تُمْلا ُمُه ۚ
It is not a virtue to turn your face towards the east and west, but actually virtue is whoever believes in Allah, the Last Day, angels, books, prophets and gives his beloved property to his relatives and children. orphans, the poor, travelers (who need help) and those who beg; and (liberating) slaves, establishing prayers and issuing zakat; and those who keep their promises when they promise
and those who are patient in adversity, suffering (sickness) and in war (struggle).
They are the pious. (Q.S. Al-baqarah (2):177).
The verse above is the main motivation of the Islamic Nursing Working Group in developing Islamic professional care, this effort is a moral responsibility of Muslims in upholding Islam in all areas of life including the health sector, as well as in the context of upholding da'wah amar ma'ruf nahi munkar (Shihab, 2002).
English Language Teaching, or ELT, refers to the activity and industry of teaching English to non-native speakers. Many large editorial companies have ELT sections which publish books for English teachers and learners to use.
Understanding students' needs are essential in the learning process to engage their interests to study English.
Lecturer's preparation of ELT has not been done systematically based on need analysis. The lecturer generally makes teaching outlines about what they will teach without using the syllabus, so sometimes the material is not suitable for the students' needs. A specific needs analysis exercise was not conducted to design a syllabus, and no information is provided regarding objectives, teaching materials, and assessment. Therefore, the researcher analyzed the needs of English material for the third-semester students at Nursing Students of STIKES Mega Rezky Makassar because they require some informations about English especially in nursing department (Evans and John, 1998).
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B. Research Problem
Based on the background, the researcher presented one research problem what are the students' needs for ELT material of third-semester students at the Nursing Department of STIKES Mega Rezky Makassar?
C. Research Objectives
The specific objective in this research was to analyze the students' needs for ELT material of the third-semester students at the Nursing Department of STIKES Mega Rezky Makassar.
D. Research Significances
Based on the research objectives, the significances of this research were:
The results of this study were expected to be useful for students who learn English. This research would help the nursing department students learn ELT based on their needs for future professionalism. Then, the researcher hoped that this research could give information and benefit the other researchers.
E. Research Scope
This research analyzed students' need for ELT material on the third- semester students at the Nursing Department of STIKES Mega Rezky Makassar.
Based on ESP in English Education Department, this research referred to the English material needs such as tenses, speaking material, and vocabulary knowledge that must be known in the medical world, especially for nursing students. The researcher preferred a questionnaire in this research.
F. Operational Definition of Terms 1. Need Analysis and ESP
Need analysis is the process of identification and evaluation of needs. It is an absolute thing for learning. The benefits derived from the needs analysis itself are enormous. In the ESP course, need analysis is necessary because the learner has specific needs. Every learner or a study group will have different needs from one or another group. Apart from the need for different learners, the institutions' needs that shelter them are different. This makes ESP in universities different, so need analysis is very important.
2. ELT Material and Nursing Department
ELT (English Language Teaching) is the teaching process of English to people whose first language is not English. ELT material is material in language teaching, and learning refers to everything used to teach English to non-English native speakers. The Nursing Department students of STIKES Mega Rezky Makassar learn English as their college course. English taught in the Nursing department aims to help students carry out their future profession in certain aspects.
6 CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
Some of the previous findings related to this study are as follows :
Putri (2021) analyzed the Nursing Bilingual students' needs in learning English using the English teaching and learning materials for the Bilingual Program at the University of Muhammadiyah Banjarmasin. This research employed a descriptive qualitative method. The research participants were the fourth and sixth semester of Nursing students and English lecturers of the Bilingual Program at Muhammadiyah Banjarmasin. The total participant of this research was 15 participants, including an English lecturer, selected based on purposive sampling techniques. The data collection was done by interviewing all participants and distributing the open-ended questions on questionnaires to Nursing students. This research showed that the Nursing students' needs in learning English are to communicate well in nursing activities because English is important in this era.
Amin (2011) analyzed the needs for English language learning modules for level II nursing students, especially in the Panca Bhakti Nursing Academy Bandar Lampung. This research aims to produce a product of English language learning modules that subsequently seen an increase in students' ability and attractiveness of the module itself. This research was examined internally by material and media experts and several testing. This research result indicated that using modules for
Nursing Academy's students is bigger than conventional learning. The difference in gain score for the control class amounted to 8.24, and the gain scores for the experiment class amounted to 12.24.
