THE ENGLISH LANGUAGE NEEDS OF NURSING STUDENTS AT

MANDALA WALUYA HEALTH INSTITUTION

A RESULT

Submitted as Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan at Department of English Language Education

LA ODE MUHAMMAD ALFIAN OMBI

A1D2 12 050

FACULTY OF TEACHER TRAINING AND EDUCATION

HALU OLEO UNIVERSITY
KENDARI
2018

i
 APPROVAL SHEET

Name : La Ode Muhammad Alfian Ombi

Student Reg. Number : A1D2 12 050

This thesis has been approved by the Thesis Examination committee at the

English Language Education Department in the Faculty of Teacher Training and

Education of Halu Oleo University as the partial fulfilment of requirement for obtaining

the degree of Sarjana Pendidikan at the English Language Education Department on

Saturday, 32th of July 2018

Kendari, July 2018

Approved by:

Supervisor Co. Supervisor

Dra. Nurindah, M.Pd. La Miliha, S.Pd., M.Hum.

NIP. 19640615 199512 2 001 NIP.19721231 199801 1 001

i
 LEGALIZATION SHEET

The thesis has been accepted by the Thesis Examination committee at the

English Language Education Department in the Faculty of Teacher Training and

Education of Halu Oleo University as the partial fulfilment of requirement for obtaining

the degree of Sarjana Pendidikan at the English Language Education Department based

on the Dean’s Decree.

Number :

Day, Date :

The Thesis Examination Committees are:

1. Chairman : Dr. H. Amri Tanduklangi, M.Lis. (………………)

2. Secretary : La Ode Nggawu, S.Pd., M.Si. (………………)

3. Members : Drs. Asrun Lio, M.Hum., Ph.D. (………………)

Dr. Kamaluddin, M.Pd. (………………)

Dr. Nurnia, M.A. (………………)

Dra. Nurindah, M.Pd. (………………)

La Miliha, S.Pd., M.Hum. (………………)

Kendari, July 2018

Approved by,
Dean of Teacher Training and Education
Faculty of Halu Oleo University

Dr. Jamiludin, M.Hum.

NIP. 19641030 198902 1 001

ii
La Ode Muhammad Alfian Ombi. A1D212050. The English Language Needs
of Nursing Students at Mandala Waluya Health Institution, under
supervision by Dra. Nurindah, M.Pd. and La Miliha, S.Pd., M.Hum.

ABSTRACT

This research investigated the English language needs of nursing students at Mandala
Waluya Health Institution in Kendari. Analysis of the needs took place for two groups
including the perception from 201 enrolled students from 2014, 2015, and 2016
academic years as well as 16 academicians. The data were collected using two sets of
survey questionnaires. The obtained data from the questionnaires were analyzed through
a variety of descriptive statistics such as frequencies, percentages, medians and standard
deviations. Comparison between groups were then made through inferential statistics
such as Mann-Whitney U test and Chi-Square test. The findings revealed that both
General English (GE) and English for Nursing Purposes (ENP) were important to the
nursing students. It also showed that the academicians tended to correspond more to the
focus of ENP in future occupational field if compared to the students who put for
academic purposes. Both groups perceived that the materials of ENP should be relevant
and helpful in the context of nursing profession. Although both groups perceive that all
language skills were important to nursing education, the significant difference was
found on the priority of these skills. The academicians perceive that reading skill was
the most important skill to nursing students, while the students put speaking in this case.
Regarding to the need of the skills, academicians tended to correspond more on the use
of four language skills in clinical nursing related activity. Meanwhile, the students
correspond more on the use of the skills in academic nursing related activities.

Keywords: Need Analysis, ENP, Students’ Perception, Academicians’ Perceptions

iii
 ACKNOWLEDGMENT

First and foremost, I would like to thank Allah SWT for giving me strenght,

knowledge, ability and opportunity to understand this research and to preserve and

complete it satisfactory.

My great appreciation and sincere gratitude, I address to my supervisor Dra.

Nurindah, M.Pd. and co-suppervisor La Miliha, S.Pd., M.Hum. for their great

contribution, encouragment and support throughout my research and their invaluable

feedback and patience this year.

The writer would like to express many thanks and appreciation to:

1. Prof. Dr. Muh. Zamrun F., M.Si., M.Sc. as the Rector of Halu Oleo University.

2. Dr. Jamiludin, M.Hum., as the Dean of Teacher Training and Education Faculty of
Halu Oleo University.

3. Dra. Lelly Suhartini, M.Hum., as the Head of English Department of Teacher

Training and Education Faculty of Halu Oleo University.

4. Wa Ode Fatmawati S.Pd., M.A, as the Secretary of English Department of

Teacher Training and Education Faculty of Halu Oleo University.

5. All of the lecturers at English Department of Teacher Training and Education

Faculty of Halu Oleo University.

iv
6. Armayani, S.Kep. Ns, M.Kes., as the Head of Nursing Department of Manadala
Waluya Health Institution, Kendari, for her guidance and help in completing my
research

7. All of the academicians in nursing department of Mandala Waluya Health Institution

who has participated sincerely in my research.

8. All of the students in nursing department of Mandala Waluya Health Institution who
has participated sincerely in my research.

9. All of the students in English Department, whose names I cannot mention one after

another, your friendship is a treasure.

My deepest appreciation and thankfulness addressed to my beloved parents,

Syawaluddin Ombi and Hanifa also my beloved brothers and sister L.M. Fariz

Pratama Ombi. L.M. Seisar Ramadhan Ombi, L.M. Ardiansyah Ombi and Wa

Ode Putri Ramadhani Ombi for the love, support, understanding, and pray which

develop along life. I have no words to express my deepest feeling for you. Thanks for

your precious caring, thanks for your support mentality and financial. Thanks for

everything that you have given to me.

Finally, the researcher realizes that this thesis is far from being perfect. Therefore,

critiques and suggestions are welcome to achieve the completeness of this thesis.

Kendari, July 2018

The Writer

L.M. Alfian Ombi

v
LIST OF CONTENT

APPROVAL SHEET i

v
ABSTRACT ii
ACKNOWLEDGEMENT iii
LIST OF CONTENT v
LIST OF APPENDICES vii
LIST OF TABLES viii
LIST OF GRAPHS xi
LIST OF ABREVIATIONS xiv

CHAPTER I: INTRODUCTION
1.1. Background 1
1.2. Research Questions 6
1.3. Research Objectives 6
1.4. Significance of Study 6
1.5. Scope of Study 7
1.6. Definition of Terms 8

CHAPTER II: LITERATURE REVIEW

2.1. Concept of English for Specific Purposes (ESP) 9
2.1.1. Types of ESP 14
2.2. Concept of Need Analysis 18
2.2.1. Types of Needs 20
2.2.2. Methodology of Need Analysis 27
2.3. English for Nursing Purposes (ENP) as one of EMP Branches 30
2.3.1. Language Tasks and Skills on ENP 32
2.4. Previous Studies 34

CHAPTER III: METHODOLOGY OF THE STUDY

3.1. Research Design 39
3.2. Population and Sample 40
3.2.1. Population 40
3.2.2. Sample 41

vi
3.3. Instruments of the Research 43
3.4. Pilot Study (the questionnaire) 47
3.4.1. Reliability and Validity of the Piloted Questionnaire 48
3.5. Technique of Data Collection 50
3.6. Research Procedure 50
3.7. Technique of Data Analysis 51

CHAPTER IV: FINDINGS AND DISCUSSION

4.1. Findings 53
4.1.1. Students’ Questionnaire 54
4.1.1.1. Section B:Language Background 54
4.1.1.2. Section C: Evaluation on the Current Language Course 63
4.1.1.3. Section D: Frequency of the Use of English 68
4.1.1.4. Section E: Perception toward EGP and ENP 73
4.1.1.5. Section F: Perception toward the Four Language Skills on ENP 82
4.1.2. Academicians’ Questionnaire 97
4.1.2.1. Section B: Frequency of the use of English 97
4.1.2.2. Section C: Perception toward EGP and ENP 99
4.1.2.3. Section D: Perception toward the Four Language Skills on ENP 107
4.1.3. Comparison between Students and academicians’ Perception 117
4.1.3.1. The Frequency of the Use of English in Nursing
Related Materials 117
4.1.3.2. The ENP and EGP Course 120
4.1.3.3. The Need of Four Language Skills 136
4.2. Discussion 140
4.2.1. The Students’ English Language Background 140
4.2.2. The Evaluation of the Current English Program Offered by College 144
4.2.3. The Frequency of the Use of English in Nursing Education 145
4.2.4. The Perception toward ENP on Nursing Education 147
4.2.5. The Four English Language Skills on ENP 153

vii
CHAPTER V: CONCLUSION AND RECOMMENDATION
5.1. Conclusion 156
5.2. Recommendation 158

REFERENCES 159
APPENDICES 164

viii
 LIST OF APPENDICES

Appendix 1 Need Analysis Questionnaire for Students 165

Appendix 2 Need Analysis Questionnaire for Academicians 172
Appendix 3 Piloted Need Analysis Questionnaire for Students 178
Appendix 4 Piloted Need Analysis Questionnaire for Academicians 187
Appendix 5 R Table for Pearson’s Product Moment 193
Appendix 6 SPSS Data Output of Reliability and Validity Test for
Students’ Questionnaire 194
Appendix 7 SPSS Data Output of Reliability and Validity Test for
Academicians’ Questionnaire 198

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 LIST OF TABLES

Table 2.1 ESP Absolute and Variable Characteristics 10

Table 2.2 Categories of Needs Pertaining to the Research 27
Table 2.3 Language Tasks and Skills on ENP Course 31
Table 3.1 The Detail of Target Population 40
Table 3.2 Samples Allocation in Each Stratum 41
Table 3.3 Detail Information of the Students 42
Table 3.4 Detail Information of the Academicians 42
Table 3.5 Detail of Questionnaires Items 45
Table 3.6 Reliability Statistics of the Questionnaires 48
Table 3.6 Finding of Invalid Items on Questionnaires 49
Table 4.1 Students’ English Learning Experience 54
Table 4.2 Students’ Reason for Learning English 55
Table 4.3 Students’ Prior Experience with English Activities 56
Table 4.4 Students’ Satisfaction Level on English Proficiency 57
Table 4.5 Students’ Perception on Their English Proficiency 58
Table 4.6 Students’ Experience on Off-College English Course 61
Table 4.7 Students’ English Language Problems 61
Table 4.8 Students’ Perception on Type of English Course Offered by College
64
Table 4.9 Students’ Perception on the Extent of Relevance of Current English
Materials to Nursing Specific Field 64
Table 4.10 Students’ Perception on the Extent of Usefulness of Current English
Program to Nursing Related Activities 65
Table 4.11 The Frequency of the Use of English in Nursing Related
Materials 69
Table 4.12 Students’ Response to Technical Use of Language during
Oral Lecture 71
Table 4.13 Students’ Response to Technical Use of Language in Written Materials
72
Table 4.14 Students’ Perception to General English Language Learning 74

x
Table 4.15 Students’ Perception toward ENP 75
Table 4.16 Students’ Perception toward Language Needs Items 78
Table 4.17 Students’ Perception toward Language Constrains Items 80
Table 4.18 Students’ Perception to the Priority of Importance of Four
English Skills 83
Table 4.19 Students’ Perception to the Priority of Difficulty of Four
English Skills 85
Table 4.20 Students’ Perception to the Extent of Necessity of Four English Skills to
Nursing Education 86
Table 4.21 Students’ Perception to the Need of English Listening Skill 87
Table 4.22 Students’ Perception to the Need of English Speaking Skill 90
Table 4.23 Students’ Perception to the Need of English Reading Skill 93
Table 4.24 Students’ Perception to the Need of English Writing Skill 95
Table 4.25 Frequency of the Use of English in Nursing Related Materials by the
Academicians 97
Table 4.26 Academicians’ Response to the Technical Use of Language
during Teaching 99
Table 4.27 Academicians’ Perception to General English Language Learning 100
Table 4.28 Academicians’ Perception to ENP 101
Table 4.29 Academicians’ Perception to Language Needs in ENP 103
Table 4.30 Academicians’ Perception to Learning Constrains in ENP 105
Table 4.31 Academicians’ Perception to the Priority of Four English Skills 107
Table 4.32 Academicians’ Perception to the Extent of Necessity of Four English
Skills in Nursing Education 108
Table 4.33 Academicians’ Perception to the Need of English
Listening Skill109
Table 4.34 Academicians’ Perception to the Need of English
Speaking Skill 111
Table 4.35 Academicians’ Perception to the Need of English
Reading Skill 113
Table 4.36 Academicians’ Perception to the Need of English

xi
 Writing Skill 115
Table 4.37 Mann-Whitney U Test of the Frequency of the Use of English in
Nursing Materials 118
Table 4.38 Chi-Square Test of the Technical Use of Language in
Nursing Education 119
Table 4.39 Mann-Whitney U Test of General English Language Learning 120
Table 4.40 Mann-Whitney U Test of English for Nursing Purposes (ENP) 122
Table 4.41 Mann-Whitney U Test of Language Needs Items in ENP 124
Table 4.42 Mann-Whitney U Test of Language Constrains Items in ENP 126
Table 4.43 Mann-Whitney U Test of the Priority of Importance of Four
English Skills 128
Table 4.44 Mann-Whitney U Test of the Priority of Difficulty of Four
English Skills 129
Table 4.45 Mann-Whitney U Test of the Necessity of Four English Skills
in Nursing Education 131
Table 4.46 Mann-Whitney U Test of the Need of English Listening Skill
in Nursing Tasks 132
Table 4.47 Mann-Whitney U Test of the Need of English Speaking Skill
in Nursing Tasks 134
Table 4.48 Mann-Whitney U Test of the Need of English Reading Skill
in Nursing Tasks 136
Table 4.49 Mann-Whitney U Test of the Need of English Writing Skill
in Nursing Tasks 138

xii
 LIST OF GRAPHS

Graph 2.1 Tree Diagram of ESP (Dudley-Evans & St Johns, 1988) 15

Graph 2.2 Tree Analogy of ESP (Hutchinson & Waters, 1987) 16

xiii
 LIST OF ABBREVIATIONS

Acd. Academicians
AQ Academicians’ Questionnaire
EAP English for Academic Purposes
EFL English as a Foreign Language
ELT English Language Teaching
EMP English for Medical Purposes
ENP English for Nursing Purposes
EOP English for Occupational Purposes
ESP English for Specific Purposes
GE General English
LSA Learning Situation Analysis
Mdn Median
NA Need Analysis
PSA Present Situation Analysis
TSA Target Situation Analysis
SD Standard Deviations
SQ Students’ Questionnaire
Stu Students
S-2014 Students in 2014 Academic Year
S-2015 Students in 2015 Academic Year
S-2016 Students in 2016 Academic Year

xiv
 CHAPTER I

INTRODUCTION

1.1. Background

The issue to create an English course to be relevant to the learner’s needs has

paved the way for the emergence of English for Specific Purposes (ESP) (Basturkmen,

2010; Hutchinson & Waters, 1987; Richard, 2001). Hutchinson and Waters (1987:19)

define ESP as an “approach to language teaching in which all decisions as to content

and method are based on the learners’ reason for learning”. Basturkmen (2010:17) also

argues that ESP is a course to a specific group of language learners that “need or will

need to function effectively in their discipline, study, profession or workplace”.

Moreover, ESP course concerns with people who learn English with a clearly

identifiable and specifiable reason and need (Dudley-Evans & St John, 1998; Johns &

Price-Machado, 2001; Widdowson, 1983). In short, ESP is a course that underlines the

different types of learners including their needs, motives, interests, and goals for

learning.

Concerning that learners’ needs are varied, ESP course should be organized and

taught based on those certain needs of learners and reflect to their goals. This statement

is also supported by Richard (2001:32) who states, “different types of students have

different language needs and what they are taught should be restricted to what they

need”. In other words, the ESP course deals with the problem that every learner or

group of learners is different and unique regarding their needs and motives for learning.

1
Accordingly, all courses concerned with such a problem must be set up by trying to find

out what is specifically appropriate and applicable for target learners.

Concerning the above-mentioned paragraph, the attempt to deal with different

types of learners’ needs brings most of the ESP practitioners to consider need

assessment or need analysis in order to meet the particular needs within the course

content. As Hutchinson and Waters (1997:53) argue, “any language course should be

based on need analysis”. Moreover, Need Analysis (NA) is defined as “an umbrella

term that embraces many aspects, incorporating learners’ goals and backgrounds, their

language proficiency, their reasons for taking the course, their teaching and learning

preferences, and the situations they will need to communicate in” (Hyland, 2006:73).

In addition, Graves (2000) also defines need analysis as a systematic inquiry to

collect information about students’ needs and preferences, interpreting the information

then making course decision in order to meet those needs. For instance, NA is the basic

stage to determine the specific courses for learners (Taşçi, 2007). Put simply, NA is a

process to create and design an ESP course. It is emphasized the different background

learners in various aspects as the foregoing statements. Therefore, NA becomes an

important thing to be considered beforehand to organize an ESP course.

Still on the issue of NA, Dudley-Evans and St John (1998) argue that any NA

should be included three aspects including the present situation about learners, the

language aspects, learning strategy, and other resources that will be brought in the

classroom, and how the language will be used in the target situation. Brown (1995)

emphasizes that it is also important to gather information regarding what the learners

have already known and what they still need to learn. For this case, NA can be used to

2
recognize the discrepancy between the learners’ needs and their current language skills.

Finally, Syosoyev (2001) states that NA can be used to make a bridge between what the

students can do independently with their language skills and what the learners can

achieve in the ESP course. Therefore, with a specific NA, it is possible to create an

adequate ESP course and realize the learners’ need into target language they need as the

result.

In time, there have been a lot of NA administered in various ESP branches, from

the field of economics and business (Bargiela-Chiappini & Zhang, 2013; Çelik, 2003),

engineering and aviation (Al-Tamimi & Shuib, 2010; Moder, 2013), to any other fields

which consider English is severely important issue to occupational and academic

context, and not forgetting the field of medical science (Hwang and Lin 2010, Maher,

1986; Tasçi, 2007) that becomes the area of interest in this research.

Maher (1986: 121) gives a wide-accepted concept of English for medical

purposes (EMP) which refers to “the teaching of English for doctors, nurses, and other

personnel in medical profession”. Specifically, EMP can be categorized into a smaller

unit such as English for medical doctors, English for nurses, English for laboratorian

and other medical professions regarding what language area be and to whom the

English needed for (Maher, 1986). Henceforth, this research will focus on the more

specified branch of EMP called English for nursing purposes (ENP).

English for Nursing Purposes (ENP) is an English course focuses on how nurses

using English in both occupation and academic field (Bosher, 2013). It is seen as one

important subset of EMP as the use of English in hospitals and medical clinics in the

EFL setting has prevailed for centuries. The importance of NA in ENP is paramount

3
since it is required to fulfill the nursing students’ need in their future career and their

communication in various medical situations. More specifically, Chan and Lai (2016)

has revealed some clinical function of English in the nursing field such as

communicating with patients using English, reading research papers and other nursing

related reports, presenting in a meeting, and writing E-mail in English. Thus, it is

important to nurses to consider English as one important aspect of their future

professional career.

A number of studies have been conducted in Indonesia and Worldwide to

identify the specific needs of English to nursing students in order to provide a guideline

for designing curricula for related ENP courses. In the local context, Saragih (2014)

identified needs of 50 nursing students and found that most of the participants highly

demand a specific language training for nursing discipline. Moreover, they perceived

that speaking and listening were the most-needed skills for nursing students. Among

nursing related activities, they perceived that educating patients, telephone skills, giving

advice, giving instruction, checking understanding, explaining drug interaction and

administering medication were important skills to be mastered using English for nursing

students.

Other studies also conducted worldwide to identify the English language needs

of nursing students (Alfehaid, 2011; Miyake & Tremarco, 2005; Romo, 2006; Waidarp,

2011). All of these studies share similar finding that the need of English for nursing

students was considerably extensive. They argue that it was important for nursing

students to learn specified nursing related topics in their English lesson. Related to

language skills, speaking and reading were the most important skills for nursing

4
students in their academic and occupational field followed by listening and writing as

the least important one. As for the learning activities, most respondents from various

studies prefer to learn English in clinical activities such as communicating with patients,

reading medical reports, writing medical forms and any other nursing related activities.

From these studies, it can be concluded that English is important for nursing students

for their academic and occupational field. As the result, mastering English is the key to

broaden an opportunity to succeed in academic study and future professional career.

Regarding to this research, the students at the Nursing Department of Mandala

Waluya Health Institution (STIKES-MW) become an area of interest to identify their

English language needs. Although General English (GE) is being offered in the

department, no single specific ENP is designed for nursing students. Consequently,

without any need-based nursing English in the department, a gap is created between

students’ English language needs and the type of English course, which are being given

to them. Therefore, there must be a renewal of the course curriculum, which started with

a need analysis in order to deal with the nursing students’ specific needs. Henceforth,

this research aims to find out the nursing students’ specific language needs from the

students and academicians’ point of view.

1.2. Research Questions

This research aims to investigate the following research questions:

1. What do the nursing students perceive their English language needs?

2. What do the academicians perceive as these students’ English language needs?

3. Is there any statistically significant difference between students and academicians’

point of view in term of the students’ English language needs?

5
1.3. Research Objectives

The general objectives of this research are as follows:

1. To investigate nursing students’ English language needs.

2. To investigate the academicians’ perception toward their students’ specific English

language needs.

3. To find out the statistical difference of students’ English language needs between

groups.

1.4. Significance of the Study

Theoretically, the results of study can provide a model of need analysis forms

and methods to find out different needs of ESP learners in different medical branches

such as medical doctors, public health, pharmacy, nutrition and others as well as other

branches that perceive English is paramount for academic purposes (including,

economic business, informatics engineering, mining, etc.) in local and worldwide

context. It also gives a contribution to compiling a database of nursing students’

academic English needs that can be utilized to renew the language curriculum. Finally,

the result of the study can become a reference or a gap in the future research.

Practically, the result of study may be helpful for the administrator, content

instructor, and other related policy makers to initiate an English course for Nursing

Purposes course based on a needs assessment report of this study. It aims to make the

most effective use of the students’ limited class time by defining their specific needs,

specific skills and activities, and thus serves as a bridge for achieving their learning

6
objectives. It may also encourage learners to plan their learning by setting aims that are

more realistic. Finally, the results will allow the instructors and curriculum developers

to create an effective curriculum, syllabus, and materials of medical English for medical

students in the context of Mandala Waluya Health Institution.

1.5. Scope of the Study

This study focuses on English language needs of nursing students at Mandala

Waluya Health institution. The needs analysis is limited in three aspects. First, the need

analysis covers the present situation analysis of nursing students. Second, the need

analysis includes the learning situation analysis. The last aspect includes the target

situation analysis.

The object of this research is the nursing students’ needs in learning English,

which is obtained from two different perspectives. First, the students’ perspectives on

their needs are obtained from the students who are registered in 2014, 2015 and 2016

academic year. The other perspectives are obtained from official lecturers who teach

nursing related subjects. Finally, the data from academicians and students are compared

in term of the frequency of the use of English, the perception about EGP and ENP, and

the use of four language skills in nursing education.

1.6. Definition of Terms

Due to avoid misinterpretation in understanding this research, there are several

key terms are clarified as follows:

7
 Need Analysis refers to the process of collecting necessary information about

students’ needs and preferences in learning in order to create a course that meets

their needs with the learning requirements (Brown, 1995). In this research, NA is a

pre-course activity, which involves the process of collecting information related to

students’ English language needs at Mandala Waluya Health Institution.

 English for Nursing Purposes (ENP) refers to an English course designed to meet

particular needs of nurses, (Bosher, 2013). In this research, ENP is as an English

course designed for particular nursing students who are studying the nursing-related

issue at the college.

 Academicians refer to official lecturers who teach nursing related subject and

English content instructor.

8
 CHAPTER II

LITERATURE REVIEW

This chapter covers the theories pertaining to this research, which used to

analyze the finding and as a foundation for developing the research about need analysis

in English for Nursing Purposes (ENP) course. The sections of this chapter are (1)

concept of English for specific purposes, (2) concept of need analysis, (3) English for

nursing purposes and, (4) previous studies on analyzing nursing students’ English

language needs.

2.1. Concept of English for Specific Purposes (ESP)

According to Hutchinson and Waters (1987:19), ESP is an “approach to

language teaching in which all decisions as to content and method are based on the

learners’ reason for learning”. Day and Krzanowski (2011) argue that ESP is a process

of teaching and learning English in specific skill and need for particular learners with

particular purposes. Basturkmen (2010:17) also argues that ESP is a course to a specific

group of language learners that “need or will need to function effectively in their

discipline, study, profession or workplace”. Moreover, Taşçi (2007:9) states that ESP is

“an approach which gives importance to the learners’ need, attempting provides them

with the language they need for their academic and occupational requirements”. To

sum, ESP is a language course, which is organized and taught related to different needs

and purposes of learner or group of learners that they can utilize it in their academic and

occupational field.

9
 In addition, a wide-accepted definition of ESP is postulated by Strevens (1988,

cited in Dudley-Evans& St John, 1998), who states that the ESP definition is divided

into two characteristics as shown in table 2.1.

Table 2.1: ESP Absolute and Variable Characteristics

Absolute characteristics Variable Characteristics
1) ESP is designed based on specified 1) ESP teaching may be limited to the
needs of the learner. particular skills to be learned (i.e.
2) ESP content is related to particular speaking only).
disciplines, occupations, activity, 2) The methodology of ESP is not
and events. necessary to be a fixed structure that
3) Language aspects and discourse of wastes time but being focused on the
ESP are focused on and appropriate learners’ need and relevant to the
to particular activities. learners.
4) ESP is different to General 3) ESP method may be successful to
English. give a special felling in learning.
4) ESP may be less cost-consuming
than General English.

One of the common themes in the above statement and perhaps all

aforementioned definitions is that the ESP course has a narrower focus on learners’

needs than General English (GE) course. It shows that the language contents, course

organization, aspects, and methodology are based on the particular learners’ needs for

particular purposes. This is what differs ESP from GE. While GE methodology focuses

on mastering English itself or passing the obligatory examination, ESP tends to utilize

language for communicating with a particular group of people in particular situations

(Richards, 2001). Therefore, it is important to clarify the difference between ESP and

GE in term of methodology due to avoid misunderstanding or interchangeable definition

of ESP.

10
 However, the distinction between GE and ESP is not always clear (Barnard &

Zemach, 2003). This is because ESP is not seen as a separated division of ELT, or a

kind of teaching the specialized variety of English, or a set of scientific words and

grammar for scientists, but ESP is just one approach of general ELT (Hutchinson &

Waters, 1987). Moreover, Hutchinson and Water (1987) create an analogy of ESP as a

branch of a tree and placed the broad concept of ELT as the trunk of the tree. It means

that ESP cannot be extremely generalized as a different kind of language or

methodology to teach the language. However, what makes it different that is the ESP

learning, including methodology and content instruction, should be based on what the

students need. Therefore, an ESP course is always and prominently started with

analyzing the learners’ need to consider the methodology and content instruction to be

used.

While some researchers and scholars experience a blurred line between the

methodology of ESP and GE, others do not. For example, Widdowson (1983) clearly

states that ESP methodology tries to provide learners with limited competence to meet

the requirement for academic and occupational tasks, while GE methodology tries to

provide learners with a general capacity to deal with undefined adversity in the future.

Similarity, Dudley-Evans and St. John (1998) argue that ESP has a different

methodology from GE methodology, where ESP reflects learners’ specialist knowledge

that can be used in particular disciplines; GE has a wider range and deal with general

disciplines. To sum, the key issue of these debates is that the ESP methodology is not a

fixed structure, whereas it is more flexible and dependent on learners’ need. Therefore,

11
the ESP instructors should be adaptable and flexible to adjust their methodology to the

learners’ changing needs.

The other key issues related to ESP are need assessment, material design,

teaching and evaluating. Need assessment is “the cornerstone of ESP course” (Dudley-

Evans & St John, 1998:122). Need analysis is seen as the basic stage of creating an ESP

course that aims to gather information from the learners or informed sources through

various methods such as questionnaires, interview, observation, meeting, and so on

(West, 1994). The information will be utilized to identify the tasks, strategies, and

methodology to be performed in order to meet the learners’ target situation (John,

1991). In other words, need assessment or need analysis is a paramount stage when

making course decisions (see point 2.2. for further explanation about need analysis).

In term of material design, John (1991) states that it is a process of finding

appropriate discourse and activities for learners with specific needs. The materials are

commonly real documents, texts, video recordings, and other. The main point in

designing material is matching teaching material to the learners’ need (Taşçi, 2007).

Dudley-Evans and St John (1998) also argue that it is important to use authentic

materials since they can be used in learners’ field study and their future occupational

field. In short, designing material for ESP course should be carefully considered on

learners’ goal or target situation. As consequences, the appropriate material design for

learners will lead to a successful ESP course where it can bridge the learners between

classroom language activities to the real-world language use (Barnard & Zemach, 2003;

Dudley-Evans & St John, 1998).

12
 Regarding to teaching in ESP course, it is considered as an activity to equip

learners with English competency and additional knowledge of their specialized

discipline that is required for succeeding their academic and future occupational career

(Taşçi, 2007). The ESP teaching activity involves qualified ESP instructors that

sometimes become challenging when teaching ESP content instruction (Johns & Price-

Machado, 2001). By the term ‘challenging’, ESP instructors should not only be

qualified in teaching English but also should be capable to understand the fundamental

area of specified disciplines. As Hutchinson and Waters (1987) argue that ESP

instructors do not necessarily need to be knowledgeable in the specialist subject, but

they need to have knowledge of the fundamental principle of the subject area.

Therefore, it is necessary for ESP instructors to be aware of the importance of the

subject matter of ESP for learners to achieve their target situation.

The last stage of ESP is an evaluation or assessment. The evaluation process

should be clear and appropriate to the instructional context (Johns & Price-Machado,

2001). According to Douglas (2000), the task or the test content should be authentic that

can represent the target situation of learners. Indeed, the result of course evaluation

could be a reference for ESP practitioners to revise the course design (Basturkmen,

2010). Therefore, the analysis of learners’ target language use is also essential in the

process of designing ESP.

Overall, ESP is seen as an approach of general ELT. It is not simply as a product

of ELT program that intends to teach English to specialized learners (Hutchinson &

Waters, 1987). However, ESP is seen as a part of the ELT program for particular learner

or group of learners with specific and identifiable language needs. The process of ESP

13
involves need assessment activity to design the material. Then, ESP instructors are those

who have a responsibility to carry out the learning for particular learners in order to

succeed in both academic and occupational fields. Finally, ESP course evaluation is

needed to bring ESP learners from classroom language activity to their real-life

condition related to their target situation, as well as to become a useful reference to

course revision.

Regardless of material design, teaching activity, and the course evaluation, this

research will focus on the issue of need analysis in ESP. The researcher is aware that

any ESP course should be started with need analysis activity as the foregoing

statements. It also strengthens a rationale for the research since there is no ENP course

ever conducted. Hence, it becomes a preliminary activity to enrich the literature of need

analysis in the context of nursing students.

2.1.1. Types of ESP

There have been many literatures ever published on the topic of the ESP types or

branches (Barstukmen, 2010; Hutchinson & Waters, 1987; Strevens, 1988; Dudley-

Evans & St John, 1998). Barstukmen (2010) divides ESP into three different branches

such as English for Academic Purposes (EAP), English for Professional Purposes

(EPP), and English for Occupational Purposes (EOP). Dudley-Evans and St John (1998)

divide ESP division into EAP and EOP. These divisions are also divided according to

discipline or professional areas. Thus, they create a tree diagram that is shown in graph

2.1

Graph 2.1: Tree Diagram of ESP (Dudley-Evans & St John, 1988)

English for
Specific Purposes 14
English for English for
Academic Occupational
Purposes Purposes
 English for English for
English for English for Professional Vocational
(Acedemic) (Academic) Purposes Purposes
Science and Medical
Technology Purposes
English for English for Pre-
English for English for Medical Business Vocational Vocational
(Acedemic) Management, Purposes Purposes English English
Legal Finance, and
Purposes Economic

Similarly, Hutchinson and Waters (1987) divided ESP in two major branches as

their analogy of a tree according to the need of learners to learn English for Academic

Purposes (EAP) or Occupational Purposes (EOP). More specifically, they argue that since

learners can learn English and deal with their work simultaneously, it is seen that more

branches of ESP can emerge. For that reason, they then divide ESP into three large

categories such as English for Science and Technology (EST), English for Business and

Economics (EBE), and English for Social Science (ESS). The illustration of Hutchinson

and Waters’ ESP tree is shown on the graph2.2.

Graph 2.2: Tree Analogy of ESP (Hutchinson & Waters, 1987)

English for English for

English for English for English for English for
Medical Economics
Technicians Secretary Psychology Teaching
Studies

EAP EOP EAP EOP EAP EOP

English for Science English for Business English for Social

and Technology (EST) and Economics (EBE) Studies (ESS)
15
English for Specific General Engish (GE)
Purposes (ESP)
 Tongue (EMT) Language (EFL) Language (ESL)

English Language
Teaching (ELT)

The common theme of these two models is the separation between the field of

academic and occupation. Dudley-Evans and St John (1998) argue that it is important to

distinguish clearly both of the fields, as they will affect the degree of specificity in the

course. Moreover, Hutchinson and Waters (1987) argue that the distinction of each

branch will clearly define ESP based on its specialty. In this case, each branch has its

particular specificity in term of objective, method content instruction, and evaluation.

Thus, ESP teaching should be based on specific reason and needs of learners to learn the

language.

Going over the diagrams, the distinction between the field of academic and

occupational is clearly defined. In this research, ENP is seen as another branch from

EMP that can emerge in both occupational and academic. This statement is supported

by Maher (1986) who states that EMP is a course designed for doctors, nurses and other

medical professions. He continues that the teaching of EMP can be narrower down

regarding to the specific medical area and therefore, the teaching of English to

practicing doctors can be different to those who are practicing as clinical nurses or

nursing student at the college.

16
 In addition, the difference between term ‘occupation’ and ‘academic’ even in the

same branch of ESP will lead do different need, language training, teaching procedures,

and level of knowledge, whereas the content area might be the same (Maher, 1986). To

the research, the term ENP refers to those who are studying nursing in the college.

Therefore, ESP program, including need analysis activity should consider that the target

audience is students at the nursing department, not the practicing clinical nurses at the

hospital.

In conclusion, the distinction of each branch of ESP is based on particular

objectives, method, and content area of the program that cannot be overlapped one

another. For example, it seems not appropriate to teach English to nursing students,

while the course design, method, and content instruction are designed for those who

learn English for law and legal purposes. Therefore, Hutchinson and Waters (1987) are

correct when stating that ESP should be seen as a language learning process that is

directed by specific and clear reason for learning. Rationally, it is similar to the tree

analogy, as it goes down the tree; there is a particular leaf in every branch. Then, to pick

the leaf, it is necessary to climb the correct branch. In this case, the leaf is the target

situation, and the branch is the ESP program.

2.2. Concept of Need Analysis

There have been many literatures describing Need Analysis (NA) as the starting

point of course creation, designing a syllabus, or planning a course (Basturkmen, 2010;

Brown, 1995; Day & Krzanowski, 2011; Dudley Evans & St John, 1998; Hutchinson &

Waters, 1987). Some of them also argue that NA is a ‘cornerstone’ of a course that can

construct all components of the course (Basturkmen, 2006; Benesch, 2008; Flowerdew,

17
2013; West, 1994). Put together, NA has been considered as the important thing of

English language course, because it is not only as a jumping-off point to another stage

(e.g. material design, teaching, and evaluating) but also a ‘soul’ to the course.

Therefore, Hutchinson and Waters (1987: 53) are correct when stating, “that any

language course should be based on need analysis”. In short, NA is one important issue

in the field of ESP that should be taken into account when planning an ESP course.

