Understanding Frontline Needs: Perspective of Indonesian Nurses on the English Coursebook Materials
Main Article Content
Abstract
English proficiency is critical for nurses to provide optimal patient care and in advancing careers, but existing course materials often lack authentic workplace needs. Therefore, this study aimed to explore Indonesian nurses' perspectives on the English coursebooks needed to effectively perform professional duties. A mixed-methods design combined both questionnaires (n=60) and semi-structured interviews (n=5) conducted with nurses working in Indonesian healthcare environments. The results showed that nurses prioritized the course material topics directly related to core nursing tasks, such as administering medication, educating patients, and explaining symptoms. Additionally, the course materials should enhance writing skills for clinical documentation and job applications. Concerning language skills, participants emphasized the need for authentic listening, speaking, reading, and writing activities adapted to the nuanced communication demands of healthcare. Examples included understanding detailed medical reports, writing observation notes, reading textbooks, and presenting at conferences. This study further discussed the valuable insights gained from frontline nurses to determine topics and skill focus in the coursebooks to correlate with the authentic language needs faced by nurses in the clinical practice environment. By incorporating target workplace demands, nursing graduates could enter the profession equipped to provide safe and high-quality care. Integrating the needs analysis of frontline nurses was crucial to developing effective English coursebooks and adequately preparing students for the transition from nursing education to clinical practice.
Article Details
References
Aini, Q., Zuliana, S. R., & Santoso, N. P. L. (2018). Management measurement scale as a reference to determine interval in a variable. Aptisi Transactions on Management (ATM), 2(1), 45–54. https://doi.org/10.33050/atm.v2i1.775
Anazawa, R., Ishikawa, H., & Kiuchi, T. (2011). The perceived need for Japanese nursing faculty members to learn English: issues related to career development. Journal of Continuing Education in Nursing, 43(4), 188–191.
Andre, J. A. D., & Graves, R. (2013). Writing requirements across nursing programs in Canada. Journal of Nursing Education, 52(2), 91–97. https://doi.org/10.3928/01484834-20130114-02
Anthony, L. (2018). Introducing English for specific purposes. Routledge.
Basturkmen, H. (2010). Developing courses in English for specific purposes. Palgrave Macmillan.
Basturkmen, H. (2018). Needs analysis and syllabus design for language for specific purposes. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1–8). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781405198431.wbeal0861.pub2
Belcher, D. (Ed.). (2009). English for specific purposes in theory and practice. University of Michigan Press.
Benavent, G. T., & Peñamaría, S. S.-R. (2011). Use of authentic materials in the ESP classroom. Encuentro, 20, 89–94. http://eric.ed.gov/?id=ED530013
Boroujeni, S. A., & Fard, F. M. (2013). A needs analysis of English for specific purposes (ESP) course for adoption of communicative language teaching: (A case of Iranian first-year students of educational administration). International Journal of Humanities and Social Science Invention, 2(6), 35–44.
Bosher, S. (2010). English for nursing: Developing discipline-specific materials. In N. Harwood (Ed.), English language teaching materials: Theory and practice (pp. 346–372). Cambridge University Press.
Bosher, S., & Stocker, J. (2015). Nurses’ narratives on workplace English in Taiwan: Improving patient care and enhancing professionalism. English for Specific Purposes, 38, 109–120. https://doi.org/https://doi.org/10.1016/j.esp.2015.02.001
Cunningsworth, A. (1995). Choosing your coursebook. Macmillan Publishers Limited.
Dudley-Evans, T., & St John, M. J. (1998). Development in ESP A multi-disciplinary approach. Cambridge University Press.
Fadliah, U., & Sugirin. (2019). Developing English-speaking materials for nursing students. 3rd International Conference on Current Issues in Education (ICCIE 2018) Developing, 326, 503–508. https://doi.org/10.2991/iccie-18.2019.87
Flowerdew, L. (2013). Needs analysis and curriculum development in ESP. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 325–346). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118339855.ch16
Gatehouse, K. (2020). Key issues in English for specific purposes (ESP) curriculum development. The Asian Conference on Education / ACE 2020 Surviving & Thriving: Education in Times of Change., 126–135.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118. https://doi.org/10.1017/S0261444807004144
Hilman. (2022). Need analysis and instructional strategy in teaching English for specific purposes (ESP) at nursing university in Serang, Banten (A qualitative research at STIKes Faletehan Serang, Banten). Cakrawala Pedagogik, 6(2), 63–72. https://doi.org/10.51499/cp.v6i2.317
Husna, A. H., & Hindriyastuti, S. (2023). Need analysis on therapeutic communication of palliative nursing in English for specific purposes (ESP). English Education: Journal of English Teaching and Research, 8(1), 43–54. https://doi.org/10.29407/jetar.v8i1.18570
Hutchinson, T., & Torres, E. (1994). The textbook as an agent of change. ELT Journal, 48(4), 315–328. https://doi.org/10.1093/elt/48.4.315
Hutchinson, T., & Waters, A. (1987). English for specific purposes A learning-centered approach. Cambridge University Press.
Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.