Ballestero and Adriana (2020) analyzed that nursing needs to master the vocabulary and grammatical structures associated with a prominent field. It was not only to fulfill their role as students but also to be in a better position to provide high-quality healthcare services to English-speaking patients who may need their assistance during their careers. This study examined a group of novice and intermediate students enrolled in English for Special Purposes course for Nursing students at the University of Costa Rica. After in-depth analysis of the results, some recommendations to promote vocabulary and grammatical structures in the context of ESP were also presented.
Mirza (2017) studied to analyze the needs of nurses in inpatients Adnaan WD Payakumbuh hospital. The type of this study was qualitative with descriptive observational methods. This study used Workload Indicators of Staff Need (WISN). Based on the room's needs, there is a shortage of nursing staff in 5 rooms and excess in 2 rooms from seven rooms in this hospital. This result is equal to the results of interviews that every room complained about nursing staff shortages.
Syukur and Nugraha (2019) identified and analyzed the needs of ESP learning material in learning English for diploma nursing students. This study was conducted by using a qualitative approach and descriptive method. The samples were students from the P17C Diploma Nursing Study Program of STIKES Kusuma Husada Surakarta who was currently taking English subjects, and the
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sampling technique used was purposive random sampling. The data analysis was descriptive in the form of numbers and percentages. The study revealed that the needs of nursing students in English subjects are very diverse. It can be concluded that they need English not only for their current needs as they can communicate in English to support their education in the nursing field but also for their future professional career.
The researcher conducted the research with different population, method, and subject. This study analyzed the students' needs of ELT material. However, this study focused on ELT for the Nursing department. This study related to the previous related findings explained about the students' needs of English. The researcher used a questionnaire in this research because the instrument was preferred to assess the nursing students’ need. This research took a place on the third-semester students at Nursing Department of STIKES Mega Rezky Makassar because they required information about English in their department.
B. Pertinent Ideas a. Need analysis
Need analysis can be done or used to find material you want to develop to increase motivation and determine the level of students' ability in the subjects you want to study.
Needs analysis is done to find or obtain material to determine the accuracy or suitability of learning using the learning design at that time. Needs analysis is generally considered the cornerstone of ESP course design (Evans &
John, 1998). It is the basis of language learning programs, leading to focus
language learning courses and aiding the development and improvement of the programs. Takaki (2006) viewed needs analysis as a systematic collection and analysis of all relevant information that meets learners' language learning requirements within the context of particular institutions involved in the learning situations.
A needs analysis includes all the activities used to collect information about the students, learning needs, wants, etc. However, an issue in the students' needs analysis is that sometimes they do not know what they need. Kavaliauskiene and Uzpalience (2003) pointed out that students often find it difficult to distinguish between the needs (the skills seen as being relevant to themselves) and wants (the desired competence). One of some ways to find the students' needs is by taking a survey or interviewing the lecturers involved, as the lecturers are more experienced than the students. They also know better what the students need to be a professional English-speaking nurse.
The needs analysis process may also involve looking at the expectations and requirements of other interested parties such as administrators, patients, employers, and other people who the language program may impact. Moreover, having an expert in the ESP area as a consultant would also be very helpful in deciding which is best for the students. The information gained from a need analysis can help the curriculum or syllabus developer define program goals.
These goals can then be stated as specific teaching objectives, functioning as the foundation for developing lesson plans, materials, tests, assignments, and activities. A needs analysis serves to clarify the purposes of a language program.
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The syllabus designed based on the students' needs will greatly relate to what the students studied.
The nursing college has been highly committed to improving its students' English abilities for communication. Consequently, several revisions on the syllabus have been carried out. In 2002 the revised curriculum required the students to take two semesters (Diploma program) and three semesters (Bachelor program) of English as a compulsory subject, based on the Institute Foundation's decision in 2006. English is now taught for three semesters in the diploma program and four semesters in the Bachelor program. An additional English lesson is required to meet the need for English-speaking nurses in tourist-friendly Bali. General English is offered for one-two semester in addition to two semesters of English for Nurses. The teaching-learning process is conducted through several channels via lectures, seminars, discussions, and clinical practice, with a time allocation of six teaching hours per week (1 teaching hour is equal to 50 minutes).
b. English for Specific Purpose (ESP)
The current ESP syllabus was adapted from the syllabus of the School of Nursing of the University of Indonesia. The syllabus presents a list of topics or themes based on the communicative approach. As a result, English grammar and sentence patterns are not central aspects of language teaching. Classroom materials and activities are often authentic to reflect the real-life situations and demands present in nursing. For example, on checking vital signs, a lesson will involve a series of meaning-based tasks followed by remedial teaching, rather than being focused primarily on language. According to Richardson (2001), two
kinds of tasks can be claimed as the basis for designing a task-based syllabus:
pedagogical and real-world tasks. Real-world tasks are defined as those which are designed for learners "to practice or rehearse those activities that are found to be important in a needs analysis and that turn out to be important and useful in the real world" (Richards, 2001). A list of real nursing activities can be seen from the syllabus items, such as Explaining medication, Asking and Showing Rooms in hospitals, Asking and Reporting Health Problems, and so on.
