EXPLORING THE NEEDS OF ESP MATERIALS FOR

THE UNDERGRADUATE NURSING STUDY

PROGRAM IN INDONESIA

By Yoseph Edmundus Budiyana

Doctoral Program of Language Education Semarang State University

A Paper presented

at the 2013 Ohio TESOL Conference

Developing English Language Teaching

Materials for the Undergraduate Nursing

Program in Indonesia

• By Yoseph Edmundus Budiyana

• A full time lecturer at the Faculty of Letters, Soegijapranata Catholic University, Semarang, Indonesia

• A part time lecturer at Nursing Study Program, St. Elizabeth College of Health Sciences, Semarang, Indonesia

BACKGROUND (NURSING)

Teaching Experience in Nursing

High School, Academy of Nursing,

School of Health Sciences

682 nursing schools altogether producing

34.000.000 nurses (World Bank, 2009)

Surplus of 15.000/year (Suwandono, 2005)

Solution:

Working abroad – increasing foreign

income and reducing unemployment

Meeting the requirements from the

destination countries (Communication

skills, TOEFL, IELTS)

Trainings in

- English for General Purposes

- English for Specific Purposes

- TOEFL/IELTS

• In need of Textbooks for Nursing

• Textbooks the visible hearts of ELT programs for both

students and teachers (Sheldon, 1988:237)

• No institutionally authorized English for nursing

textbook.

• the Limited textbooks commercially published by local

and foreign publishers

Reasons for Development Model There is no model at all available.

There is a model but it is not good.

Variation of the existing model

DEVELOPING TEXTBOOKS FOR NURSING

STUDENTS

Procedures

Needs analysis

Development of Prototype

Validation

Revision

Try- out

Evaluation

Revision to produce Final Product.

An Analysis of the local textbooks at the market

Need Analysis: The Users‟ Perception

of the Local Textbooks Questionnaires for ESP Teachers

Questionnaires for Students

Interviewer for ESP Teachers

Foreign Nursing Text Books Analysis Title Career Paths Nursing Career Paths Nursing Career Paths Nursing

Level Book 1 Book 2 Book 3

Author(s) V. Evans - Kori Salcido, RN V. Evans - Kori Salcido, RN V. Evans - Kori Salcido, RN

Publishers Express Publishing Express Publishing Express Publishing

Year 2011 2011 2011

Teacher Book Yes Yes Yes

Audio Yes Yes Yes

Pages 41 40 40

Title Cambridge English for Nursing Cambridge English for Nursing

Level Pre- Intermediate Intermediate

Author(s) Virginia Allum & Patricia McGarr Virginia Allum & Patricia McGarr

Publishers Cambridge University Press Cambridge University Press

Year 2012 2008

Teacher Book No No

Audio Yes Yes

Pages 111 120

Title Oxford English for Careers: Nursing Oxford English for Careers: Nursing Career Paths Nursing

Level Book 1 Book 2 Book 3

Author(s) Tony Grice Tony Grice V. Evans - Kori Salcido, RN

Publishers Oxford University Press Oxford University Press Express Publishing

Year 2011 2013 2011

Teacher Book Yes Yes Yes

Audio Yes Yes Yes

Pages 135 135 40

Title Career Paths Nursing Career Paths Nursing Career Paths Nursing

Level Book 1 Book 2 Book 3

Author(s) V. Evans - Kori Salcido, RN V. Evans - Kori Salcido, RN V. Evans - Kori Salcido, RN