In the ESP context, NA can be defined as a process to course design with regard

to learners’ target situation (Hutchinson & Waters, 1987). Basturkmen (2010) also

argues that NA is the process to identify the target language and skill to create an

appropriate ESP course. Moreover, Graves (2000) defines need analysis as a systematic

inquiry to collect information about students’ needs and preferences, interpreting the

information then making course decision in order to meet those needs. Similarly, Day

and Krzanowski (2011) state that NA is a pre-course activity to identify detailed

information about learners’ need and wants to design an ESP course. To sum, all

previously mentioned definitions of ESP share a similar concept of NA, that it is a pre-

activity to design the ESP course, which emphasizes on the different characteristic and

the need of learners.

In addition, Brown (1995: 21) defines needs analysis as “the systematic

collection and analysis of all relevant information necessary to satisfy the language

learning requirements of the students within the context of the particular institutions

involved in the learning situation”. He further acknowledges that needs analysis refers

to the activities and procedures used to gather information that can be employed to

develop a curriculum that will meet the learning requirements of a specific group of

18
students. Similarly, Richards, Platt, and Weber (1985: 35, cited in Brown, 1995) define

needs analysis as “the process of identifying the requirements for which a learner or

group of learners necessitates a language and arranging the needs according to

priorities”. Richards (1984, cited in Nunan, 1988) states that analyzing students’ needs

enables teaching practitioners to gain insight into the content, design, and

implementation of a language program, to develop goals and objectives, materials, and

content, and to provide data for assessing the existing program. Bringing about the

previously mentioned definitions, NA can be defined as a primary process to collect

necessary information about the learners’ needs in order to design the course, content,

and evaluation that best match with such needs.

As the practice of ESP keeps advancing, the concept of NA is no longer

becoming an initial stage of ESP. However, it is perceived as a multi-faceted process

that can be administered before, during and at the end of the program. As Nunan (1988)

argues that NA should be seen as a continuous process rather than an initial stage of the

course. Moreover, Hyland (2006) perceives NA as a continuous process that it does not

only define the ESP program at the beginning stage but also becomes an instrument to

evaluate the course and the students. It is also supported by Graves (2001) and

Barturkmen (2010) who state that when the need analysis is implemented in an ongoing

process. It helps the students and the ESP instructor to evaluate the learning process and

to clearly define learners’ specified needs. Similarly, Brown (1995) states that NA can

be used to evaluate current learners’ needs in the ongoing ESP course. He continues that

is also important to gather information regarding what the learners have already known

and what they still need to learn. In short, NA can be conducted before, during, and at

19
the end of the ESP course whose function is either to assess the learners’ needs or to

evaluate the ESP course per se.

To sum up, NA is the process of gathering data, which regards to the needs of

the learners in order to make a decision to course design that will reflect on the students’

needs, objectives and goals for learning. Furthermore, a cyclical process can be

conducted before, during, or after the course considering that the needs of students may

be varied over time.

2.2.1. Type of Needs

In most literature about ESP, it is difficult to make a generalization about the

types of needs since there are numerous of them postulated by various experts and

scholars under the headline ‘needs’. Brindley (1989) identifies that the main source of

this ambiguity is the distinction between various concepts of needs, including lacks and

demands or learners’ want, and the method of bridging the gap between these two

points. Moreover, Hyland (2006: 73) states that:

“Needs is actually an umbrella term that embraces many aspects, incorporating learners’
goals and background, their language proficiencies, their reasons for taking the course,
their teaching and learning preferences, and the situation they will need to communicate
in”.

In addition to the different type of needs, he further explains that needs are

categorized into what the learners already know, don’t know or want to know that can

be acquired in a variety of ways. Since there are various terms of needs, it is necessary

to look inside their core concepts rather than to make a decision based on their different

terminology. Therefore, understanding the concepts of needs is required to make a clear

perception of needs pertaining to this research.

20
 Brindley (1989) provides two categories of needs; they are objective and

subjective needs. Objective needs refer to the identifiable need which can be gathered in

different forms, including information about learners, how they need to use language in

real situation, their current language proficiency and what they need to learn; and

subjective needs cover learners’ personality, attitudes, expectations, wants, cognitive

styles, and learning strategies. The prominent difference between these needs is the

source of needs. While objective needs come from direct field observation on what the

learners prominently need to success their learning, subjective needs are more complex

since it involves the students’ wishes, expectation, and motivation that sometimes are

difficult to be observed. Yet, with a careful consideration of need analysis, a clear

distinction between objective and subjective needs can be obtained and can enrich the

information of needs to design an ESP course.

Berwick (1989) also offers two categories of needs in different terms; those are

felt and perceived needs. Felt needs are similar to subjective needs, which cover

identifiable learners’ needs, desires and wants to the course. Besides, perceived needs

are similar to objective needs, which consider the current learners’ proficiency and their

gaps to the desired learning outcome. These needs are commonly addressed to instructor

and administrator (Berwick, 1989). Despite the fact that the learners can provide their

felt and perceived needs, the information from a trustworthy expert in a certain field is

somewhat more important for the reason that an experienced person in certain fields can

provide more valid and reliable data. Therefore, information from multiple sources is

needed to fulfill the information on these needs.

21
 Other types of needs also postulated by Flowerdew (2013) who distinguishes

needs into present situation analysis (PSA) and target situation analysis (TSA) (see also:

West, 1994; Hyland, 2006). PSA refers to the learners’ current proficiency of language

use, their wants, familiarity with the subject, and their awareness of the genres and

demands of the course. Dudley-Evans and St John (1998: 125) define PSA as “strengths

and weakness in language, skills, and learning experience”. In addition, the background

information, including years of learning English, level of education, etc. about learners

can provide valuable information that can be used in PSA (Dudley-Evans & St John,

1998). In short, PSA is a set of information about the current situation, perception, and

experience of learners before taking the course.

TSA involves the learners’ goal, objective and linguistic skills and competence

they need to perform in their future disciplines (Flowerdew, 2013). It closely relates to

communication needs rather than learning needs. In other words, this kind of needs

focus on the product or what the students are needed to achieve in order to survive in

the target situation. Considering that PSA and TSA are important, one should not stand-

alone that can lead to incomplete information about students’ requirement. Therefore,

PSA and TSA should work together in the need analysis process in order to obtain more

valuable and complete information about learners.

In addition, Hutchinson and Waters (1987) provide a useful classification of

needs, including target needs and learning needs. Target needs cover the competence

needed by learners in order to perform effectively in the target situation, while learning

needs cover the learning strategy to learn effectively. Concerning target needs, they

pose several questions that can be used to identify them, such as “Why is the language

22
required? How will the language be performed? What will the content area be? When

will the language be used?”(Hutchinson & Waters, 1987: 59). These questions then can

be used to as a guide to perform NA.

Moreover, Hutchinson and Waters (1987) consider target needs in three terms,

including necessities, lacks and wants. Necessities are the types of needs that cover

what the learners have to know in order to use it effectively in the target situation. These

needs are somewhat similar to Brindley’s objective needs. Moreover, West (1994) states

that there are three levels of necessities; first, the needs cover the languages are needed;

second, they involve the skill that is prioritized (i.e. speaking, listening, reading,

listening) and; last, how the language and skill are used in the target situation (i.e.

listening to lecture, reading journal/article, writing reports, etc.). By means of analyzing

necessities, some learners may come up with some answers about what they actually

need to success rather than giving a personal opinion about what they expect to happen

in the target situation.

The term ‘lacks’ is used to refer to the gaps between learners’ target proficiency

and their current proficiency (Hutchinson & Waters, 1987). West (1994) describes these

needs as deficiency analysis, which considers the gap between potential target needs in

several activities, and the current scale the learners should prioritize to each activity. For

example, the potential needs for nursing students are presumably reading nursing related

books, writing nursing related papers, giving and attending the nursing conference;

then, they are required to establish their present level of difficulty for each potential

needs This gap between difficulty level and potential needs is called a deficiency.

23
 The term ‘wants’ refers to learners’ personal expectation (Hutchinson & Waters,

1987). Since ‘wants’ is personal, it is also similar to Brindley’s subjective needs. West

(1994) argues that this kind of need can be perceived differently or even conflict with

necessities perceived by administrators or employers and lack perceived by the

instructor. Although wants can opposite administrator and instructor’s perception, it

should not be underestimated. This is because wants are important to students as they

can have a great impact on learners’ motivation in the learning process (Hutchinson &

Waters, 1987). A common example of this is the demand for speaking for medical

nurses, which normally emerges as the least needed skill. In this case, speaking is seen

as wanting rather than needing because learner personally believes that speaking is one

indicator of mastery a language, whereas he or she deals more with the reading activity

in their academic and occupational fields (West, 1994). Since “want” is one of the

important aspects of target needs, it should not be ignored, though it can be really

subjective. This is because wants cover students’ motivation and desire for learning that

finally can promote them in ESP classroom.

In regard to learning needs, Hutchinson and Waters (1987) state that it is what

the learners can perform in the existing learning environment along with their skills,

problems, and perceptions. In order to identify learning needs, there are several

questions need to be answered, they are “How do the learners learn? What resources are

available? Who are the learners? Where will the ESP course take place? When will the

ESP course take place?” (Hutchinson and Waters, 1987: 62-63).These questions are

more appropriate if asked related to the learning process rather than as the goal of the

course. It is important to obtain necessary information not only what the learners need

24
English for, but also how they learn it. Therefore, the learning needs are essential to take

along the leaners from their present situation to their target destination.

Moreover, West (1994) completes Hutchinson and Waters’ idea of learning

needs by providing two categories of learning needs; they are learning strategies and

learning constraints. Learning strategies refer to the learners’ preferred strategy in

learning in order to move from their starting point (present situation or lacks or

deficiencies) to their destination (target situation or necessities). While learning

constraints refer to external factors that can include the availability of resources (staff,

accommodation, time, etc.), culture, material, and methodology.

Finally, Dudley-Evans and St John (1998) make a clear classification of needs

that might cover all aforementioned terms. They offer a current concept of need analysis

that includes:

a) Professional information about learners includes the task and activities that will be

used for (similar to Hutchinson and Waters’ target situation analysis, Brindley’s

objective needs and Berwick’s perceived needs)

b) Personal information about learners includes learning experiences, cultural

information, reasons for participating in the course, motivation and expectation

(similar to wants or subjective needs or felt needs).

c) English language information about learners includes their current skill and

language competence (present situation).

d) The learners’ lacks (the gap between c and a)

e) Language learning information includes the strategy of learning skills and language

(learning needs)

25
f) Professional communication of how the language and skills are used in the target

situation includes linguistic analysis, discourse analysis, and genre analysis (target

needs)

g) Information how the course will be run (learning needs)

Overall, there are several types of needs that have been explained in

aforementioned paragraphs. Although they have been classified in various terms, they

seem closely related as we elaborate the concept. Therefore, to make the needs to be more

understandable in this research, the researcher prefers to classify the needs into three

major types of need under the headline of PSA, LSA, and TSA, and then followed by

some categories under each headline as shown in table 2.2.

Table 2.2: Categories of Needs Pertaining to the Research

Type of Need Categories
Present situation analysis (PSA) Language Background
Learning constrains
Learning situation analysis (LSA)
Language needs
Necessities
Target situation analysis (TSA) Wants
Lacks

To sum up, all of the concepts of need analysis in all above-mentioned

paragraphs share the common themes that any need analysis should consist of present

situation analysis, target situation analysis, and learning situation analysis. Therefore,

this research will involve these types of needs as they are closely related to each other

and all important to determine the ESP course and ENP in particular.

2.2.2. Methodology of Needs Analysis

26
 The paramount issue that should be considered before conducting a need

analysis is the methodology itself. West (1994) considers that the methodology of NA

involves fundamental questions, including what type of data and what should be

included, when it is conducted, who should decide what the language needs are, for

whom the needs will be used, and how the NA will be conducted. Having a look at the

types of needs pertaining to this research in the previous sub-section have been clearly

categorized into detailed units, yet the proportion of these types in a single NA is not

clearly defined. Fortunately, Schutz and Derwing (1981: 37) give some percentages of

the total question for guidance to conduct NA, including:

(a) General personal background (7%)

(b) Occupational specialty or academic field (1%)

(c) Language background (14%)

(d) Attitudinal and motivational factor (8%)

(e) Relevance of language to target use (10%)

(f) Priority of basic language skills in target use (25%)

(g) Functional registers and job task in language use (20%)

(h) Course content and method of instruction (13%)

(i) Reaction to project (2%)

In regard to question when the NA is conducted, there are three possible answers

that are before, ongoing, and at the end of the course [ CITATION Wes94 \l 1033 ]. In this

research, it is perceived that NA should be conducted in the initial stage. This is because

it is impossible to adapt the second and third model when none of the ESP course ever

conducted in the context of the nursing department. Consequently, this possible model

27
has its advantages and disadvantages when implemented. This model, also called ‘off-

line’ analysis (see Chambers, 1980), will be advantageous for instructors or course

designers because it gives a sufficient time for them to prepare a syllabus and consider

the material instruction to be used. On the other hand, the learner’s perception of their

own needs may be inaccurate or incomplete because none of them has experienced the

program [ CITATION Wes94 \l 1033 ]. Therefore, to minimize the drawbacks of this model,

the researcher also conducted NA to the instructors since they are currently working on

target situation and might have a more accurate perception of their learners’ language

needs.

As for the person or group of people who should be involved in NA, there are

three principal parties. They are students, teacher or instructor, and company or faculty

or administrator (West, 1994). They hold a role to provide what should be included in

the NA. Brown (1995) states that learners and instructor are perceived as those whose

information will be collected. While the administrators are those who will directly use

the outcome of the assessment process (Brown, 1995). Moreover, West (1994) argues

that administrators or employers are those who formulate or create the policy of

language training in their institution. In addition, West (1994) also argues that the role

of experts or specialist need analyst is crucial to consider what the NA should include.

They should be not underestimated since their perceptions are useful to enrich the data

of NA per se.

After considering the data of NA and the people who will be involved, we are

now considering how it will be conducted. It covers how the data will be collected and

how to analyze them. For the data collection, there are various methods and instruments

28
can be used to gather the data. For example, test, observation, survey, questionnaire,

interview, documentary, and case study can be used as NA instruments (Brown, 1995;

West, 1994). Moreover, West (1994) argues that survey method and interview are the

most frequently used technique to gather the data. This is because questionnaires are

seen as a useful and time efficient way of collecting data that can be applied to a large

group of people. Moreover, the interview can be directly defined the needs as its result

will be more comprehensive. Therefore, the researcher perceives that using

questionnaire is the best option to gather information from a large number of samples

that include students and instructor.

As for the data analysis, computer-assisted techniques are useful for most

surveys of large populations and for questionnaires or interviews that involve a large

number of questions. The questions in questionnaires can be categorized and analyzed

quantitatively while Observations and interview data are qualitatively processed (Shutz

& Derwing, 1981). After analyzing the results, the researcher interprets the results and

gives implications toward the design and development of ESP program, which can meet

the needs of the learners.

2.3. English for Nursing Purposes (ENP) as One of the EMP Branches

The dominance of English in medical practice has paved the way to the

emergence of another ESP branch called English for Medical Purposes (EMP). Dudley-

Evans and St. John (1998) argue that EMP is an ESP branch designed for medical

students. More specifically, Maher (1986:112) defines EMP as “the teaching of English

for doctors, nurses, and other personals in medical profession”. The focus on EMP

29
covers 1) the English language needs of medical students and professions; 2) the

material design and content instruction specific to the medical field, and; 3) limited

range of language skill that might be required by medical students and professions

(Maher, 1986). In brief, EMP can be generally defined as an ESP course for medical

students, practitioners, doctor, nurses, and other medical personnel, which based on

their specified needs in medical circumstances.

Considering that the nursing field is a part of EMP, then English for Nursing

Purposes (ENP) emerges to provide clinical nurses and nursing students with specified

English course based on their certain needs (Lai, 2016). Medlin (2009) also emphasizes

that as nurses require to communicate with various people and various nursing-related

topics, ENP appears to help nurses communicating with all people worldwide. ENP is

seen as a micro level of EMP, thus the ENP teaching itself should consider several

issues, including who the learners are, what the learners need to learn, how the language

will be used and what type of course appropriate to them. Moreover, the label of ENP

can be also categorized into smaller unit as for practicing nursing at the hospital and

nursing students at the college. This is important to identify the learners in order to

consider a specific boundary in term of need analysis components. Thus, ENP in this

research concerns with an English language course for nursing students in the college.

To sum up, ENP is an English course designed for practicing nurses or nursing

students with regard to their specific needs in order to meet the learners’ needs to the

course requirement. ENP should consider to whom the course will be offered and what

the course should include. In order to do so, the information about learners and what

30
they need to learn in ENP classroom should be taken into account. Therefore, a need

analysis is required to fulfill the learners’ needs within the course.

2.3.1. Language Tasks and Skills on ENP

Several literatures have sought to identify the language and communicative tasks

in the nursing field (Alfehaid, 2011; Bosher, 2006; Cameron, 1998; Epp & Lewis, 2008;

Hussin, 2008; Marston & Hansen, 1985; Romo, 2006; Waidarp, 2011).As the result,

there are several tasks that required by nursing students in both academic and target

careers which shared in common from those studies. These tasks and skills are shown in

the table below:

Table 2.3: Language Tasks and Skills on ENP Course

Skills Tasks
- Reading course handouts, textbooks, journals and other nursing
related materials
- Reading general and medical dictionaries
- Reading medical/nursing related tables, graphs, and charts
- Reading to understand concepts and terms
Reading - Applying reading techniques to acquire information from academic
texts
- Reading patients’ medical history/progress
- Reading doctors’ reports, forms, and prescriptions
- Reading e-mail inquiries from (foreign) doctors and patients
- Reading to comprehend questions in the test
- Taking notes during courses
- Writing medical/nursing essay and reports
- Writing nursing care plans
Writing - Writing labels, memos, and short notes
- Writing e-mail to (foreign) patients and doctors
- Applying writing techniques and components to write both simple
and complicated academic texts
- Listening to (foreign) patients’ histories and their needs
- Listening to (foreign) doctors’ diagnosis and symptom
Listenin
management

31
g - Listening to (foreign) doctors’ orders and directions
- Listening to understand academic lectures and discussion
- Listening to understand conversation with (foreign) patients
- Giving information and feedback to (foreign) patients
- Explaining medical procedures to (foreign) patients
- Offering encouragement and reassurance to (foreign) patients
- Asking and answering questions during lectures
Speaking
- Engaging in general conversation with (foreign) patients
- Asking (foreign) patients about specific complaints and symptoms
- Giving an oral presentation during lecture
- Engaging in nursing international seminar/conference

The language tasks and skills showed in table 2.3are the common language tasks

that nursing students, in the context of EFL/ESL, should obtain. These tasks are

summarized from several need analysis studies on nursing students in EFL/ESL context.

All of the aforesaid tasks are considered as ‘clinical language tasks’ and ‘academic

language tasks’. Bosher (2006) argues that both clinical and academic language tasks

are necessary for nursing students to succeed in the academic field and future clinical

career. She continues that a combination of both aspects would provide a meaningful

learning. It is not suggested to deliver only in clinical or academic due to these both

aspects are supporting one another. Henceforth, the combination of these two with

comparable proportion would be splendid in ENP classroom.

2.4. Previous Study

There have been many researches conducted worldwide in order to investigate

the learners’ need in different contexts. Since this research aims to investigate the needs

of nursing students in particular, the scope of the research on similar study is narrowed

down to those, which focused on nursing context. In this section, the previous

researches related to this study are reviewed below.

32
 First, Alfehaid (2011) conducted a research about need analysis to develop an

ESP curriculum and to evaluate the current program for the students of health science

(including nursing) in Saudi Arabia. A mix-methods approach was applied to 246

participants involved in the research. The data were collected using a questionnaire,

then semi-structured interview was conducted with 6 students, 7 graduates, 6 language

teachers, 5 course administrators, 5 hospital managers and 11 English-speaking health

professionals as well as document analysis were conducted. The findings showed that

four English skills were important for both academic and target career. For academic

purposes, reading skill was the most important skill followed by writing, listening, and

speaking. As for target career purposes, the students had no preference to incline with

one skill. All skills were considered very important. Interestingly, the statistical analysis

revealed the relation among all parties and found that speaking and reading were the

most important skills to be performed in both academic and target career purposes. In

regard to course evaluation, the finding revealed that the current program was effective

and helpful in improving students’ language ability, to some extent.

Second, Alebachew (2016) conducted a need analysis study to 107 BSc nursing

students from 3 higher education institutions and 77 BSc nurses working at Bahir Dar

University and Felege Hiwot Referral Hospital in Bahir Dar City, Ethiopia. This study

applied a mix-method design and used triangulation method to collect the data,

including the questionnaire, observation, and document analysis as the instruments. The

need analysis covered six categories including 1) importance of English for nursing

education; 2) Wants and needs; 3) General English; 4) English language skills; 5)

proficiency in English, and6) Target needs (importance of English for the future career.

33
 The finding showed that English is very important for both present situation and

target career as perceived by both groups. However, General English was seen less

favorable as they perceived more in other categories. In regard to English skills, reading

and writing were the most required skills for both groups if compared to listening and

speaking. The preferred learning style perceived by students included the following:

group work, whole class, individual effort, pair work, role play, making a note from

reading and listening, written material, videos, and boards. As for perceptual target needs,

the students perceived that activity involving reading and writing the patient document

and engaging in conversation with patient and doctors were found as the most required

skills in target career.

Third, Waidarp (2011) investigated the need for English skills that were required

by Thai nurses working in an international medical setting in the Silon area. There were

80 nurses participated, including registered nurses, practical nurses, and nurse aides,

that were purposefully selected in the survey research. The study employed self-

administered questionnaire, which was used as the research instrument. The data were

analyzed using Statistical Package for Social Science (SPSS) software in term of

frequency, percentages, mean and the level of needs.

The study showed that listening, speaking, and reading were extensively

required for the nursing profession. Moreover, the study also found that English was

really necessary in various nursing-related tasks. In regard to English listening skill, the

study underlined that it was necessary for listening to patients’ histories, doctors’

diagnosis, symptom management as well as doctors’ order. As for speaking skill, the

study found that English speaking skill was required in engaging in general

34
conversation with foreign patients, asking patients about complaints and symptom,

explaining doctors’ order to foreign patients, and explaining medical procedures and

suggestion. More interestingly, the study showed that reading skill was the most

required skills among others. They noticed that reading to patient report and email

inquiries were all important in the nursing profession. As for writing skill, it was seen as

the least needed skill in nursing related activity.

In addition, the study also identified the current English proficiency of nurses.

Surprisingly, the nurses perceived themselves as having the moderate ability to all four

English skills. In other words, the deficiency between the nurses' expectation of the

English course should be and their current proficiency was highly obvious. In

conclusion, participants in the research were all aware that English skills were

extensively required for their job and underestimated their actual English language

proficiency.

Finally, Ayas and Kirkgoz (2013) investigated the need for English for the

nursing and midwifery students attending the School of Health at Mersin University in

Turkey. The study involved 134 midwifery students and 99 nursing students attending

the second and third year of study. The data were gathered via survey questionnaire and

interview to 50 out of 233 participants. The data were analyzed using SPSS software

with one-way-ANOVA was applied to calculate the mean and SD as well as to indicate

the significant differences.

Since this research concerns only to the nursing field, the reports are merely

limited on the field of nursing. The findings of the study were organized from the

general view about ESP course to the specific issues about English language skills. In

35
the nursing context, the result of the questionnaire showed that the most common reason

why the students learning English was due to communicating with patients in their

workplace followed by to pursue a higher degree, and to follow the development of

English various resources. The study also found the problem of language skills faced by

the students. It showed that poor grammar comprehension and poor vocabulary level

were the most severe problem faced by the students, followed by poor reading skill,

poor listening skill, and poor speaking skill. As for the importance of language skills,

the study found that students perceived speaking as the most important skill, followed

by reading, writing and listening.

In addition, the study also showed the use of English skills in various medical

activities. In regard to reading skill, the students perceived that understanding English

articles, translating English articles into Turkish, guessing the new words in articles and

reading to answer the question were all important. As for writing skills, writing medical

reports, writing a paragraph on a nursing related topic, writing a text with professional

terms, and using correct grammar in writing were all important to the students. In regard

to listening skill, understanding foreign patient and understanding daily conversation

were also important. As for speaking skill, the students perceived that talking to foreign

patients, being able to speak with correct grammar use, and being able to speak in the

daily conversation were found important to nursing students.

All of these studies indicated that English is much more important for nursing

students. The common fundamentals outcomes from these studies indicate that receptive

skill such as reading is the most important skill for medical students. This is explained

why most of the students perceive that reading to medical articles, books, journals, and

36
other medical literatures are important for them. These studies also emphasized that

English is important to their academic and future professional career. Therefore, there is

no doubt that English, or English for medical purposes is what the medical students

need in order to succeed in their academic and professional career.

37
 CHAPTER III

METHODOLOGY OF THE STUDY

This chapter presents the methodology of study which includes design of the

study, population and sample, instrument of the study, the procedure of data collection,

technique of data analysis, and the procedures of research in analyzing students’ English

language needs of nursing department of Mandala Waluya Health Institution.

3.1. Research Design

The research applied descriptive-quantitative research design. Ary, et al. (2010)

define descriptive research –also called survey research– as a type of research design

which allows the researchers to measure the attitude and opinion toward an issue as well

as to summarize the characteristics of different groups. The rationale of using this

design was because the main objective of the research aimed to examine the variable of

students’ English language needs of different groups through a survey questionnaire.

In regard to the survey method, this research specifically employed cross-

sectional survey method which the researcher gathered the data from different groups

in population at one point in time. The advantages of using this design were 1) it was

more time-efficient as the data will be gathered at one point in time; 2) the researcher

could make a generalization of the phenomenon under study due to the samples were

randomly assigned proportionally. However, the main disadvantage of the design was

the difference between samples could lead to bias of the result. Therefore, in order to

38
minimize the bias, the sample size was appropriately and proportionally assigned to

each group.

3.2. Population and Sample

3.2.1. Population

The population of this research was all students of nursing department registered

in 2014-2016 academic years and all lecturers who taught general and specific nursing

related subjects under the headline ‘academicians’. Unfortunately, the institution could

only provide a general view of the data. Neither gender nor other detailed variables

were available to the research. The detail of the target population is shown in table 3.1.

Table 3.1: The Detail of Target Population

Count
Target Population
F %
Students 2014 155 28.9%
Students 2015 192 35.7%
Students 2016 158 29.4%
Academicians 32 6.0%
Total 0 0.0%

From the table above, it shows that there are 537 samples consisted of 505 students,

which divided into three different strata as well as 32 academicians. This separation of

students entailed due to different academic years that resulted to different needs of

English related to their experience in college. In addition, academicians consisted of

nursing lecturers and English instructors.

3.2.2. Sample

There were 217 people involved in this research. The number was considered as

appropriate sample size from a target population based on the table of determining

sample size proposed by Krejcie & Morgan (1970). Since the sample consisted of four

39
different strata, the stratified random sampling technique was employed. In order to

proportionally assign the sample in each stratum the formula proposed by Pandev and

Verma (2008) was used, as follows:

Sample in stratum h = (Population in stratum h / Tot. Population) x Tot. Sample.

As the result, the samples were assigned proportionally as shown in table 3.2.

Table 3.2: Sample Allocation in Each Stratum (Group)

Group F %
Students 2014 63 29.0%
Students 2015 74 34.1%
Students 2016 64 29.5%
Academicians 16 7.4%
Total 217 100%

The table above shows the allocation of sample in each stratum. The sample consisted

of 63 (29.03%) students in the 2014 academic year, 74 (34.1%) students in the 2015

academic year, 64 (29.5%) students in the 2016 academic year, and 16 (7.37%)

academicians. In order to gather more detailed information, the questionnaire had been

set to obtain necessary information, including sex, age, educational background,

medical specialty and profession. The information of students and academicians are

shown in the table 3.3 and 3.4.

Table 3.3: Detail Information of the Students

Group Gender Total Age Range
Male % Female % f %
(Years)
S-2014 20 31.7% 43 63.8% 63 100% 21-22
S-2015 27 36.5% 47 63.5% 74 100% 19-20
S-2016 14 21.9% 50 78.1% 64 100% 19-20
All 61 30.3% 140 69.7% 201 0 N/A*
*
Age range does not require a total
The table of data above shows the information of students from three different

group/strata. As can be seen in table 3.3, the numbers of female were about twice over

40
male. As for group of2014, there were 20 (10.0%) males and 43 (21.4%) females, as

well as 27 (13.3%) males and 47 (23.4%) females were in a group of2015. Yet, the

group of 2016 presented a wide discrepancy between both of genders, which involved

only 14 (7.0%) males and 50 (24.9%) females. This data indicated that the proportion

between male and female was obviously biased. However, since the samples were

randomly selected, the treat of biased sample was not permitted to operate. Indeed,

genders were not the major concern of the whole research instead of the groups.

Table 3.4: Detail Information of the Academicians

Profession Gender* Qualification** Age
Mean
M % F % M % D %
Nurse Specialist 2 12.5% 43.8% 56.2% 0% 34.55
Other Medical Specialist 2 12.5% 31.2% 43.8% 0% 38.14
Total 4 25.0%
12 75.0 16 100.0% 0% 36.12
%
*M= male, F= female;
**M= Masters, D= Doctors
The table above shows the distribution of academicians selected as the samples

of this research. As can be shown on the table, there are 9 nurse specialists and 7 other

medical specialists participated on this research. The nurse specialists consisted of 2

males (12.5%) and 7 females (43.8%) which all hold the master degree of their own

disciplines. In addition, other medical specialists consisted of 2 males (12.5%) and 5

females (31.2%) which all also hold the master degree of different disciplines. The age

mean of all academicians was 36.12 years.

3.3. Instruments of the Research

As for instrument for data collection, two sets of questionnaires were used in the

research. One was directly administered to 201 students and the other was mailed given

41
to 16 academicians. A questionnaire was used for the research due to the reason that it

was more cost and time-efficient for collecting the data from a large group of samples.

The questionnaires were constructed from various sources. First, the questionnaires

were adapted from several questionnaires of needs analysis study on the general medical

field and nursing field in particular (Alfehaid, 2011; Faraj, 2015; Gessesse, 2009;

Hwang& Lin, 2010; Iwai & et al, 1998; Javid, 2011; Romo, 2006; Taşçi, 2007;

Waidarp, 2011). Second, an informal interview was held to currently enrolled nursing

students, former nursing students, nursing personnel, and academicians in order to

obtain necessary information about cultural context and learning environment at the

nursing department of Mandala Waluya Health Institution. Finally, the suggestion,

critics and recommendation from applied linguists and need analysts were used for

proofing the linguistic aspect and completion of the questionnaire.

The questionnaires consisted of several sections for both students and

academicians. The first section of the questionnaire for students included demographic

questions about their gender, age group, and class they were currently enrolled. For the

academicians, the demographic question asked about their gender, age, their educational

degree, occupation, and medical specialty. The second part of the students’

questionnaire included questions to identify the students’ English language background,

while for academicians, it consisted of the question to identify the frequency of the use

of English at the nursing department.

The third section of the students’ questionnaire asked several questions about

current English course enrolled in the nursing department. For academicians, the third

sections consisted of Likert scale items to identify their perception about English for

42
Nursing Purposes (ENP) at the nursing department. The fourth section of the students’

questionnaire was similar to the second section of academicians’ questionnaire, which

included several questions to identify the frequency of the use of English in the nursing

department. On questionnaire for academicians, the fourth section included several

questions about using English language skills in nursing context.

The fifth section of students' questionnaire was similar to the third section of

academicians’ questionnaire, which included questions to identify the perception of

English for Nursing Purposes (ENP). Finally, the last section of the students’

questionnaire was similar to the last section of academicians’ questionnaire, which

included questions about using the English language skills in the context of the nursing

field. As the result, there were six sections on students’ questionnaire and four sections

of academicians’ questionnaire.

The questionnaire was close-ended with a total of 43 items on students’

questionnaire and 34 items on academicians’ questionnaire. The questionnaire were

administered in Bahasa Indonesia to make a better understanding of the items being

questioned (see Appendix 3 and 4 for the sample of completed questionnaires from the

students and the academicians). The questions were constructed in several forms,

including fill-in item, checklist items, multiple response items, Likert items and ranking

items. As for the scale of measurement, nominal and ordinal data were applied to the

questionnaire. The detail of the questionnaires are shown on the table below.

Table 3.5: Detail of Questionnaire Items

Section N item Type of item Measurement Item Remark

Students’ Questionnaire
A 3 Checklist Nominal 1, 2, 3
B 7 Checklist Nominal 4, 9

43
 Multiple Response Nominal 5,6, 10
Likert Ordinal 7, 8
Checklist Nominal 11
C 3
Likert Ordinal 12, 13
Checklist Nominal 15, 16
D 3
Likert Ordinal 14
17 – 32 (Positive construct)
E 20 Likert Ordinal
33 - 36 (Negative construct)
Ranking Ordinal 37-38
F 7
Likert Ordinal 39-43

Table 3.5 (Continued): Detail of Questionnaire Items

Section N Type of item Measurement Item Remark
Academicians’ Questionnaire
Fill in item 1
A 4
Checklist Nominal 2,3,4
Likert Ordinal 5
B 3
Checklist Nominal 6, 7
8 – 23 (Positive construct)
C 20 Likert Ordinal
24 – 27 (Negative construct)
Ranking Ordinal 28, 29
D 7
Likert Ordinal 30 – 34

The table above shows the detail of items and measurement units used in present

research. As can be seen on the table, there are 5 types of item used in the research

including fill-in item, checklist item, multiple responses, Likert-item and ranking items.

It also shows two types of measurement unit used including nominal and ordinal scale.

More specifically, the Likert-item of section E on students’ questionnaire and section C

on academicians questionnaire included positive and negative constructs. There were 16

out of 20 items set into positive construct, while the other four items were set into

negative construct.

44
 Regarding to the questionnaire scoring system, the scoring rules according to

Arkelin (2014) used in this research. The data were coded in numerical forms. For

checklist/ categorical items, the options were coded according to the number of options

for example, age, groups, specialty, etc. For checklist/ yes-no options/ multiple

responses items the data were coded in binary system (0 and 1); 0 for no/ not checked

and 1 for yes/ checked. For the data in ordinal Likert and ranked, the data were coded

according to the options from 5, which indicated more likely to be positive

statement/option to 1, which indicated more to negative statement/ option. However, in

ranked items, the value 1 was considered more likely to be positive statement/ options,

followed by 2, 3 and 4. The detail of scoring system were expanded in the codebook

below:

Age Gender Medical Specialty Proficiency

1 = <19 1 = male 1 = Nurse Specialist 1 = Very poor
2 = 19-20 2 = female 2 = Other 2 = Poor
3 = 21-22 Education Degree Multiple Response 3 = Fair
4 = 23-24 1 = Master 1 = checked 4 = Good
5 = >24 2 = Doctor 0 = not checked 5 = Excellent
Group Years of Learning Satisfaction level Frequency
1 = Stu. 2016 1 = >10 years 1 = Not at all 1 = Never
2 = Stu. 2015 2 = 6-10 years 2 = Slightly 2 = Rarely
3 = Stu. 2014 3 = 1-5 years 3 = Fairly 3 = Sometimes
4 = Academicians 4 = < 1 year 4 = Very 4 = Very Often
Type of Course Extent of Agree-Disagree Statement
1 = EGP Relevance 1 = Strongly Disagree
2 = EGMP /Usefulness 2 = Disagree
3 = ENP 1 = Not at all 3 = Neutral
2 = Less extent 4 = Agree
3 = Some extent 5 = Strongly Agree
4 = A great extent

45
3.4. Pilot of the Research (the questionnaire)

Before the questionnaires were administered to the samples, the drafts of

questionnaire were piloted to 21 students and 7 academicians out of the samples. The

drafts of questionnaire were piloted during class and office hour on Monday, 8

October2017. Before piloted, the students’ questionnaire consisted of 46 items which

also constructed in semi-closed ended forms (items include ‘other’ option). The ‘other’

options were used as open-ended form to collect additional information/statement,

which could be included in the questionnaire. After piloted, no student responded to the

‘other’ item, and then this type of option was removed from the questionnaire. The

students’ questionnaire also included the item to obtain the English proficiency score

(TOEFL/IELTS). However, almost all of the students’ did not provide the data, and

then this item was also excluded. As the questionnaire of the academicians, it remained

with 34 items. However, as the same case to the students’ questionnaire, no

academicians responded to the ‘other’ options, then the options were removed from the

questionnaire. (See Appendix 1 and 2 for the final questionnaire, page 165 & 178 ; and

Appendix 3 and 4 for the draft of piloted questionnaire, page 179 & 187)

3.4.1. Reliability and Validity of the Piloted Questionnaire

In calculating the validity and reliability of close-ended questionnaire, the

researcher employed SPSS 23 and the result were considered from the corrected item-

total correlation table from the SPSS data output. In regard to measure reliability of the

questionnaire, the test of Cronbach’s Alpha reliability was run on SPSS. The result of

reliability test is shown on the table below.