The syllabus also has a functional/notional aspect. Brumfit and Finocchiaro (1983) stated that the communicative purpose of a speech act is the major prominence in a functional/notional approach which focuses on what people want to achieve through speech. This is illustrated within the theme of Establishing Relationships. The purpose is to teach students how to develop a relationship with a patient. It is taught by focusing on the language functions involved, such as greetings and self-introductions.
English Language Teaching aims to provide basic insight, knowledge, experience, and skills regarding principled and referenced English teaching. It can be concluded that ESP or English for special purposes is an approach in teaching and using English for special fields and studies following the needs of science and professions that use English.
English for specific purposes (ESP) has a role in developing student competencies if programs and learning materials are designed and developed based on their needs. The linguistic scope of ESP is different from that of general
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English. ESP is divided into EAP (English for Academic Purposes) and EOP (English for Occupational Purposes).
The purpose of ESP is for individual groups or students to master English in the field of science as their discipline. For example, students of the agricultural study program are expected to master English in agricultural science, or if they are students of the fishery study program, they are required to master. English specific purpose (ESP) aims in terms of the English learning process that is more specific or more focused on what direction the discussion material. ELT (English Language Teaching) is an English teaching process in which there is a vocabulary that is the most important part of teaching the English material.
C. Theoretical Framework
In the structure above, the researcher analyzed the needs of students through English subject matter in the field of nursing. The needs analysis was
English Specific Purposes (ESP) (Brown, 2016)
English Language Teaching (ELT)
Students’ needs of ELT Material (Brown, 2016)
based on the theory of ESP and ELT is the role of English in a language course or programme of instruction in which the content and aims of the course are fixed by the specific needs of particular group of learners. Needs analysis discussed learning needs regarding problems in learning. Analyzing the needs of English in the nursing field can help nursing students for their professionalism.
14 CHAPTER III
RESEARCH METHODHOLOGY
A. Research Method
In this research, the researcher used quantitative method. Sugiyono (2011) said that in conducting a research, the researcher can use any kinds of methods and research design based on the purpose, characteristics, the problem, and other alternative used. It meant that the researcher needs to decide the design as a plan which wants to be applied in a research related to the research objectives.
Creswell (2012) noted that quantitative research is the process of collecting, analyzing, interpreting, and writing the results of the study. Sugiyono (2011) stated that quantitative method is a research method resting on positivism philosophy that is used to research population or particular sample generally the technique to take the sample is taken randomly, the data collection uses research instrument, the data analysis has quantitative or statistics in order to the hyphothesis that has been made.
In this study, the researcher conducted quantitative method that used questionnaire for gathering data about nursing students’ need. This method was assessed the answers from the questionnaire.
B. Population and Sample A. Population
According to Creswell (2012), a population is a group of individuals with the same characteristics. The population of this research was the third-semester
students of Nursing at STIKES Mega Rezky Makassar. The total population was 59 students divided into two classes Nursing A and Nursing B.
Table 3.1 The Population of the Research
The population of the research
Number Class Students
1. Nrs.A 30
2. Nrs.B 29
Total Numbers of Students
59
B. Sample
Based on Creswell (2012), sampling is a group of individuals with the same characteristics and can be identified or studied by the researcher. In taking the sample, the researcher used a stratified sampling technique. Therefore, the total number of samples in this research was 59 students because Creswell (2012)
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stated that stratified sampling involves dividing the population into subpopulations that may differ in important ways.
C. Research Instrument
The researcher used a questionnaire as an instrument. A questionnaire is a list of questions or statements given to participants. Sugiyono (2011) explained that a questionnaire is a technique of collecting data done by giving some questions or statements to the respondent. A questionnaire is used to obtain data about the problems and the factors that cause the students to get difficulties in learning English.
In this research, the researcher made questionnaire because it preferred important information about nursing department. The researcher used a closed questionnaire. In a closed questionnaire, the response is structured.
D. Data Collecting Procedures
The procedures of collecting data as follows: 1) The researcher prepared a questionnaire. 2)The researcher got permission from the chairperson of the Nursing. 3)The researcher then distributed the questionnaire. 4)The researcher conveyed to the students to answer the questionnaire. 5)After that, the researcher collecting the questionnaires. 6)The researcher also conducted interview after collecting data from questionnaire.