Unit 1 Hospital Staff Nutrition Schedule and Hours

Unit 2 Hospital Departments Hygiene Communicating with patients and Families

Unit 3 Rooms and Equipment Administering Medication Chronic vs Acute

Unit 4 The Body Admitting Patients Diabetes

Unit 5 Blood Taking Vital Signs Cancers

Unit 6 The Circulation System Accident and Emergencies Heart Diseases

Unit 7 The Respiratory System Would Care Trauma and Triage

Unit 8 The Digestive System Meical Specimen and Testing Communicating with Staff

Unit 9 Physical Assessment Discharging patients IV care

Unit 10 Regonizing Symptoms Maternity Nursing Preparing patients for surgery

Unit 11 Pain Pediatric Nursing Ppreventing Infections

Unit 12 Medication Surgical Nursing OB/GYN Nursing

Unit 13 Licencesed Practical Nurse Home Health Nursing Geriatric Nursing

Unit 14 Registered Nurse Public Helth Nursing Psychiatric Nursing

Unit 15 Nurse Practitioners Agency Nursing Hospice Nursing

Table of Contens

Title Cambridge English for Nursing Cambridge English for Nursing

Level Pre- Intermediate Intermediate

Author(s) Virginia Allum & Patricia McGarr Virginia Allum & Patricia McGarr

Unit 1 Admitting Patients Patient Admission

Unit 2 Caring for Patients after an Operion Respiratory problems

Unit 3 Caring for Terminaaly ill Patients Wound care

Unit 4 The District Nurse Diabetes Care

Unit 5 Helping Patients with Rehabilitation Medical Specimen

Unit 6 Mobilizing Patients Medications

Unit 7 Medical Imaging Intravenous infusion

Unit 8 Helping patients with Diabetes Management Pre-operative patient assessment

Unit 9 Post-operative patient assessment

Unit 10 Discharge planning

Title Oxford English for Careers: Nursing Oxford English for Careers: Nursing

Level Book 1 Book 2

Author(s) Tony Grice Tony Grice

Unit 1 The Hospital Teams Admission by A&E

Unit 2 In and around the Hospital Admission by referal

Unit 3 Hospital Admision Obstetrics

Unit 4 Accidentsband Emergencies Pharmacy

Unit 5 Pains Opthamology

Unit 6 Symptoms Dermatology

Unit 7 Caring for the Eldrely Oncology

Unit 8 Nutrition and obesity Gastroenterology

Unit 9 Blood Neurology

Unit 10 Death and Dying Coronary

Unit 11 Hygiene Surgery

Unit 12 Mental and Health Nursing Infectious Diseases

Unit 13 Monitoring the Pateints Renal

Unit 14 Medication Psychiatry

Unit 15 Alternative Treatment Outpatients

Authors’ Background - Who wrote the books?

Title Career Paths Nursing Career Paths Nursing Career Paths Nursing

Level Book 1 Book 2 Book 3 Note The books are written by the combination between a book writer and a nurse (RN)

Title Cambridge English for Nursing Cambridge English for Nursing

Level Pre- Intermediate Intermediate

Note Both authors are English teachers, one of whom has a certificate in nursing

Title Oxford English for Careers: Nursing Oxford English for Careers: Nursing

Level Book 1 Book 2

Author Tony Grice Tony Grice

Note No background information about the author

Preliminary Results of Textbook Analysis

• Different authors’ background

• There are similarities but also differences

• The units are put in the different orders

Questions

1. Which units should be dropped and which other units

should be added?

2. How should they be put in a good order?

3. If there are two books, which units should be put in what

book?

How is the new Nursing Curriculum developed?

1. The Individual Domain

2. The Nursing Domain

3. The Health Care Domain

Reference

Nursing – A Concept-Based Aproach Learning Volume One

and Two (2011) by North Carolina Concept-Based Learning

Editorial Boards – Person Education Inc.

Nursing Senior High School (High School Level)

Academy of Nursing (23 April 1997)-Vocational Education

Nursing Study Program, St. Elizabeth College of Health

Sciences (18 April 2008) – Professional Education

Diploma 3 in Nursing (D3 Program);

S1 Program (Bachelor of Science in Nursing = 4 years/8 semesters);

LPN (License Practical Nursing) Certification = 12 months of

working in the hospital

NURSE QUALIFICATION FROM TIME TO TIME

Reasons for Development Model

1. There is no model at all available.

2. There is a model but it is not good.

3. Variation of the existing model.

17

Needs,

criteria

and others

USA Australia Saudi Arabia Malaysia

Needs Unlimited number of

nurses for ‘S1’ & 100

nurses for academic

level

- 1,000 nurses -

Criteria TOEFL (540 for ‘S1’ and

450 for academic level)

Passed CGFNS

Green Card

For academic nurses need

to take ESL for 6 months

South Australia:

- IELTS 5.5

- Worked at nursing home 6 mo

- Evaluated by Flinders Univ

- Pre registr. Course North Aust

-IELTS 6.0-6.5

- Passed Immersion Course

- Female

- Age </= 35 years

- 2 years experienced in

hospital

- Can speak English

- Passed written test,

audience, & health test

- ‘D3’ nursing

- Passed ESL in Indone

- Passed MNB test

- Posted in private

hospital as on the job

training in the first year

Possible

length of

contract

3 years and can be

extended

3 years and can be

extended

1 year and can be

extended

3 years and can be

extended

Fringe

benefits

None North Aust: RN Course Free housing, meal 3 X,

transportation, nursing

dress & health insurance.

After 3 years will get 50%

salary increased

Housing, civil service,

territory allowances and

air ticket

Possible

salary

US $ 4,000 per

month

Aust $ 3,000 - 4,000/

month

Real 2,250 for 2 years

experienced nurse and

Real 2,450 for 4 years

+/- Ringgit 1,500

Suwandono et al (2005)

CGFNS (Commission on Graduates of Foreign Nursing Schools)

*USA US$4000

+UK £2400 (interview, 2004) US$3864

*Australia AU$3500 US$3325

*Saudi Arabia 2250 Reals US$542

*Malaysia RM1500 US$467

- Indonesia US$131

Note: *The data taken from Suwandono et al (2005)

+ Interviewing four Philippines nurses working in the UK in 2004

NURSE SALARIES IN DIFFERENT COUNTRIES

The Proposed Allocation of the English Classes

No Subjects Semester Credits

1 Basic English for Nursing 1 2

2 Intermediate English for Nursing 3 2

3 TOEFL Preparation Course

5 2

4 English for Nursing Career (Job Interview &

Appl.Letter) TOEFL Practice 7 2

The English Classes in Nursing Study Program,

St. Elizabeth School of Health Sciences

No Subjects Undergraduate

Program (S1)

Diploma3

Program (D3)

1 Basic English for Nursing Sem 1 Sem 2

2 Intermediate English for Nursing Sem 3 Sem 4

3 TOEFL Preparation Course

Sem 5 Sem 6

4 English for Nursing Career (Job Interview

& Appl.Letter) TOEFL Practice Sem 7 -

Constraints

1. The main constraint is the block system

in nursing schools where students have to

study in between 4 and 6 weeks instead

of one semester. The schedule is very

busy. In addition, the teachers are mostly

part-time teachers. They have their own

schedule. It is difficult to meet the regular

schedule. So students complained about

the schedule.

NEED ANALYSIS

How are the needs of the students pereived by ESP teachers, Content Course teachers, Nursing Program Graduates working abroad, users, and the students themselves?

Questionnaire A for students;

Questionnaire B for ESP teachers;

Questionnaire C for Content Course teachers;

Questionnaire D for Nursing Program Graduates;

Questionnaire E for users.

Methodology

Participants : (117 students – 23 male + 94 female);

Instrument : Closed Questionnaire

Background Questions (5 questions).

Research Question What teaching materials the undergraduate nursing

study program students need (33 questions).

Procedure

Designing the questionnaires

Distributing the questionnaires

Analyzing the data

Research Findings

How important is it for you to learn English

Frequency

Percent

Valid Percent

Cumulative

Percent

Valid

Not so important 1 .9 .9 .9

Important 29 24.8 24.8 25.6

Very Important 87 74.4 74.4 100.0

Total 117 100.0 100.0

Table 6. Symptoms

Findings:

The Nursing Students‟ Beliefs on the

Recorded Role Play between a Nurse

and a Patient as a Strategy to Enhance

English Learning

Item-Total Statistics

Scale Mean

if Item

Deleted

Scale

Variance if

Item Deleted

Corrected

Item-Total

Correlation

Cronbach's

Alpha if Item

Deleted

I believe my motivation to learn English can increase

through “the recorded role-play between a patient and

a nurse”

39.41 14.365 .601 .793

I believe my confidence to speak English can increase

through the “the recorded role-play between a patient

and a nurse”