46
 Table 3.6: Reliability Statistics of the Questionnaires
Groups N of Items N of Variables Cronbach's Alpha
Students 43 106 0.878
Academicians 34 69 0.737

The table 3.4 shows the value of Cronbach’s Alpha of students and

academicians’ questionnaires. The data showed that the value of Cronbach’s Alpha for

students’ questionnaire remained high at 0.878 points, which meant that 106 variables

from 43 items were reliable. As for academicians’ questionnaire, the value of

Cronbach’s Alpha was slightly lower at 0.737 points, which still indicated that 69

variables from 34 items were reliable.

After measuring the reliability of the questionnaire, the aspect of validity of the

questionnaire was also measured. The item was classified adequate in validity if its rxy

value is greater than rtable value. The questionnaires were administered to 21 students and

7 academicians in the piloting group with the level of significant 5% and the degree of

freedom df(n-2) =19 for students group and df(n-2) = 5 for academicians. The r xy value

for df= 19 is 0.433 and 0.754 for df= 5 (see appendix 5 for R-table, page 193). The table

3.6 show the result of invalid items from students and academicians’ questionnaire.

Table 3.7: Finding of Invalid Items on Questionnaires

Item Rxy Value
Students’ Questionnaire
5.b. Because I'm interested in various English cultures -0.375
5.g. Because it will make me a prestigious person 0.288
6.i. Going abroad for pleasure 0.003
10. What kind of English course outside college did you -0.178
participate in?
11. How long did you take the course? -0.199
12. Did the course satisfy your English language needs?
All “Other (please specify) …………………” options 0.000
Academicians’ Questionnaire
All “Other (please specify) …………………” options 0.000

47
 The data show that there were 7 invalid items including the following options:

Item 5(b), 5(g), 6(i), 10, 11, 12 and items included ‘other’ option. Those variables had

the value of rxy less than 0.433 and in the case of ‘other’ option, all variables had zero

value of rxy. Consequently, those variables were considerably removed from the

students’ questionnaire. (See appendix 6 for detailed data of validity and reliability from

students’ questionnaire, page 194)

As for the validity questionnaire of the academicians, the items of questionnaires

were all valid, except for items that contained ‘other’ options. All the ‘other’ options

were considerably removed since the rxy values of these options were far below 0.754

(see appendix 7 for detailed data of validity and reliability from academicians’

questionnaire, page 198).

3.5. Technique of Data Collection

The research involved quantitative data collection procedures. The data were

collected by using questionnaire. For students, direct questionnaires were distributed

during class hour on Thursday, 12 October 2017and collected after the class hour. As

for academicians, mailed questionnaires were submitted during office hour on

Thursday, 12 October 2017and collected by hand on Saturday, 14 October 2017.

3.6. Research Procedure

In order to make a clear understanding of this research, the researcher conducted

the research based on these following steps:

48
1. Proposed a letter of permission to conduct the research at Mandala Waluya Health

Institution on Monday, 2 October 2017. As response to the letter, the institution issued

a letter of recommendation on Friday, 6 October 2017 to the researcher to conduct the

research at the nursing department.

2. Piloted the survey questionnaires on Sunday 8 October 2017. During the days from

9 October to 11 October 2017, the piloted questionnaires were analyzed in term of

its reliability and validity.

3. Administered the final questionnaires to the students on Thursday, 12 October 2017

at during class hour. At the same day, the researcher also administered the

questionnaires to the academicians, and then collected on Saturday, 14 October

2017.

4. Analyzed the data were during 15 October to 15 December 2017.

5. Composed the analyzed data, the result/report during 16 December 2017 to 20

February 2018.

3.7. Technique of Data Analysis

The quantitative data were analyzed using the Statistical Package for Social

Science (SPSS 23). As there were various types of questions (Likert scale, multiple

choice, category scale and ranking question), different statistical techniques were used.

The Likert scale items were calculated in term of their median and standard deviation.

The multiple response questions were calculated in term of the percentages. The

category scale questions were analyzed and presented in percentage of frequency. The

49
ranking questions were analyzed with descriptive statistic by displaying median and

standard deviations.

In addition, inferential statistics were also used to measure the statistical

difference between the students and academicians’ perception. As the data of

academicians’ perception were not normally distributed, the non-parametric Mann-

Whitney U test were used to find out the difference between the responses of the

separate groups as the alternative of t-test compare means. Indeed, the paramount

assumption of the use of Mann-Whitney U test was due to the data were set in ordinal

scale instead of ratio scales or interval scale (Garth, 2008). As the result, instead of

comparing means, the research compared median from two independent groups.

Additionally, the categorical scale, the difference of perception were measured using

chi-square test. Finally, the statistical results were presented in the tables.

50
 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter focuses on presenting research findings based on the data analysis

as well as the discussion of the revealed data, which based on the related theories and

previous studies to clarify the findings of this research. In this chapter, all the data are

used to answer the research questions in term of students’ English language needs from

both students and academicians’ perceptions. It also comprises the descriptive and

inferential statistic for revealing the fact whether the language needs are significantly

different from both perceptions.

All the data were analyzed using SPSS 23.Since there are various types of items

and scale of measurements, different statistical techniques were used. First, descriptive

statistics were used to measure frequency distribution and central tendency of each

variable. Second, inferential statistic including chi-square test of independence and

Mann-Whitney U test was used to find out the difference of perceptions between groups.

4.1. Findings

This sub section presents the result of descriptive statistics from the students and

academicians’ perceptions as well as the inferential statistics of comparison between

both perceptions. It presents three topics, including: (1) the result of students’

questionnaire, (2) the result of academicians’ questionnaire, and (3) the comparison

between result of students and academicians’ questionnaire. All the data are presented

in the table and visual graphs in some items.

4.1.1. Students’ Questionnaire

51
4.1.1.1. Section B: Language Background

Section B of the students’ questionnaire consists of six items issuing the Present

Situation Analysis (PSA) of students’ needs, including students’ language background

on item 4 to 9, and their language problem on item 10. The items were analyzed using

descriptive statistics to find out frequency, percentages and average of responses. Item 1

to 3 are omitted since they aim solely to collect the demographical information of the

students.

To begin, item 4aims to identify the years of English learning experienced by

students. The finding on item 4 is shown in table 4.1 below.

Table 4.1: Students’ English Learning Experience

Years of Learning Experience
Group >10 years 6 – 10 years 1 – 5 years <1 years
F % F % F % F %
S-2014 28 44.4% 32 50.8% 3 4.8% 0 0%
S-2015
31 41.9% 39 52.7% 4 5.4% 0 0%
S-2016
34 53.1% 30 46.9% 0 0.0% 0 0%
All
93 46.3% 101 50.2% 7 3.5% 0 0%

Table 4.1 shows the frequencies and percentages of students with different year

of learning English experiences. Overall, most of the students (50.2%) have learned

English for 6 to 10 years. It is followed by 46.3% who learn English for more than 10

years, while only 3.5% have experienced 1 to 5 years in English class. Indeed, no

student reports having learning experience less than one year.

Moving on to the next item, item 5 aims to identify the reasons why the students

learn English. The item was set into multiple responses (dichotomy), which the students

could choose more than one option. Afterward, descriptive statistic was run to find out

the frequency and percentages of each option. Finding on this item is shown in table 4.2.

52
 Table 4.2: Students’ Reason for Learning English
Group
Reason S-2014 S-2015 S-2016 All
F % F % F % F %
a) Because it's a compulsory course 55.6 45.9 40.6
35 34 26 95 47.3%
% % %
b) Because I need it to broaden my 54.0 39.2 39.1
34 29 25 88 43.8%
future career opportunity % % %
c) Because I need it to help me in my
4 6.3% 5 6.8% 3 4.7% 12 6.0%
academic studies
d) Because I need it to be a 68.3 66.2 53.1
43 49 34 126 62.7%
professional nurse in the future % % %
e) Because it will broaden my 22.2 35.1 39.1
14 26 25 65 32.3%
knowledge and view % % %

The table above represents several reasons why the students learn English.

Based on the table, the reason “Because I need it to be a professional nurse in the

future” is the most dominant reason why the students learning English as it reaches

62.7% of total responses. It is followed by reason “Because it's a compulsory course”,

which constitutes 47.3% and “Because I need it to broaden my future career

opportunity“, which constitutes 43.8%. The reason “Because it will broaden my

knowledge and view” constitutes 32.3%, while reason “Because I need it to help me in

my academic studies” is the least frequent reason for students to learn English, which

only constitutes as just 6.0%of total responses. It can be concluded that the students’

reasons for learning English mainly relate to their needs of academic and future career

purposes.

On item 6, it aims to identify the students’ prior experiences with activities

using English. Similar to the previous item, this item was set in multiple responses. The

frequencies and percentages of each option are revealed in table 4.3 below.

Table 4.3: Students’ Prior Experience with English Activities

Activity Group

53
 S-2014 S-2015 S-2016 All
F % F % F % F %
a) Participating in either regional or
6 9.5% 2 2.7% 5 7.8% 13 6.5%
international English events
b) Participating in
20.6
discussion/presentation about nursing 13 7 9.5% 12 18.8% 32 15.9%
%
related topic in English
50.8 51.4
c) Watching video lesson in English 32 38 18 28.1% 88 43.8%
% %
d) Reading English nursing 55.6 37.8
35 28 22 34.4% 85 42.3%
journals/articles/text books % %
e) Writing nursing reports/tasks/journals 20.6
13 7 9.5% 13 20.3% 33 16.4%
in English %
f) Translating English nursing articles/
44.4 43.2
journals/ textbooks in Bahasa 28 32 27 42.2% 87 43.3%
% %
Indonesia
g) Engaging in conversation with 14.3
9 6 8.1% 3 4.7% 18 9.0%
foreigners %
11.1 13.5
h) No experience 7 10 9 14.1% 26 12.9%
% %

The table above shows the data of students’ prior activities using English. It can

be seen that “Watching video lesson in English”, “Translating English nursing articles/

journals/ textbooks to Bahasa Indonesia”, and “Reading English nursing

journals/articles/textbooks“ are likely the most common English related activities

experienced by students which constitute about 42% to 43% of total responses.

Besides, about 15% to 16% of the students argue that they experience “Writing nursing

reports/tasks/journals in English” and “Participating in discussion/ presentation about

nursing related topic in English”. Indeed, “Engaging in conversation with foreigners”

and “Participating in either regional or international English events” are by far the

least common activities as just constituting 7% to 8% of total responses. It is also

important to note that 12.9% of students have no any experience regarding to English

54
related activity. To sum up, the students are likely to be more familiar with English

activities related to the nursing education if compared to the activities they experience

outside classroom.

As for item 7, four Likert-scales are used to rate the students’ satisfaction levels

on their English proficiency in current one year. The scales are labeled as 1= not at all

satisfied to 4= very satisfied. Descriptive statistics were run to find out frequency,

median and standard deviation of each group of students. Finding on item 7 is shown in

table 4.4 below.

Table 4.4: Students’ Satisfaction Level on English Proficiency

Level of Satisfaction Statistics
Group Very Fairly Slightly Not at all
Mdn* SD**
F % F % F % F %
S-2014 3 4.8% 20 31.7% 35 55.6% 5 7.9% 2.00 0.70
S-2015 1 1.4% 26 35.1% 36 48.6% 11 14.9% 2.00 0.71
S-2016 4 6.3% 20 31.3% 33 51.6% 7 10.9% 2.00 0.76
All 8 4.0% 66 32.8% 104 51.7% 23 11.4% 2.00 0.72
* **
Mdn= Median; SD= Standard Deviation

From the table above, it shows that only 4.0% of students are very satisfied with

their current English ability and 32.8%are fairly satisfied. Moreover, majority of the

students perceive slightly satisfied at 51.7% and the other 11.4% students are not at all

satisfied. This finding show that the students tend to perceive unsatisfied to their current

English proficiency. Therefore, there should be an adequate English course to fulfil the

specific needs of students, which led to satisfied result of students’ English proficiency.

On item 8, specific issues regarding to students’ perception to their English

proficiency are asked, including speaking, listening, reading, writing, as well as language

aspects including grammar and vocabulary. Five Likert-scales were used to rate the

students’ proficiency level which labeled as 1= very poor to5= excellent. Descriptive

55
statistics were run to find out the frequency, median and standard deviations of each

skill form groups of students. The data are shown in the table 4.5.

Table 4.5: Students’ Perception on Their English Proficiency

Proficiency Level Statistics
Group Excellent Good Fair Poor Very poor Mdn. SD
F % F % F % F % F %
a) Speaking
S-2014 1 1.6% 14 22.2% 24 38.1% 24 38.1% 0 0.0% 3.00 0.81
S-2015 0 0.0% 9 12.2% 36 48.6% 26 35.1% 3 4.1% 3.00 0.74
S-2016 0 0.0% 17 26.6% 24 37.5% 19 29.7% 4 6.3% 3.00 0.89
All 1 0.5% 40 19.9% 84 41.8% 69 34.3% 7 3.5% 3.00 0.81
b) Listening
S-2014 1 1.6% 14 22.2% 20 31.7% 26 41.3% 2 3.2% 3.00 0.89
S-2015 1 1.4% 15 20.3% 33 44.6% 23 31.1% 2 2.7% 3.00 0.82
S-2016 0 0.0% 17 26.6% 29 45.3% 13 20.3% 5 7.8% 3.00 0.89
All 2 1.0% 46 22.9% 82 40.8% 62 30.8% 9 4.5% 3.00 0.86
c) Reading
S-2014 3 4.8% 20 31.7% 19 30.2% 21 33.3% 0 0.0% 3.00 0.92
S-2015 2 2.7% 19 25.7% 31 41.9% 19 25.7% 3 4.1% 3.00 0.92
S-2016 0 0.0% 27 42.2% 22 34.4% 12 18.8% 3 4.7% 3.00 0.89
All 5 2.5% 66 32.8% 72 35.8% 52 25.9% 6 3.0% 3.00 0.90

Table 4.5 (Continued): Students’ Perception on Their English Proficiency

Proficiency Level Statistics
Group Excellent Good Fair Poor Very poor Mdn. SD
F % F % F % F % F %
d) Writing
S-2014 0 0.0% 3 4.8% 17 27.0% 30 47.6% 13 20.6% 2.00 0.95
S-2015 0 0.0% 12 16.2% 21 28.4% 37 50.0% 4 5.4% 2.00 0.84
S-2016 0 0.0% 20 31.3% 22 34.4% 19 29.7% 3 4.7% 3.00 0.90
All 0 0.0% 35 17.4% 60 29.9% 86 42.8% 20 10.0% 2.00 0.92
e) Grammar
S-2014 1 1.6% 11 17.5% 19 30.2% 31 49.2% 1 1.6% 2.00 0.84
S-2015 0 0.0% 5 6.8% 35 47.3% 31 41.9% 3 4.1% 3.00 0.68
S-2016 0 0.0% 10 15.6% 32 50.0% 19 29.7% 3 4.7% 3.00 0.77
All 1 0.5% 26 12.9% 86 42.8% 81 40.3% 7 3.5% 3.00 0.76

56
 f) Vocabulary
S-2014 2 3.2% 16 25.4% 20 31.7% 24 38.1% 1 1.6% 3.00 0.91
S-2015 0 0.0% 7 9.5% 37 50.0% 25 33.8% 5 6.8% 3.00 0.75
S-2016 0 0.0% 10 15.6% 28 43.8% 22 34.4% 4 6.3% 3.00 0.81
All 2 1.0% 33 16.4% 85 42.3% 71 35.3% 10 5.0% 3.00 0.83

Table 4.5 shows the findings on students’ perception toward their English

proficiency regarding to language skills including speaking, listening, reading, writing,

as well as language aspects including grammar and vocabulary. Regarding to speaking

skill, only 0.5% of total students perceive having ‘excellent’ speaking ability and 19.9%

perceive that they have ‘good’ speaking ability. Moreover, most of the students (41.8%)

have ‘fair’ speaking level while the other 37.8% perceive negatively to their speaking

ability.

Regarding to listening skill, there are only 1.0% of students perceive having

‘excellent’ listening ability and 22.9% perceive that their listening skill is on ‘good’

level. Moreover, majority of students (40.8%) are on ‘fair’ level while the students who

perceive negatively on their listening remain high at 35.3% of total students.

On reading skill, 2.5% of total students perceive that they have ‘excellent’ level,

while 32.8% perceive having ‘good’ reading ability. On other hand, majority of the

students (32.8%) perceive that their reading ability on ‘fair’ level, while the other 28.9%

perceive disparately.

As for writing skill, no student reports having ‘excellent’ level, while 17.4% are

on ‘good’ level. Moreover, 29.9% of students are on ‘fair’ level. Indeed, majority of

them (42.8%) perceive having ‘poor’ writing ability, while the other 10% perceive that

they have ‘very poor’ writing ability.

57
 Regarding to grammar aspect, only 0.5% of total students perceive having

‘excellent’ level and 12.9% are on ‘good’ level. In addition, majority of the students

(42.8%) perceive that they are on ‘fair’ level, and 43.5% of total students have negative

perception to their grammar comprehension.

As for vocabulary comprehension, only 1%of total students perceive on

‘excellent’ vocabulary level and 16.4% of the students are on ‘good’ level. Indeed,

majority of the students (42.3%) perceive on ‘fair’ level, while 38.5% students perceive

that they are on poor and very poor level. Overall, the table shows that majority of the

students tend to perceive that their English proficiencies are on ‘fair’ level except for

writing which is lower in ‘poor’ level. This led to a conclusion that majority of the

students have low proficiency of English language skills.

Move on to item 9, it aims to identify how many students have experienced in

English course outside college. The finding is shown in table below.

Table 4.6: Students’ Experience on Off-College English Course

Participating in an Group
S-2014 S-2015 S-2016 All
English course outside
college F % F % F % F %
Yes 20 31.7% 24 32.4% 25 39.1% 69 34.3%
No 43 68.3% 50 67.6% 39 60.9% 132 65.7%

From table 4.6, it is obvious that only 34.3% students have experience in an

English course outside college, whereas the other students have no experience in any

English course outside college at 65.7%students. This reveals that students’ experience in

English course is only restricted on college. This might result to different level of

proficiency in English, which revealed on previous item.

On item 10, the students’ current problems on English language skills are

collected. The finding on item 10 is shown in the table 4.7.

58
 Table 4.7: Students' English Language Problems
Group
Problem S-2014 S-2015 S-2016 All
F % F % F % F %
Poor speaking skill 36 57.1% 42 56.8% 23 35.9% 101 50.2%
Limited vocabulary 51 81.0% 67 90.5% 48 75.0% 166 82.6%
Poor grammar 29 46.0% 33 44.6% 22 34.4% 84 41.8%
Poor listening comprehension 32 50.8% 32 43.2% 25 39.1% 89 44.3%
Poor reading skill 20 31.7% 19 25.7% 15 23.4% 54 26.9%
Poor writing skill 21 33.3% 19 25.7% 13 20.3% 53 26.4%

Table 4.7 shows the current English language problem experienced by students. It

reveals that ‘limited vocabulary’ is the most serious problem among groups, which

constitutes 82.6% of total responses. It is followed by ‘poor speaking skill’, which

constitutes 50.2%. Moreover, ‘poor listening comprehension’ constitutes 44.3% and

‘poor grammar’ constitutes slightly lower at 41.8% of total responses. Indeed, ‘poor

reading skill’ and ‘poor writing skill ‘are seen as some minor problems as they constitute

approximately 26% of total responses.

This section reveals the findings of the students’ language background and

problems. As presented on the earlier section, the data reveal that majority of the

students are familiar with English course, which about a half of students (50.2%) have

learned English about 6 to 10 years. Not to be omitted, the other 46.3% argue that they

have learned English more than 10 years, while only 3.5% of them have learned it one

to five years.

Moreover, the data show that majority of the students learn English because they

need it to be a professional nurse in the future. The other reasons that a compulsory

course and to broaden future career opportunity are also considered important. Besides

reasons, the students also provide the data about their current experience with English

59
activities. Majority of students argue that they have enough experience in academic

related activity such as watching video lesson in English, translating English nursing

articles/ journals/ textbooks to Bahasa Indonesia, and reading English nursing

journals/articles/textbooks.

Turning to the students’ language proficiency, the finding show that majority of the

students are not satisfied with their current English proficiency. In more detailed data,

majority of the students report that they have ‘fair’ to ‘poor’ level in various English skills

and components. Overall, about 38.9% of total students perceive that they have fair

English level in various skill, while about 39.8% of them perceive having ‘poor to very

poor’ English level. Meanwhile, about 20% of total students perceive having ‘good’

English level, and sadly, less than 1% of total number reported having ‘excellent’ level.

After identifying the students’ language proficiency, the study also identifies the English

program experienced by the students. The data show that only 34.3% of total students

have experienced both the course offered by the college and extended course outside

college, while the other 65.7% only experienced English in the college.

Moreover, the students also perceive their personal English problem. Majority of the

students argue that they are lack of vocabulary knowledge. This is the most severe

problem reported by the students followed by poor speaking skill as the second most

severe problem. It is followed by poor grammar competence and poor listening skill.

While the other problems, including poor writing and reading skill, only contribute

about 20% of total responses.

4.1.1.2. Section C: Evaluation of Current English Course Offered by College

60
 Section C of students’ questionnaire aims to evaluate the current English program

offered by college. There are 3 items (11, 12, and 13) issuing about the types of English

course learned by students, the relevance of English materials to nursing related topics

and to what extent the English program helps the students to cope with nursing related

activities. The data were analyzed in descriptive statistic to find out the frequencies and

percentages.

To begin this section, item 11 aims to identify the students’ perception toward the

type of English course currently offered by college, which is shown on table 4.8.

Table 4.8: Students’ Perception on Type of English Course Offered by College

Group
Type of Course S-2014 S-2015 S-2016 All
F % F % F % F %
English for General Purposes
47 74.6% 71 95.9% 50 78.1% 168 83.6%
(EGP)
English for General Medical
8 12.7% 3 4.1% 5 7.8% 16 8.0%
Purposes (EGMP)
English for Nursing
8 12.7% 0 0.0% 9 14.1% 17 8.5%
Purposes (ENP)

Table 4.8 shows the students ‘perception toward the English course offered by

college. It is obvious that majority of students (83.6%) believe that the college currently

offers English for General Purposes (EGP). Meanwhile only 8.5% perceive that the

program could be categorized as English for Nursing Purposes (ENP) and the other 8.0%

classify it as English for General Medical Purposes (EGMP). Summing up the data, it can

be said that the college currently offers English for General Purposes (EGP) to nursing

students.

On item 12, the students were asked to rate how relevant current English

materials to their specific needs on nursing field. The finding of descriptive statistics on

item 12 is shown in the table 4.9.

61
Table 4.9: Students Perception on the Extent of Relevance of Current English Materials to
Nursing Specific Field
Extent of Relevance Statistics
Group A great extent Some extent Less extent Not at all
Mdn. SD
F % F % f % F %
S-2014 7 11.1% 30 47.6% 25 39.7% 1 1.6% 3.00 0.69
S-2015 5 6.8% 37 50.0% 30 40.5% 2 2.7% 3.00 0.66
S-2016 9 14.1% 35 54.7% 18 28.1% 2 3.1% 3.00 0.72
All 21 10.4% 102 50.7% 73 36.3% 5 2.5% 3.00 0.69
Table 4.9 shows the students’ responses to extent of relevance of English to

nursing specific field. The finding reveals that 50.7% of total students argue that the

materials are relevant to some extent to nursing field. It is followed by 36.3% who

perceive that the materials are to less extent relevant. However, 10.4% perceive that the

materials are very relevant and, in other hand, only 2.5%of total students perceive that

the materials are not relevant at all to nursing specific field. To sum up, the materials of

English course are just relevant to nursing education.

On item 13, the question aims to investigate how extensively current English

course is useful to the students to cope with several English nursing related-activities.

The data were analyzed using descriptive statistics to find out frequency and

percentages of responses, median and standard deviation were also found to analyze the

average findings. The findings on item 13 are shown in the table 4.10.

Table 4.10: Students’ Perception on the Extent of Usefulness of Current English

Program to Nursing Related Activities
Extent of Usefulness Statistics
Group A great extent Some extent Less extent Not at all Mdn. SD
f % F % f % f %
a) Speak about nursing related topic in English
S-2014 11 17.5% 29 46.0% 21 33.3% 2 3.2% 3.00 0.77
S-2015 12 16.2% 32 43.2% 28 37.8% 2 2.7% 3.00 0.76
S-2016 12 18.8% 27 42.2% 22 34.4% 3 4.7% 3.00 0.82
All 35 17.4% 88 43.8% 71 35.3% 7 3.5% 3.00 0.78
b) Write about nursing related topics in English
S-2014 9 14.3% 29 46.0% 23 36.5% 2 3.2% 3.00 0.75
S-2015 10 13.5% 34 45.9% 28 37.8% 2 2.7% 3.00 0.74
S-2016 21 32.8% 17 26.6% 22 34.4% 4 6.3% 3.00 0.96

62
All 40 19.9% 80 39.8% 73 36.3% 8 4.0% 3.00 0.82

Table 4.10 (Continued): Students’ Perception on the Extent of Usefulness of Current

English Program to Nursing Related Activities
Extent of Usefulness Statistics
Group A great extent Some extent Less extent Not at all Mdn. SD
f % F % f % f %
c) Read nursing related books/ articles/ journals in English
S-2014 9 14.3% 29 46.0% 23 36.5% 2 3.2% 3.00 0.75
S-2015 15 20.3% 32 43.2% 24 32.4% 3 4.1% 3.00 0.81
S-2016 22 34.4% 18 28.1% 22 34.4% 2 3.1% 3.00 0.91
All 46 22.9% 79 39.3% 69 34.3% 7 3.5% 3.00 0.83
d) Understand oral instruction/ lecture in English
S-2014 9 14.3% 31 49.2% 21 33.3% 2 3.2% 3.00 0.74
S-2015 16 21.6% 29 39.2% 25 33.8% 4 5.4% 3.00 0.85
S-2016 22 34.4% 17 26.6% 23 35.9% 2 3.1% 3.00 0.91
All 47 23.4% 77 38.3% 69 34.3% 8 4.0% 3.00 0.84
e) Translate nursing related materials to Bahasa Indonesia
S-2014 14 22.2% 38 60.3% 10 15.9% 1 1.6% 3.00 0.67
S-2015 21 28.4% 40 54.1% 10 13.5% 3 4.1% 3.00 0.76
S-2016 21 32.8% 31 48.4% 10 15.6% 2 3.1% 3.00 0.78
All 56 27.9% 109 54.2% 30 14.9% 6 3.0% 3.00 0.74
f) Pass English language examination
S-2014 12 19.0% 26 41.3% 22 34.9% 3 4.8% 3.00 0.82
S-2015 13 17.6% 33 44.6% 23 31.1% 5 6.8% 3.00 0.83
S-2016 18 28.1% 17 26.6% 27 42.2% 2 3.1% 3.00 0.89
All 43 21.4% 76 37.8% 72 35.8% 10 5.0% 3.00 0.85

Table 4.10 shows the extent of usefulness of current English program to several

nursing related activities. Regarding to ‘speak about nursing related topic’, English

program is very helpful which perceived by 17.4% students. The students who perceive

that the course is helpful to some extent are far higher at 43.8% of total. It is slightly

different to 35.3% who perceive that it is less helpful, and only 3.5%of students perceive

that it is not helpful at all.

Regarding to ‘write about nursing related topic’, overall finding shows that current

English program is useful to some extent. It is showed that 19.9% of total students

perceive that English program is very helpful to that case. Moreover, about

63
39.8%perceive that it is helpful to some extent, 36.3% perceive that it is less helpful,

while only 4.0% of students believe that it is not helpful at all.

As for ‘reading to English nursing articles, journal, and textbooks’, the students

perceive that current English program is useful to certain extent. As can be seen on the

table, 22.9%of total students perceive that English program is very helpful, and 39.3%

perceive that it is helpful to some extent. However, 34.3% perceive that it is less helpful,

while 3.5% of students believe that English program is not helpful at all in the case of

reading English nursing related materials.

Regarding to the activity of ‘understanding oral instruction/ lecture in English’,

the data reveal that current English program is, again, useful to some extent. The table

shows that 23.4% of total students perceive that English program is very helpful in doing

so, while 38.3% perceive that it helpful to some extent. However, 34.3% of students

perceive that it is less helpful and only 4.0% of them perceive that it is not helpful at all.

As for the case of ‘translating English nursing materials to Bahasa Indonesia’,

finding shows that current English program is useful to certain degree. The data reveal

that 27.9% of total students perceive that current English program is very helpful.

Moreover, majority of students perceive that it is helpful to some extent, which totals

54.2%. Yet, 14.9% perceive the current program is less helpful to this case, and only 3.0%

of students believe that it is not helpful at all.

Finally, regarding to ‘pass English test/ examination’, the finding shows that

current English program is also useful to some extent. Going over the data, 21.4% of

students are very relieved with current English program, and it is helpful to some extent

64
to 37.8% of students. Yet, 35.8% of them perceive that it is less helpful to the case and

only 5.0% believe that it is not helpful at all.

In this section, the data reveals that the students perceive that English for

General Purposes (EGP) is the course currently being offered by the college. Moreover,

about a half of the students emphasized that the material of course, to some extent,

relevant to nursing field but still many of them perceive that it is less relevant.

In addition, the students also report the usefulness of current English program to

deal with several nursing related activities. The students report that current program, to

some extent, is useful to deal with nursing related activities including speaking about

nursing related topic, writing about nursing related topics in English, reading English

nursing related books and articles, understanding oral instruction, translating nursing

materials, and passing English test.

4.1.1.3. Section D: Frequency of the Use of English

Section D of students’ questionnaire focuses on the frequency of the use of

English in the context of nursing education, particularly on item 14, 15, and 16.On item

14, it aims to reveal the frequencies of English-containing materials used in nursing

material. The item was set in four Likert-scales which labeled as 4=very often, to

1=never. The finding on item 14 is shown in the table 4.11.

Table 4.11: The Frequency of the Use of English in Nursing Related Materials
Frequency Statistics
Group Very often Often Rarely Never Mdn. SD
F % F % F % F %
a) Journals/ articles/ textbooks
S-2014 24 38.1% 29 46.0% 10 15.9% 0 0.0% 3.00 0.71
S-2015 25 33.8% 32 43.2% 16 21.6% 1 1.4% 3.00 0.78
S-2016 31 48.4% 22 34.4% 10 15.6% 1 1.6% 4.00 0.79
All 80 39.8% 83 41.3% 36 17.9% 2 1.0% 3.00 0.76

65
 b) Presentation slides
S-2014 9 14.3% 39 61.9% 14 22.2% 1 1.6% 3.00 0.65
S-2015 19 25.7% 39 52.7% 16 21.6% 0 0.0% 3.00 0.69
S-2016 15 23.4% 31 48.4% 17 26.6% 1 1.6% 3.00 0.75
All 43 21.4% 109 54.2% 47 23.4% 2 1.0% 3.00 0.70
c) Video / Audio lesson
S-2014 5 7.9% 38 60.3% 19 30.2% 1 1.6% 3.00 0.62
S-2015 20 27.0% 41 55.4% 11 14.9% 2 2.7% 3.00 0.73
S-2016 12 18.8% 30 46.9% 20 31.3% 2 3.1% 3.00 0.77
All 37 18.4% 109 54.2% 50 24.9% 5 2.5% 3.00 0.72
d) Oral lectures
S-2014 7 11.1% 20 31.7% 17 27.0% 19 30.2% 2.00 1.01
S-2015 10 13.5% 14 18.9% 26 35.1% 24 32.4% 2.00 1.02
S-2016 6 9.4% 11 17.2% 22 34.4% 25 39.1% 2.00 0.98
All 23 11.4% 45 22.4% 65 32.3% 68 33.8% 2.00 1.01
e) Course test/ examination
S-2014 9 14.3% 18 28.6% 34 54.0% 2 3.2% 2.00 0.78
S-2015 12 16.2% 23 31.1% 33 44.6% 6 8.1% 2.00 0.86
S-2016 16 25.0% 15 23.4% 31 48.4% 2 3.1% 2.00 0.89
All 37 18.4% 56 27.9% 98 48.8% 10 5.0% 2.00 0.84

Table 4.11 reveals the frequency of English-containing materials used in nursing

context. The findings reveal that nursing textbooks/ journals/ articles are the most

frequent nursing material containing English, while oral lectures and test examination are

the least frequent materials containing English. It is showed that 39.8% of total students

“very often “find nursing textbooks/ journals/ articles contains English material. Yet,

more students experience it “often” as 41.3% argue to do so, while the other 18.9% are

likely to experience differently including 17.9% who argue that it “rarely” happen and the

other 1% “never” find it in English.

As for presentation slide, it is “often” found containing English materials. The

data reveal that 21.4% of students find it “very often “containing English, while majority

of students (54.2%) are less “often “find it in English while 23.4% “rarely” find it and the

other 1% argue that it is ‘never’ presented in English.

Regarding to video/audio lesson, it is also “often” found containing English. It is

showed that 18.4% of students find it “very often” containing English. However, in lesser

66
extent, majority of students find the material “often” contain English at total of 54.2%,

while 24.9% “rarely” find it and the other 2.5% ‘never’ find it presented in English.

As for the case of oral lecture, the students “rarely “experience it containing

English. It is showed that only 11.4% of total students experience “very often” and 22.4%

argue that it is “often” contained English materials. Meanwhile, majority of students,

about 66% argue contrarily. It includes 32.3% who argue “rarely” and 33.8% who

“never” find oral lecture containing English materials.

As for course test/examination, English is also rarely found. The table shows

that only 18.4% of students find this case “very often” containing English. It is followed

by 27.9% who “often” find it containing English. However, majority of the students

(48.8%) argue that they “rarely” find this test or exam containing English. Indeed, the

other 5% “never” find it containing English materials.

In conclusion, English is frequently found in several nursing related materials.

The data reveal that journals, articles, and textbooks are the most frequent material

containing English in the context of nursing education. It is followed by presentation

slides, video and audio lessons, course tests, as well as oral lecture as the least frequent

materials containing English.

On item 15 and 16, the frequency of English in nursing related material is still

being concerned. However, this item focuses more on the technical use on how the

academician present oral lecture and written materials during the nursing subject based

on students’ observation. Descriptive statistics were run to find out frequency and

percentages. The finding of items is shown in table 4.12 and 4,13.

Table 4.12: Students’ Response to Technical Use of Language during Oral Lecture
Group

67
 How do the lectures present oral S-2014 S-2015 S-2016 All
lectures? F % F % F % F %
In English 0 0.0% 0 0.0% 0 0.0% 0 0.0%
In Bahasa Indonesia, many English 76.2 75.0
48 57 77.0% 48 153 76.1%
nursing terms % %
In Bahasa Indonesia, very little English 22.2 25.0
14 17 23.0% 16 47 23.4%
nursing terms % %
In Bahasa Indonesia, no English nursing
1 1.6% 0 0.0% 0 0.0% 1 0.5%
term

The table 4.12 shows the students’ responses to technical use of language during

lecturers. As can be seen, majority of the students respond that the academicians present

oral lecturer ‘in Bahasa Indonesia with many English nursing terms’ which constitutes

76.1% of total responses. It is far lower to the option ‘in Bahasa Indonesia with very

little English nursing terms’ which constitutes 23.4%, while only 0.5% of students

respond that the academicians only using ‘Bahasa Indonesia without any English

nursing terms’.