E. Data Analysis Technique
The data from questionnaire was analyzed by using a quantitative method.
In this part, the researcher analyzed and classified the data gained from the questionnaire. Then, the researcher concluded, made some decisions, and
answered the research problem (Sugiyono, 2011). The following is the process of analyzing data:
1. The score of students’ responses was calculated with every single question and looked for the average and percentage by using Ms. Excel.
2. The score result was measured by using scale. It was explained as follows:
Table3.2 Of the Scores
SCORES CRITERIA
Important Level Frequency Level Proficiency Level
0-1.0 Unimportant Never Pre Elementary
1.1-2.0 Rarely Rarely Elementary
2.1-3.0 Sometimes Sometimes Pre Intermediate
3.1-4.0 Important Often Intermediate
4.1-5.0 Very Important Very Often Advanced
3. Then, the researcher described students’ needs in nursing terms.
18 CHAPTER IV
FINDINGS AND DISCUSSION A. Findings
This part described the students’ need analysis. The findings of this research identified need analysis score with the questionnaire, as follows
1. Distribution of research respondents Respondents Distribution
Table 4.3 Distributions of Respondents
Distributions of Respondents
Respondents Male % Female % Total
Students 8 14% 51 86% 59
Lecturer 1 100% 0 0 1
Total 9 15% 51 85% 60
From the table, the data can be distributed that there are 8 male students (14%) and 51 female students (85 %) as respondents. The table showed that only 1 lecturer as respondent in this research from the male sector. It defined that female respondents are the high percentage with 85 % of total respondents from students and lecturer.
The classification of the Respondents’ age was described in the following table :
Table 4.4 Respondents age
Ages Respondents
17 Years old 1
18 Years old 9
19 Years old 23
20 Years old 15
21 Years old 7
22 Years old 2
23 Years old 1
24 Years old 1
Total 59
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2. Perception regarding the objectives of learning English language skills The Students’ Purposes of Learning English
Table 4.5 Purposes of Learning English
Objectives Percentage
To work as nurse in English speaking countries 60%
Some/most/all of the printed materials connected with job are in English
27%
To conduct some/most/all correspondence in English 5%
To follow training programs conducted in English 3%
To improve English skills in nursing department 5%
The table above discusses students perceptions of learning English skills and there are 60% of students choosing the first part, it can be concluded that the most objective thing is that students want to work as nurses in countries that use English, while student perceptions are the lowest, only 3% and fall into the category of participating in a training program conducted in English. Perceptions of students’ level of English Proficiency.
Students’ Perceptions of Their English Proficiency Level
Table 4.6 Perceptions of Their English Proficiency Level
Level
English Components
Reading Writing Listening Speaking
F % F % F % F %
Pre Elementary 12 20.3 14 23.7 15 25.4 22 37.2
Elementary 40 67.7 48 81.3 48 81.3 38 64.4
Pre Intermediate 36 61.0 44 74.5 36 61.0 18 30.5
Intermediate 44 74.5 16 27.1 16 271 20 33.8
Advanced 20 33.8 15 25.4 20 33.8 35 59.3
Average 2.5 2.2 2.2 2.2
0-1.0=Pre Elementary 3.1-4.0=Intermediate 1.1-2.0=Elementary 4.1-5.0=Advanced 2.1-3.0=Pre Intermediate
Based on the table above which discusses students' perceptions of the level of English proficiency, it can be concluded that the highest level of student
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proficiency is at the level of listening in English 81.3% and writing in English 81.3% and these two levels are at elementary category. The lowest level of student proficiency is at the level of reading in English 20.3% is in the Pre Elementary category. The highest average score is in the reading skill category, which is 2.2.
