SYLLABUS English for Nursing II (Elementary Level) General Information Institution : Amanah College for Health Science (STIKES) Amanah Padang Program : S1 Keperawatan Semester : 2 (Dua) Course Name : English for Nurse (Mulok)
Course Description: Description : This course is designed for nurse, who deals with medical services. After completing the course, the learners are expected to have good ability to communicate in English for medica medicall use. use. In classr classroo oom m settin setting, g, the learne learners rs are requir required ed to have have pair pair conversation, group discussion, role-play, games, as well as individual work. The classroom activities will emphasize more independence and active participation of the learners. Course Aim: English for Nursing 1 is aimed to prepare learners to use a narrow range of English for nursing, adequate for basic medical communication. Course Objectives: The objective of this course to enable the learner to: •
•
•
• •
familiarize both formal and informal means of communicating communicating in English for nursing activities; use basic functions and grammar needed to communicate in a professional environment; extend basic medical vocabulary, especially those used in medical communication; build basic listening skills; familiarize learners to basic medical writing.
Course Contents: After completing this course, learners will be able to 1. Understand the use of basic English structure needed for the following basic language functions correctly: Introducing yourself and other people Finding out about personal information handling admissions Giving directions in the hospital Describing processes Asking and telling history Describing people Medical instrument 2. Use the t he above basic language functions appropriately; 3. Use basic medical vocabulary vocabulary related to the above language functions appropriately; 4. Understand basic oral-aural English for nursing related to the above language functions; 5. Able to use some medical document in hospital • • • • • • • •
Course Design Meeting I II III IV V VI VII VIII IX X XI XII XIII XIV XV XVI
Topic Handling admission 1 Handling admission 2 Handling admission 3 Handling admission 3 Handling admission 3 Forceps please..
Major skill Introduction and medical profession Asking for details Filling Medical record Small talk in medical record Giving instruction Giving instruction Mid test
Where is Operation theatre?
- Telling location and Direction - Receiving visitor How do you feel now? Asking Patient History What’s wrong exactly? Asking Patient History Asking medical history Asking Patient History Asking medical social history Understanding past tense Asking and telling past activities Understanding perfect tense Asking and telling past activities Understanding present continuous tense Understanding Medical Understanding Passive Sentence instrument Final Examination
Assessment The final grade for this course is based on t he following aspects: a. Attendance Score : 10 % b. Participation Score : 15 % c. Formative Score : 10 % d. Mid Test Score : 25 % e. Final Test Score : 40 % Note: The minimum attendance is 80% to join Final examination.
Reference: 1. Ardi, Havid. 2006. English for Nursing: Elementary . Padang: Balai Bahasa UNP. 2. Austin, David & Tim Crosfield. 1989. English for Nurse. Hongkong: Longman. 3. Glendinning. Eric H and Beverly A.S H. 1999. English in Medicine 2 nd . Cambridge: Cambridge University Press. 2. Jack C. Richard. New Interchange. Hongkong: Cambridge University Press.
ANALYSIS This course is designed for nurse and it spends 14 meetings. But actually, English is used as the medium of instruction for certain subject, particularly medicine. This course is included in ESAP (English for Specific Academic Purposes) especially in Indonesia. From course objectives, the course design helps students in their actual subject task. It shows the adopting of developmental roles by showing how students can transfer the skills they have learnt to the certain field. In my conclusion, I find out the effectiveness of this course to the learners future (actual live). The correlation between course contains and the targets are so closed correlatively These are syllabus content analysis: I. Target needs a)
The reason why Language need:
The learners are expected to have good ability to communicate in English for medical use. b)
a.
Language be used:
Medium : It is a kind of integrated skills which combines speaking, listening reading and writing including language aspect grammar and vocabulary related to medical field.
b.
Channel : by using face to face
c.Types of text or discourse : By using academic texts and lectures c)
Content area of language:
a.Subjects: Medicine b. d)
Level: nurse The learners will use the language with:
a. Non- native speaker b.
Level of knowledge of receiver: student
c.Relationship: Lecturer e)
The place where the language will be used:
a.Physical setting: hospital b.
Human context: medical services
c.Linguistic context: in own country
II.The materials
In writing materials, the author adds yet more assumptions about the nature of language, language learning and language use. But in this syllabus, the author only decided the contexts in which the language will appear without added the relative weightings and integration of skills, the number ad type of exercises to be spent on any aspects of language, the degree of recycling or revision.
These can all have their effect on whether and how well something is learnt. For example(in syllabus), the author only put Topic and major skill, but it should be more complex, by including specific objectives after decided the major skill.
1. Topic syllabus
The topic in course design is not detail as well as the content objectives describe. The topic is still broad and need to be narrower.
2. Structural/ situational syllabus
This stage is affected by topic design, the syllabus above should be added the specific teaching material selection for example: Meeting I
Topic
Situational syllabus Patterns of verb ‘to be’;
Handling admission
demonstratives; personal
1
Major material Introduction and medical
pronouns
profession
3. Functional/ notional syllabus
This stage has been designed by the author in major skill.
4. Skills syllabus
In this course design the designer integrated the four skills. But in ESAP type, each meeting should there is a specific skill; for example: Meeting I
Topic Handling admission 1
5. Skill and Strategy
Situational syllabus Patterns of verb ‘to
Skill
Major material Introduction and
be’; demonstratives;
Speaking
medical
personal pronouns
profession
There are not ‘Skill and Strategy ‘in syllabus. These help the teacher in the classroom to manage class activities. If we know that language is limited unless the learner has the skills and strategies for using it. For example:
Meeting
Topic
Situational syllabus Patterns of verb
I
Handling admission 1
‘to be’; demonstratives; personal pronouns
Skill & Strategy
Major material
Speaking
(Exercises in personal and interpersonal introduction)
Introduction and medical profession