Table 4.13: Students’ Response to Technical Use of Language in Written Materials

Group
How do the lectures present handout
papers/slides? S-2014 S-2015 S-2016 All
F % F % F % F %
In English 1 1.6% 2 2.7% 6 9.4% 9 4.5%
In Bahasa Indonesia, many English 77.8 67.2
49 51 68.9% 43 143 71.1%
nursing terms % %
In Bahasa Indonesia, very little English 19.0 21.9
12 21 28.4% 14 47 23.4%
nursing terms % %
In Bahasa Indonesia, no English nursing
1 1.6% 0 0.0% 1 1.6% 2 1.0%
term

In addition, The finding on item 16 is shown in table 4.13.From the table, it can

be seen that majority of students respond that the academicians present the written

material ‘in Bahasa Indonesia with many English nursing terms’ which constitutes

71.1% of total responses. It is far different to 23.4% of students who respond that

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written materials are ‘in Bahasa Indonesia, with very little English nursing terms’, while

4.5% students respond that the materials are fully ‘in English’ and only 1% respond that

the materials are ‘in Bahasa Indonesia, without any English nursing term’.

On this section, the frequency of the use of English in nursing related material is

revealed. The students argue that they often find English related material such as

English journals, articles and textbooks, presentation slides and video as well as audio

material. Moreover, in the case of the use of English in oral lecture, the students argue

that they rarely find English in oral lecturer.

In term of technical use of English, they argue that the academicians present the

courses orally in Bahasa Indonesia with many English nursing terms. It is also similar to

the way the academicians present the written material

In conclusion, English is often used by the academicians in nursing education

setting. The study reveals that the academicians often use English in nursing related

materials including reading materials, video/audio lesson, and presentation slides. The

study also reveals the technical use of language by the academicians when teaching

nursing related subject. It shows that the academicians use Bahasa Indonesia with many

nursing terminologies in English. This can be assumed that the need of English is

extensive in the context of nursing education.

4.1.1.4. Section E: Perception toward EGP and ENP

Section E of students’ questionnaire consists of 20 items (item 17 to 36) which

aim to identify students’ perception toward the English for Nursing Purposes (ENP)

course in Mandala Waluya Health Institution. Particularly, it includes items about the

students’ attitude to General English (GE), students’ attitude to English for Nursing

69
Purposes (ENP), students’ perception to language needs on ENP, and students’

perception toward learning constraints on ENP.

The items were all designed in five agree-disagree Likert-scales, which labeled as

5=Strongly Agree (SA), 4=Agree (A), 3=Neutral (N), 2=Disagree (D), 1=Strongly

Disagree (SD). Descriptive statistics were run to measure median and standard deviation

as well as frequency and percentages were also found.

4.1.1.4.1 Students’ Perception to General English Language Learning

There are 4 items (17, 32, 33, and 36) issuing about the students’ perceptions to

general English language learning. The findings are shown on table 4.14.

Table 4.14: Students’ Perception to General English Language Learning

Response Statistics
Group SA A N D SD* Mdn. SD**
F % F % F % F % F %
17. EGP is important to nursing students
S-2014 9 14.3% 44 69.8% 8 12.7% 2 3.2% 0 0.0% 4.00 0.63
S-2015 27 36.5% 38 51.4% 8 10.8% 0 0.0% 1 1.4% 4.00 0.75
S-2016 32 50.0% 29 45.3% 1 1.6% 2 3.1% 0 0.0% 4.00 0.69
All 68 33.8% 111 55.2% 17 8.5% 4 2.0% 1 0.5% 4.00 0.71
32. In my opinion. nursing students should learn only general English
S-2014 1 1.6% 10 15.9% 10 15.9% 35 55.6% 7 11.1% 2.00 0.94
S-2015 3 4.1% 7 9.5% 20 27.0% 27 36.5% 17 23.0% 2.00 1.07
S-2016 4 6.3% 7 10.9% 6 9.4% 31 48.4% 16 25.0% 2.00 1.14
All 8 4.0% 24 11.9% 36 17.9% 93 46.3% 40 19.9% 2.00 1.05
33. It is not important at all to me to learn English
S-2014 1 1.6% 6 9.5% 5 7.9% 19 30.2% 32 50.8% 1.00 1.05
S-2015 1 1.4% 2 2.7% 8 10.8% 17 23.0% 46 62.2% 1.00 0.89
S-2016 1 1.6% 2 3.1% 1 1.6% 26 40.6% 34 53.1% 1.00 0.81
All 3 1.5% 10 5.0% 14 7.0% 62 30.8% 112 55.7% 1.00 0.92
36. The faculty should not need to consider EGP or ENP as a course in nursing department
S-2014 0 0.0% 7 11.1% 9 14.3% 19 30.2% 28 44.4% 2.00 1.02
S-2015 2 2.7% 1 1.4% 16 21.6% 14 18.9% 41 55.4% 1.00 1.01
S-2016 2 3.1% 4 6.3% 11 17.2% 19 29.7% 28 43.8% 2.00 1.08
All 4 2.0% 12 6.0% 36 17.9% 52 25.8% 97 48.3% 2.00 1.03

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 The data show that general English learning is important to nursing students. It is

indicated on item 17, which reaches agreement from 89% of students, while only 2.5%

reject to agree and the other 8.5% neither agree nor disagree to this statement. Moreover,

the importance of general English learning is also issued in contra-positive statements in

item 33 and item 36. Majority of the students perceive negatively at total 74.1% to

86.1% students on these statements, while only 5.5% to 8% students perceive positively

and the other 7% to 17.9% remain neutral in this case. It means that English is highly

demanded to nursing students.

However, students perceive that General English is not the only option. As issued

on item 32, it shows that 66.2% students disagree and strongly disagree to the statement,

while 15.9% students believe that they only need General English and 17.9% students are

neutral to this case. In conclusion, the need of EGP and ENP is important and prominent

to nursing students.

4.1.1.4.2 Students’ Perception toward ENP

Items about general perception of ENP are spread along the students’

questionnaire located on item 18, 19, 20, 31, 34, and 35.The findings of these items are

shown in the table 4.15.

Table 4.15: Students’ Perception toward ENP

Response Statistics
Group SA A N D SD Mdn. SD
F % F % F % F % F %
18. ENP is important to nursing students
S-2014 35 55.6% 19 30.2% 8 12.7% 1 1.6% 0 0.0% 5.00 0.77
S-2015 37 50.0% 29 39.2% 7 9.5% 1 1.4% 0 0.0% 4.50 0.72
S-2016 44 68.8% 15 23.4% 5 7.8% 0 0.0% 0 0.0% 5.00 0.63
All 116 57.7% 63 31.3% 20 10.0% 2 1.0% 0 0.0% 5.00 0.71
19. Having a better knowledge of English is one important factors to my success in academic field as
nursing students
S-2014 9 14.3% 32 50.8% 16 25.4% 6 9.5% 0 0.0% 4.00 0.84

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 S-2015 16 21.6% 28 37.8% 26 35.1% 4 5.4% 0 0.0% 4.00 0.86
S-2016 20 31.3% 35 54.7% 5 7.8% 4 6.3% 0 0.0% 4.00 0.80
All 45 22.4% 95 47.3% 47 23.4% 14 7.0% 0 0.0% 4.00 0.85

Table 4.15 (Continued): Students’ Perception toward ENP

Response Statistics
Group SA A N D SD
Mdn. SD
F % F % F % F % F %
20. Having a better knowledge of English is one important element for my future career as
professional nurse
S-2014 31 49.2% 21 33.3% 9 14.3% 2 3.2% 0 0.0% 4.00 0.83
S-2015 33 44.6% 26 35.1% 10 13.5% 5 6.8% 0 0.0% 4.00 0.91
S-2016 35 54.7% 25 39.1% 4 6.3% 0 0.0% 0 0.0% 5.00 0.62
All 99 49.3% 72 35.8% 23 11.4% 7 3.5% 0 0.0% 4.00 0.81
31. In my opinion, nursing students only need English for nursing purposes, no need for general
English
S-2014
4 6.3% 29 46.0% 5 7.9% 17 27.0% 8 12.7% 4.00 1.23
S-2015
5 6.8% 19 25.7% 15 20.3% 18 24.3% 17 23.0% 3.00 1.27
S-2016
12 18.8% 21 32.8% 10 15.6% 15 23.4% 6 9.4% 4.00 1.28
All
21 10.4% 69 34.3% 30 14.9% 50 24.9% 31 15.4% 3.00 1.28
34. I see no relevance between learning English and my future professional career
S-2014 0 0.0% 6 9.5% 8 12.7% 16 25.4% 33 52.4% 1.00 1.00
S-2015 1 1.4% 1 1.4% 9 12.2% 17 23.0% 46 62.2% 1.00 0.86
S-2016 1 1.6% 5 7.8% 4 6.3% 19 29.7% 35 54.7% 1.00 1.00
All 2 1.0% 12 6.0% 21 10.4% 52 25.9% 114 56.7% 1.00 0.95
35. Even without English, I can succeed in my academic study
S-2014 0 0.0% 9 14.3% 18 28.6% 18 28.6% 18 28.6% 2.00 1.04
S-2015 1 1.4% 4 5.4% 15 20.3% 21 28.4% 33 44.6% 2.00 1.00
S-2016 0 0.0% 6 9.4% 9 14.1% 22 34.4% 27 42.2% 2.00 0.97
All 1 0.5% 19 9.5% 42 20.9% 61 30.3% 78 38.8% 2.00 1.01

Table 4.15 shows the distribution of students’ responses to several statements

issuing about ENP.As can been seen on item 18, most of the students perceive that ENP

is very important to nursing students at 89% students perceive positively, while only 1%

disagree, and the other 10% remain neutral in this case. More specifically, the focus of

ENP both in academic or professional career is also investigated which questioned in

item 19 and item 20 as well as on item 34 and item 35 as contra-positive of both items.

Regarding to ENP for academic on item 19, there are 69.7% of students who have

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positive perception to this case, while only 7% disagree and 23.4% of students remain

neutral. This numbers are similar with the contra-positive item with the similar meaning

on item 34. The data show that 69.1% of students perceive ENP in academic focus, while

only 10% students perceive differently, and the other 20.9% are neutral.

Regarding to future career focuses issued on item 20, ENP reaches higher

response with 85.1% of students agree or strongly agree if compared to items focus on

academic field. It shows that only 3.5% of students who disagree, while the other 11.4%

remain neutral in this case. This finding is also in line with the contra-positive item with

similar meaning on item 35. As can be seen on the table, 82.6% of students perceive

negatively on negative construct, which means that they are agree to the case of ENP,

which focuses on future professional career. It is only 7% of students who are opposite to

the case, and the other 10.4% neither agree nor disagree to this statement.

However, the students’ preference to choose ENP as the only course is not quite

satisfied. As can be seen on the table, the students’ responses on item 31“In my opinion,

nursing students only need English for nursing purposes, no need for general English

“remain neutral. It shows that 44.7% students agree which are slightly equal to students

who disagree at totals 40.3% students. In conclusion, ENP is highly required for the

nursing students. The students argue that ENP is much more needed for future career

purposes if compared to academic purposes.

4.1.1.4.3 Students’ Perception toward Language Needs

Language needs items in this section are located on item 21, 22, 23, 24, and 27.

The data of the students’ responses are shown in table 4.16.

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Table 4.16: Students’ Perception toward Language Needs items
Group Response Statistics
SA A N D SD Mdn. SD
f % f % F % f % F %
21. Material of ENP should be relevant to Nursing field
S-2014 22 34.9% 34 54.0% 5 7.9% 2 3.2% 0 0.0% 4.00 0.72
S-2015 29 39.2% 22 29.7% 20 27.0% 3 4.1% 0 0.0% 4.00 0.91
S-2016 24 37.5% 25 39.1% 9 14.1% 6 9.4% 0 0.0% 4.00 0.95
All 75 37.3% 81 40.3% 34 16.9% 11 5.5% 0 0.0% 4.00 0.87
22. Material of ENP should help students to communicate in future nurse-foreign patient
communication context
S-2014 24 38.1% 33 52.4% 6 9.5% 0 0.0% 0 0.0% 4.00 0.63
S-2015 27 36.5% 35 47.3% 9 12.2% 1 1.4% 2 2.7% 4.00 0.88
S-2016 34 53.1% 24 37.5% 3 4.7% 3 4.7% 0 0.0% 5.00 0.79
All 85 42.3% 92 45.8% 18 9.0% 4 2.0% 2 1.0% 4.00 0.78
23. It is important to nursing students to learn only specific English nursing vocabularies
S-2014 4 6.3% 12 19.0% 24 38.1% 19 30.2% 4 6.3% 3.00 1.00
S-2015 2 2.7% 13 17.6% 28 37.8% 26 35.1% 5 6.8% 3.00 0.92
S-2016 8 12.5% 12 18.8% 25 39.1% 17 26.6% 2 3.1% 3.00 1.04
All 14 7.0% 37 18.4% 77 38.3% 62 30.8% 11 5.5% 3.00 0.99
24. Material of ENP should help students to communicate in future nurse-foreign nurse
professional communication context
S-2014 15 23.8% 38 60.3% 9 14.3% 1 1.6% 0 0.0% 4.00 0.67
S-2015 26 35.1% 37 50.0% 8 10.8% 2 2.7% 1 1.4% 4.00 0.82
S-2016 28 43.8% 30 46.9% 3 4.7% 3 4.7% 0 0.0% 4.00 0.77
All 69 34.3% 105 52.2% 20 10.0% 6 3.0% 1 0.5% 4.00 0.76
27. It is important for nursing students to be able to read the original English text
S-2014 21 33.3% 27 42.9% 14 22.2% 1 1.6% 0 0.0% 4.00 0.79
S-2015 23 31.1% 29 39.2% 17 23.0% 5 6.8% 0 0.0% 4.00 0.90
S-2016 24 37.5% 23 35.9% 13 20.3% 3 4.7% 1 1.6% 4.00 0.96
All 68 33.8% 79 39.3% 44 21.9% 9 4.5% 1 0.5% 4.00 0.89

It is showed that 77.6% of total students agree that the materials of ENP should

be relevant to nursing field, while 5.5% of students perceive negatively, and 16.9% are

neutral to this statement. As for the need of vocabulary, the students have no preference

to learn only English nursing vocabulary. It is indicated by students’ responses on item

23, which can be seen that 38.3%, of total students are neutral to this case while 25.4%

of students highly require only English nursing vocabulary and the other 36.3% perceive

that learning only English nursing vocabulary is not highly required.

Another learning need is also indicated on item 27. The students perceive that

the students should be able to read original English text, which corresponded by 73.1%

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of students, only 5.0% reject to agree and the other 21.9% neither agree nor agree to this

statement. In regard to discourse aspect, communication context between nurse and

foreign patient as on item 22 is seen as one crucial aspect which reaches agreement

from 88.1% of total students, while only 3.0% disagree, and the other 9.0% are neutral

to this case. It is a little bit lower if compared with the context of communication

between nurse and foreign doctor on item 24, which reaches agreement from 86.5% of

total students and only rejected by 3.5% students, while the other 10.0% remain neutral

in this statement.

In conclusion, the need of English materials to be relevant to nursing field is

highly required. Moreover, the need of nursing related vocabularies is as needed as the

general English vocabularies. In addition, the materials of ENP should help them to

communicate in future professional communication between nurses and nurses as well

as nurses and doctors.

4.1.1.4.4 Students’ Perception toward Learning Constrains

On this sub-section, the students are required to response to several statements

about the course instructor and the availability of various learning resources. The data of

students’ responses on are seen on the table 4.17.

Table 4.17: Students’ Perception toward Learning Constrains Items

Response Statistics
Group SA A N D SD Mdn. SD
F % F % F % F % F %
25. There are available nursing resources in English (i.e. journals, books, articles, etc.) at
department's library
S-2014 7 11.1% 43 68.3% 13 20.6% 0 0.0% 0 0.0% 4.00 0.56
S-2015 18 24.3% 28 37.8% 23 31.1% 3 4.1% 2 2.7% 4.00 0.96
S-2016 17 26.6% 29 45.3% 16 25.0% 2 3.1% 0 0.0% 4.00 0.81
All 42 20.9% 100 49.8% 52 25.9% 5 2.5% 2 1.0% 4.00 0.80
26. There are adequate English journals and textbooks translated into Bahasa Indonesia
S-2014 4 6.3% 40 63.5% 19 30.2% 0 0.0% 0 0.0% 4.00 0.56

75
S-2015 8 10.8% 34 45.9% 30 40.5% 1 1.4% 1 1.4% 4.00 0.75
S-2016 14 21.9% 31 48.4% 16 25.0% 3 4.7% 0 0.0% 4.00 0.81
All 26 12.9% 105 52.2% 65 32.3% 4 2.0% 1 0.5% 4.00 0.72
28. There are adequate technological equipment (i.e. Internet, computer, video/audio player,
DVD, etc.) that can be used by students in learning English
S-2014 7 11.1% 46 73.0% 8 12.7% 1 1.6% 1 1.6% 4.00 0.67
S-2015 15 20.3% 40 54.1% 16 21.6% 2 2.7% 1 1.4% 4.00 0.80
S-2016 23 35.9% 27 42.2% 10 15.6% 4 6.3% 0 0.0% 4.00 0.88
All 45 22.4% 113 56.2% 34 16.9% 7 3.5% 2 1.0% 4.00 0.79
29. English language instructor should apply technological equipment(i.e. Internet, computer,
video/audio player, DVD, etc.) in teaching ENP
S-2014 10 15.9% 43 68.3% 9 14.3% 1 1.6% 0 0.0% 4.00 0.61
S-2015 20 27.0% 38 51.4% 15 20.3% 1 1.4% 0 0.0% 4.00 0.73
S-2016 17 26.6% 31 48.4% 14 21.9% 2 3.1% 0 0.0% 4.00 0.79
All 47 23.4% 112 55.7% 38 18.9% 4 2.0% 0 0.0% 4.00 0.71

Table 4.17: Students’ Perception toward Learning Constrains Items

Response Statistics
Group SA A N D SD Mdn. SD
F % F % F % F % F %
30. English language instructor should have a fairly knowledge about nursing field when
selecting the materials
S-2014 29 46.0% 20 31.7% 11 17.5% 2 3.2% 1 1.6% 4.00 0.94
S-2015 31 41.9% 27 36.5% 14 18.9% 2 2.7% 0 0.0% 4.00 0.83
S-2016 28 43.8% 23 35.9% 8 12.5% 5 7.8% 0 0.0% 4.00 0.93
All 88 43.8% 70 34.8% 33 16.4% 9 4.5% 1 0.5% 4.00 0.90

The data of table 4.17 shows the findings of students’ attitude toward learning

constrains item on questionnaire. Regarding to learning resources, the students argue

that there are available English nursing resources at department’s library (item 25) as

70.7% of students agree or strongly agree to this statement. In contrast, 3.5% stand out

of the statement, and 25.9% of students remain neutral. Moreover, majority of the

students also notice that there are adequate English journals and textbooks translated

76
into Bahasa Indonesia (item 26) at total 65.1% of students agree and strongly agree to

this case, despite the fact that only 2.5% who disagree and the other 32.3% are neutral

to this statement.

Regarding to technological aid in teaching, the students notice that there is

adequate technological equipment that can be used by students in learning English (item

28). As can be seen on the table, 78.6% of total students agree and strongly agree to the

statement, while only 4.5% perceive contrarily and the other 16.9% neither agree nor

disagree to this case. As the availability of these technological aids is abundant, the

language instructor is supposed to be able to apply these aids in teaching English

language (item 29). Regarding to this statement, 79.1% of students notice that the

language instructor should apply these technological aids, while only 2.0% who disagree

and the other 18.9% neither agree nor disagree to this case.

Finally, on item 30, 78.6% of students notice that the English language

instructor should have a fairly knowledge about nursing field when selecting English

language materials. In contrast, 5.0% of them believe that it is not necessary for

language instructor to have any knowledge about nursing, and the other 16.4% are

neutral to this case.

This section reveals the students’ perception toward EGP and ENP. The students

believe that both EGP and ENP is important to learn. Moreover, the students argue that

ENP is much more needed for future career purposes if compared to academic purposes.

In term of the materials, the need of English materials to be relevant to nursing field is

highly required. In addition, the materials of ENP should help the students to

communicate in future professional communication between nurses and nurses as well

77
as nurses and doctors. Regarding to the resources and instructor, there are adequate

English resources and some resources translated into Bahasa Indonesia. Moreover, there

are available technological aid that can be used in learning language, and the instructor

is supposed to use these aids when teaching ENP. Finally, the instructor is supposed to

have a fairly knowledge of nursing when teaching ENP course.

4.1.1.5. Section F: The Four Language Skills on ENP

The section F of students’ questionnaire issued the Target Situation Analysis

(TSA), which includes the perception of four English language skills in the context of

nursing field. This section consists of several sub-sections including the priority of four

English skills and necessity as well as four English skills and tasks in target situation. In

doing the analysis, descriptive statistics were run on SPSS in order to find out the

percentages, frequencies, mean (for ranking item), median and standard deviations.

4.1.1.5.1 Four English Language Skill Priority and Necessity

This sub-section considers the English skills priority in term of its importance on

item 37 and difficulty on item 38. The items were set into ranking scale from 1=the most

to 4=the least. The data are presented by showing mean value and standard of each skill.

The data of item 37 are shown on the table 4.18.

Table 4.18: Students’ Perception to the Priority of Importance of Four English

Skills
Skill Group Priority Mean SD
S-2014 1st 1.86 1.11
S-2015 1st 1.78 1.15
Speaking
S-2016 1st 1.80 1.07
All 1st 1.81 1.11
S-2014 2nd 1.95 0.77
S-2015 2nd 2.12 0.91
Reading
S-2016 2nd 2.13 0.83
All 2nd 2.07 0.84

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 S-2014 3rd 2.95 1.11
S-2015 4th 3.05 1.15
Listening
S-2016 4th 3.03 1.07
All 3rd 3.01 1.11
S-2014 4th 3.24 0.84
S-2015 3rd 3.04 0.88
Writing
S-2016 3rd 3.02 0.93
All 4th 3.09 0.89

As can be seen on table 4.18, the priority of importance of four language skills

considers speaking as the most important skill followed by reading, listening, and writing

as the least important one. The data show that all groups perceive that speaking is the

most important skill for nursing education (M= 181, SD= 1.11). It is followed by reading

which all group also perceive as the second important skill (M= 2.07, SD= 0.84). As for

the third rank, the students perceive listening in this position (M= 3.10, SD= 1.11), while

writing is seen as the least important skill for nursing students (M= 3.09, SD= 0.89).

However, the data of table above show that the students’ responses on priority of

listening and writing skill are obviously varied. In regard to listening skill, only group of

2014 perceive speaking in the third rank while the other perceive it is on the fourth rank.

It also shows that only group of 2014 perceive writing as the least skill while the other

perceive that it is slightly higher at the third important skill. Although there is difference

perception among groups on these skills, average response shows that listening still on the

third rank and writing on the last rank.

In regard to the priority of difficulty, the data reveal that all groups perceive that

speaking is the most difficult skill to be mastered (M= 2.59, SD= 1.22). It is followed

by listening on the second rank (M=2.59, SD= 1.22), reading on the third (M= 2.60,

SD= 0.80), and listening on the least important rank (M= 3.06, SD= 1.03). More

detailed data can be seen on the table 4.19.

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 Table 4.19: Students’ Perception to the Priority of Difficulty of Four English
Skills
Skill Group Priority Mean SD
S-2014 1st 1.89 0.99
S-2015 1st 1.66 0.90
Speaking
S-2016 1st 1.72 1.00
All 1st 1.75 0.96
S-2014 2nd 2.48 1.31
S-2015 3rd 2.88 1.16
Listening
S-2016 2nd 2.36 1.16
All 2nd 2.59 1.22
S-2014 3rd 2.63 0.79
S-2015 2nd 2.42 0.79
Reading
S-2016 3rd 2.77 0.79
All 3rd 2.60 0.80
S-2014 4th 3.00 1.06
S-2015 4th 3.04 1.07
Writing
S-2016 4th 3.16 0.98
All 4th 3.06 1.03

The data of students’ responses are also varied in the second and third rank. It

shows that group of 2014 and 2016 perceive listening on the second rank, while group

of 2015 perceive it on the third rank. As for reading skill, group of 2014 and 2016

perceive reading on third rank, while group of 2015 places reading at the second rank.

Yet, the average finding shows that listening is still on the second rank and reading is on

the third rank as well. In short, the students place a great importance of speaking skills,

followed by reading, listening, and writing. Regarding to the priority of difficulty, the

students emphasize that speaking is the most difficult skill to be learned, followed by

listening, reading, and writing as the least difficult skill.

Moving on, item 39 aims to identify how extent the students require four English

skills in their academic study. The item was designed in four Likert-scale items which

80
labeled as 1= a great extent, 2= some extent, 3= Less extent and 4= not at all. The finding

of this item is shown in table 4.20 below.

Table 4.20: Students’ Perception to the Extent of Necessity of Four English Skills to
Nursing Education
Response Statistics
Group A great extent Some extent Less extent Not at all Mdn. SD
F % f % F % F %
To what extent do the students need English listening skill in academic study?
S-2014 44 69.8% 19 30.2% 0 0.0% 0 0.0% 4.00 0.46
S-2015 55 74.3% 17 23.0% 2 2.7% 0 0.0% 4.00 0.51
S-2016 54 84.4% 9 14.1% 1 1.6% 0 0.0% 4.00 0.42
All 153 76.1% 45 22.4% 3 1.5% 0 0.0% 4.00 0.47
To what extent do the students need English speaking skill in academic study?
S-2014 51 81.0% 10 15.9% 2 3.2% 0 0.0% 4.00 0.49
S-2015 65 87.8% 9 12.2% 0 0.0% 0 0.0% 4.00 0.33
S-2016 56 87.5% 8 12.5% 0 0.0% 0 0.0% 4.00 0.33
All 172 85.6% 27 13.4% 2 1.0% 0 0.0% 4.00 0.39
To what extent do the students need English reading skill in academic study?
S-2014 45 71.4% 17 27.0% 1 1.6% 0 0.0% 4.00 0.50
S-2015 53 71.6% 20 27.0% 1 1.4% 0 0.0% 4.00 0.49
S-2016 55 85.9% 8 12.5% 1 1.6% 0 0.0% 4.00 0.41
All 153 76.1% 45 22.4% 3 1.5% 0 0.0% 4.00 0.47
To what extent do the students need English writing skill in academic study?
S-2014 45 71.4% 17 27.0% 1 1.6% 0 0.0% 4.00 0.50
S-2015 50 67.6% 22 29.7% 2 2.7% 0 0.0% 4.00 0.53
S-2016 55 85.9% 9 14.1% 0 0.0% 0 0.0% 4.00 0.35
All 150 74.6% 48 23.9% 3 1.5% 0 0.0% 4.00 0.48

As can be seen on table 4.20, four English skills are highly required by students in

nursing academic study. Regarding to listening skill, 76.1% of students argue that it is

highly required, 22.4% argue that it is required, to some extent and only 1.5% of students

perceive that it is less required. For speaking skill, 85.6% of students argue that it is

highly required by students in academic study, 13.4% require speaking skill, to some

extent and only 1.5% of them perceive that it is less required in academic study.

Regarding to reading skill, 76.1% students argue that it is highly required in academic

study, 22.4% students require it, to some extent and the other 1.5% students believe that it

is less required in academic study. As for writing skill, 74.6% of students argue that it is

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highly required in nursing education, 23.9% of students who believe that it is required, to

some extent and the others 1.5% perceive that it is less required. In short, all language

skills is necessary for nursing education.

4.1.1.5.2 English Listening Tasks in Target Situation

On Item 40, it aims to investigate the students’ perception to need of English

listening tasks in nursing activities. The findings are shown in table 4.21.

Table 4.21: Students’ Perception to the Need of English Listening Skill

Group Response Statistics
SA A N D SD Mdn. SD
F % F % F % F % F %
a) To understand conversation with foreign patients
S-2014 21 33.3% 37 58.7% 2 3.2% 2 3.2% 1 1.6% 4.00 0.78
S-2015 31 41.9% 32 43.2% 9 12.2% 1 1.4% 1 1.4% 4.00 0.82
S-2016 35 54.7% 26 40.6% 1 1.6% 0 0.0% 2 3.1% 5.00 0.81
All 87 43.3% 95 47.3% 12 6.0% 3 1.5% 4 2.0% 4.00 0.81
b) To follow doctor's orders
S-2014 19 30.2% 38 60.3% 4 6.3% 2 3.2% 0 0.0% 4.00 0.68
S-2015 32 43.2% 32 43.2% 10 13.5% 0 0.0% 0 0.0% 4.00 0.70
S-2016 36 56.3% 24 37.5% 3 4.7% 1 1.6% 0 0.0% 5.00 0.67
All 87 43.3% 94 46.8% 17 8.5% 3 1.5% 0 0.0% 4.00 0.69
Table 4.21 (Continued): Students’ Perception to the Need of English Listening Skill
Group Response Statistics
SA A N D SD Mdn. SD
F % F % F % F % F %
c) To understand diagnosis/ symptom from foreign patients
S-2014 23 36.5% 35 55.6% 5 7.9% 0 0.0% 0 0.0% 4.00 0.61
S-2015 33 44.6% 32 43.2% 9 12.2% 0 0.0% 0 0.0% 4.00 0.68
S-2016 36 56.3% 24 37.5% 1 1.6% 2 3.1% 1 1.6% 5.00 0.81
All 92 45.8% 91 45.3% 15 7.5% 2 1.0% 1 0.5% 4.00 0.71
d) To understand seminar/conference in English
S-2014 29 46.0% 27 42.9% 7 11.1% 0 0.0% 0 0.0% 4.00 0.68
S-2015 38 51.4% 26 35.1% 9 12.2% 0 0.0% 1 1.4% 5.00 0.80
S-2016 31 48.4% 24 37.5% 7 10.9% 2 3.1% 0 0.0% 4.00 0.79
All 98 48.8% 77 38.3% 23 11.4% 2 1.0% 1 0.5% 4.00 0.76
e) To understand English lesson in class

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S-2014 27 42.9% 28 44.4% 7 11.1% 1 1.6% 0 0.0% 4.00 0.73
S-2015 38 51.4% 24 32.4% 10 13.5% 1 1.4% 1 1.4% 5.00 0.86
S-2016 37 57.8% 22 34.4% 4 6.3% 0 0.0% 1 1.6% 5.00 0.76
All 102 50.7% 74 36.8% 21 10.4% 2 1.0% 2 1.0% 5.00 0.79
f) To engage in formal job/ scholarship interview

S-2014 14 22.2% 36 57.1% 11 17.5% 2 3.2% 0 0.0% 4.00 0.73

S-2015 29 39.2% 33 44.6% 11 14.9% 0 0.0% 1 1.4% 4.00 0.79
S-2016 34 53.1% 23 35.9% 5 7.8% 2 3.1% 0 0.0% 5.00 0.77
All 77 38.3% 92 45.8% 27 13.4% 4 2.0% 1 0.5% 4.00 0.78
g) To understand question in English test (TOEFL/ IELTS)

S-2014 19 30.2% 43 68.3% 1 1.6% 0 0.0% 0 0.0% 4.00 0.49

S-2015 33 44.6% 34 45.9% 7 9.5% 0 0.0% 0 0.0% 4.00 0.65
S-2016 33 51.6% 22 34.4% 8 12.5% 0 0.0% 1 1.6% 5.00 0.82
All 85 42.3% 99 49.3% 16 8.0% 0 0.0% 1 0.5% 4.00 0.66

Table 4.2.1 shows the data of students’ responses to several English listening tasks

in nursing activity. As can be seen on the table, majority of the students perceive that all

nursing activities highly require English listening skill in target situation, which constitute

about 83.1% to 91.6% of total students. Going over the data, activity “to understand

question in English test” reaches agreement from 91.6% of students. It is followed by

activities “to follow doctor’s orders” and “to understand diagnosis/ symptoms from

foreign patient” which both reach agreement from 91.1% of total students. It is slightly

lower with activity “to understand conversation with foreign patient” which constituted

by 90.6% of total students.

Moreover, about 87.1% to 87.5% students agree that English listening skill is

highly required in academic activities including “to understand English seminar/

conference” and “to understand English lesson in class”. In addition, 83.1% students

83
believe that English listening skill is really required “to engage in formal job/

scholarship interview”. Although, activity “to understand English lesson in class” is

constituted a little bit lower, the students emphasize more on this activity since only this

activity that perceived “strongly agree” by more than 50% students if compared to the

others.

In conclusion, the students emphasize more that English listening skill is

necessary in academic tasks such as understand English lesson in class and participating

in seminar and conference in English. Moreover, the other clinical activates is also

important and require English listening skill such as following doctor’s order and

understanding symptoms and problems from foreign patients. In addition, the other

activities including engaging in formal job/scholarship interview held in English and

understanding English language test are also considered important and require English

listening skill.

4.1.1.5.3 English Speaking Tasks in Target Situation

The students’ questionnaire on Item 41 deals with English speaking task in

nursing related activities. Finding of this item is presented in table 4.22.

Table 4.22: Students’ Perception to the Need of English Speaking Skill

Response Statistics
Group SA A N D SD Mdn. SD
F % F % F % F % F %
a) To carry on conversation with foreign patients
S-2014 15 23.8% 35 55.6% 8 12.7% 4 6.3% 1 1.6% 4.00 0.88
S-2015 36 48.6% 31 41.9% 6 8.1% 0 0.0% 1 1.4% 4.00 0.75
S-2016 34 53.1% 25 39.1% 2 3.1% 2 3.1% 1 1.6% 5.00 0.83
All 85 42.3% 91 45.3% 16 8.0% 6 3.0% 3 1.5% 4.00 0.84

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 b) To explain the doctor's orders to foreign patients
S-2014 19 30.2% 39 61.9% 4 6.3% 1 1.6% 0 0.0% 4.00 0.63
S-2015 32 43.2% 35 47.3% 7 9.5% 0 0.0% 0 0.0% 4.00 0.65
S-2016 38 59.4% 23 35.9% 2 3.1% 1 1.6% 0 0.0% 5.00 0.64
All 89 44.3% 97 48.3% 13 6.5% 2 1.0% 0 0.0% 4.00 0.65
c) To ask specific symptom/problem to foreign patients
S-2014 14 22.2% 44 69.8% 4 6.3% 1 1.6% 0 0.0% 4.00 0.58
S-2015 30 40.5% 36 48.6% 8 10.8% 0 0.0% 0 0.0% 4.00 0.66
S-2016 37 57.8% 24 37.5% 1 1.6% 2 3.1% 0 0.0% 5.00 0.69
All 81 40.3% 104 51.7% 13 6.5% 3 1.5% 0 0.0% 4.00 0.66
d) To tell diagnosis results to foreign patients
S-2014 12 19.0% 44 69.8% 6 9.5% 1 1.6% 0 0.0% 4.00 0.59
S-2015 29 39.2% 37 50.0% 8 10.8% 0 0.0% 0 0.0% 4.00 0.65
S-2016 34 53.1% 22 34.4% 6 9.4% 2 3.1% 0 0.0% 5.00 0.79
All 75 37.3% 103 51.2% 20 10.0% 3 1.5% 0 0.0% 4.00 0.69
e) To explain medical procedures to foreign patients
S-2014 16 25.4% 43 68.3% 3 4.8% 1 1.6% 0 0.0% 4.00 0.58
S-2015 28 37.8% 37 50.0% 8 10.8% 1 1.4% 0 0.0% 4.00 0.70
S-2016 37 57.8% 25 39.1% 1 1.6% 0 0.0% 1 1.6% 5.00 0.69
All 81 40.3% 105 52.2% 12 6.0% 2 1.0% 1 0.5% 4.00 0.67

Table 4.22 (Continued): Students’ Perception to the Need of English Speaking Skill
Response Statistics
Group SA A N D SD Mdn. SD
F % F % F % F % F %
) To make presentation on seminar/conference
S-2014 26 41.3% 28 44.4% 9 14.3% 0 0.0% 0 0.0% 4.00 0.70
S-2015 35 47.3% 24 32.4% 14 18.9% 1 1.4% 0 0.0% 4.00 0.81
S-2016 30 46.9% 30 46.9% 3 4.7% 1 1.6% 0 0.0% 4.00 0.66
All 91 45.3% 82 40.8% 26 12.9% 2 1.0% 0 0.0% 4.00 0.73
g) To speak up during English class hour
S-2014 28 44.4% 29 46.0% 5 7.9% 1 1.6% 0 0.0% 4.00 0.70
S-2015 39 52.7% 21 28.4% 11 14.9% 3 4.1% 0 0.0% 5.00 0.87
S-2016 33 51.6% 23 35.9% 6 9.4% 1 1.6% 1 1.6% 5.00 0.84
All 100 49.8% 73 36.3% 22 10.9% 5 2.5% 1 0.5% 4.00 0.81
h) To engage in formal job/scholarship interview
S-2014 10 15.9% 42 66.7% 11 17.5% 0 0.0% 0 0.0% 4.00 0.58
S-2015 31 41.9% 30 40.5% 12 16.2% 1 1.4% 0 0.0% 4.00 0.77
S-2016 28 43.8% 27 42.2% 7 10.9% 1 1.6% 1 1.6% 4.00 0.84
All 69 34.3% 99 49.3% 30 14.9% 2 1.0% 1 0.5% 4.00 0.74
i) To speak in English language test (TOEFL/IELTS)
S-2014 14 22.2% 44 69.8% 4 6.3% 1 1.6% 0 0.0% 4.00 0.58
S-2015 32 43.2% 30 40.5% 11 14.9% 1 1.4% 0 0.0% 4.00 0.76
S-2016 33 51.6% 19 29.7% 10 15.6% 1 1.6% 1 1.6% 5.00 0.90
All 79 39.3% 93 46.3% 25 12.4% 3 1.5% 1 0.5% 4.00 0.76

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 Table 4.22 shows the data of students’ perception toward the need of English

speaking skills in several nursing related activities. All groups consider that speaking

skill is required in nursing related activities. In fact, group of 2016 emphasize that

English speaking skill is much more needed for aforementioned nursing activities if

compared to the other. The data reveals that more than 80% of students perceive that

speaking skill is required in nursing related activities.