3. Perceptions of students learning obstacles
Students’ Perceptions on English Learning Problems Table 4.7 Perceptions on English Learning Problems
Learning Obstacles in English Course
Level of Frequency Ave rag
1 2 3 4 5 e
1. do not have opportunity to use English outside the classroom
21 38 42 12 10 2.0
2. do not make progress
18 38 51 8 15 2.2
3. The teacher do not know how to teach English
16 48 42 8 15 2.1
4. do not like the teaching method
21 34 36 20 20 2.2
5. The lesson are not useful
18 50 28 20 10 2.1
6. The language is too difficult to master
18 40 39 20 15 2.2
7. The pronunciation is too difficult to master
16 40 45 20 15 2.3
8. The grammar is too difficult too master
16 52 36 12 10 2.1
9. The vocabularies are too difficult to master
12 50 54 12 5 2.2
10. The materials are not interesting
16 42 42 16 20 2.3
11. The materials are too difficult
15 50 36 16 15 2.2
12. The materials are too easy
16 46 30 28 15 2.2
13. The materials are not suitable for my needs
13 46 45 16 20 2.3
14. I can not master listening skill
18 40 36 20 20 2.2
15. I can not master speaking skill
15 46 39 16 20 2.3
16. I can not master reading skill
14 48 33 20 25 2.3
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17. I can not master writing skill
11 48 36 36 15 2.4
18. I can only master passive English
14 46 48 8 20 2.3
0-1.0=Never 2.1-3.0=Sometimes 4.1-5.0=Very Often
1.1-2.0=Rarely 3.1-4.0=Often
The table above discusses students' perceptions of learning barriers, the highest obstacle is that students cannot master writing with the average 2.4 and fall into the category (sometimes). The lowest obstacle is that students do not have the opportunity to use English outside the 2.0 average class and fall into the category (rarely), and the most frequently used is at a score of 2.2 average.
4. Overview of Skills
Table 4.8 Overview of English Skills
Statements
Overview of English Skills
Level of Frequency
Average 1 2 3 4 5
Skills using during studying in Nursing Department
Speaking 12 38 54 12 35 2.5 Listening 10 46 45 16 35 2.5
Writing 10 28 66 28 30 2.7
Reading 13 24 54 28 45 2.7
Students’ difficult skills
Speaking 13 28 54 16 50 2.7 Listening 9 40 45 12 60 2.8
Writing 11 40 51 16 35 2.5
Reading 11 40 51 12 40 2.6
Students’ skills expectation after graduation
Speaking 19 32 30 24 40 2.4 Listening 16 30 36 28 45 2.6
Writing 14 42 39 16 35 2.4
Reading 19 30 21 40 40 2.5
0-1.0=Never 2.1-3.0=Sometimes 4.1-5.0=Very Often
1.1-2.0=Rarely 3.1-4.0=Often
Based on the data above there are 3 statements in English skills, the first statement states that the four skills are used while studying in the nursing department and the most frequently used are writing and reading skills 2.7 average and are included in the sometimes category, the second statement states that the difficult skills for students, namely listening skills 2.8 average are included in the sometimes category, the third statement states that students' expectations for these
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skills after graduating from the nursing department have the highest score on listening skills 2.6 average in the sometimes category.
5. Perceptions of learning topics needed a) Speaking skills
Students’ Perceptions on The Preferred Topics to Learn
Table 4.9 Students’ Perceptions on The Preferred Topics to Learn
Suggested Topics Average
1. Delivering presentation 2.3
2. Making telephone calls 2.2
3. Participating in formal meetings, seminar 2.5
4. Speaking to foreign patients 2.4
5. Speaking to foreign colleagues 2.4
6. Giving opinion and advice 2.2
7. Asking and giving information 2.4
8. Giving oral report 2.3
9. Having interview 2.4
10. Giving instruction 2.6
11. Explaining nursing care procedures 2.4
12. Describing patient’s condition 2.3
13. Talking in daily life situation 2.3
0-1.0 = Unimportant 2.1-3.0=Sometimes 4.1-5.0=Very 1.1-2.0 = Rarely 3.1-4.0=Important Important
From the table above, it discusses the topics of learning that are needed in speaking skills, the students' perception of the highest topic about giving instruction is 2.6 average and is included in the sometimes category and the lowest is on the topic of making phone calls and giving opinion and advice 2.2 average.
b) Listening skills
Table 4.10 Topics of Listening Skills
Suggested Topics Average
1. Listening to presentation, seminars, and meetings 2.4 2. Listening to English-speaking patients 2.3 3. Listening to English-speaking colleagues 2.5
4. Listening phone conversation 2.3
0-1.0 = Unimportant 2.1-3.0=Sometimes 4.1-5.0=Very
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1.1-2.0 = Rarely 3.1-4.0=Important Important
From the table above, it discusses the learning topics needed in listening skills, the highest score for students' perceptions on the topic of listening to English speaking colleagues is 2.5 average and the lowest is listening to presentations, seminars, and meetings 2.4 average on average. the average score is included in the sometimes category.