39.46 14.285 .573 .795

I believe I can improve my fluency in English through

“the recorded role-play between a patient and a

nurse”

39.41 14.520 .581 .795

I believe I can develop my English vocabulary through

“the recorded role-play between a patient and a

nurse”

39.54 14.061 .563 .795

I believe I prepare the role play between a patient and

a nurse more seriously because it is recorded. 39.68 14.325 .395 .817

I believe that “the recorded role-play between a patient

and a nurse” is a challenging activity 39.63 14.321 .445 .809

I believe that “the recorded role-play between a patient

and a nurse” can be fun. 39.66 14.037 .606 .791

I believe that the teaching material in “the recorded

role-play between a patient and a nurse” is useful for

my career.

39.56 13.903 .563 .795

I feel anxious when I know that the role play between a

patient and a nurse will be recorded. 39.40 15.656 .319 .819

I believe that through “the recorded role-play between

a patient and a nurse”, the lecturer can evaluate the

student’s performance more acurately as the recording

can be reviewed at home

39.40 15.277 .418 .810

Conclusion

The literature on ESP in general shows that need analysis

is the heart of ESP. It is a central concept that has been

considered as inevitable to be conducted before

designing any successful ESP Course.

In designing the ESP materials for nursing students, it is

essential that the contents of the book be based on the

results of the need analysis and the new nursing

curriculum (the individual domain, the nursing domain,

and the health care domain.

The initial assumption that students were reluctant to

have their role play recorded due to initial feelings of

embarrassment seems to be completely wrong seen from

the result of this research. With the recorded role paly,

the majority of the respondents felt to be motivated and

to gain confidence in learning English. They also believed

that they could improve their fluency and develop their

vocabulary. Surprisingly, they found their recorded

teaching practice not as something embarrassing or

frustrating but challenging and fun.

Reference Allun, V., & NcGarr, P., (2008) Cambridge English for Nursing – Pre Intemediate. Cambridge: Cambridge

University Press.

Allun, V., & NcGarr, P., (2010) Cambridge English for Nursing – Pre Intemediate. Cambridge: Cambridge

University Press.

Evan, V., & Salcido. RN, K. ((2011) Career Path – Nursing 1. Newbury: Express Publishing

Evan, V., & Salcido. RN, K. ((2011) Career Path – Nursing 2. Newbury: Express Publishing

Evan, V., & Salcido. RN, K. ((2011) Career Path – Nursing 3. Newbury: Express Publishing

Grice, T., (2011) Oxford English for Careers – Nursing 1. Oxford: Oxford University press.

Grice, T., (2013) Oxford English for Careers – Nursing 2. Oxford: Oxford University press.

Nursing – A Concept- Based Approach Learning Volume One (2011) North Carolina Concept Based Learning

Editorials – Pearson Education Inc.

Nursing – A Concept- Based Approach Learning Volume Two (2011) North Carolina Concept Based Learning

Editorials – Pearson Education Inc.

Pramudya, L., A., (2009) English for Professional Nurses 1, Jakarta: EPN Consultant

Pramudya, L., A., (2010) English for the Professional Nurses 2, Jakarta: EPN Consultant

Sheldon Leslie. E., (1988), "Evaluating ELT Textbooks and Materials", ELT Journal 42/4, p.237-246.

Suwandono et al. (2005) “Human Resources on Health (HRH) for Foreign Countries: A Case of Nurse

„Surplus‟ in Indonesia”, Asia-Pacific Action Alliance on Human Resources for Health

World bank (2009) Indonesia’s Doctors, Midwives and Nurses: Current Stock, Increasing Needs, Future

Challenges and Options, Jakarta: World Bank

Yoseph Edmundus Budiyana A visiting scholar at Ohio State University, Columbus, Ohio

A Ph.D. Candidate of English Language Education Program, Semarang State

University, Semarang, Indonesia.

A lecturer of Faculty of Letters, Soegijapranata Catholic Universoity,

Semarang, Indonesia

A lecturer of Nursing Study Program, St. Elizabeth College of Health

Sciences, Semarang Indonesia.

PH: 614-2845264 – 62-81542371074

Email: yoseph54@yahoo.com

SKYPE: yoseph.budiyana