Among all activities, “To explain the doctor's orders to foreign patients”, “To

ask specific symptom/ problem to foreign patients” and “To explain medical procedures

to foreign patients” are nursing related activities, which highly require speaking skill, as

they constitute about 92% to 92.6% from total responses. The students also perceive

that English speaking skill is also required “To carry on conversation with foreign

patients” as it contributes 87.6%. It is a little bit lower with academic activities such as

“To make presentation on seminar/ conference” and “To speak up during English class

hour” which both are constituted by 86.1% students. Regarding to the last two

activities, “To speak in English language test (TOEFL/IELTS)” is perceived as one

important activity for students as 85.6% students agree to this case. It is only 2% lower

with “To engage in formal job/ scholarship interview” which constitute 83.6%.

In conclusion, the students place a great emphasis to clinical activates regarding to

the need of English speaking skill. Some activities such as caring conversation, explaining

doctor’s order, asking specific symptoms and problems as well as explaining medical

procedures to foreign patients are necessary and highly require English speaking skills.

Moreover, some academic related activities such as making presentation on seminar and

speaking up during lecturers are also important and require the skill. In addition, other

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activities including speaking in formal interview and English language test are also

important to nursing students.

4.1.1.5.4 English Reading Tasks in Target Situation

Item 42 of students’ questionnaire aims to investigate the need of English

reading skill in nursing related activities. The data are shown in table 4.23.

Table 4.23: Students’ Perception to the Need of English Reading Skill

Group Response Statistics
SA A N D SD Mdn. SD
f % f % F % F % f %
a) To read English books/journals/articles
S-2014 24 38.1% 33 52.4% 4 6.3% 2 3.2% 0 0.0% 4.00 0.72
S-2015 37 50.0% 26 35.1% 11 14.9% 0 0.0% 0 0.0% 4.50 0.73
S-2016 34 53.1% 24 37.5% 4 6.3% 1 1.6% 1 1.6% 5.00 0.81
All 95 47.3% 83 41.3% 19 9.5% 3 1.5% 1 0.5% 4.00 0.75
b) To read English medical graph/ chart/ tables
S-2014 24 38.1% 30 47.6% 8 12.7% 1 1.6% 0 0.0% 4.00 0.73
S-2015 34 45.9% 28 37.8% 11 14.9% 1 1.4% 0 0.0% 4.00 0.77
S-2016 33 51.6% 22 34.4% 8 12.5% 1 1.6% 0 0.0% 5.00 0.76
All 91 45.3% 80 39.8% 27 13.4% 3 1.5% 0 0.0% 4.00 0.75
c) To read patients' report in English
S-2014 26 41.3% 30 47.6% 6 9.5% 1 1.6% 0 0.0% 4.00 0.71
S-2015 41 55.4% 23 31.1% 9 12.2% 1 1.4% 0 0.0% 5.00 0.76
S-2016 37 57.8% 21 32.8% 6 9.4% 0 0.0% 0 0.0% 5.00 0.67
All 104 51.7% 74 36.8% 21 10.4% 2 1.0% 0 0.0% 5.00 0.71
d) To read presentation slide in English
S-2014 23 36.5% 27 42.9% 13 20.6% 0 0.0% 0 0.0% 4.00 0.75
S-2015 34 45.9% 28 37.8% 11 14.9% 1 1.4% 0 0.0% 4.00 0.77
S-2016 32 50.0% 25 39.1% 4 6.3% 2 3.1% 1 1.6% 4.50 0.86
All 89 44.3% 80 39.8% 28 13.9% 3 1.5% 1 0.5% 4.00 0.79
e) To read English novels and stories
S-2014 8 12.7% 22 34.9% 14 22.2% 18 28.6% 1 1.6% 3.00 1.07
S-2015 22 29.7% 21 28.4% 20 27.0% 11 14.9% 0 0.0% 4.00 1.05
S-2016 23 35.9% 21 32.8% 9 14.1% 11 17.2% 0 0.0% 4.00 1.09
All 53 26.4% 64 31.8% 43 21.4% 40 19.9% 1 0.5% 4.00 1.09
f) To read question/text in English language test (IELTS/ TOEFL)
S-2014 15 23.8% 43 68.3% 4 6.3% 1 1.6% 0 0.0% 4.00 0.59
S-2015 33 44.6% 31 41.9% 7 9.5% 3 4.1% 0 0.0% 4.00 0.80
S-2016 32 50.0% 23 35.9% 6 9.4% 3 4.7% 0 0.0% 4.50 0.83
All 80 39.8% 97 48.3% 17 8.5% 7 3.5% 0 0.0% 4.00 0.75

On table 4.23, the data reveal that English reading skill is highly required by

nursing students to deal with nursing related activities. Going over the data, activities such

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as “To read English books/ journals/ articles”, “To read patient’s report in English” and

“To read question and text in English language test (IELTS/ TOEFL)” are seen as

activities that highly require English reading skills which constitute about 88% of total

responses. In fact, the students emphasize that activity “To read patient’s report in

English” is much more important to nursing students, as 51.7% students perceive

“strongly agree” to this case.

Moreover, the table also shows that activity “To read English medical graph/

chart/ tables” is another nursing related activity, which also requires English reading skill

in lesser degree if compared to above-mentioned activities. It shows that 85.1% perceive

“agree” and “strongly agree” to this case. It is only 1% different to activity “To read

presentation slide in English” which constitutes 84.1%. Lastly, the students perceive that

activity “To read English novels and stories” also require English reading skill. However,

the responses are far lower than the other activities. It shows that 58.2% students perceive

positively this activity, while the students who reject to agree in this case remain high at

20.4% of total students.

In conclusion, the students emphasize that reading skill is important to nursing

related activities. The students emphasize more on the need of English reading skill in

following activities: reading patients’ reports, reading English journals/articles/books, and

reading to understand question in test. Moreover, some academic related activities also

highly require English reading tasks including to read graphs and charts as well as reading

presentation slides. Indeed, reading English novels and stories is also considered

important for nursing students.

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4.1.1.5.5 English Writing Tasks in Target Situation

The last item (item 43) of students’ questionnaire aims to investigate the need of

English writing skill in nursing related activities. The data of descriptive statistics are

shown in table 4.24.

Table 4.24: Students’ Perception to the Need of English Writing Skill

Group Response Statistics
SA A N D SD Mdn. SD
F % F % F % F % F %
a) To write medical reports in English
S-2014 10 15.9% 44 69.8% 5 7.9% 3 4.8% 1 1.6% 4.00 0.76
S-2015 29 39.2% 33 44.6% 9 12.2% 3 4.1% 0 0.0% 4.00 0.81
S-2016 31 48.4% 26 40.6% 6 9.4% 0 0.0% 1 1.6% 4.00 0.78
All 70 34.8% 103 51.2% 20 10.0% 6 3.0% 2 1.0% 4.00 0.80
b) To write note during English class
S-2014 23 36.5% 31 49.2% 7 11.1% 2 3.2% 0 0.0% 4.00 0.76
S-2015 38 51.4% 24 32.4% 8 10.8% 4 5.4% 0 0.0% 5.00 0.87
S-2016 29 45.3% 25 39.1% 7 10.9% 3 4.7% 0 0.0% 4.00 0.84
All 90 44.8% 80 39.8% 22 10.9% 9 4.5% 0 0.0% 4.00 0.82
c) To write power point presentation in English
S-2014 24 38.1% 30 47.6% 9 14.3% 0 0.0% 0 0.0% 4.00 0.69
S-2015 35 47.3% 23 31.1% 14 18.9% 2 2.7% 0 0.0% 4.00 0.85
S-2016 29 45.3% 28 43.8% 7 10.9% 0 0.0% 0 0.0% 4.00 0.67
All 88 43.8% 81 40.3% 30 14.9% 2 1.0% 0 0.0% 4.00 0.75
d) To write e-mail to foreign patients and doctors
S-2014 9 14.3% 29 46.0% 10 15.9% 15 23.8% 0 0.0% 4.00 1.01
S-2015 30 40.5% 25 33.8% 7 9.5% 12 16.2% 0 0.0% 4.00 1.08
S-2016 31 48.4% 24 37.5% 5 7.8% 4 6.3% 0 0.0% 4.00 0.86
All 70 34.8% 78 38.8% 22 10.9% 31 15.4% 0 0.0% 4.00 1.04
e) To write medical essay in English
S-2014 10 15.9% 28 44.4% 11 17.5% 14 22.2% 0 0.0% 4.00 1.01
S-2015 25 33.8% 23 31.1% 13 17.6% 13 17.6% 0 0.0% 4.00 1.09
S-2016 31 48.4% 18 28.1% 8 12.5% 6 9.4% 1 1.6% 4.00 1.06
All 66 32.8% 69 34.3% 32 15.9% 33 16.4% 1 0.5% 4.00 1.08
f) To write answer on English language test
S-2014 14 22.2% 32 50.8% 17 27.0% 0 0.0% 0 0.0% 4.00 0.71
S-2015 25 33.8% 24 32.4% 22 29.7% 2 2.7% 1 1.4% 4.00 0.93
S-2016 32 50.0% 20 31.3% 11 17.2% 1 1.6% 0 0.0% 4.50 0.81
All 71 35.3% 76 37.8% 50 24.9% 3 1.5% 1 0.5% 4.00 0.84

As can be seen on the table 4.24, it shows that writing skill is highly required in

nursing tasks. Going over the data, activity “To write medical reports in English” is

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perceived as one activity, which highly requires English writing task as it constitutes the

highest response at 86.0% of total responses. Moreover, “To write note during English

class” and “To write power point presentation in English” are also required English

writing skill as they constitute about 84% of total responses. Activities “To write e-mail

to foreign patients” and “To write answer on English language test” also require

English writing skill as 73% students agree and strongly agree to this case. Finally,

activity “To write medical essay in English” is perceived as the least common nursing

activity as it just contributes 67.1% of total responses.

In conclusion, the students perceive that clinical writing activity such as writing

medical reports in English is the most important activity and highly requires English

writing skill. It is followed by some academic related activities including writing note

and writing power point presentation slides as well as writing email to foreign patients.

At least, the students also argue that they need English writing skill to write medical

essay and to write answer on English language test.

This section reveals the necessity and priority of four English language skill on

nursing education. At the beginning of the section, the students place a higher emphasis

on speaking skill as the most important and difficult skill. It is followed by reading,

listening, and writing on the priority of importance; and followed by listening, reading

and writing on the priority of difficulty. The data reveal that all language skills are

necessary for the students to deal with academic activity. The students respond that all

skill is required in various nursing related tasks. Majority of the students highly concern

the importance of four language skills in academic related activities. Indeed, they also

90
concern that English skills are important and not to be omitted in future career related

activities.

4.1.2. Academicians’ Questionnaire

4.1.2.1. Section B: Frequency of the Use of English in Nursing Education

Section B of academicians’ questionnaire shares similar items with the items on

section D of students’ questionnaire. In this section, the academicians were asked to rate

how frequent they use English in nursing related materials. It also deals with items

about how the academicians use English technically when teaching nursing subject.

To begin, item 5 of academicians’ questionnaire deals with the frequency of the

use of English by academicians in several nursing related materials, the data are shown

in the table 4.25.

Table 4.25: Response to the use of English in Nursing Related Materials

Frequency Statistics
Material Very often Often Rarely Never Mdn. SD
F % F % F % F %
a) Journals/ Articles/
5 31.3% 8 50.0% 3 18.8% 0 0.0% 3.00 0.72
Books
b) Presentation Slide 4 25.0% 9 56.3% 3 18.8% 0 0.0% 3.00 0.68
c) Video/ Audio Lesson 3 18.8% 6 37.5% 7 43.8% 0 0.0% 3.00 0.77
d) Oral Lecturers 0 0.0% 1 6.3% 9 56.3% 6 37.5% 2.00 0.60
e) Course test/
0 0.0% 4 25.0% 10 62.5% 2 12.5% 2.00 0.62
Examination

The table above shows the data of academicians’ responses in term of the

frequency of the use of English in nursing related materials. As can be seen on the table,

journals/ articles and books are the most frequent English containing materials, which

constitute about 81.3% of total responses while the other 18.8% rarely use English in this

kind of material. This number also similar to presentation slide, but it experience less

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often as just 25% of academicians use it very often which is 6% lesser if compared with

journals/ articles and books. Moreover, video and audio lesson is considered often which

constitute about 56.2%, while the other 43.8% of academicians rarely use English in this

type of materials.

As for oral lectures and. course test/ examination, academicians notice that both

materials rarely contain English. It is shown that only 6.3% who often uses English during

oral lecturer, while majority of academicians (56.3%) rarely using English during oral

lecturers and the other 37.5% never use English during oral lecturer. Regarding to course

test/ examination, only 25% of academicians often use English in this material, while

majority of them (62.5%) rarely use English in course test/ examination and indeed, the

other 12.5% never use English in this case. In conclusion, the data show that books/

journals/ articles is the most frequent materials containing English followed by

presentation slides, and video/ audio lesson, while course test and oral lecture rarely

contain English.

Move to next items (item 6 and item 7), they aim to investigate how academicians

use language technically in oral and written material. The finding is shown in the table 4.26

below.

Table 4.26: Response to the Technical Use of Language during Teaching

Oral Handout paper/
Language Used Lecturers presentation slides
F % F %
In English 0 0.0% 0 0.0%
In Bahasa Indonesia, many English nursing terms 10 62.5% 9 56.2%
In Bahasa Indonesia, very little English nursing
terms 6 37.5% 7 43.8%

In Bahasa Indonesia, no English nursing terms 0 0.0% 0 0.0%

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Table 4.28 shows the academicians’ responses on how the use language technically when

teaching nursing subject. It shows that majority of academicians use Bahasa Indonesia

with many nursing terms in English as 62.5% of total academicians experience it and the

other 37.5% use very little English terms when dealing with oral lecturer. As for written

material, more than a half of academicians (56.2%) use Bahasa Indonesia with many

nursing terms in English while the other 43.8% use it with very little nursing terms in

English. In short, both oral and written materials are mainly presented in Bahasa

Indonesia with many terms are in English.

4.1.2.2. Section C: Perception toward EGP and ENP

Section C of academicians’ questionnaire shares similar item with section E of

students’ questionnaire. The items on this section were all designed in five agree-

disagree Likert type item. All the data were set on ordinal scale. To find out the average

of responses, descriptive statistics were run to measure median and standard deviation

of this section. Frequency and percentages of each statement were also found and

presented in the following tables.

4.1.2.2.1. Academicians’ Perception to General English Language Learning

There are 4 items issuing the academicians’ perception to general English

language learning. Findings of these items are shown in table 4.27.

Table 4.27: Perception to General English Language Learning

Response Statistics
Statement SA A N D SD Mdn. SD
F % F % F % F % F %
8) EGP is important to
7 43.8% 9 56.2% 0 0.0% 0 0.0% 0 0.0% 4.00 0.51
nursing students

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23) In my opinion, nursing
students should learn only 0 0.0% 1 6.2% 9 56.3% 6 37.5% 0 0.0% 3.00 0.60
GE
24) It is not important at
all to my students to learn 0 0.0% 0 0.0% 0 0.0% 9 56.3% 7 43.7% 2.00 0.51
English
27) The faculty should not
need to consider EGP or
0 0.0% 0 0.0% 2 12.5% 9 56.2% 5 31.3% 2.00 0.65
ENP as a course in nursing
department

As can be seen on the table above, the academicians have positive attitude toward

items about general English except for item 23 which the academicians have no

preference to this case. The data show that general English learning is important to

nursing students (item 8) as all academicians perceive positively to this case. It is

followed by contra-positive items (item 24 and item 27), which show that general

English learning is important. It is showed that all academicians disagree and strongly

disagree to statement “it is not important at all to my students to learn English”, which

indicates that English is very important. As for item 27, majority of the academicians

(87.5%) disagree and strongly disagree to statement “the faculty should not need to

consider EGP or ENP as a course in nursing department” while the other 12.5% are

neutral to this case. Moreover, the preference to choose EGP as the only course in nursing

department (item 23) is not quite obvious. It shows that more than a half of total

academicians (56.3%) have no preference, while only 6.2% academicians agree and the

other 37.5% disagree to this case. In conclusion, the academicians perceive that English

for General Purposes is important to nursing students. Indeed, academicians highly

suggest that English course (EGP or ENP) should remain in the department of Nursing.

4.1.2.2.2. Academicians’ Perception toward ENP

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 Items about general perception of ENP cover the statements about the need of

ENP and ENP preference as well as the focus of ENP in both academic and occupation.

The findings of these items are shown in the table 4.28.

Table 4.28: Academicians’ Perception toward ENP

Response Statistics
Statement SA A N D SD Mdn. SD
F % f % f % F % f %
9) ENP is important to 75.0 25.0
12 4 0 0.0% 0 0.0% 0 0.0% 5.00 0.45
nursing students % %
10) Having a better
knowledge of English is
25.0 50.0 25.0
one important factor for 4 8 4 0 0.0% 0 0.0% 4.00 0.73
% % %
my students’ success in
academic field
11) Having a better
knowledge of English is
62.5 37.5
one important element 10 6 0 0.0% 0 0.0% 0 0.0% 5.00 0.50
% %
for my students’ future
professional career
22) In my opinion,
nursing students only 18.7 50.0 31.3
0 0.0% 3 8 5 0 0.0% 3.00 0.71
need ENP, no need for % % %
general English
25) I see no relevance
between learning
75.0 25.0
English and my 0 0.0% 0 0.0% 0 0.0% 12 4 2.00 0.44
% %
student’ future
professional career
26) Even without
English my students 18.7 25.0 50.0
0 0.0% 3 4 8 1 6.3% 2.00 0.89
can succeed in their % % %
academic study

The table above shows the data of academicians’ response to the statement

regarding to ENP course. As can be seen on the table, all academicians perceive that

ENP is important to nursing students (item 9).Regarding to the focus of ENP per se

(item 10 and item 11), academicians tend to prefer the focus on occupational field

rather than academic field. It shows that all academicians have positive attitude toward

occupational field, whereas academicians’ positive perception to ENP focus on

95
academic field is slightly lower at 75.0%, while the other 25% are neither agree nor

disagree to this case.

Moreover, the focus on ENP is emphasized on contra positive statements (item

25 and item 26). It shows that the academicians’ perception to the focus of ENP on

occupational field remains unchanged. All academicians perceive negatively to the

statement “I see no relevance between learning English and my student’ future

professional career”. However, the academicians’ perception to the focus on academic

field is varied sufficiently. It shows that more than a half (56.3%) of academicians

perceive negatively to statement “Even without English my students can succeed in their

academic study”. In contrast, 18.7% of academicians agree and 25.0% of them remain

neutral to this case. In addition, the preference of ENP to be the only course in nursing

department (item 22) is not satisfied. It shows that only 18.7% of academicians perceive

that ENP should be the only course, while 31.3% of academicians reject to agree to this

case and choose general English instead. Indeed, 50% of academicians remain neutral to

this case.

In conclusion, the academicians perceive that ENP is important for nursing

purposes. Moreover, they believe that ENP is more important for nursing students to their

future career if compared to the perception toward academic field. Yet, the issue to make

ENP as the only course is not fully supported, yet the need of General English course is

still being a concern for the academicians.

4.1.2.2.3. Academicians’ Perception to Language Needs

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 There are 5 items on this section issued the language needs which are located on

item 12, 13, 14, 15, and 18. Finding of academicians’ perception to language needs is

shown in table 4.31.

Table 4.29: Academicians’ Perception to Language Needs in ENP

Response Statistics
Statement Mdn. SD
SA A N D SD

F % F % F % F % F %
12) Material of ENP
should be relevant to 7 43.8% 5 31.2% 4 25.0% 0 0.0% 0 0.0% 4.00 0.83
Nursing field
13) Material of ENP
should help students to
communicate in future 6 37.5% 6 37.5% 4 25.0% 0 0.0% 0 0.0% 4.00 0.81
nurse-foreign patient
communication context
14) It is important to
nursing students to learn
0 0.0% 2 12.5% 3 18.7% 7 43.8% 4 25.0% 2.00 0.98
only specific English
nursing vocabulary
15) Material of ENP
should help students to
communicate in future
7 43.8% 6 37.5% 3 18.7% 0 0.0% 0 0.0% 4.00 0.77
nurse-foreign nurse
professional
communication context
18) It is important to
nursing students to be able
9 56.2% 7 43.8% 0 0.0% 0 0.0% 0 0.0% 5.00 0.51
to read the original English
text

The table above shows that 75% of academicians argue that the materials of

ENP should be relevant to nursing field, while the other 25% neither agree nor disagree

to this statement (item 12). Moreover, 75% of academicians also argue that the material

of ENP should help the students to deal with future nurse-foreign patients’

communication context, while the other 25% are neutral to item 13. Indeed,

academicians emphasize more on the context of future nurse-foreign nurse’s

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professional communication as 81.3% of academician agree and strongly agree, while

the only 18.7% are neutral to this statement (item 15).

Regarding to the issue of English vocabulary (item 14), only 12.5% of

academicians perceive that nursing students should learn only specific English nursing

vocabulary. In contrast, 68.8% of academicians perceive that nursing students should

also learn general English vocabulary instead of only learn particular nursing

vocabulary, whereas the other 18.7% are neutral to this case. Finally, all academicians

perceive that it is important to nursing students to be able to read the original English

text (item 18).

In conclusion, the academician correspond that the materials of ENP should be

relevant to the field of nursing. The materials are supposed to help the students to

communicate in future professional communication context to both foreign doctors and

nurses. Moreover, the academicians strongly agree that the students should be able to

read original English test. However, the academicians do not agree that the students

should only learn nursing specific vocabulary. Indeed, they argue that the combination

of both general and specific vocabulary is required.

4.1.2.2.4. Academicians’ Perception to Learning Constrains

On this sub-section, the academicians are required to response to several

statements about the course instructor and the availability of various learning resources.

There are 5 items (item 16, 17, 19, 20, and 21) on this sub section. The data of

academicians’ responses on these questions are seen on the table 4.30.

Table 4.30: Academicians’ Perception to Learning Constrains in ENP

Response Statistics
Statement SA A N D SD Mdn. SD
f % f % f % F % f %

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16) There are available
nursing resources in 56.2 43.8 0.0
0 0.0% 9 7 0 0.0% 0 4.00 0.51
English at department’s % % %
library
17) There are adequate
English journals and 62.5 37.5 0.0
0 0.0% 10 6 0 0.0% 0 4.00 0.50
textbooks translated into % % %
Bahasa Indonesia
19) There are adequate
technological equipment
56.2 43.8 0.0
that can be used by 0 0.0% 9 7 0 0.0% 0 4.00 0.51
% % %
students in learning
English
20) English language
instructor should apply 37.5 62.5 0.0
0 0.0% 6 10 0 0.0% 0 3.00 0.50
technological equipment % % %
in teaching ENP
21) English language
instructor should have a
fairly knowledge about 18.7 43.8 25.0 12.5 0.0
3 7 4 2 0 4.00 0.94
nursing field when % % % % %
selecting material for
ENP course

As can be seen on the table, the academicians perceive that the availability of

nursing resource in English is sufficient to nursing students (item 16). It is shown that

56.2% of academicians perceive that the English resources are adequate to nursing

students while the other 43.8% have no idea to this case. Moreover, to help the students to

learn, 62.5% of academicians argue that there are adequate English nursing materials

translated into Bahasa Indonesia (item 17), while the other 37.5% have no idea to this

case.

The table also shows the data of academicians’ response to the availability of

leaning aid and English language instructor. It shows that 56.2% of academicians argue that

there is adequate technological equipment that can be used by students to learn English

(item 19), while the other 43.8% have no idea to this. As for language instructor, majority

of academicians (62.5%) have no preference whether he or she should use technology aids

99
when teaching ENP (item 20) while the other 37.5% argue that those aids should be used

when teaching. In addition, 62.5% academicians argue that English instructor should have a

fairly knowledge when selecting material of ENP (item 21), while only 12.5% disagree and

25% are neutral to this case.

In conclusion, the academicians perceive that the English materials are sufficient for

nursing students. Yet, there are adequate materials translated into Bahasa Indonesia to the

students. Moreover, there are adequate technological aids for the students to use in learning

and it can be used for the instructor to teach ENP. Indeed, they highly suggest that the

instructor should have a fairly knowledge of nursing field when teaching ENP.

This section reveals the data of academicians’ perception to the ENP and EGP. The

data show that both EGP and ENP are important and required for nursing students. The

academicians perceive that ENP is more important for the students’ future occupational

field if compared to the academic field. The materials of ENP are supposed to be relevant to

the nursing field. The academicians highly recommend that the materials should be helpful

for students to communicate in future professional communication context. To do this, the

data reveal that there are some English materials and translated materials as well as

technological aids, which can be used for learning. Finally, the academicians also argue that

the instructor should have a fairly knowledge when teaching ENP in nursing department.

4.1.2.3. Section D: The Four Language Skills on ENP

Section D of academicians’ questionnaire share similar item with section F of

students’ questionnaire. This section contains several items regarding to the priority of

four English language skills and the need of those skills in nursing related tasks.

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Descriptive statistics were run on SPSS in order to find out the percentages, frequencies,

mean (for ranking item), median and standard deviations.

4.1.2.3.1. Four Language Priority and Necessity

This sub-section considers the English skills priority in term of its importance on

item 28 and difficulty on item 29. It also considers the necessity of four language skills in

nursing education on item 30. The items were set into ranking scale from 1=the most to

4=the least. Finding of language priority is shown in the table below.

Table 4.31: Academicians’ Perception to the Priority of Four English Skill

Aspect
Importance Difficulty
Priority Skill M SD
Skill M SD
1st Reading 1.18 0.40 Speaking 1.56 0.73

2nd Speaking 2.06 0.77 Reading 2.06 1.06

3rd Writing 3.12 0.72 Writing 2.68 0.70

4th Listening 3.62 0.50 Listening 3.75 0.45

As can be seen on the table, academician perceive that reading is the most

important skill for nursing students (M= 1.18, SD= 0.40). It is followed by speaking in

the second rank (M= 2.06, SD= 0.77), writing is on the third rank (M= 3.12, SD= 0.72),

while listening is regarded as the least important skill for nursing students (M= 3.62,

SD= 0.50). Regarding to the priority of difficulty, academicians perceive that speaking

is the most difficult skill to be learned (M= 1.56, SD= 0.73). It is followed by reading

on the second rank (M= 2.06, SD= 1.06). Writing is on the third rank (M= 2.68, SD=

0.70), while listening is seen as the least difficult skill to be learned (M= 3.75, SD=

0.45).

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 This sub section also considers the academicians’ perception to the necessity of

four language skills in nursing education (item 30). Finding on this item is seen in table

4.32.

Table 4.32: Academicians’ Perception to the Extent of Necessity of Four English Skills in
Nursing Education
Extent of Necessity Statistics
Skills A great extent Some extent Less extent Not at all Mdn. SD
F % F % F % F %
Listening 10 62.5% 6 37.5% 0 0.0% 0 0.0% 4.00 0.50
Speaking 11 68.8% 5 31.2% 0 0.0% 0 0.0% 4.00 0.48
Reading 16 100% 0 0.0% 0 0.0% 0 0.0% 4.00 0.00
Writing 10 62.5% 6 37.5% 0 0.0% 0 0.0% 4.00 0.50

As can be seen on the table, reading is seen as the most required skill in nursing

education as 100% academicians perceive that it is required in a great extent. It is

followed by speaking where 68.8% of academicians perceive it in a great extent, while

only 31.2% of academicians perceive that it is required to some extent. Finally, listening

and writing have the same rate of necessity, which both are perceived in a great extent

by 62.5% of academicians, while the others 37.5% perceive that it is required to some

extent.

In conclusion, all language skills are necessary and required for nursing

students. Regarding to the priority of importance, the academicians perceive reading as

the most important skill, followed by speaking, writing and listening. In addition, the

academicians argue that speaking is the most difficult skill to be learnt, followed by

reading, writing and listening.

4.1.2.3.2. English Listening Task in Target Situation

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 Item 31on academicians’ questionnaire deals with question about several

English listening tasks in target situation. The finding is shown in table 4.33.

Table 4.33: Academicians’ Perception to the Need of English Listening Skill

Response Statistics
Task SA A N D SD
Mdn. SD
F % F % f % F % F %
a) To understand
conversation with foreign 12 75.0% 4 25.0% 0 0.0% 0 0.0% 0 0.0% 5.00 0.45
patients
b) To follow doctor’s orders 7 43.8% 9 56.3% 0 0.0% 0 0.0% 0 0.0% 4.00 0.51
c) To understand diagnosis/
symptom from foreign 11 68.8% 5 31.2% 0 0.0% 0 0.0% 0 0.0% 5.00 0.48
patients
d) To understand seminar/
3 18.8% 8 50.0% 5 31.2% 0 0.0% 0 0.0% 4.00 0.72
conference in English
e) To understand English
2 12.5% 9 56.3% 5 31.2% 0 0.0% 0 0.0% 4.00 0.65
lesson in class
f) To engage in formal job/
3 18.8% 7 43.8% 6 37.4% 0 0.0% 0 0.0% 4.00 0.75
scholarship interview
g) To understand question in
English test (TOEFL/ 0 0.0% 11 68.8% 5 31.2% 0 0.0% 0 0.0% 4.00 0.48
IELTS)

Table 4.35 shows the data of academicians’ response of the need of English

listening skill in nursing related activity. As can be seen on the table, listening to

patients’ inquiry is the most required skill for nursing students in target situation, while

the other are also required in lesser rate. It shows that ‘to understand conversation with

foreign patients’ is the activity that mostly required English listening skill as it is

constituted by all academicians where 75% of them perceive strongly agree to this case.

It is followed by ‘To understand diagnosis/ symptom from foreign patients’ which is

constituted by all academicians where 68.8% of them perceive strongly agree. In

addition, activity ‘to follow doctor’s order’ is perceived positively which 43.8% of

academicians strongly agree and the other 56.3% agree to this case.

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 In conclusion, the academicians perceive that clinical related activities, such as

understanding conversation with foreign patient and understanding symptoms and

problems, highly require English listening skill. In addition, the academicians perceive

that academic related activity such as understanding conference and classroom lesson,

also require English listening skill. Yet the academicians perceive a great extent on the

need of listening skill on future clinical activities.

4.1.2.3.3. English Speaking Task in Target Situation

Regarding to speaking skill, item 32of academicians’ questionnaire deals with

question about several nursing tasks in target situation which require English speaking

skill. Finding on this item is presented in table 4.34.

Table 4.34: Academicians’ Perception to the Need of English Speaking Skill

Response Statistics
Task SA A N D SD
Mdn. SD
f % F % f % f % f %
a) To carry on conversation
11 68.8% 5 31.2% 0 0.0% 0 0.0% 0 0.0% 5.00 0.48
with foreign patients
b) To explain the doctor’s
10 62.5% 6 37.5% 0 0.0% 0 0.0% 0 0.0% 5.00 0.50
order to foreign patients
c) To ask specific symptom/
13 81.2% 3 18.8% 0 0.0% 0 0.0% 0 0.0% 5.00 0.40
problem to foreign patients
d) To tell diagnosis result to
13 81.2% 3 18.8% 0 0.0% 0 0.0% 0 0.0% 5.00 5.00
foreign patients
e) To explain medical
procedures to foreign 10 62.5% 6 37.5% 0 0.0% 0 0.0% 0 0.0% 5.00 0.50
patients
f) To make presentation on
0 0.0% 10 62.5% 6 37.5% 0 0.0% 0 0.0% 4.00 0.50
seminar/ conference
g) To speak up during class
2 12.5% 10 62.5% 4 25.0% 0 0.0% 0 0.0% 4.00 0.62
hours
h) To engage in formal job/
0 0.0% 9 56.3% 7 43.7% 0 0.0% 0 0.0% 4.00 0.51
scholarship interview
i) To speak in English
language test (TOEFL/ 0 0.0% 7 43.7% 9 56.3% 0 0.0% 0 0.0% 3.00 0.51
IELTS)

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 As can be seen on the table, clinical nursing activities include ‘to ask specific

symptom/ problem to foreign patients’ and ‘to tell diagnosis result to foreign patients’

are activities which highly require English speaking skill in target situation. It shows

that both activities are perceived ‘strongly agree’ by 81.2% of academicians while the

other 18.8% perceive ‘agree’ on this case.

Another clinical activity that also highly requires English speaking skill is ‘to

carry on conversation with foreign patients’. It is perceived ‘strongly agree’ by 68.8%

of academicians, while the other 31.2% agree to this case. Moreover, it is perceived

slightly lower if compared to activity ‘to explain doctor’s order to foreign patients’

which perceived ‘strongly agree’ by 62.5% of academicians, while the other 37.5%

perceive agree on this case.

In addition, activities include ‘to explain doctor’s order to foreign patients’ and

‘to explain medical procedures to foreign patients’ also require English speaking skill.

The data show that both activities are perceived ‘strongly agree’ by 62.5% of

academicians, while the others ‘agree’ to this case. In regard to academics activities,

academicians tend to emphasize more in activity ‘to speak up during class hour’ as it is

constituted 75% of total responses which 12.5% of them perceive strongly agree and

only 25% who are neutral in this case. It is slightly lower in activity ‘to make

presentation on seminar/ conference’ which constituted 62.5%, while the others 37.5%

neither agree nor disagree to this case.

Finally, general activity related to speaking skill such as ‘to engage in formal

job/ scholarship interview’ reaches agreement from 56.3% while the other 43.7%

remain neutral in this case. As for ‘to speak in English language test (IELTS/ TOEFL)’,

105
56.3% academicians have no preference in this statement, while the other 43.7% agree

that nursing students require English speaking skill to deal with this activity.

In conclusion, the academicians perceive that English speaking skill is highly

required in nursing related tasks. They strongly emphasize that the skill is really

required to deal with various nursing clinical activities in the context of carrying

conversation with foreign doctor and patients. In addition, the academicians also

perceive that speaking skill is necessary for students to deal with academic related

activity including presenting the seminar and conference as well as speaking up during

English class. Meanwhile, the academicians perceive that the students also need English

speaking skill to engage in formal job or scholarship interview. Finally, the

academicians have no preference to state that the skill is required in speaking the

language test.