c) Writing skills
Table 4.11 Topics of Writing Skills
Suggested Topics Average
1. Writing job application letter 2.3
2. Writing reports 2.3
3. Communicating through emails 2.3
4. Making descriptive text about nursing care 2.3
5. Filling out patient's form 2.4
6. Translating nursing books, journals, articles 2.5 7. Making summary of nursing books, journals, and
articles
2.4
8. Writing procedures 2.3 0-1.0 = Unimportant 2.1-3.0=Sometimes 4.1-5.0=
1.1-2.0 = Rarely 3.1-4.0=Important Very Important
From the table above discusses the learning topics needed in writing skills, the highest topics are translating nursing books, journals, articles 2.5 average and the average answer is at the lowest score of 2.3 average in the sometimes category.
d) Reading skills
Table 4.12 Topics of Reading Skills
Suggested Topics Average
1. Reading nursing books, journals, and articles 2.9
2. Reading written instruction 2.7
3. Reading medicine label 2.7
4. Searching the internet in English resources 2.8 5. Doing skimming (read a text quickly to get general idea) 2.6 6. Doing scanning (look through a text quickly to locate
specific information)
2.7
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0-1.0 = Unimportant 2.1-3.0=Sometimes 4.1-5.0=Very 1.1-2.0 = Rarely 3.1-4.0=Important Important
From the table above discusses the topics of learning that are needed in reading skills, the highest score of students' perceptions of choosing reading nursing books, journals, and articles is 2.9 average and the lowest score is on the topic of doing skimming (read a text quickly to get general idea) 2.6 average , both fall into the sometimes category.
e) Language features
Table 4.13 Topics of Language Features
Suggested Topics Average
1. Using appropriate vocabulary 2,5
2. Mastering nursing terms 2.6
3. Making word structure (normalization, compounding, etc.) 2.6 4. Using grammatical structures (passive voice, tenses,
modality, conditional, etc.)
2.5
5. Using correct punctuation, spelling, and capitalization 2.6 6. Organizing paragraph: topic sentence, supporting sentence,
concluding sentence
2.5
7. Mastering paper format 2.6
8. Recognizing the word stress 2.5
9. Using correct intonation 2.6
10. Deducing word meaning from context 2.5
11. Expressing like and dislike 2.5
12. Inferring essential information from longer text 2.4
13. Recognizing cohesion markers 2.4
14. Identifying the main topic of a text 2.6
0-1.0 = Unimportant 2.1-3.0=Sometimes 4.1-5.0=Very 1.1-2.0 = Rarely 3.1-4.0=Important Important
From the table above, it discusses the learning topics that are needed in language structure, students' perceptions of the highest topic are at a score of 2.6 average and the lowest topic is at a score of 2.4 average and the average score is in the sometimes category.
6. Students’ learning expectation to the lecturer Table 4.14 English Learning Expectation
English Learning Expectation Average
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Use both English and Bahasa Indonesia 2.4
Use English only 2.2
Give more ESP material about nursing 2.5
Correct my mistakes in pronunciation 2.6
Correct my mistakes in grammar 2.7
Adopted from Hradiyany (2018) The table above discusses students' learning expectations from lecturers, it can be concluded that students' highest expectations are in learning English correct my mistakes in grammar 2.7 average and students' lowest expectations are using English only 2.2 average.
B. Discussion
Need analysis is the process of determining the needs for which a learner of group of learners requires a language and arranging the needs according to priorities. Need assessment makes use of both subjective and objective information (Richards, 2001).
These analysis strategies are ways to examine, investigate, explore what current needs are for defensible curriculum. These Nine are :
1. Purposes of Learning English
The results of study from Jubhari, Rosmiaty, and Nurliah (2022), are also expected to be used as a reference material for further research, namely
syllabus/RPS planning and development of English teaching materials for nursing students. As conclusion that several important points that can be applied as well as an important reference in compiling English learning materials of Sub-skills in the field of speaking, listening, reading and writing which are ranked the first for each sub skill are: reading; read drawings/work schedules and understand the text, work contract in English at Politeknik Sandi Karsa Makassar Indonesia.
In this study, the goal of learning English according to the highest average is that students want to work as nurses in countries that use English. it means that English is becoming a global need for students. not only for study purposes but also for work needs. while in the research above, the purpose of learning English for students is more focused on the outermost aspect, namely reading drawing and understanding the text which will then help them in their work. however, the most important point is that the use of English for the world of work according to their field occupies a significant position.
2. Perceptions of English Proficiency Level
The study aims at analyzing the English skills in an English Proficiency Test (EPT) shown by students at tertiary level or university students, particularly the first year university students (freshmen). The study centers around the students’ English skills represented in English Proficiency Test, which are then related to the students’ common problems investigated in this study. The three sections in English Proficiency Test analyzed in this study including listening, structure and written expressions, and reading. This study revealed reading skill
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was the major problems faced by the first year of university students, particularly, in reviewing overall reading text. To solve this problem, the cognitive strategies, particularly the top-down reading strategies are suggested to anticipate the author’s purpose, preview the text, think about what one already knows about the topic, skim for main points, etc. An effective reading strategies training which is more focused and explicit should be regularly practiced and enhanced since it can significantly boost reading proficiency and language acquisition.
In this study, listening and writing are the English skills that students most want to master. The basis is that with good listening skills, students will be able to interpret what they hear well so that there is no miscommunication.
Furthermore, writing skills are needed to create literature that is relevant to the student's scientific field. Meanwhile, in the research above, the ability of students who need improvement to be mastered is the ability to read. it indicates that by having good reading skills, students can understand written information well.
therefore, references in English will be well understood.
3. Perceptions on English Learning Problems
In the recent era, a wider global community has used English for any purpose; one of the most important is academic purposes. In terms of academic purposes, learning English now becomes a must for any students all around the world, specifically EFL students. Focusing on the learning English issue, this research took a rare case about the EFL students do a study abroad program in a non-English speaking country, especially in the context of English learning problems and strategies. Under a qualitative case study, the researcher addressed
two main methods to two international EFL students at a private Islamic university in Yogyakarta, Indonesia. By using reflective essays and interviews as the methods, the data concluded that most of the problemsfound had similarities to the EFL students’ problems when they study in their home country. Along with the problems, the researcher also discovered strategies done by both of the participants to resolve the problems.
In this study, the students' obstacle in learning English is cannot master writing. That means writing has its own level of difficulty as a productive skill.
In addition to relying on good listening skills, writing requires effective reading skills. while the research above focuses on the English language barrier in speaking skills. then given two solutions, namely reflective essays and interviews so that students are trained to speak.
4. Speaking
This research found that speaking was really needed for students in nursing department. Speaking transformed as expression to be delivered verbally.
Based on this research, students’ perception claimed that giving instruction was the most interested topic and the most uninterested were making phone calls and giving opinion. In nursing department, giving instructions to patients is the first key to communicate. It meant that the first component as high average that needed in speaking ability was giving instructions. This study and Safitri's research (2017) both discuss speaking. However, in this study, giving instruction was shown to be the item most needed by students. while Safitri's research (2017) focused on oral presentation with needs analysis. the advantage is that giving
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instruction is the first step to improve English language skills, but it is still basic and one-way.
Safitri (2017) in her research focused on speaking which oral presentation aspect. In this research, students’ need in speaking is oral presentation. The findings showed that from the lacks: a) the students often have trouble in oral presentation, b) the students' low vocabulary mastery, c) there were some mistakes in their grammar, d) the students were often afraid to speak because they were worried about making mistakes, from the necessities; a) the students have to learn how to communicate on the level of everyday communication, b) the students are able to pronounce the words correctly, the students are able to apply the proper grammar in communication, from the wants;
a) the students will use English speaking for higher education, b) the students strongly disagree with the opinion of removing the course from university curriculum, c) they thought bad English proficiency determine a bad effect on the academic performance, d) they like pair or group or project, e) they prefer for working in pair or groups, and f) the students want the teacher as the facilitator and guide.
5. Listening
In this research, the researcher found that listening skill was really need for students. Listening preferred students’ ability to hear and analyze information then assume it. Based on the data, listening to English speaking colleagues indicated with high score sometimes. This result defined that nursing students
should have good listening skill to understand and give fit back to colleagues. It meant that also nurses needed to clarify the information from what they listened.
This study and Surwanti's research (2018) both discuss listening. In this study, high average places speaking collagues as a student's listening needs. Meanwhile, Surwanti's research (2018) focuses more on repeating and clarifying what has been heard. both are very closely related because in conveying or repeating it requires good listening skills so that the message is appropriate.\
As this research, Surwanti (2018) showed that listening is really needed for students. The result described that Students‟ needs in listening skills are:
students need to recognize their English lecturers, students need to learn how to take effective notes and how to ask for repetition or clarification, students need to recognize lengthy description in English and instructions, they need to identify the subject matter of a talk, they also need to identify different accents and pronunciation, and students need to expand their vocabulary size.
6. Writing
Writing is really need for students. Writing can distort the ideas then describe it in a text. In the findings of this research, writing placed as a nursing students’ need. For kinds of writing skill, the data indicated that translating nursing books journals, and articles was the highest score sometimes. It meant that translating is the first component that was needed by students. Translating carry out the words by words, sentences by sentences, and paragraphs by paragraphs.