4.1.2.3.4. English Reading Task in Target Situation

In regard to reading skill, item 33 of academicians’ questionnaire deals with

question about several nursing tasks in target situation that require English reading

tasks. The item was designed in five Likert-scales item. Frequency, percentages,

median, and standard deviations are presented in table 4.35.

Table 4.35:Academicians’ Perception to the Need of English Reading Skill

Response Statistics
Task SA A N D SD Mdn. SD
F % f % f % f % f %
a) To read English books/
12 75.0% 4 25.0% 0 0.0% 0 0.0% 0 0.0% 5.00 0.45
journals/ articles
b) To read graph/ chart/
9 56.3% 7 43.7% 0 0.0% 0 0.0% 0 0.0% 5.00 0.51
tables in English
c) To read patients’ report
3 18.8% 6 37.5% 3 18.8% 4 25.0% 0 0.0% 4.00 1.09
in English

106
d) To read presentation
4 25.0% 7 43.7% 5 31.2% 0 0.0% 0 0.0% 4.00 0.77
slides in English
e) To read English novels
0 0.0% 0 0.0% 5 31.2% 7 43.8% 4 25.0% 2.00 0.77
and stories
f) To read questions in
English language test 3 18.8% 10 62.5% 3 18.8% 0 0.0% 0 0.0% 4.00 0.63
(TOEFL/ IELTS)

As can be seen on the table, activity ‘to read English books/ journals/ articles’ is

the most important activity as 75% academicians perceive ‘strongly agree’ and 25%

perceive ‘agree’ on this issue. It is followed by activity ‘to read graphs/ charts/ tables

in English’ as 56.3% of academicians perceive ‘strongly agree’ and the other 43.7%

perceive ‘agree’ on this case.

Moreover, activity ‘to read presentation slides in English’ is another nursing

activity that requires English as 25% of academicians perceive ‘strongly agree’ and

43.7% perceive ‘agree’. However, 31.2% of them are neutral to this statement. It is

followed by ‘to read patients’ report in English’ which perceived ‘strongly agree’ by

18.8%, while 37.5% of academicians perceive ‘agree’ and the other 18.8% remain

neutral in this case. Academicians also perceive that nursing students need English

speaking skill ‘to read question in English language test (TOEFL/IELTS)’. It shows that

18.8% of academicians ‘strongly agree’ to this issue, while 62.5% agree, and the other

18.8% remain neutral. In addition, most of the academicians (43.8%) disagree that

nursing students need reading skill ‘to read English novels and stories’. Moreover, 25%

really disagree with this issue and the other 31.2% neither agree nor disagree to this

issue.

In conclusion, the academicians perceive that English reading skill is highly

required in various nursing related activities. They believe that the skill is useful to the

107
students to deal with English nursing journals/ articles and books as well as to read

medical graphs and charts in English. Moreover, they also notice the importance of the

skill in reading patient’s report in English and reading English presentation slides as

well as reading questions in English language test. However, the academicians perceive

that it is not important for nursing students to read English novel and stories since this

activity is not at all related to the field of nursing academic or occupational purpose.

4.1.2.3.5. English Writing Task in Target Situation

In regard to writing skill, item 34 of academicians’ questionnaire deals with

question about several nursing tasks in target situation that require English writing

tasks. The data are presented in table below.

Table 4.36:Academicians’ Perception to the Need of English Writing Skill

Response Statistics
Task SA A N D SD
Mdn. SD
F % f % f % f % f %
a) To write medical
0 0.0% 6 37.5% 7 43.7% 3 18.8% 0 0.0% 3.00 0.75
reports in English
b) To write note during
2 12.5% 9 56.3% 5 31.2% 0 0.0% 0 0.0% 4.00 0.65
English class
c) To write power point
3 18.8% 7 43.7% 6 37.5% 0 0.0% 0 0.0% 4.00 0.75
presentation in English
d) To write e-mail to
foreign patients and 7 43.8% 7 43.8% 2 12.5% 0 0.0% 0 0.0% 4.00 0.70
doctors
e) To write medical essay
0 0.0% 6 37.5% 10 62.5% 0 0.0% 0 0.0% 3.00 0.50
in English
f) To write answer on
English language test 7 43.8% 9 56.3% 0 0.0% 0 0.0% 0 0.0% 4.00 0.51
(TOEFL/ IELTS)

Table 4.36 shows the academicians’ responses on several nursing related

activities, which require English writing tasks. As can be seen on the table, activity ‘to

write answer on English language test (TOEFL/IELTS)’ is perceived positively by all

academicians which 43.8% of them perceive ‘strongly agree’ on this case. It is slightly

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different with ‘to write e-mail to foreign patients and doctors’ which reaches agreement

from 87.5% of total academicians which 43.8% of such numbers perceive ‘strongly

agree’, while the other 12.5% remain neutral in this case. Moreover, activity ‘to write

note during English class’ constitutes 68.8% which 12.5% of such numbers perceived

‘strongly agree’ and the other 31.2% of academicians are neutral in this case. It is

followed by activity ‘to write power point presentation in English’ which correspond

43.7% of total responses and 18.8% perceive ‘strongly agree’, while the other 37.5% are

neutral to this case.

In addition, the academicians’ responses toward activity ‘to write medical essay

in English’ are not quite satisfied. It shows that majority of academicians (62.5%) are

neutral, while the other 37.5% agree to this case. Regarding to activity ‘to write medical

report in English’, academicians’ responses are varied. It shows that 37.5% ok f

academicians agree that the students require English writing skill to this activity. In

contrast, 18.8% argue that it is not required by students, while the other 43.7% neither

agree nor disagree to this issue.

In conclusion, the academicians perceive that English writing skill is important

to nursing students in several activities. They perceive that writing e-mail to foreign

doctors and patients is one important activity, which require English writing skill. It is

followed by writing note during English lesson, writing presentation slides, and writing

answer on English test. Meanwhile, the academicians have no preference whether

writing skill is necessary in writing medical essay.

This section reveals the importance of four English skills in Nursing academic

and occupational purposes. Early on the section, the academicians perceive that all skills

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are necessary in nursing academic field. They perceive that reading is the most

important skill for nursing students and speaking skill is the most difficult skill to be

learnt.

Regarding to speaking skill, the academicians perceive that the skill is highly

required in several nursing clinical activities and academics related activities as well.

Engaging in conversation with foreign doctors and patients is one of several important

activities, which requires English speaking and listening skills as well as understanding

the classroom English lesson and presented conference/seminar. For reading skill, the

academicians prominently emphasize that the skill is necessary for the students to read

English medical books/journals /articles and medical charts and tables. Finally, the

academicians perceive that English writing skill is necessary for the students to deal

with activities such as writing notes, presentations and email in both academic and

occupational field.

4.1.3. Comparison Between Students’ and Academicians Perception

In this section, the perception from the students and academicians are compared

using inferential statistical test to find out whether the difference between groups’

perception is statistically significant or not. The data were analyzed using inferential

statistics tests including the Mann-Whitney U test to compare medians and chi square

test of independence. The data are presented in the statistical table by showing the

degree of difference and significant value (p).

4.1.3.1. The Frequency of the Use of English in Nursing Related Materials

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 In this sub section, the data of academicians and students are compared in term

of the frequency of the use of English in nursing related materials. The data are

presented the table 4.37.

Table 4.37: Mann-Whitney U Test of the Frequency of the Use of English in Nursing
Materials
Group Mdn. Mann-
Whitney U P
Acd. 3.00
a) English journals/ articles/ books 1488.000 0.593
Stu. 3.00
Acd. 3.00
b) Presentation slides in English 1490.000 0.589
Stu. 3.00
Acd. 3.00
1307.500 0.173
c) Video/ Audio Lesson in English Stu. 3.00
Acd. 2.00
d) Oral lectures in English 1264.000 0.136
Stu. 2.00
Acd. 2.00
e) Test/ Examination in English* 1144.000 0.037
Stu. 2.00
*
Significant at p<0.05

The data from the table show the difference of responses between students and

academicians in term of the frequency of the use of English in nursing related materials.

Regarding to English journals/ articles/ books, Mann-Whitney U test indicates that there

is no difference (U= 1488, p= 0.593) between the students (Mdn= 3.00) and

academicians’ (Mdn= 3.00) perceptions toward the use of English in this material. The

test also indicates that there is no difference (U= 1490, p= 0.589) between students

(Mdn= 3.00) and academicians’ perception (Mdn= 3.00) for presentation slide in

English. Finding also shows there is no difference (U= 1507.5, p= 0.173) between

students (Mdn= 3.00) and academicians perception (Mdn= 3.00) for video and audio

lesson in English. Similar result is also found in oral lecture which the Mann-Whitney U

test indicates that there is no significant difference (U= 1264, p= 0.136) between

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groups’ perception (Mdn= 2.00). In contrast, Mann-Whitney U test indicate that there is

a significant difference (U= 1144, p= 0.037) between both parties. Although both

groups have similar median (Mdn= 2.00), group of academicians tend to rarely or never

use English in course test/ examination if compared to group of students.

Regarding to technical use of language used by academicians, both perceptions

are compared. The data are shown in the table of chi-square test below.

Table 4.38: Chi-Square Test of the Technical Use of Language in Nursing

Education
Chi-Square (X2) P
Oral Lecturer 1.655 0.437
Written material 3.815 0.282

Table 4.38 show the data of chi-square test of students and academicians’

perception toward the technical use of language in nursing subject. In regard to oral

lecture, the chi-square test indicates that there is no significant difference (X2= 1.655, p=

0.437) between students and academicians’ perceptions. The result of chi-square test for

written material also indicates that there is no significant difference (X2= 3.815, p= 0.282)

between perceptions from the students and academicians.

In conclusion, the students and academicians argue that the use of English in

nursing education is obviously frequent. The data show that there is no difference

between perceptions, except for the use of English in test/course examination. In addition,

both groups argue that the academicians often use Bahasa Indonesia with many English

nursing terms during oral lecture and written materials.

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4.1.3.2. The ENP and EGP Course

In this section, the students and academicians’ perceptions in term of EGP and ENP

course are compared. Four sub-sections are brought in comparison including the

perceptions of general English learning, ENP course, language needs on ENP, and

learning constrains on ENP.

4.1.3.2.1 The General English Language Learning

This sub section considers the difference of responses between students and

academicians in term of the general English language learning (GE). A Mann-Whitney

test was run to indicate the difference between students and academicians’ perceptions.

The data are shown in the table below.

Table 4.39: Mann-Whitney U Test of General English Language Learning (EGP) Items
Statement Group Mdn. Mann-Whitney U p
Acd. 4.00
EGP is important to nursing students 1260.000 0.106
Stu. 4.00
In my opinion nursing students Acd. 3.00
Stu. 2.00 1157.000 0.048
should learn only GE*
It is not important at all to me/ my Acd. 2.00
Stu. 1.00 1537.000 0.743
students to learn English
The faculty should not need to consider Acd. 2.00
EGP or ENP as a course in Nursing 1532.500 0.737
Stu. 2.00
Department
*Significant at p<0.05

The table above shows the data of Mann-Whitney U test regarding to general

English language learning (EGP). A Mann-Whitney U test indicates that there is no

significant difference (U= 1260, p= 0.106) between perceptions from students (Mdn= 4.00)

and academicians (Mdn= 4.00) in term of the importance of EGP to nursing students. In

other hand, the test indicates that there is significant difference (U= 1157, p= 0.048)

between perceptions where students tend to disagree (Mdn= 2.00) if compared to

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academicians who are neutral (Mdn= 3.00) in the topic that the students should learn only

GE. Moreover, the Mann-Whitney test indicates that there is no significant difference (U=

1537, p= 0.734) even though students tend to more disagree (Mdn= 1.00) than

academicians (Mdn= 2.00) in statement ‘It is not important at all to me/ my students to

learn English’. Finally, the test indicates that there is no significant difference (U= 1532.5,

p= 0.737) between responses from students (Mdn= 2.00) and academicians (Mdn= 2.00) in

statement ‘The faculty should not need to consider EGP or ENP as a course in Nursing

Department’.

In conclusion, the students and academicians perceive that GE is important for the

students and they strongly support the faculty to consider GE as one course in the nursing

department. However, there is difference between academicians and students’ perception

about the issue to create GE as the only English course in the department. Regarding to the

issue, the students clearly disagree while the academicians have no preference to choose.

Overall. General English course is important and required by the students in the nursing

department.

4.1.3.2.2 The English for Nursing Purposes

This sub section considers the difference of responses between students and

academicians in term of English for Nursing Purposes (ENP). The data of statistical

difference of students and academicians’ perceptions are presented in the Mann-

Whitney U statistical table below.

Table 4.40: Mann-Whitney U Test of English for Nursing Purposes (ENP) Items
Statement Group Mdn. Mann-Whitney U P
ENP is important to nursing students Acd. 5.00 1278.000 0.119

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 Stu. 5.00
Having a better knowledge of English is Acd. 4.00
one important factor for my/ my 1484.000 0.582
students’ success in academic field Stu. 4.00

Having a better knowledge of English is Acd. 5.00

one important element for my/ my 1305.000 0.168
students’ future professional career Stu. 4.00
In my opinion, nursing students only need Acd. 3.00
1490.000 0.614
ENP, no need for general English Stu. 3.00
I see no relevance between learning Acd. 2.00
English and my/ my student’ future 1308.000 0.169
1.00
professional career Stu.
Even without English I/ my students can Acd. 2.00
1097.000 0.027
succeed in their academic study* Stu. 2.00
*Significant at p<0.05

The table above shows the data of Mann-Whitney test from students and

academicians regarding to several items considering the English for Nursing Purposes

(ENP). A Mann-Whitney test on statement ‘ENP is important to nursing students’ indicates

that there is no significant difference (U= 1278, p= 0.119) between students (Mdn=

5.00) and academicians’ perceptions (Mdn= 5.00). In regard to statement ‘Having a

better knowledge of English is one important factor for my/ my students’ success in

academic field’, the test indicates that there is no significant difference (U= 1484, p=

0.582) between students (Mdn= 4.00) and academicians (Mdn= 4.00). Moreover, the

test also indicates that there is no significant difference (U= 1305, p= 0.168) between

parties, although academicians tend to strongly agree (Mdn= 5.00) that a better English

knowledge is one important element for nursing students’ future professional career if

compared to students’ perception (Mdn= 4.00).

In regard to the item considers that nursing students only need ENP instead of

GE, the Mann-Whitney test indicates that there is no significant difference (U= 1490,

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p= 0.614) between responses from students (Mdn= 3.00) and academicians (Mdn=

3.00). Moreover, the Mann-Whitney test on a contra-positive statement ‘I see no

relevance between learning English and my/ my student’ future professional career’

indicates that there is no significant difference (U= 1308, p= 0.169) between both parties,

although students tend to more disagree (Mdn= 1.00) than academicians (Mdn= 2.00).

Finally, the Mann-Whitney test to the other contra-positive statement ‘Even without

English I/ my students can succeed in their academic study’ indicates that there is a

significant difference (U= 1097, p= 0.027) between students’ (Mdn= 2.00) and

academicians’ perceptions (Mdn= 2.00). On this topic, although both parties show similar

median, the students tend to strongly disagree if compared to the academicians.

In conclusion, both groups argue that ENP is very important for nursing students.

They argue that ENP is necessary to help the students in academic and occupational field.

Even there is one different perceptions in case of the need of English in academic nursing,

the data show that both groups have similar average perception. Indeed, both group

neither agree nor disagree to choose ENP as the only course in the nursing department.

4.1.3.2.3 The Language Needs of English for Nursing Purposes (ENP)

This sub section considers the difference of responses between students and

academicians in term of the language needs of ENP. The data of difference between

students and academicians’ perceptions are presented in the table below.

Table 4.41: Mann-Whitney U Test of Language Needs Items in ENP

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 Statement Group Mdn. Mann-Whitney U P
Material of ENP should be relevant to Acd. 4.00
1532.000 0.737
Nursing field Stu. 4.00
Material of ENP should help students to Acd. 4.00
communicate in future nurse-foreign 1519.500 0.688
patient communication context Stu. 4.00
It is important to nursing students to learn
Acd. 2.00
only specific English nursing vocabulary* 987.500 0.007
Stu. 3.00

Material of ENP should help students to Acd. 4.00

communicate in future nurse-foreign nurse 1522.500 0.696
professional communication context Stu. 4.00
It is important to nursing students to be Acd. 5.00
able to read the original English text* 1058.500 0.016
Stu. 4.00
*Significant at p<0.05

The table above shows the data of Mann-Whitney U test regarding to statements

about the language needs in ENP course from both students and academicians’

perceptions. In regard to statement ‘Material of ENP should be relevant to Nursing field’ ,

the Mann-Whitney test indicates that there is no significant difference (U= 1532, p=

0.737) between students’ (Mdn= 4.00) and academicians’ perceptions (Mdn= 4.00). In

regard to the discourse context of ENP for future nurse-foreign patient communication,

the Mann-Whitney test indicates that there is no significant difference (U= 1519.5, p=

0.688) between students’ (Mdn= 4.00) and academicians’ perceptions (Mdn= 4.00). As

for discourse context for nurse-foreign nurse professional communication, the test also

indicates that there is no significant difference (U= 1522.5, p= 0.696) between students’

(Mdn= 4.00) and academicians’ perceptions (Mdn= 4.00).

In addition, the Mann-Whitney test indicates that there is a significant difference

(U= 987.5, p= 0.007) where students tend to disagree (Mdn= 2.00) to the statement ‘It is

important to nursing students to learn only specific English nursing vocabulary’ than

117
academicians who are neutral (Mdn= 3.00). The Mann-Whitney test also indicates a

significant difference of perception (U= 1058.5, p= 0.016) on statement ‘It is important to

nursing students to be able to read the original English text ’ where academicians tend to

perceive strongly agree (Mdn= 5.00) than students (Mdn= 4.00).

In conclusion, both groups perceive that the materials of ENP should be relevant

to the field of nursing. Moreover, they perceive that the materials of ENP should help the

students to communicate in future professional communication context. However, there

are some different perceptions between both parties. In regard to the learning of English

vocabularies, the academicians clearly perceive that the students should not only learn

specific nursing vocabularies, while the students neither agree nor disagree to this case. In

addition, the different perception also comes from the case of the ability to read original

English texts. Although both parties perceive positively to the case, the academicians

clearly perceive even more agree on this case.

4.1.3.2.4 The Language Constrains of English for Nursing Purposes (ENP)

This sub section considers the difference of responses between students and

academicians in term of the language constrains of ENP. A Mann-Whitney test was run to

find out the difference of responses between groups. The data are shown on the table 4.42.

Table 4.42: Mann-Whitney U Test of Language Constrains Items in ENP

Statement Group Mdn. Mann-Whitney U P
There are available nursing resources in Acd. 4.00
1160.000 0.054
English at department’s library Stu. 4.00

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There are adequate English journals and
Acd. 4.00
textbooks translated into Bahasa
1450.000 0.469
Indonesia
Stu. 4.00
There are adequate technological
Acd. 4.00
equipment that can be used by students in 1077.500 0.015
learning English* Stu. 4.00
English language instructor should apply Acd. 3.00
technological equipment in teaching 818.000 0.000
Stu. 4.00
ENP**
English language instructor should have a Acd. 4.00
fairly knowledge about nursing field when 1134.000 0.036
Stu. 4.00
selecting material for ENP course*
*Significant at p<0.05; **Significant at p<0.01

The table above shows the data of Mann-Whitney U test about learning

constrains item on ENP from two different groups. The Mann-Whitney U test indicates

that there is no significant difference (U= 1160, p= 0.054) between groups where the

students and academicians argue that there are adequate English resources (Mdn= 4.00)

in department’s library. As for resources that have been translated into Bahasa

Indonesia, the Mann-Whitney U test indicates that there is no difference (U= 1450, p=

0.469) between groups; both students (Mdn= 4.00) and academicians (Mdn= 4.00)

perceive that such materials are available. As for the availability of technological

equipment, the test indicates that there is a significant difference (U= 1077.5, p= 0.015)

between groups even though majority respondents from both groups perceive similarly

(Mdn= 4.00). On this case, the students tend to correspond more to the availability of

technological resources if compared to the students.

In regard to the perception about English language instructor to use

technological equipment in ENP course, the Mann-Whitney U test indicates that there is

a significant difference (U= 818, p= 0.000) where students tend to agree (Mdn= 4.00)

compared to academicians who are neutral (Mdn= 3.00). Finally, a significant

119
difference (U= 1134, p= 0.036) also found in statement ‘English language instructor

should have a fairly knowledge about nursing field when selecting material for ENP

course’, even though both parties have similar average perception (Mdn= 4.00), the

students tend to correspond more if compared to the students.

In conclusion, the students and academicians have a similar perception that there

are available English resources and resources translated in Bahasa Indonesia. However,

there are some differences of perception. Those differences include the perceptions about

the availability of technological aids and the language instructor. Even both parties share

similar average findings, the statistical data show that there are still significant differences

between perceptions.

4.1.3.3. The Need of Four Language Skills

This section deals with the comparison between students and academicians’

perception toward the items regarding on the Target Situation Analysis (TSA) of need

analysis for ENP. The section is divided in several sub sections including the priority of

four English skills and the need of four English skills in nursing related activity. The

data were all analyzed using Mann-Whitney U test to measure the difference of

perceptions from two different groups. The statistical results are presented in the tables.

4.1.3.3.1. The Priority of Four English skills

This sub section considers the difference of perceptions toward the priority of

four language skills. Two issue are brought into consideration including the priority of

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importance and difficulty. The data were analyzed using Mann-Whitney U test due to

the data were not normally distributed. Henceforth, assumption to use the t-test of mean

difference was not satisfied. The data are shown in the table 4.43 and 4.44.

Table 4.43: Mann-Whitney Test of the Priority of Importance of Four English Skills
Statistics
Priority Group Priority
M Mann-Whitney U P
Acd. 4th 3.62
Listening 1176.000 0.055
Stu. 3rd 3.01
Acd. 2nd 2.06
Speaking 1233.000 0.093
Stu. 1st 1.81
Acd. 1st 1.18
Reading** 641.500 0.000
Stu. 2nd 2.07
Acd. 3rd 3.12
Writing 1567.000 0.857
Stu. 4th 3.09
**Significant at p<0.01

The table above shows the statistical result of difference between students and

academicians’ perception to the priority of importance four English skills for nursing

students. As can be seen on the table, both parties put different order of skills in term of

its importance. However, not all skills are statistically different. It shows that Mann-

Whitney test only indicates a significant difference (U= 641.5, p= 0.000) on reading

skill where academicians perceive it as the most important skill (M= 1.18) while

students perceive it as the second important skill (M= 2.07). In other hand, Mann-

Whitney test indicates no significant difference on listening (U= 1176, p= 0.055),

speaking (U= 1233, p= 0.093), and writing (U= 1567, p= 0.857) even though both

parties perceive differently on these skills.

To sum up, the data show that there is no statistical difference between groups in

term of the priority of four language skills, except for reading skill. The data show that

even though both groups perceive differently on the priority of the following skills.

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However, only reading skill is statistically different. While the students perceive it as

the second important skill, the academician perceive reading as the most important skill.

Moreover, the data of priority of difficulty from both parties are also examined.

The data are shown in the table below.

Table 4.44: Mann-Whitney Test of the Priority of Difficulty of Four English Skills
Statistics
Priority Group Priority
M Mann-Whitney U P
Acd. 4th 3.75
Listening** 770.000 0.000
Stu. 2nd 2.59
st
Acd. 1 1.56
Speaking 1495.000 0.607
Stu. 1st 1.75
Acd. 2nd 2.06
Reading* 1087.5 0.022
Stu. 3rd 2.60
Acd. 3rd 2.68
Writing* th 1143.5 0.042
Stu. 4 3.06
*Significant at p<0.05; **Significant at p<0.01

The table shows the statistical result of difference between student’ and

academicians’ perception in term of the order of difficulty of four English skills to nursing

students. As can be seen on the table, the Mann-Whitney test indicates that there is no

significant difference (U= 1495, p= 0.607) on speaking skills since both group perceive it

as the most difficult skill to be learnt. The test indicates significant difference (U= 770, p=

0.000) on listening skills where the students perceive this skill as the second most difficult

skill (M= 2.59) if compared to academicians who perceive it as the least difficult one (M=

3.75). Moreover, the test also indicates a significant difference (U= 1087.5, p= 0.022) on

reading skill, in which academicians perceive it as the second most difficult skills (M=

2.06) while students put it on the third order (M= 2.60). Finally, the test indicates a

significant difference (U= 1143.5, p= 0.042) on writing skill where academicians perceive

it on the third order (M= 2.68), yet the students perceive it as the least difficult skill (M=

3.06).

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 In conclusion, the students and the academicians have a linear perception that

speaking is the most difficult skills for the nursing students to learn. Meanwhile, the

perceptions on other skills are significantly different. The students place listening as the

second most difficult skill followed by reading and writing. For the academicians,

speaking is followed by reading, writing and listening as the least difficult skill to be

learnt.

The next item considers the perceptions toward the extent of necessity of four

English skills in nursing education. The data of Mann-Whitney U test are shown in the

table below.

Table 4.45: Mann-Whitney U Test of Necessity of Four English Skills in Nursing

Education
Skills Group Mdn. Mann-Whitney U P
Acd. 4.00
Listening 1398.000 0.247
Stu. 4.00
Acd. 4.00
Speaking 1342.500 0.081
Stu. 4.00
Acd. 4.00
Reading* 1224.000 0.027
Stu. 4.00
Acd. 4.00
Writing 1422.000 0.314
Stu. 4.00
*Significant at p<0.05

Table 4.45 shows the result of statistical test of difference between groups in term

of the perception toward the need of four English skills in nursing education. As can be

seen on the table, all groups share similar average perception on all skills (Mdn= 4.00).

The Mann-Whitney test indicates no statistical significant difference found on listening

(U= 1398, p= 0.247), speaking (U= 1342.5, p= 0.081), and writing skill (U= 1422, p=

0.314). However, the test indicates that there is significant difference (U= 1224, p= 0.027)

between groups’ perception on reading skill. On this case, although both groups have the

123
same average perception, the academicians tend to perceive reading as the most necessary

skill if compared to the students’ perception on reading skill. In short, both groups

perceive that all skills is necessary for nursing students. There is significant difference

between perceptions in the context of necessity of reading skill.

4.1.3.3.2. Comparison on English Listening Tasks in Target Situation

On this sub section, the responses of the need of English listening skill to

nursing related tasks from both groups are statistically compared. The data of Mann-

Whitney U test are shown on the table below.

Table 4.46: Mann-Whitney U Test of the Need of English Listening Skill in Nursing Tasks
Tasks Group Mdn. Mann-Whitney U P
To understand conversation with Acd. 5.00
1060.000 0.012
foreign patients* Stu. 4.00
Acd. 4.00
To follow doctor’s orders 1510.500 0.654
Stu. 4.00
To understand diagnosis/ Acd. 5.00
1193.500 0.056
symptom from foreign patients Stu. 4.00
To understand seminar/ Acd. 4.00
1044.500 0.011
conference in English* Stu. 4.00
To understand English lesson in Acd. 4.00
930.500 0.002
class** Stu. 5.00
To engage in formal job/ Acd. 4.00
1144.500 0.038
scholarship interview* Stu. 4.00
To understand question in Acd. 4.00
776.500 0.000
English test (TOEFL/ IELTS)** Stu. 4.00
*Significant at p<0.05; **Significant at p<0.01

The table above shows data of Mann-Whitney U test from student and

academicians’ perceptions in term of the use of English listening skill in nursing related

tasks. In regard to task ‘understand conversation with foreign patients’, the Mann-

Whitney U test indicates that there is significant difference (U= 1060, p= 0.012) between

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groups’ perception which the academicians correspond more (Mdn= 5.00) if compared to

students (Mdn= 4.00). The test also indicates a significant difference (U= 1044.4, p=

0.011) between perceptions on task ‘to understand seminar/ conference in English’.

Although both groups have similar average perception, the students tend to correspond

more on this topic if compared to the academicians.

Another result of significant difference (U= 1144.5, p= 0.038) is also found on

task ‘to engage in formal job/ scholarship interview’, although the average responses

between group are similar (Mdn= 4.00), the students tend to strongly agree on this topic

than the academicians. Moreover, the test indicates a very significant difference (U=

930.5, p= 0.002) on the perception ‘to understand English lesson in class’, where students

tend to correspond more (Mdn= 5.00) than the academicians (Mdn= 4.00). The test also

indicates another very significant difference (U= 776.5, p= 0.000) even though both

groups show similar median (Mdn= 4.00) on the task ‘To understand question in English

test (TOEFL/ IELTS)’. On this topic, the students tend to perceive strongly agree if

compared to the academicians. Indeed, no significant difference is found on task ‘to

follow doctor’s order’ (U= 1510.5, p= 0.654) and ‘to understand diagnosis/symptom from

foreign patients’ (U = 1193.5, p= 0.056).

In conclusion, both groups perceive similarly that English listening skill is

necessary to the students to follow doctor’s order and to ask specific symptom/problems

to foreign patients. However, there are some statistical difference between students and

academicians’ perceptions. They include to understand conversation with foreign patients,

to understand seminar/ conference in English, to understand English lesson in class and to

understand interview as well as to understand questions in English language test.

125
4.1.3.3.3. English Speaking Tasks in Target Situation

On this sub section, the responses of the need of English speaking skill to

nursing related tasks from both groups are statistically compared. The data of Mann-

Whitney U test are shown on the table below.

Table 4.47: Mann-Whitney U Test of the Need of English Speaking skill in Nursing Tasks

Tasks Group Mdn. Mann-Whitney U P

To carry on conversation with Acd. 5.00
1120.000 0.026
foreign patients* Stu. 4.00
To explain the doctor’s order Acd. 5.00
1270.000 0.117
to foreign patients Stu. 4.00
To ask specific symptom/ Acd. 5.00
925.500 0.002
problem to foreign patients** Stu. 4.00
To tell diagnosis result to Acd. 5.00
867.000 0.001
foreign patients** Stu. 4.00
To explain medical procedures Acd. 5.00
1206.000 0.062
to foreign patients Stu. 4.00
To make presentation on Acd. 4.00
780.000 0.000
seminar/ conference** Stu. 4.00
To speak up during class Acd. 4.00
1015.000 0.007
hours** Stu. 4.00
To engage in formal job/ Acd. 4.00
868.500 0.001
scholarship interview** Stu. 4.00
To speak in English language Acd. 3.00
677.000 0.000
test (TOEFL/ IELTS)** Stu. 4.00
*Significant at p<0.05; **Significant at p<0.01

The table above shows the data Mann-Whitney U test from student’ and

academicians’ perceptions in term of the use of English speaking skill in nursing related

tasks. In regard to task ‘To carry on conversation with foreign patients’, the Mann-

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Whitney U test indicates that there is significant difference (U= 1120, p= 0.026) between

groups’ perception, which the academicians correspond more (Mdn= 5.00) if compared to

students (Mdn= 4.00). The test also indicates a very significant difference (U= 925.5, p=

0.011) between perceptions on task ‘To ask specific symptom/ problem to foreign

patients’, which the academicians correspond more (Mdn= 5.00) if compared to students

(Mdn= 4.00).

Another result of highly significant difference (U= 867, p= 0.001) is also found on

task ‘To tell diagnosis result to foreign patients’, which the academicians correspond

more (Mdn= 5.00) if compared to students (Mdn= 4.00). Moreover, the test also indicates

a very significant difference (U= 780, p= 0.000) on the perception ‘To make presentation

on seminar/ conference’ although both perceptions show the same median (Mdn= 4.00),

the students tend to perceive strongly agree on the topic if compare to the academicians.

In regard to task ‘To speak up during class hours’, which the test indicates a very

significant difference (U= 1015, p= 0.007) even though both groups have similar median

(Mdn= 4.00). On this case, the students tend to correspond more if compared to the

academicians.

Moreover, the test indicates a very significant difference (U=865.5, p= 0.001) on

tasks ‘To engage in formal job/ scholarship interview’ which the groups have similar

average perception (Mdn= 4.00). However, the students tend to perceive strongly agree if

compared to the academicians. Furthermore, the test indicates a very significant

difference (U= 677, p= 0.000) on the perception about ‘To speak in English language test

(TOEFL/ IELTS)’, which the students correspond more (Mdn= 4.00) if compared to the

academicians who are neutral on this statement (Mdn= 3.00). However, no significant

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difference is found on the task ‘To explain the doctor’s order to foreign patients’

(U=1270, p =0.117) and ‘To explain medical procedures to foreign patients’ (U= 1206,

p= 0.062).

In conclusion, the students and academicians’ perceptions are statistically

different in almost all activities. From 8 of 9 cases being compared, the data show several

significant difference of perceptions except for activity to explain medical procedure to

foreign patients. The data show that the academicians correspond more on clinical related

activities such as communicating with foreign patients and doctor if compared to the

students, who correspond more on classroom related activity such as speaking and

presenting material in English class. The data also find significant difference between

perceptions in the case of English test and formal job/ scholarship interview.

4.1.3.3.4. English Reading Tasks in Target Situation

On this sub section, the responses of the need of English reading skill to nursing

related tasks from both groups are statistically compared. The data of Mann-Whitney U

test are shown on the table below.

Table 4.48: Mann-Whitney U Test of the Need of English Reading skill in Nursing Tasks
Tasks Group Mdn. Mann-Whitney U P
To read English books/ Acd. 5.00
1116.000 0.024
journals/ articles* Stu. 4.00
To read graph/ chart/ tables in Acd. 5.00
1326.500 0.203
English Stu. 4.00
To read patients’ report in Acd. 4.00
848.500 0.001
English** Stu. 5.00
To read presentation slides in Acd. 4.00
1220.000 0.082
English Stu. 4.00
To read English novels and Acd. 2.00
461.500 0.000
stories*** Stu. 4.00
To read questions in English Acd. 4.00 1254.500 0.107

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language test TOEFL/IELTS) Stu. 4.00
*Significant at p<0.05; **Significant at p<0.01

Table 4.48 shows the data of Mann-Whitney U test from student’ and

academicians’ perceptions in term of the use of English reading skill in nursing related

tasks. In regard to task ‘To read English books/ journals/ articles’, the Mann-Whitney

test indicates that there is significant difference (U= 1116, p= 0.024) between groups’

perception, which the academicians correspond more (Mdn= 5.00) if compared to

students (Mdn= 4.00). The test also indicates a very significant difference (U= 848.5, p=

0.001) between perceptions on task ‘To read patients’ report in English’, which the

students correspond more (Mdn= 5.00) if compared to the academicians (Mdn= 4.00).

Another very significant difference is also found on the task ‘To read English novels and

stories’. The test indicates that there is a very significant difference (U= 461.5, p=

0.000) between groups perceptions. Interestingly, the students correspond more to this

case (Mdn= 4.00) while the academicians perceive it contrarily (Mdn= 2.00).

In addition, no significant difference is found on the other tasks. The test

indicates that there is no statistically significant difference (U= 1362, p= 0.203) between

perception about ‘To read graph/ chart/ tables in English’, even though they show

different median. The test also indicates that there is no significant difference between

perceptions on the task ‘To read presentation slides in English’ (U= 1220, p= 0.082) as

well as on the tasks ‘To read questions in English language test (TOEFL/ IELTS)’ (U=

1254.5, p= 0.107).

In conclusion, there are significant differences between perceptions in several

activities. The data show that the academicians correspond more on reading English

journals/books/ articles if compared to the students. Meanwhile, the students correspond

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more on activity to read patients reports in English. Moreover, the data reveal a very

significant difference on perception about reading English novels and stories. While the

students perceive that English reading skill is necessary to this activity, the

academicians perceive that it is not important for students to read English novels and

stories. Indeed, there is no significant difference found in the other activities.

4.1.3.3.5. English Writing Tasks in Target Situation

On this sub section, the responses of the need of English writing skill to nursing

related tasks from both groups are statistically compared. The data of Mann-Whitney U

test are shown on the table below.