This research with research by Ampa and Quraisy (2017) talks about writing skills. The difference between the two studies is that in this study the ability to
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translate acquires the basic needs of students in writing skills, on the other hand the other one discusses the ability to write contained in the structure and vocabulary. therefore, the direction of student needs is different in this study.
However, the ability to translate is preferred to find out the information needed in the world of work that is available in English.
It is suitable with the research from Ampa and Quraisy (2017). Their research found that for the purpose of achieving the writing skill, a number of components are essential to have for the students; they are structure, vocabulary, content, organization, and mechanic. Structure and vocabulary are the first two needs to be possessed by the students in learning the English writing skill. In making the English paragraph, a variety of ways for the paragraph development are certainly needed by the students. In fact, there are six important types of paragraph development that the students really need in their writing task. Then, the types of text also frequently make the students confused, so that they also need them. Therefore, the matters being discussed in this research should be taught to the students for the sake of their writing development in the future.
7. Reading
Reading represented the way to understand and give attention to the text by reading. In this research, reading is really needed for nursing students’
importantly. The findings discussed that reading nursing books journals, and articles is the high average of reading students’ perception with 2.9 score. It meant that nursing books, journals, and articles should be the first references for students. It also added their knowledge about their education and work. By
reading, students can understand how to treat the patients. In this study, reading nursing references were at the highest average for student needs, while Wahyono and Puspitasari's research (2016) discussed reading for academic purposes. Of course, positioning that the most needed reading ability is reading for the reference and academic needs of students. Through reading and enriching references, students' knowledge will increase, so reading is not just a necessity but a way to improve their English language skills.
This research is in line with Wahyono and Puspitasari (2016). Their research found that most of students (EFL learners) often have difficulties or constraints in reading English texts for academic purposes and they want to improve their reading strategies in detail and comprehension level through EAP course in general and to improve their writing performance.
8. Language Features
Language features is the hardest concern to bargain with. It is built by way of various modern rules related to sentence production. It can moreover be utilized as the device to alter and analyze sentence developments. No wonder why a few students sense overburdened whereas as English grammar. In this research, language features is really needed for nursing students. As we can see, one of the high average of students’ perception is identifying the main topic of a text with 2.6 score. In this study, the language features is needed by students. the need for language features because a sentence will be understood with the correct sentence structure. In Nurhayati's research (2020), games are a means to develop language features skills. The reason is the boring way of teaching teachers so that
40
innovation is needed. Of course, these two studies position the importance of language features where games are one solution to overcome boredom in learning language features.
The result of this research placed the language features as one of crucial skill that should gathered by nursing students. It was supported by following research from Nurhayati (2020). The researcher concluded that in the case of students' perspective on practical English grammar course, almost all of students said that strategies used by lecturer were not effective. They felt bored toward teacher center approach. Then the effective strategy in practical English grammar is game based learning because they enjoy and it can increase the memorizing automatically. The students prefer to choose learning media by themselves. In this case they used technology to support their learning such as YouTube, songs, and learning website. Besides students also have their own strategies and determine the material by themselves. Indirectly it is influenced toward students' understanding in studying grammar. The last there were students who made questions and answers toward the materials.
9. English Learning Expectation to the Lecturer
The findings of the research show that independent variables of achievement motivation and expectations influence the dependent variable of learning achievement (Y) by Y‘ = 48.866 + 0.04 + 0.258 . This implies that 1 value of achievement motivation and 1 value of exectation will result on 49.164 learning achievement on English Education subject.
In this study, students' expectation is that the teacher corrects their mistakes in grammar. it means grammar is very difficult so students expect the teacher to correct their grammar mistakes. while the research above shows that motivation and expectations are interrelated. it means students should also have an effort to improve their grammar skills.
42 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the findings of the data, the researcher found that the need for ELT material of third-semester students at the Nursing Department of STIKES Mega Rezky Makassar were: 1) speaking in the giving instruction topics, 2) listening namely listening to English-Speaking Collegues, 3) writing in the Translating nursing books,journals, and articles, 4) reading nursing books,journals, and articles, and the last 5) language Feautures in the Mastering nursing terms; Making word structure; Using correct punctuation, spelling, and capitalizations; Mastering paper format; Using correct intonation; and identifiying the main topic of a text.
B. Suggestion
The researcher a suggested to students learn ELT based on their needs for future professionalism. Then, other researcher can get information and benefit their research, and also researchers suggest to lecturers to improve learning English in five skills, namely speaking (giving instructions),Listening(Listening to English-Speaking colleagues),Writing (Translating nursing books,journals,and articles),Reading (Reading nursing books,journals.,and articles),and than Language Features (Mastering Nursing Terms,etc).
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