Table 4.49: Mann-Whitney U Test of the Need of English Writing Skill in Nursing Tasks

Tasks Group Mdn. Mann-Whitney U P

To write medical reports in Acd. 3.00
618.000 0.000
English** Stu. 4.00
To write note during English Acd. 4.00
1051.000 0.013
class* Stu. 4.00
To write power point Acd. 4.00
1080.500 0.018
presentation in English* Stu. 4.00
To write e-mail to foreign Acd. 4.00
969.000 0.005
patients and doctors** Stu. 4.00
To write medical essay in Acd. 3.00
1103.000 0.029
English* Stu. 4.00
To write answer on English Acd. 4.00
language test (TOEFL/ 1156.000 0.046
IELTS)* Stu. 4.00
*Significant at p<0.05; **Significant at p<0.01

The table above shows the data of Mann-Whitney U test from student and

academicians’ perceptions in term of the use of English writing skill in nursing related

tasks. The test indicates a significant difference (U= 618, p= 0.00) between perceptions

about the task ‘to write medical reports in English’, where the students correspond more

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(Mdn= 4.00) than the academicians (Mdn= 3.00). The test also indicates a significant

difference (U= 1080.5, p= 0.018) between perception about ‘to write power point

presentation in English’ although both groups have the same median value (Mdn= 4.00).

Moreover, the test indicates that there is a significant difference (U= 1103, p=

0.029) between groups’ perception about task ‘to write medical essay in English’, where

the students correspond more (Mdn= 4.00) if compared to the academicians (Mdn=

3.00). The test also indicates a very significant difference (U= 1156, p= 0.046) between

groups’ perception about task ‘to write answer on English language test (TOEFL/

IELTS)’ although both groups show the same median value (Mdn= 4.00).

More importantly, the test indicates that there is a very significant difference

(U= 618, p= 0.000) between groups’ perception about the task ‘to write medical reports

in English’, where the students correspond more (Mdn= 4.00) than the academicians

(Mdn= 3.00). Another very significant difference (U= 969, p= 0.005) between groups’

perception about ‘To write e-mail to foreign patients and doctors’ although both groups

agree to this statement (Mdn= 4.00), the academicians tend to correspond more to the

task if compared to the students.

All the data revealed on this section and previous sections have shown the

perception of needs of English for nursing students. Descriptive statistics with median

of Likert item, percentages, and frequency as well as the test of chi-square and Mann-

Whitney U test were used and the data were displayed in the tables and graphs. In the

next section, the revealed of data analysis section will be discussed, some suggestions

and recommendations will be provided.

4.2. Discussion

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 This study investigated the language needs of nursing students at Mandala

Waluya Health Institution. The data were collected using questionnaire to compare the

perceptions between enrolled nursing students and the academicians. The data were

analyzed using descriptive statistics including the percentages, frequencies median, and

standard deviation as well as the test of chi-square and Mann-Whitney U test were used

to compare the perceptions.

There were two set of questionnaires administered for students and the

academicians. The students’ questionnaire consist of six parts and there are four parts on

academicians’ questionnaire. Mainly, the questionnaire aims to investigate several

topics including the students’ English language background, evaluation on current

English course offered by college, the frequency of the use of English, the perception

about ENP on nursing department, and the importance of English skills in various

nursing related tasks. The discussion of each topic is presented below.

4.1.1. The Students’ English Language Background (Students’ Perception)

The questions about the English language background of nursing students at

Mandala Waluya Health Institution spread out on the section B of students’

questionnaire. The data revealed that the students’ English language background is not

satisfied. As presented on the earlier section, about a half of students (50.2%) have

learned English about 6 to 10 years. Not to be omitted, the other 46.3% argue that they

have learned English more than 10 years, while only 3.5% of them have learned it one

to five years. This different experience of learning may because the students attending

in nursing department are from different high schools they have graduated from, where

they found different types of English learning programs. However, it becomes a concern

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when finding that the levels of familiarity of English are different one another. The ESP

course designer should take into account this difference since different of learning

experience may lead to different treatment and program for specific students

(Hutchinson and Waters, 1987; Basturkmen, 2010).

Moreover, the data show that majority of the students learn English because they

need it to be a professional nurse in the future. This result correspond with Miyake and

Tremarco (2005) and Lai (2016) where the students learn English for improve their

professional career as a nurse. The other reasons such as because it is a compulsory

course and to broaden future career opportunity are also considered important. This

result also correspond to Lai (2016). These motives for learning can be used to create

the objective of the program. As Basturkmen (2010) argue that it is important to

investigate the students’ learning objectives to make a clear guidance of what content

should be included on the program.

Besides reasons, the students also provide the data about their current experience

with English activities. Majority of students argue that they have enough experience in

academic related activity such as watching video lesson in English, translating English

nursing articles/ journals/ textbooks to Bahasa Indonesia, and reading English nursing

journals/articles/textbooks. These prior activities experienced by students can help them

to participate in English program since the activities will relate to English program.

Hutchinson and Waters (1987) emphasize the importance of knowing the students

language background, including their experience of using language, to promote the

students in classroom activities and also to determine the appropriate classroom activities

being taught.

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 Turning to the students’ language proficiency, the finding show that majority of

the students are not satisfied with their current English proficiency. In more detailed data,

majority of the students report that they have ‘fair’ to ‘poor’ level in various English skills

and components. Overall, about 38.9% of total students perceive that they have fair

English level in various skill, while about 39.8% of them perceive having ‘poor to very

poor’ English level. Meanwhile, about 20% of total students perceive having ‘good’

English level, and sadly, less than 1% of total number reported having ‘excellent’ level.

We realize that this number may be biased since there is no valid indicator used, such as

TOEFL score or other valid English tests, to measure the level. However, previous study

of need analysis (Ayas and Kirkgoz, 2013) also identified the students’ proficiency

through this way. This number, therefore, can be a reference for content instructor to

carefully establish the English program since this result is obtained from actual

students’ perception itself.

After identifying the students’ language proficiency, the study also identifies the

English program experienced by the students. The data show that only 34.3% of total

students have experienced both the course offered by the college and extended course

outside college, while the other 65.7% only experienced English in the college. This

finding explains why majority of the students have fair to poor English proficiency. It is

because their English learning is only restricted on program offered by college. Moreover,

the students also perceive their personal English problem. Majority of the students argue

that they are lack of vocabulary knowledge. This is the most severe problem reported by

the students followed by poor speaking skill as the second most severe problem. It is

followed by poor grammar competence and poor listening skill. This finding is also

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similar to Ayas and Kirkgoz, (2013) who find that majority of nursing students are

suffering with the limited vocabulary and incompetency to express language orally and

written with professional use of grammar. While the other problems, including poor

writing and reading skill, only contribute about 20% of total responses. However, they

cannot be omitted since the use of four English skills is really important to nursing

education.

To sum up, the findings show that the students’ English language backgrounds are

varied. It entails the different English experience, language proficiency and language

problem. Overall, the data finding reveals that the students are quite familiar with English

learning. However, they are no satisfied with their current English proficiency which

mainly categorized in fair to poor level. Moreover, they also experience severe language

problems which mainly deal with vocabulary mastery and productive skills. This finding

of language background is categorized as ‘lacks’ which later be used to determine the

ENP course to deal with students’ lacks in order to achieve their goals.

4.1.2. The Evaluation of the Current English Program Offered by College

(students’ perception)

This topic reveals the students’ perception about current English program

offered by college. The students perceive that English for General Purposes (EGP) is the

course being offered by the college. Meanwhile only eight students perceive it as

English for General Medical Purposes (EMP) and that number also correspond to

choose English for Nursing Purposes (ENP). This may because the material of the

course mainly focus on the general English. It is what actually happening in several

local health schools and institution. Moreover, about a half of the students emphasized

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that the material of course, to some extent, relevant to nursing field, while about 36% of

total students argue that it is less relevant to nursing field. Considering the relevance of

course and nursing field, it can be assumed that even the course currently offers general

English course, the material, in some extent, relevant to nursing field. Some previous

study of Need Analysis also experience this blurred line between General English and

Medical English or Nursing English (Hwang & Lin, 2010; Ayas and Kirkgoz, 2013,

Taşçi, 2007). Therefore there should be an identifiable course with a clear focus and

objectives, whether the faculty should consider general English or English for specific

nursing purposes.

In addition, the students also report the usefulness of current English program to

deal with several nursing related activities. The students report that current program, to

some extent, is useful to deal with nursing related activities including speaking about

nursing related topic, writing about nursing related topics in English, reading English

nursing related books and articles, understanding oral instruction, translating nursing

materials, and passing English test. However, there are only about 22% of total students

who perceive that the current program is very helpful on those tasks. Meanwhile, about

42% of total students argue that the current program, to some extent, is helpful, and

about 32% find it less helpful and the other 4% do not find it useful at all to them.

Without direct classroom observation and documentary analysis, it hard to make a

decision whether the course is helpful or not. We consider this is as one of the

weaknesses of this research. However, since this is a survey study, we can underline the

general phenomenon perceived by students. Hwan and Lin (2010) also consider the

same way when analyzing the need of medical students in Taiwan.

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4.1.3. The Frequency of the Use of English in Nursing Education

On this topic, the frequency of the use of English in nursing related material is

revealed. The data obtained from the students and the academicians, then they are

compared. The academicians clearly argue that they often use English related material

such as English journals, articles and textbooks. The students also argue the same way,

then there is no significant difference between perceptions on this case. The

academicians also argue that they often use English in presentation slides and video as

well as audio material. The students also correspond with the academicians on this case.

Moreover, in the case of the use of English in oral lecturer, the academicians argue that

they rarely use English in oral lecturer. The students also perceive the same way to the

academicians. In some study of need analysis, the findings correspond with this study

where the academicians often use English in reading and audio visual materials (Hwang

& Lin, 2010; Taşçi, 2007; Waidarp, 2011).

In addition, the interesting finding is obtained from the perception about the use

of English in course test/ examination. Although both groups argue that English is rarely

found on this case, there are 18.4% of total students argue that they very often find the

course test/ examination in English, while no academicians argue use it very often in

course test. This situation may be caused by under coverage of sampling. In this

situation the samples, that should be included (they who use English in the course test),

are not included in the research (Lhor, 2008).

In more technical use of English, both group argue that the academicians present

the courses orally in Bahasa Indonesia with many English nursing terms. It is also

similar to the way the academicians present the written material which is mainly in

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Bahasa Indonesia with many English nursing terms. This finding is also similar to the

need analysis conducted by Hwang and Lin (2010). Moreover, the use of English in

general medical and nursing in particular is prominent since English has become the

language of medicine (Maher, 1986). Therefore, it is a usual cases when finding the

academicians using English terminology in the context of medical and nursing in

particular.

In conclusion, English is often used by the academicians in nursing education

setting. The study reveals that the academicians often use English in nursing related

materials including reading materials, video/audio lesson, and presentation slides. The

study also reveals the technical use of language by the academicians when teaching

nursing related subject. It shows that the academicians use Bahasa Indonesia with many

nursing terminologies in English. This can be assumed that the need of English is

extensive in the context of nursing education. Therefore, there should be an English for

nursing purposes to help the students deal with the frequent use of English.

4.1.4. The Perception about ENP on Nursing Education

The Importance of GE and ENP in Nursing Academic and Occupational Field

GE or EGP is seen as one important course to nursing students to consider

about. However, both groups perceive that EGP solely is not enough to fulfill the needs

of both parties. They argue that the faculty should consider the ENP as one course in

nursing department. The students and the academicians perceive that ENP is very

important. They perceive ENP as a course that much more important than general

English course. Both groups regard that ENP is important for nursing to deal with

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academic study, indeed, the academicians place a great emphasis on the importance of

ENP to the students’ future professional career.

The academicians clearly perceive the necessity and importance of English,

presumably reflecting the fact that they often have to use English for their own

professional studies. As for the students, they may not be so conscious of the

importance of English for their professional studies in the future but, in time it is likely

they will realize the importance of English more consciously. The researchers who

conducted needs analyses in nursing contexts (Ayas and Kirkgoz, 2013; Lai, 2016;

Miyake and Tremarco, 2005; Waidarp, 2011) also reported that almost all the students

find English very important, particularly English for their academic studies while

academicians perceive more on the occupational field.

4.1.4.1. The content materials of ENP (language need)

In term of the materials, both the students and the academicians perceive that the

material of ENP should be relevant to the nursing field. This finding also correspond

most of need analysis studies in the nursing context (Alfehaid, 2011; Alebachew, 2016;

Ayas and Kirkgoz, 2013; Lai, 2016; Miyake and Tremarco, 2005; Waidarp, 2011). In

this case, the students demand a meaningful material that is relevant to the nursing

context. As Hutchinson and Waters (1987) argue that one indicator of successful ESP

program is the content which relevant to the field of students.

As for the vocabulary context, the students do not provide a satisfied response

whether there should be only nursing specific vocabularies or both general and specific

vocabularies applied in teaching. Fortunately, the academicians clearly perceive that the

students should learn not only specific nursing vocabularies, but also general English

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vocabularies. In regard to the students’ problem with limited vocabulary, the

academicians seems more aware with the importance of vocabulary mastery. Bosher

(2001) and Cameron (1998) emphasize the importance of vocabulary mastery to nursing

students to help them with their academic and occupational needs. Therefore, it is

important to consider that nursing students should learn both general and specific

vocabulary.

Besides vocabulary, the discourse context is also taken into account in this

research. Both group perceive that the material of ENP should help the students to

communicate in future nurse-foreign patient communication context. They also perceive

similarly to the professional communication context between nurse-foreign nurse and

nurse-foreign doctor communication. This finding is in line with the finding of need

analysis conducted by Waidarp (2011). Moreover, Romo (2006) argue that the content of

teaching material for ENP should include the discourse topics about the communication

between nurse and patient as well as nurse and doctors. Javid (2011) also argues that it is

important to include the material about nursing professional communication in work field.

Therefore, it is obvious that the future ENP course should include the content about

nursing professional communication both in academic and occupational field.

In addition, due to understand the material given in English, both group perceive

that it is important to nursing students to be able to read original English text. Although

both groups perceive the same way, the academicians strongly agree even more than the

students do. Currently, the students have fair to poor proficiency to read the nursing

resources in the library of the nursing department, which is in English. This is important

since many medical and nursing resources nowadays are published in English. Therefore,

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the respondents find it important that the students should be able to read the original

English resources. Sezer (2000), who reviewed some articles in MEDLINE, found that

there were often serious mistakes, which caused distortions of meaning, again confirming

the respondents’ arguments. Also, since the pace of translations cannot keep up with the

pace of the publications in medicine, the medical students need to read English resources

to have access to the most updated information (Taşçi, 2007).

4.1.4.2. The availability of Instructor and Learning aids (language constrains)

In terms of the availability of instructor and learning aids, both the students and

the academicians argue that there are adequate English resources in department’s

library. Both parties also argue that there are adequate English journals and textbooks

translated into Bahasa Indonesia to the students. It is also important to provide the

resources in Bahasa Indonesia to help the students with low English reading

proficiency. Moreover, both groups perceive that there is adequate availability of

technological equipment to teach English effectively. Taşçi (2007) argue that it is

important to use technological aids such as internet to help the students learn English

more interactively. The Web is seen as a very useful tool for researching nursing and

medical topics, with a wealth of updated information (Taşçi, 2007).

In regard to the instructor, both group have different perception on this topic.

Although both groups place a great emphasis that the language instructor should have

fairly knowledge in nursing field when selecting the material, the students seem

correspond more on this topic. West (1994) and most literatures about ESP (Hutchinson

& Waters, 1987; Basturkmen, 2010; Hyland (2006) do not emphasize that the language

instructor should have a good knowledge of the field he or she is teaching. Whereas, it is

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more important to know who are the students are, and what they need for. Then having a

fairly knowledge of the field being taught can be an additional benefit to the language

course. In addition, again, in relation to the technological equipment and language

instructor, both parties have different perception on this topic. The students agree that

English language instructor should apply technological equipment in teaching ENP, while

the academicians do not provide satisfied response to this topic. Indeed, the benefit of

using technology during teaching has been explained in afore paragraph, and therefore, it

is important to the language instructor to use technology equipment in teaching ENP.

4.1.5. The Four English Language Skills

The items consider on the topic about the four English skills are located on the

section F of the students’ questionnaire and section D of the academicians’

questionnaire. The students and academicians clearly have different perceptions on the

priority of importance of language skills.

Unlikely previous study who report that both groups perceive reading as the

most important skill in general medical context and nursing context in particular

(Alfehaid, 2011; Alebachew, 2016), this study reveals that the students perceive

speaking as the most important skill if compared to the academicians who perceived

reading as the most important skill. This finding is parallel to Ayas and Kirkgoz (2013)

who also find the same case. Although the priority of four language skills is clearly

different between groups, only reading has been found significantly different. The other

skills are found not so much statistically different. The students perceive reading as the

second, followed by listening and writing which is parallel to Ayas and Kirkgoz (2013).

Meanwhile, the academicians perceive speaking as the second followed by writing and

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listening, which is also parallel to Taşçi, (2007). This finding and the respondents’

positive response to the question asking about their attitudes to interactive ways of

learning English suggests that these students give importance to using English to

communicate interactively and they also want to use it productively rather than just

receptively.

As for the priority of difficulty, both groups clearly perceive that speaking is the

most difficult skill to be learned. This correspond to the study of Ayas and Kirkgoz

(2013) who found most students fail to deal with speaking skill in the context of

nursing. The academicians perceive reading as the second most difficult followed by

writing and listening. Meanwhile, the students perceive differently who perceive

listening as the second most difficult followed by reading and writing. This priority of

importance and difficulty has been taken into account by West (1994) who argue that

the perception between students and academicians on the priority of language skills may

be conflict. This is because the students perceive on language skill is different to the

academicians do. The students often perceive speaking as the most important skill to be

learnt based on their ‘want’ to do it, which is different to the academicians who perceive

that reading is a ‘need’ that the students should consider in the education context.

In addition, the finding also reveals that both groups perceive four English skills

are really required to nursing education. This finding is parallel to Taşçi(2007).

Interestingly, although both group perceive all skills are really required in the context of

education, there is significant difference of perception on reading skill. On this case,

100% of the academicians correspond, while 76.1% students correspond similarly. This

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finding emphasize that reading is much more important to nursing students to succeed

their education.

In regard to the necessity of listening skill on nursing related tasks, both students

and academicians perceive that it is really required in nursing activities. However, there

are significant differences on several tasks. The academicians perceive that English

listening skill is much more important in future clinical activity such as understanding

conversation with foreign patients. This situation also correspond the study conducted

by Lai (2016), Miyake and Tremarco (2005), and Waidarp (2011). Meanwhile, the

students perceive that listening skill is much more important in academic related

activities such as understanding seminar, understanding classroom English

conversation, as well as personal related activities, which include to engage in

job/scholarship interview and to pass English test. This finding is also parallel with the

study conducted by Ayas and Kirkgoz (2013).

Turning to the necessity of speaking skill on nursing related tasks, both parties

also perceive positively on the tasks even though there are some significant difference

between perceptions. The academicians perceive that listening skill is much more

important to clinical related activities including to speak with foreign patients, to ask

specific symptom/ problem to foreign patients, to tell diagnosis result, and to explain

medical procedures to foreign patients. This situation also correspond the study

conducted by Ayas and Kirkgoz (2013), Lai (2016), Miyake and Tremarco (2005), and

Waidarp (2011). Again, the students perceive that English listening skill is much more

important in academic related activities including to speak up during class hour, to make

a presentation in seminar, being able to engage in job/scholarship interview, and to

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speak in English language test. In this situation, the students seem to focus on the use of

English on academic purposes rather than their future professional communication

context.

Moving on to the necessity of English reading skill on nursing related tasks, the

academicians perceive that reading skill is really important to nursing students. It shows

that reading English books, journals and articles and to read graph, chart, and graph in

English are the most important task for nursing students. This result also confirms

several pervious need analysis (Taşçi, 2007). Meanwhile, the students emphasize that

reading patients’ reports in English is important, which is parallel to the result from

Waidarp (2011). Moreover, the result shows a very significant difference between

perception about to read English novels and stories. On this task, the academicians

clearly argue that it is not necessary to nursing students to do it, while the students

perceive that it is one important task to do with reading skills. West (1994) provides the

answer on this condition. He argues that the perception of needs between students and

academicians may conflict since the students often perceive ‘want’ as ‘need’. In this

situation, reading English novels and stories is not the actual need the nursing students

should obtain. However, it is seen as personal want from majority of students. It is also

important to note that both group emphasize the need of reading skill to deal with

English language test.

In regard to the necessity of writing skill on the nursing related tasks, the study

shows that both groups have different perception on the tasks. The students tend to

correspond more on the tasks if compared to the academicians who are neutral in some

cases. The students perceive that writing skill is important to nursing activities including

145
writing medical report in English, writing note during English class, writing power point

presentation in English, writing e-mail to foreign doctors and patients, writing medical

essay in English, and writing to pass English language test. The result mainly parallel

with a need analysis study conducted by Waidarp (2011). However, the academicians do

not give a satisfied response on task writing medical reports and writing medical essay.

They tend to be neural on this cases which is hard to make a decision whether these tasks

are really required to nursing students. In previous study of need analysis, they believe

that writing medical report and essay in English are some important tasks the nursing

students should consider in their workplace (Ayas and Kirkgoz, 2013; Lai, 2016; Miyake

and Tremarco, 2005; Waidarp, 2011).

In conclusion, the findings show that four language skills are important to nursing

students in their education and workplace. However, there are several differences between

perceptions about the issue. These differences between perceptions are taken into account

by several findings from previous studies and related theories. The finding show that

academicians tend to correspond more on receptive skills including reading and listening,

while the students tend to correspond on production skill such as writing and speaking.

Moreover, the finding also reveal that the academician tend to correspond more on

clinical activities if compared to students who tend to correspond on academic related

activities.

146
 CHAPTER V

CONCLUSION AND RECOMMENDATION

5.1 Conclusion

Based on the data from data analysis and discussion, this research comes up with

some conclusion, which are as follow:

1. The students’ language background shows that the students are not satisfied with

their English language proficiency, which is indicated by the fact that the most of

the students have fair to poor English proficiency in various English skills and

components. In addition, the students experience severe problems in term of their

vocabulary and grammar comprehension.

2. The study reveals that there is no specific ENP course available in the nursing

department. Indeed, the current English program offered by college is just relevant

to nursing field to some extent. As the result, the students find it not much helpful to

deal with current nursing tasks in English.

3. The study reveals that the frequency of the use of English in the nursing department

is highly frequent. Moreover, the academicians emphasize that the use of English is

prominently frequent as they often use English in both written and oral materials

during teaching nursing related subjects.

4. Both the students and academicians argue that ENP is much more important to

nursing students. They add that EGP solely is not enough for students to deal with

academic and occupational tasks.

147
5. Both the students and academicians argue that the material of ENP should be

relevant to nursing field and, therefore, the students can succeed in professional

communication context as the future nurses.

6. The study reveals that there are adequate resources and technological aids that can

be used by the students as well as the content instructor in ENP course.

7. Both the students and the academicians argue that the instructor of ENP should have

a fairly knowledge of nursing field when teaching ENP.

8. All skills are highly important to nursing students to deal with academic and

occupational tasks. Indeed, the academicians perceive that English reading skill is

the most important skill to nursing students. On the other hand, the students perceive

speaking as the most important skill.

9. In regard to reading skill, both parties argue that reading English books, journals,

and articles as well as reading other academic related texts including slides and

reports are the most important task that highly required English.

10. In regard to speaking skill, both parties argue that communicating with foreign

patients and doctors is the most important task to nursing students, hence it highly

requires English speaking skill.

11. In regard to listening skill, both parties argue that understanding communication in

English with foreign patients and doctors as well as to understand conference/

seminar in English are the most important tasks to nursing students with their

English listening skill.

148
12. As for English writing skill, both parties argue that writing nursing essay, reports

and professional letter to foreign patients and doctors are the most important tasks to

nursing students with their English writing skill.

5.2 Recommendation

Considering several limitations and weakness experienced in this study, there

are several recommendation proposed for future researches which are as follow:

1. The future researches need to be done by considering some documentary analysis

including the syllabus of current English program offered by college.

2. Since the participant of this research does not consider the sample weight,the future

research should consider the weight of sample to proportionally consider the gender

and level of study.

3. Since this research only considers the perceptions from students and academicians,

the future research should include administrator point of view including the dean,

head of department, policy maker, and course designer.

4. In order to enrich the data, future research should apply both qualitative and

quantitative method to collect the data. It includes the interview, classroom

observation, documentary analysis, and survey as well.

149
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APPENDICES

155
Appendix 1: Need Analysis Questionnaire for Students

Dear Participants,

I am an undergraduate student in the English Education Department at Halu Oleo

University. For my thesis, I am conducting a survey research in order to obtain necessary
information on English language needs at Nursing Department of Mandala Waluya
Health Institution from your own perception as nursing students. The questionnaire has
six sections. The first section concerns with your demographical information. The second
section concerns with your current English language background including your
experience, proficiency and problem in the EFL context. The third section concerns with
the evaluation of current English program offered by college. The fourth section covers
s–ome questions about the frequency of English faced by nursing students. The fifth
section emphasizes your opinion about learning English at Nursing Department. The last
section considers your opinion about using English language skills in nursing context.
All the responses that you offer will be kept confidential and used for research
purpose only. Since your responses are confidential, there is no need to write your name
on the questionnaire. Thank you for your cooperation and for taking the time to answer
the questions fully and meticulously.

Sincerely,
La Ode Muhammad Alfian Ombi
English Education Department
Teacher Training and Education Faculty, Halu Oleo University

SECTION A: Demographical Information

1. Your age: .......... years old

2. Your gender: ☐ Male ☐ Female
3. Which class do you attended? ☐ 2016☐ 2015☐ 2014

SECTION B: Language Background

The following questions aim to identify your English language background including
your current language proficiency and language problem.

4. How long have you learned English? (Check one!)

☐> 10 years ☐ 6 – 10 years ☐ 1 – 5 years ☐< 1 year

156
5. For what reason are you learning English? (Check as many as apply!)
☐ Because it is a compulsory course
☐ Because I need it to broaden my future career opportunity
☐ Because I need it to help me in my academic studies
☐ Because I need it to be a professional nurse in the future
☐ Because it will broaden my knowledge and view

6. What activity have you done using English so far? (Check as many as apply!)
☐ Participating in regional or international English competitions/events
☐Participating in discussion/presentation about nursing related topic in English
☐ Watching nursing video lesson in English
☐ Reading English nursing journals/articles/textbooks
☐ Writing nursing reports/tasks/journal in English
☐ Translating English nursing articles/journals/textbooks to Bahasa Indonesia
☐ Engaging in conversation with foreigners
☐Not all apply

7. In last one year, how do you perceive your satisfaction level on your current
language proficiency? (Check one!)
☐ Very satisfied ☐ Fairly satisfied ☐ Slightly Satisfied ☐ Not at all satisfied
8. As a nursing student, how do you perceive your current English proficiency on the
following language skills and components? (Check one for each item!)
Excellent Good Fair Poor Very Poor
a) Speaking ☐ ☐ ☐ ☐ ☐
b) Listening ☐ ☐ ☐ ☐ ☐
c) Reading ☐ ☐ ☐ ☐ ☐
d) Writing ☐ ☐ ☐ ☐ ☐
e) Grammar ☐ ☐ ☐ ☐ ☐
f) Vocabulary ☐ ☐ ☐ ☐ ☐

9. Have you ever participated in an English course anywhere outside college?

☐ Yes ☐ No

10. Which of the following English language problem are you currently facing in your
academic study as a nursing student? (Check as many as apply!)
☐ Poor speaking skill ☐ Poor listening comprehension
☐ Limited vocabulary ☐ Poor reading skill
☐ Poor grammar ☐ Poor writing skill

157
SECTION C: Evaluation of Current English Program
The following questions aim to evaluate the current English course offered by the
department of nursing.

11. What kind of English program is currently offered by college? (Check one!)
☐ English for General Purposes
☐ English for General Medical Purposes
☐ English for Nursing
12. To what extent do the materials of current English program relevant to your specific
field as nursing students? (Check one!)
☐ A great extent ☐ Some extent ☐ Less extent ☐ Not at all
13. To what extent does the current English program help you dealing with these
following activities? (Check one for each item!)
A great Some Less Not at
extent extent extent all
a) Speak about nursing related
☐ ☐ ☐ ☐
topics in English
b) Write about nursing related
☐ ☐ ☐ ☐
topics in English
c) Read nursing related
☐ ☐ ☐ ☐
books/articles/journals
d) Understand oral
instruction/lecture about
☐ ☐ ☐ ☐
nursing related topics in
English
e) Translate nursing related
☐ ☐ ☐ ☐
material into Bahasa Indonesia
f) Pass English language
☐ ☐ ☐ ☐
examination

Section C of the questionnaire is partially adapted from Faraj, B. M. (2015)

which is ESP studies in Libya

SECTION D: Frequency of the Use of English

The following questions aim to identify the frequency of the use of English at college.

158
 14. During your academic study in nursing department, how often do you face with these
following materials in English? (Check one for each item!)
Very Often Sometimes Rarely Never
a) Journals/articles/books ☐ ☐ ☐ ☐
b) Presentation slide ☐ ☐ ☐ ☐
c) Video/audio lesson ☐ ☐ ☐ ☐
d) Oral lectures ☐ ☐ ☐ ☐
e) Course test/examination ☐ ☐ ☐ ☐
15. During your academic study in nursing department, how do the lecturers present the
course contents in oral lectures? (Check one!)
☐ in English
☐ in Bahasa Indonesia, but many nursing terms in English
☐ in Bahasa Indonesia, but very little nursing terms in English
☐ in Bahasa Indonesia, without any nursing term in English

16. During your academic study in nursing department, how do the lecturers present the
course contents in presentation slides/journals/handout papers? (Check one!)
☐ in English
☐ in Bahasa Indonesia, but many nursing terms in English
☐ in Bahasa Indonesia, but very little nursing terms in English
☐ in Bahasa Indonesia, without any nursing term in English

Section D of the questionnaire is considerably adapted from Hwang, Y., and Lin, S.
(2010) which is ESP study in Taiwan

SCTION E: Attitude toward English for Nursing Purposes

The following statements aim to identify your opinion about learning English for students
at nursing department.

Please indicate your response by circling one of the following scales for Q17 – Q36.
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly Agree
17. English for general purposes is important for nursing students
18. English for specific nursing purposes is important for nursing students

159
19. Having a better knowledge of English is an important factor for my
success in academic field as nursing students.
20. Having a better knowledge of English is an important factor for my
future career as professional nurses.
21. The materials of ENP should be relevant to nursing field.
22. The instruction material of ENP should help students to cope with
future nurse-foreign patient communication context.
23. It is important for nursing students to learn only specific English
nursing vocabularies.
24. The instruction material of ENP should help students to cope with
future nurse-foreign nurses/doctor professional communication
context.
25. There are available nursing resources in English (i.e. journals, books,
articles, etc.) at the department’s library.
26. There are adequate English journals and textbooks translated into
Bahasa Indonesia.
27. It is important for nursing students to be able to read the original
English text.
28. There is adequate technological equipment (i.e. Internet, computer,
video/audio player, etc.) that can be used by students in learning English.
29. English language instructor should apply technological equipment (i.e.
Internet, computer, video/audio player, DVD, etc.) in teaching ENP.
30. English language instructor should have a fairly knowledge about
nursing field when selecting the instruction materials.
31. In my opinion, nursing students only need English for nursing
purposes, no need for general English.
32. In my opinion, nursing students should learn general English only.
33. It is not important at all for me to learn English.
34. I see no relevance between learning English and my future
professional career.
35. Even without English, I can succeed in my academic study.
36. The faculty should not need to consider EGP or ENP as a course in
nursing department.
37.

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SECTION F: Language Tasks and Skills in ENP
The following questions aim to identify your opinion about using English language skill
in specific nursing context.

38. Which of the following English language skills are the most important for nursing
students in academic study? (Please put them in order of importance assigning
number 1 to the most important, number 4 to the least important!)
[ ] Listening [ ] Speaking [ ] Reading [ ] Writing

39. Which of the following English language skills are the most difficult to be learned?
(Please put them in order of difficulty assigning number 1 to the most difficult,
number 4 to the least difficult!)
[ ] Listening [ ] Speaking [ ] Reading [ ] Writing

40. To what extent do you think nursing students need the following English skills in
academic study? (Check one for each skill!)

A great extent Some extent Less extent Not at all

a) Listening ☐ ☐ ☐ ☐
b) Speaking ☐ ☐ ☐ ☐
c) Reading ☐ ☐ ☐ ☐
d) Writing ☐ ☐ ☐ ☐

41. Please use the scales below to determine why English listening skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
a) To understand conversation with foreign patients 1 2 3 4 5
b) To follow orders from foreign doctors 1 2 3 4 5
c) To understand diagnosis and symptom from foreign doctors 1 2 3 4 5
d) To understand seminar/conference in English 1 2 3 4 5
e) To understand English lesson in class 1 2 3 4 5
f) To engage in formal job or scholarship interview 1 2 3 4 5
g) To understand questions in English test (TOEFL/IELTS) 1 2 3 4 5

161
42. Please use the scales below to determine why English speaking skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
a) To carry on general conversation with foreign patients 1 2 3 4 5
b) To explain the doctor’s orders to foreign patients 1 2 3 4 5
c) To ask specific symptoms/problems from foreign patients 1 2 3 4 5
d) To tell the diagnosis result to foreign patients 1 2 3 4 5
e) To explain medical procedures to foreign patients 1 2 3 4 5
f) To make presentation on seminar/conference in English 1 2 3 4 5
g) To speak up during English class hour 1 2 3 4 5
h) To engage in formal job or scholarship interview 1 2 3 4 5
i) To understand questions in English test (TOEFL/IELTS) 1 2 3 4 5

43. Please use the scales below to determine why English reading skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
a) To read nursing textbooks/journals/articles 1 2 3 4 5
b) To read medical graph, chart and table 1 2 3 4 5
c) To read patients’ report 1 2 3 4 5
d) To read classroom presentation slides 1 2 3 4 5
e) To read English novels and stories 1 2 3 4 5
f) To read questions in English test (TOEFL/IELTS) 1 2 3 4 5

44. Please use the scales below to determine why English writing skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
a) To write medical report 1 2 3 4 5
b) To write note during English class 1 2 3 4 5
c) To write power point presentation 1 2 3 4 5
d) To write e-mail to foreign patients and doctors 1 2 3 4 5
e) To write medical essay 1 2 3 4 5
f) To write answer in English test 1 2 3 4 5

Section F of the questionnaire is considerably adapted from various sources including

Alebachew (2016), Alfehaid (2011), Waidarp, (2011), Romo (2006) and Taşçi, Ç.
(2007).

Appendix 2: Need Analysis Questionnaire for Academicians

Dear Academicians,

162
 I am an undergraduate student in the English Education Department at Halu Oleo
University. For my thesis, I am conducting a survey research in order to obtain necessary
information on English language needs at Nursing Department of Mandala Waluya
Health Institution from your own perception as English instructor/ nursing lecturer. The
questionnaire has four sections. The first section concerns with your demographical
information. The second section concerns with the frequency of English used during your
proffesional career as English instructor/ nursing lecturer. The third section emphasizes
your opinion about learning English at Nursing department. The last section considers
your opinion about using English language skills in nursing context.
All the responses that you offer will be kept confidential and used for research
purpose only. Since your responses are confidential, there is no need to write your name
on the questionnaire. Thank you for your cooperation and for taking the time to answer
the questions fully and meticulously.

Sincerely,
La Ode Muhammad Alfian Ombi
English Education Department
Teacher Training and Education Faculty, Halu Oleo University

SECTION A: Demographical Information

1. Date of birth: ….../....../............ (dd/mm/yyyy)

2. Your gender: ☐ Male ☐ Female
3. Your degree of education: ☐Master ☐Doctor
4. What is your medical specialty? ☐Nurrse Specialist☐Other Medical Specialist

SECTION B: Frequency of the use of English

The following questions aim to identify the frequency of the use of English material during
your career at nursing department.

163
5. During your professional career in nursing department, how often do you use English
with these following materials? (Check one for each item!)
Very Often Sometimes Rarely Never
a) Journals/articles/books ☐ ☐ ☐ ☐
b) Presentation slide ☐ ☐ ☐ ☐
c) Video/audio lesson ☐ ☐ ☐ ☐
d) Oral lectures ☐ ☐ ☐ ☐
e) Course test/examination ☐ ☐ ☐ ☐

6. During your professional career at nursing department, how do you present the course
contents in oral lectures? (Check one!)
☐ in English
☐ in Bahasa Indonesia, but many nursing terms in English
☐ in Bahasa Indonesia, but very little nursing terms in English
☐ in Bahasa Indonesia, without any nursing term in English

7. During your professional career at nursing department, how do you present the course
contents in presentation slides/journals/handout papers? (Check one!)
☐ in English
☐ in Bahasa Indonesia, but many nursing terms in English
☐ in Bahasa Indonesia, but very little nursing terms in English
☐ in Bahasa Indonesia, without any nursing term in English

Section B of the questionnaire is considerably adapted from Hwang, Y., and Lin, S.
(2010) which is ESP study in Taiwan.

SECTION C: Attitude toward English for Nursing Purposes

The following statements aim to identify your opinion about learning English for students
at nursing department.

Please indicate your response by circling one of the following scales for Q8 – Q27.
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly Disagree

164
8. English for general purposes is important for nursing students
9. English for specific nursing purposes is important for nursing students
10. Having a better knowledge of English is an important factor for my
students’ success in academic field as nursing students.
11. Having a better knowledge of English is an important element for my
students’ future career as professional nurses.
12. The materials of ENP should be relevant to nursing field.
13. The instruction material of ENP should help students to cope with
future nurse-foreign patient communication context.
14. It is important for nursing students to learn only specific English
nursing vocabularies.
15. The instruction material of ENP should help students to cope with
future nurse-foreign nurses/doctor professional communication
context.
16. There are available nursing resources in English (i.e. journals, books,
articles, etc.) at the department’s library.
17. There are adequate English journals and textbooks translated into
Bahasa Indonesia.
18. It is important for nursing students to be able to read the original
English text.
19. There is adequate technological equipment (i.e. Internet, computer,
video/audio player, DVD, etc.) that can be used by students in
learning English.
20. English language instructor should apply technological equipment (i.e.
Internet, computer, video/audio player, DVD, etc.) in teaching ENP.
21. English language instructor should have a fairly knowledge about
nursing field when selecting the instruction materials.
22. In my opinion, nursing students only need English for nursing
purposes, no need for general English.
23. In my opinion, nursing students should learn general English only.
24. It is not important at all for my students to learn English.
25. I see no relevance between learning English and my students’ future
professional career.
26. Even without English, my students can succeed in their academic
study.
27. The faculty should not need to consider EGP or ENP as a course in
nursing department.

Section C of the questionnaire is considerably adapted from a study by Taşçi, Ç. (2007)

in Turkey.

165
SECTION D: Language Tasks and Skills in ENP
The following questions aim to identify your opinion about using English language skill
in specific nursing context.

28. Which of the following English language skills are the most important for nursing
students in academic study? (Please put them in order of importance assigning
number 1 to the most important, number 4 to the least important!)
[ ] Listening [ ] Speaking [ ] Reading [ ] Writing

29. Which of the following English language skills are the most difficult to be learned by
nursing students? (Please put them in order of difficulty assigning number 1 to
the most difficult, number 4 to the least difficult!)
[ ] Listening [ ] Speaking [ ] Reading [ ] Writing

30. To what extent do you think nursing students need the following English skills in
academic study? (Check one for each skill!)

A great extent Some extent Less extent Not at all

e) Listening ☐ ☐ ☐ ☐
f) Speaking ☐ ☐ ☐ ☐
g) Reading ☐ ☐ ☐ ☐
h) Writing ☐ ☐ ☐ ☐

31. Please use the scales below to determine why English listening skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
a)To understand conversation with foreign patients 1 2 3 4 5
b) To follow orders from foreign doctors 1 2 3 4 5
c) To understand diagnosis and symptom from foreign doctors 1 2 3 4 5
d) To understand seminar/conference in English 1 2 3 4 5
e) To understand English lesson in class 1 2 3 4 5
f) To engage in formal job or scholarship interview 1 2 3 4 5
g) To understand questions in English test (TOEFL/IELTS) 1 2 3 4 5

32. Please use the scales below to determine why English speaking skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
a) To carry on general conversation with foreign patients 1 2 3 4 5
b) To explain the doctor’s orders to foreign patients 1 2 3 4 5

166
c) To ask specific symptoms/problems from foreign patients 1 2 3 4 5
d) To tell the diagnosis result to foreign patients 1 2 3 4 5
e) To explain medical procedures to foreign patients 1 2 3 4 5
f) To make presentation on seminar/conference in English 1 2 3 4 5
g) To speak up during English class hour 1 2 3 4 5
h) To engage in formal job or scholarship interview 1 2 3 4 5
i) To understand questions in English test (TOEFL/IELTS) 1 2 3 4 5

33. Please use the scales below to determine why English reading skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
a) To read nursing textbooks/journals/articles 1 2 3 4 5
b) To read medical graph, chart and table 1 2 3 4 5
c) To read patients’ report 1 2 3 4 5
d) To read classroom presentation slides 1 2 3 4 5
e) To read English novels and stories 1 2 3 4 5
f) To read questions in English test (TOEFL/IELTS) 1 2 3 4 5

34. Please use the scales below to determine why English writing skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
a) To write medical report 1 2 3 4 5
b) To write note during English class 1 2 3 4 5
c) To write power point presentation 1 2 3 4 5
d) To write e-mail to foreign patients and doctors 1 2 3 4 5
e) To write medical essay 1 2 3 4 5
f) To write answer in English test(TOEFL/IELTS) 1 2 3 4 5

Section F of the questionnaire is considerably adapted from various sources

including Alebachew (2016), Alfehaid (2011), Waidarp, (2011), Romo
(2006) and Taşçi, Ç. (2007)

167
Appendix 3: PILOTED Need Analysis Questionnaire for Students

Dear Participants,

I am an undergraduate student in the English Education Department at Halu Oleo

University. For my thesis, I am conducting a survey research in order to obtain necessary
information on English language needs at Nursing Department of Mandala Waluya
Health Institution from your own perception as nursing students. The questionnaire has
six sections. The first section concerns with your demographical information. The
second section concerns with your current English language background including your
experience, proficiency and problem in the EFL context. The third section concerns with
the evaluation of current English program offered by college. The fourth section covers
some questions about the frequency of English faced by nursing students. The fifth
section emphasizes your opinion about learning English at Nursing department. The last
section considers your opinion about using English language skills in nursing context.

All the responses that you offer will be kept confidential and used for research purpose
only. Since your responses are confidential, there is no need to write your name on the
questionnaire. Thank you for your cooperation and for taking the time to answer the
questions fully and meticulously.

168
Sincerely,
La Ode Muhammad Alfian Ombi
English Education Department
Teacher Training and Education Faculty, Halu Oleo University

SECTION A: Demographical Information

1. Your age: .......... years old

2. Your gender: ☐ Male ☐ Female
3. Which class do you attended? ☐ 2016☐ 2015☐ 2014

SECTION B: Language Background

The following questions aim to identify your English language background including
your current language proficiency and language problem.

4. How long have you learned English? (Check one!)

☐ More than 10 years ☐ 1 – 5 years
☐ 6 – 10 years ☐ Less than 1 years

5. For what reason are you learning English? (Check as many as apply!)
☐ Because it is a compulsory course
☐ Because I am interested in various English cultures
☐ Because I need it to broaden my future career opportunity
☐ Because I need it to help me in my academic studies
☐ Because I need it to be a professional nurse in the future
☐ Because it will broaden my knowledge and view
☐ Because it will make me a prestigious person
☐ Other (please specify) .................................................................................

6. What activity have you done using English so far? (Check as many as apply!)
☐ Participating in nurse international conference/seminar
☐ Participating in regional or international English competitions/events

169
☐ Participating in discussion/presentation about nursing related topic in English
☐ Watching nursing video lesson in English
☐ Reading English nursing journals/articles/textbooks
☐ Writing nursing reports/tasks/journal in English
☐ Translating English nursing articles/journals/textbooks to Bahasa Indonesia
☐ Engaging in conversation with foreigners
☐ Going abroad for pleasure
☐ Other (please specify) ..................................................................................

7. In last one year, how do you perceive your satisfaction level on your current
language proficiency? (Check one!)
☐ Very satisfied ☐ Fairly satisfied ☐ Slightly Satisfied ☐ Not at all satisfied

8. As a nursing student, how do you perceive your current English proficiency on the
following language skills and components? (Check one for each item!)
Excellent Good Fair Poor Very Poor
a) Speaking ☐ ☐ ☐ ☐ ☐
b) Listening ☐ ☐ ☐ ☐ ☐
c) Reading ☐ ☐ ☐ ☐ ☐
d) Writing ☐ ☐ ☐ ☐ ☐
e) Grammar ☐ ☐ ☐ ☐ ☐
f) Vocabulary ☐ ☐ ☐ ☐ ☐

9. Have you ever participated in an English course anywhere outside college?

☐ Yes ☐ No (if ‘no’, skip to question 13)

10. What kind of English course did you participate in? (Check one!)
☐ General English course
☐ Medical English course (i.e. English for Doctor, Nurses, etc.)
☐ Other (please specify) .............................................................................

11. How long did you take the course? (Check one!)
☐ More than 3 years ☐ 6 months – 1 years
☐ 1 – 3 years ☐ Less than 6 months

12. Did the course meet your English language requirements? (Check one!)
☐ Definitely meet ☐ Fairly meet ☐ Slightly meet ☐ Not meet at all

13. Which of the following English language problem are you currently facing in your
academic study as a nursing student? (Check as many as apply!)
☐ Poor speaking skill ☐ Poor reading skill
☐ Limited vocabulary ☐ Poor writing skill

170
☐ Poor grammar ☐ Other (please specify) ..................
☐ Poor listening comprehension .......................................................

171
 SECTION C: Evaluation of Current English Program
The following questions aim to evaluate the current English course offered by the
department of nursing.

14. What kind of English program is currently offered by college? (Check one!)
☐ English for General Purposes
☐ English for General Medical Purposes
☐ English for Nursing
15. To what extent do the materials of current English program relevant to your specific
field as nursing students? (Check one!)
☐ A great extent ☐ Some extent ☐ Less extent ☐ Not at all
16. To what extent does the current English program help you dealing with these
following activities? (Check one for each item!)
17. A great Some Less Not at
extent extent extent all
a) Speak about nursing related
☐ ☐ ☐ ☐
topics in English
b) Write about nursing related
☐ ☐ ☐ ☐
topics in English
c) Read nursing related
☐ ☐ ☐ ☐
books/articles/journals
d) Understand oral
instruction/lecture about
☐ ☐ ☐ ☐
nursing related topics in
English
e) Translate nursing related
material into Bahasa ☐ ☐ ☐ ☐
Indonesia
f) Pass English language
☐ ☐ ☐ ☐
examination
g) Other (Please specify)
☐ ☐ ☐ ☐
……………………...

SECTION D: Frequency of the use of English

The following questions aim to identify the frequency of the use of English at college.

172
18. During your academic study in nursing department, how often do you face with these
following materials in English? (Check one for each item!)
Very Often Sometimes Rarely Never
a) Journals/articles/books ☐ ☐ ☐ ☐
b) Presentation slide ☐ ☐ ☐ ☐
c) Video/audio lesson ☐ ☐ ☐ ☐
d) Oral lectures ☐ ☐ ☐ ☐
e) Course test/examination ☐ ☐ ☐ ☐
f) Other (Please specify)
☐ ☐ ☐ ☐
……………………...
19. During your academic study in nursing department, how do the lecturers present the
course contents in oral lectures? (Check one!)
☐ in English
☐ in Bahasa Indonesia, but many nursing terms in English
☐ in Bahasa Indonesia, but very little nursing terms in English
☐ in Bahasa Indonesia, without any nursing term in English

20. During your academic study in nursing department, how do the lecturers present the
course contents in presentation slides/journals/handout papers? (Check one!)
☐ in English
☐ in Bahasa Indonesia, but many nursing terms in English
☐ in Bahasa Indonesia, but very little nursing terms in English
☐ in Bahasa Indonesia, without any nursing term in English

Section D of the questionnaire is considerably adapted from Hwang, Y., and Lin, S.
(2010) which is ESP study in Taiwan

173
 SECTION E: Attitude toward English for Nursing Purposes
The following statements aim to identify your opinion about learning English for students
at nursing department.

Please indicate your response by circling one of the following scales for Q20 – Q39.
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly Agree

21. English for general purposes is important for nursing students

22. English for specific nursing purposes is important for nursing students
23. Having a better knowledge of English is an important factor for my
success in academic field as nursing students.
24. Having a better knowledge of English is an important factor for my
future career as professional nurses.
25. The materials of ENP should be relevant to nursing field.
26. The instruction material of ENP should help students to cope with
future nurse-foreign patient communication context.
27. It is important for nursing students to learn only specific English
nursing vocabularies.
28. The instruction material of ENP should help students to cope with
future nurse-foreign nurses/doctor professional communication
context.
29. There are available nursing resources in English (i.e. journals, books,
articles, etc.) at the department’s library.
30. There are adequate English journals and textbooks translated into
Bahasa Indonesia.
31. It is important for nursing students to be able to read the original
English text.
32. There is adequate technological equipment (i.e. Internet, computer,
video/audio player, DVD, etc.) that can be used by students in
learning English.
33. English language instructor should apply technological equipment (i.e.
Internet, computer, video/audio player, DVD, etc.) in teaching ENP.
34. English language instructor should have a fairly knowledge about
nursing field when selecting the instruction materials.
35. In my opinion, nursing students only need English for nursing
purposes, no need for general English.
36. In my opinion, nursing students should learn general English only.
37. It is not important at all for me to learn English.
38. I see no relevance between learning English and my future
professional career.
39. Even without English, I can succeed in my academic study.
40. The faculty should not need to consider EGP or ENP as a course in
nursing department.

Section E of the questionnaire is considerably adapted from a study by Taşçi, Ç.

(2007) in Turkey.

SECTION F: Language Tasks and Skills in ENP

The following questions aim to identify your opinion about using English language
skill in specific nursing context.

41. Which of the following English language skills are the most important for nursing
students in academic study? (Please put them in order of importance assigning
number 1 to the most important, number 4 to the least important!)
[ ] Listening [ ] Speaking [ ] Reading [ ] Writing

42. Which of the following English language skills are the most difficult to be learned?
(Please put them in order of difficulty assigning number 1 to the most difficult,
number 4 to the least difficult!)
[ ] Listening [ ] Speaking [ ] Reading [ ] Writing

43. To what extent do you think nursing students need the following English skills in
academic study? (Check one for each skill!)

A great extent Some extent Less extent Not at all

a) Listening ☐ ☐ ☐ ☐
b) Speaking ☐ ☐ ☐ ☐
c) Reading ☐ ☐ ☐ ☐
d) Writing ☐ ☐ ☐ ☐

44. Please use the scales below to determine why English listening skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
a) To understand conversation with foreign patients 1 2 3 4 5
b) To follow orders from foreign doctors 1 2 3 4 5
c) To understand diagnosis and symptom from foreign doctors 1 2 3 4 5
d) To understand seminar/conference in English 1 2 3 4 5
e) To understand English lesson in class 1 2 3 4 5
f) To engage in formal job or scholarship interview 1 2 3 4 5
g) To understand questions in English test (TOEFL/IELTS) 1 2 3 4 5
h) Other (please specify) .......................................................... 1 2 3 4 5

175
45. Please use the scales below to determine why English speaking skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
a) To carry on general conversation with foreign patients 1 2 3 4 5
b) To explain the doctor’s orders to foreign patients 1 2 3 4 5
c) To ask specific symptoms/problems from foreign patients 1 2 3 4 5
d) To tell the diagnosis result to foreign patients 1 2 3 4 5
e) To explain medical procedures to foreign patients 1 2 3 4 5
f) To make presentation on seminar/conference in English 1 2 3 4 5
g) To speak up during English class hour 1 2 3 4 5
h) To engage in formal job or scholarship interview 1 2 3 4 5
i) To understand questions in English test (TOEFL/IELTS) 1 2 3 4 5
j) Other (please specify) .......................................................... 1 2 3 4 5

46. Please use the scales below to determine why English reading skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
a) To read nursing textbooks/journals/articles 1 2 3 4 5
b) To read medical graph, chart and table 1 2 3 4 5
c) To read patients’ report 1 2 3 4 5
d) To read classroom presentation slides 1 2 3 4 5
e) To read English novels and stories 1 2 3 4 5
f) To read questions in English test (TOEFL/IELTS) 1 2 3 4 5
g) Other (please specify) .......................................................... 1 2 3 4 5

47. Please use the scales below to determine why English writing skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
a) To write medical report 1 2 3 4 5
b) To write note during English class 1 2 3 4 5
c) To write power point presentation 1 2 3 4 5
d) To write e-mail to foreign patients and doctors 1 2 3 4 5
e) To write medical essay 1 2 3 4 5
f) To write answer in English test 1 2 3 4 5
g) Other (please specify) .......................................................... 1 2 3 4 5

Section F of the questionnaire is considerably adapted from various sources including

Alebachew (2016), Alfehaid (2011), Waidarp, (2011), Romo (2006) and Taşçi, Ç. (2007).

176
177
Appendix 4: PILOTED Need Analysis Questionnaire for Academicians

Dear Academicians,

I am an undergraduate student in the English Education Department at Halu Oleo

University. For my thesis, I am conducting a survey research in order to obtain necessary
information on English language needs at Nursing Department of Mandala Waluya
Health Institution from your own perception as English instructor/ nursing lecturer. The
questionnaire has four sections. The first section concerns with your demographical
information. The second section concerns with the frequency of English used during your
proffesional career as English instructor/ nursing lecturer. The third section emphasizes
your opinion about learning English at Nursing department. The last section considers
your opinion about using English language skills in nursing context.

All the responses that you offer will be kept confidential and used for research purpose
only. Since your responses are confidential, there is no need to write your name on the
questionnaire. Thank you for your cooperation and for taking the time to answer the
questions fully and meticulously.

Sincerely,
La Ode Muhammad Alfian Ombi
English Education Department
Teacher Training and Education Faculty, Halu Oleo University

SECTION A: Demographical Information

1. Date of birth: ….../....../............ (dd/mm/yyyy)

2. Your gender: ☐ Male ☐ Female
3. The university you obtain your Bachelor degree:
.............................................................................................................................
4. The university you obtain your Master degree:
.............................................................................................................................
5. The university you obtain your Doctor degree:
.............................................................................................................................
6. What is your medical specialty?
.............................................................................................................................
7. You are: ☐ Other Medical Lecturer ☐ Nursing Lecturer

SECTION B: Frequency of the use of English

178
The following questions aim to identify the frequency of the use of English material during
your career at nursing department.

8. During your professional career in nursing department, how often do you use
English with these following materials? (Check one for each item!)
Very Often Sometimes Rarely Never
a) Journals/articles/books ☐ ☐ ☐ ☐
b) Presentation slide ☐ ☐ ☐ ☐
c) Video/audio lesson ☐ ☐ ☐ ☐
d) Oral lectures ☐ ☐ ☐ ☐
e) Course test/examination ☐ ☐ ☐ ☐
f) Other (Please specify)
☐ ☐ ☐ ☐
……………………...
9. During your professional career at nursing department, how do you present the
course contents in oral lectures? (Check one!)
☐ in English
☐ in Bahasa Indonesia, but many nursing terms in English
☐ in Bahasa Indonesia, but very little nursing terms in English
☐ in Bahasa Indonesia, without any nursing term in English

10. During your professional career at nursing department, how do you present the course
contents in presentation slides/journals/handout papers? (Check one!)
☐ in English
☐ in Bahasa Indonesia, but many nursing terms in English
☐ in Bahasa Indonesia, but very little nursing terms in English
☐ in Bahasa Indonesia, without any nursing term in English

Section B of the questionnaire is considerably adapted from Hwang, Y., and Lin, S.
(2010) which is ESP study in Taiwan.

SECTION C: Attitude toward English for Nursing Purposes

The following statements aim to identify your opinion about learning English for
students at nursing department.

Please indicate your response by circling one of the following scales for Q18 – Q47.

179
 1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly Disagree

11. English for general purposes is important for nursing students

12. English for specific nursing purposes is important for nursing students
13. Having a better knowledge of English is an important factor for my
students’ success in academic field as nursing students.
14. Having a better knowledge of English is an important element for my
students’ future career as professional nurses.
15. The materials of ENP should be relevant to nursing field.
16. The instruction material of ENP should help students to cope with
future nurse-foreign patient communication context.
17. It is important for nursing students to learn only specific English
nursing vocabularies.
18. The instruction material of ENP should help students to cope with
future nurse-foreign nurses/doctor professional communication
context.
19. There are available nursing resources in English (i.e. journals, books,
articles, etc.) at the department’s library.
20. There are adequate English journals and textbooks translated into
Bahasa Indonesia.
21. It is important for nursing students to be able to read the original
English text.
22. There is adequate technological equipment (i.e. Internet, computer,
video/audio player, DVD, etc.) that can be used by students in
learning English.
23. English language instructor should apply technological equipment (i.e.
Internet, computer, video/audio player, DVD, etc.) in teaching ENP.
24. English language instructor should have a fairly knowledge about
nursing field when selecting the instruction materials.
25. In my opinion, nursing students only need English for nursing
purposes, no need for general English.
26. In my opinion, nursing students should learn general English only.
27. It is not important at all for my students to learn English.
28. I see no relevance between learning English and my students’ future
professional career.
29. Even without English, my students can succeed in their academic
study.
30. The faculty should not need to consider EGP or ENP as a course in
nursing department.

180
 Section C of the questionnaire is considerably adapted from a study by Taşçi, Ç.
(2007) in Turkey.

SECTION D: Language Tasks and Skills in ENP

The following questions aim to identify your opinion about using English language
skill in specific nursing context.

31. Which of the following English language skills are the most important for nursing
students in academic study? (Please put them in order of importance assigning
number 1 to the most important, number 4 to the least important!)
[ ] Listening [ ] Speaking [ ] Reading [ ] Writing

32. Which of the following English language skills are the most difficult to be learned by
nursing students? (Please put them in order of difficulty assigning number 1 to
the most difficult, number 4 to the least difficult!)
[ ] Listening [ ] Speaking [ ] Reading [ ] Writing

33. To what extent do you think nursing students need the following English skills in
academic study? (Check one for each skill!)

A great extent Some extent Less extent Not at all

e) Listening ☐ ☐ ☐ ☐
f) Speaking ☐ ☐ ☐ ☐
g) Reading ☐ ☐ ☐ ☐
h) Writing ☐ ☐ ☐ ☐
34. Please use the scales below to determine why English listening skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
i) To understand conversation with foreign patients 1 2 3 4 5
j) To follow orders from foreign doctors 1 2 3 4 5
k) To understand diagnosis and symptom from foreign doctors 1 2 3 4 5
l) To understand seminar/conference in English 1 2 3 4 5
m)To understand English lesson in class 1 2 3 4 5
n) To engage in formal job or scholarship interview 1 2 3 4 5
o) To understand questions in English test (TOEFL/IELTS) 1 2 3 4 5
p) Other (please specify) .......................................................... 1 2 3 4 5

35. Please use the scales below to determine why English speaking skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree

181
k) To carry on general conversation with foreign patients 1 2 3 4 5
l) To explain the doctor’s orders to foreign patients 1 2 3 4 5
m)To ask specific symptoms/problems from foreign patients 1 2 3 4 5
n) To tell the diagnosis result to foreign patients 1 2 3 4 5
o) To explain medical procedures to foreign patients 1 2 3 4 5
p) To make presentation on seminar/conference in English 1 2 3 4 5
q) To speak up during English class hour 1 2 3 4 5
r) To engage in formal job or scholarship interview 1 2 3 4 5
s) To understand questions in English test (TOEFL/IELTS) 1 2 3 4 5
t) Other (please specify) .......................................................... 1 2 3 4 5

36. Please use the scales below to determine why English reading skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
h) To read nursing textbooks/journals/articles 1 2 3 4 5
i) To read medical graph, chart and table 1 2 3 4 5
j) To read patients’ report 1 2 3 4 5
k) To read classroom presentation slides 1 2 3 4 5
l) To read English novels and stories 1 2 3 4 5
m)To read questions in English test (TOEFL/IELTS) 1 2 3 4 5
n) Other (please specify) .......................................................... 1 2 3 4 5

37. Please use the scales below to determine why English writing skill is necessary for
nursing students in the following sub-skills. (Circle one for each sub-skill!)
1=Strongly disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly agree
h) To write medical report 1 2 3 4 5
i) To write note during English class 1 2 3 4 5
j) To write power point presentation 1 2 3 4 5
k) To write e-mail to foreign patients and doctors 1 2 3 4 5
l) To write medical essay 1 2 3 4 5
m)To write answer in English test 1 2 3 4 5
n) Other (please specify) .......................................................... 1 2 3 4 5

182
Appendix 5: R Table of Pearson Product Moment

R value of Pearson product Moment

1 tailed
0,10 0,05 0,025 0,01 0,005 0,0025 0,001 0,0005
2 tailed
Df= n-2 0,20 0,10 0,05 0,02 0,01 0,01 0,002 0,001
1 0,951 0,988 0,997 1,000 1,000 1,000 1,000 1,000
2 0,800 0,900 0,950 0,980 0,990 0,995 0,998 0,999
3 0,687 0,805 0,878 0,934 0,959 0,974 0,986 0,991
4 0,608 0,729 0,811 0,882 0,917 0,942 0,963 0,974
5 0,551 0,669 0,754 0,883 0,875 0,906 0,935 0,951
6 0,507 0,621 0,707 0,789 0,834 0,870 0,905 0,925
7 0,472 0,582 0,666 0,750 0,798 0,836 0,875 0,898
8 0,443 0,549 0,632 0,715 0,765 0,805 0,847 0,872
9 0,419 0,521 0,602 0,685 0,735 0,776 0,820 0,847
10 0,398 0,497 0,576 0,658 0,708 0,750 0,795 0,823
11 0,380 0,476 0,553 0,634 0,684 0,726 0,772 0,801
12 0,365 0,458 0,532 0,612 0,661 0,703 0,750 0,780
13 0,351 0,441 0,514 0,592 0,641 0,683 0,730 0,760
14 0,338 0,426 0,497 0,574 0,623 0,664 0,711 0,742
15 0,327 0,412 0,482 0,558 0,606 0,647 0,694 0,725
16 0,317 0,400 0,468 0,543 0,590 0,631 0,678 0,708
17 0,308 0,389 0,456 0,529 0,575 0,616 0,662 0,693
18 0,299 0,378 0,444 0,516 0,561 0,602 0,648 0,679
19 0,291 0,369 0,433 0,503 0,549 0,589 0,635 0,665
20 0,284 0,360 0,423 0,492 0,537 0,576 0,622 0,652
Appendix 6: SPSS Data Output for Reliability and Validity test of Piloted
Students’ Questionnaire

Cronbach's
Corrected
Alpha if
Item Variables Item-Tot.
Item
Correlation
Deleted
4 How long have you learn English? .476 .882
5 Because it's a compulsory course .435 .879
Because I need it to broaden my future career opportunity .546 .876
Because I need it to help me in my academic studies .460 .878
Because I need it to be a professional nurse in the future .536 .877
Because it will broaden my knowledge and view .453 .878
6 Participating in regional or international English events .450 .878
Participating in discussion/presentation about nursing related .528 .879
topic in English
Watching video lesson in English .434 .881
Reading English nursing journals/articles/textbooks .441 .879
Writing nursing reports/tasks/journals in English .440 .877
Translating English nursing articles to Bahasa Indonesia .516 .879
Engaging in conversation with foreigners .489 .877
7 In last 1 years, how do you perceive your satisfaction levels on .580 .875
your current English Proficiency?
Current English speaking proficiency? .588 .874
8 Current English listening proficiency? .457 .877
Current English reading proficiency? .473 .876
Current English writing proficiency? .501 .879
Current English grammar comprehension? .580 .875
Current English vocabulary comprehension? .580 .875
9 Participated in an English course outside college? .486 .876
10 Poor speaking skill .545 .882
Limited vocabulary .467 .880
Poor grammar .451 .881
Poor listening comprehension .532 .881
Poor reading skill .450 .879
Poor writing skill .444 .880
11 What kind of English program offered by college? .554 .877
12 Extent of the materials of English program relevant to specific .503 .876
nursing field?

184
13 Help you speak about nursing related topics in English? .451 .876
Help you write about nursing related topics in English? .456 .875
Help you read nursing related books/journals in English? .511 .877
Help you understand oral instruction/lecture in English? .491 .875
Help you translate nursing related materials to Bahasa .604 .874
Indonesia?
Help you pass English language examination? .447 .876
14 Frequently use of Journals/articles/books in English? .510 .880
Frequently use of Presentation slide in English? .533 .874
Frequently use of Video/audio lesson in English? .603 .874
Frequently use of Oral lectures in English? .481 .875
Frequently use of Test/examination in English? .525 .874
15 How the lectures present oral lectures? .435 .879
16 How the lectures present handout papers/slides? .472 .880
17 EGP is important to nursing students .438 .878
18 ENP is important to nursing students .459 .877
19 Better knowledge of English is one important factors to my/my .484 .876
students success in academic field as nursing students
20 Better knowledge of English is one important element for .439 .875
my/my students future career as professional nurse
21 Material of ENP should be relevant to Nursing field .506 .877
22 Material of ENP should help to communicate in future nurse- .509 .877
foreign patient communication context
23 It is important to nursing students to learn only specific English .516 .883
nursing vocabularies
24 Material of ENP should help to communicate in future nurse- .486 .877
foreign nurse professional communication context
25 There are available nursing resources in English at .569 .879
department's library
26 There are adequate English journals and textbooks translated .519 .880
into Bahasa Indonesia
27 It is important for nursing students to be able to read the .448 .878
original English text
28 There are adequate technological equipment that can be used .433 .877
by students in learning English
29 English language instructor should apply technological .525 .877
equipment in teaching ENP
30 English language instructor should have a fairly knowledge .502 .882
about nursing field when selecting the materials

185
31 In my opinion, nursing students only need English for nursing .580 .880
purposes, no need for general English
32 In my opinion. nursing students should learn only general .462 .884
English
33 It is not important at all to me/my students to learn English .455 .888
34 I see no relevance between learning English and my/my .691 .892
students future professional career
35 Even without English, I/my students can succeed in my .570 .889
academic study
36 The faculty should not need to consider EGP or ENP as a .462 .886
course
37 Listening .454 .887
Speaking .434 .878
Reading .515 .877
Writing .497 .886
38 Listening .528 .880
Speaking .529 .878
Reading .452 .881
Writing .509 .888
39 To what extent the students need English listening skill in .479 .878
academic study?
To what extent the students need English speaking skill in .502 .877
academic study?
To what extent the students need English reading skill in .452 .877
academic study?
To what extent the students need English writing skill in .535 .875
academic study?
40 need listening skill: to understand conversation with foreign .656 .873
patients
need listening skill: to follow doctor's orders .799 .872
need listening skill: to understand diagnosis/symptom from .806 .873
foreign patients
need listening skill: to understand seminar/conference in .752 .873
English
need listening skill: to understand English lesson in class .655 .874
need listening skill: to engage in formal job/scholarship .773 .872
interview
need listening skill: to understand question in English test .659 .873

186
41 to carry on conversation with foreign patients .605 .875
to explain the doctor's orders to foreign patients .753 .873
to ask specific symptom/problem to foreign patients .642 .875
to tell diagnosis results to foreign patients .694 .875
to explain medical procedures foreign patients .670 .874
to make presentation on seminar/conference .626 .874
to speak up during English class hour .477 .877
to engage in formal job/scholarship interview .738 .872
to speak in English language test .790 .873
42 to read books/journals/articles .670 .874
to read graph/chart/tables .689 .872
to read patients' report .623 .874
to read presentation slide .470 .876
to read novels and stories .441 .876
to read English language test .706 .874
43 to write medical reports .613 .875
to write note during English class .544 .876
to write power point presentation .478 .877
to write e-mail to foreign patients and doctors .583 .875
to write medical essay .615 .875
to write answer on English language test .728 .874

187
Appendix 7: SPSS Data Output for Reliability and Validity test of Piloted
Academicians’ Questionnaire

Cronbach's
Corrected
Alpha if
Item Variables Item-Tot.
Item
Correlation
Deleted
5 Frequently use of Journals/articles/books in English? .800 .737
Frequently use of Presentation slide in English? .800 .737
Frequently use of Video/audio lesson in English? .805 .717
Frequently use of Oral lectures in English? .800 .737
Frequently use of Test/examination in English? .800 .737
6 How the lectures present oral lectures? .816 .744
7 How the lectures present handout papers/slides? .800 .737
8 EGP is important to nursing students .800 .737
9 ENP is important to nursing students .800 .737
10 Better knowledge of English is one important factors to my .842 .741
students success in academic field as nursing students
11 Better knowledge of English is one important element for my .816 .744
students future career as professional nurse
12 Material of ENP should be relevant to Nursing field .759 .731
13 Material of ENP should help to communicate in future nurse- .776 .734
foreign patient communication context
14 It is important to nursing students to learn only specific English .758 .739
nursing vocabularies
15 Material of ENP should help to communicate in future nurse- .804 .728
foreign nurse professional communication context
16 There are available nursing resources in English at .827 .722
department's library
17 There are adequate English journals and textbooks translated .827 .722
into Bahasa Indonesia
18 It is important for nursing students to be able to read the .777 .714
original English text
19 There are adequate technological equipment that can be used .868 .700
by students in learning English
20 English language instructor should apply technological .805 .717
equipment in teaching ENP
21 English language instructor should have a fairly knowledge .816 .744
about nursing field when selecting the materials

188
22 In my opinion, nursing students only need English for nursing .759 .725
purposes, no need for general English
23 In my opinion. nursing students should learn only general .865 .745
English
24 It is not important at all to my students to learn English .811 .740
25 I see no relevance between learning English and my students .800 .737
future professional career
26 Even without English, my students can succeed in my .800 .737
academic study
27 The faculty should not need to consider EGP or ENP as a .800 .737
course
28 Listening .800 .737
Speaking .816 .744
Reading .800 .737
Writing .811 .740
29 Listening .800 .737
Speaking .758 .739
Reading .800 .737
Writing .819 .752
30 To what extent the students need English listening skill in .800 .737
academic study?
To what extent the students need English speaking skill in .800 .737
academic study?
To what extent the students need English reading skill in .800 .737
academic study?
To what extent the students need English writing skill in .800 .737
academic study?
31 need listening skill: to understand conversation with foreign .800 .737
patients
need listening skill: to follow doctor's orders .834 .726
need listening skill: to understand diagnosis/symptom from .805 .717
foreign patients
need listening skill: to understand seminar/conference in .761 .740
English
need listening skill: to understand English lesson in class .794 .722
need listening skill: to engage in formal job/scholarship .839 .733
interview
need listening skill: to understand question in English test .800 .737
32 to carry on conversation with foreign patients .800 .737

189
 to explain the doctor's orders to foreign patients .805 .717
to ask specific symptom/problem to foreign patients .766 .757
to tell diagnosis results to foreign patients .759 .731
to explain medical procedures foreign patients .845 .700
to make presentation on seminar/conference .763 .714
to speak up during English class hour .848 .708
to engage in formal job/scholarship interview .800 .737
to speak in English language test .800 .737
33 to read books/journals/articles .800 .737
to read graph/chart/tables .800 .737
to read patients' report .800 .737
to read presentation slide .800 .737
to read novels and stories .800 .737
to read English language test .800 .737
34 to write medical reports .800 .737
to write note during English class .784 .734
to write power point presentation .784 .734
to write e-mail to foreign patients and doctors .758 .739
to write medical essay .800 .737
to write answer on English language test .800 .737

190