Ilmi, A. N., & Madya, S. (2019). Developing English teaching and learning materials for nursing students of Universitas ‘Aisyiyah Yogyakarta. LingTera, 6(2), 130–142. https://doi.org/10.21831/lt.v6i2.14924
Kolomiets, S. S., Tsepkalo, O. V., & Antonenko, I. I. (2020). A needs analysis in teaching ESP writing at Igor Sikorsky Kyiv Polytechnic Institute. Universal Journal of Educational Research, 8(12), 6361–6368. https://doi.org/10.13189/ujer.2020.081201
Long, M. H. (Ed.). (2005). Second language needs analysis. Cambridge University Press.
Minto, C., Vriz, G. B., Martinato, M., & Gregori, D. (2017). Electronic questionnaires design and implementation. The Open Nursing Journal, 11(1), 157–202. https://doi.org/10.2174/1874434601711010157
Mokoginta, N. S., Miolo, H. S. T., & Otoluwa, M. H. (2022). Developing supplementary English reading material based on contextual teaching and learning for nursing study program (A study conducted at XI grade nursing study program in public vocational school 1 Bonepantai Indonesia). International Journal of Education and Social Science Research, 5, 261–272. https://doi.org/10.37500/IJESSR.2022.5317
Nadia, D. (2020). Developing task-based listening-speaking materials for students. International Journal of Social Science Research and Review, 3(2), 46–60.
Nashir, M., Laili, R. N., Sholihin, S., & Wirawati, W. A. (2022). Needs analysis: The primary step in designing English instructional materials for nursing students. Aditya: Journal of Teaching and Education, 4(2), 374–390. https://doi.org/10.30650/ajte.v4i2.3305
Nurakhir, A., & Palupi, F. N. (2018). Exploring ESP needs of undergraduate nursing students in a university in Indonesia. Advances in Social Sciences Research Journal, 5(7), 77–85. https://journals.scholarpublishing.org/index.php/ASSRJ/article/view/4276
Nurpahmi, S. (2014). English for specific purposes integrated approach. Alauddin University Press.
Pašalić, M., & Plančić, B. (2018). Issues affecting the selection and evaluation of ESP teaching materials. Transactions on Maritime Science, 7(2), 210–218. https://doi.org/10.7225/toms.v07.n02.011
Peters, K., & Halcomb, E. (2015). Interviews in qualitative research. Nurse Researcher, 22(4), 6–7. https://doi.org/10.7748/nr.22.4.6.s2
Pradana, A., Yunita, W., & Diani, I. (2022). What do nursing students need in learning English? JOALL (Journal of Applied Linguistics and Literature), 7(2), 321–344. https://doi.org/10.33369/joall.v7i2.14819
Puluhulawa, Y. M., Mariana, A., & Mansur, R. F. (2021). Overview of the nursing students’ needs: The initial step in designing English instructional materials. Al-Lisan, 6(2), 128–145. https://doi.org/10.30603/al.v7i2.1932
qizi, S. M. H. (2023). The significance of a task-based approach in English for specific purposes (ESP). Golden Brain, 1(24), 45–50.
Riazi, A. M. (2003). What do textbook evaluation schemes tell us? A study of the textbook evaluation schemes of three decades. In Methodology and materials design in language teaching: Current perceptions and practices and their implications (pp. 52–69). SEAMEO Regional Language Centre.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press. https://doi.org/10.1017/cbo9780511667220
Richterich, R., & Chancerel, J.-L. (1980). Identifying the needs of adults learning a foreign language. Pergamon Press.
Rizal, E. (2020). The need analysis for nursing English speaking materials for the first semester’s student of nursing study program. Proceeding of 1st International Conference on The Teaching of English and Literature, 1(1), 218–225.
Ru-gang, Z. (2013). Compiling principles and standards of ESP course books Taking English course books on textile foreign trade as an example. 2nd International Conference on Science and Social Research (ICSSR 2013), 347–350. https://doi.org/10.2991/icssr-13.2013.77
Sahragard, R., Mavaddat, R., Bayani, S. R., & Safavian, M. (2014). Investigating the implementation of interjections in three current EFL course books. Procedia - Social and Behavioral Sciences, 98, 1621–1630. https://doi.org/10.1016/j.sbspro.2014.03.586
Sismiati, & Latief, M. A. (2012). Developing instructional materials on English oral communication. TEFLIN Journal, 23(1), 44–59.
Špiranec, I. (2016). The process of creating an ESP coursebook. The 9th International Language Conference on the Importance of Learning Professional Foreign Languages for Communication between Cultures, 246–252.
Su, S. M., Tsai, Y. H., & Tai, H. C. (2022). An ESP approach to teaching nursing note writing to university nursing students. Education Sciences, 12(223), 1–23. https://doi.org/10.3390/educsci12030223
Sudusinghe, W. S., & Gamage, C. K. W. (2023). The importance of English language proficiency for the success of nursing education in Sri Lanka. South-East Asian Journal of Medical Education, 17(1), 39–42. https://doi.org/10.4038/seajme.v17i1.529
Ulfah, R., & Margana, M. (2019). Voices of nursing students in English material development oriented to learners’ characteristics. 6th International Conference on Educational Research and Innovation (ICERI 2018), 330, 159–162. https://doi.org/10.2991/iceri-18.2019.32
Wahyudi. (2016). Developing English learning materials based on a content-based approach for nursing students of STIKES Payung Negeri Pekanbaru. Proceeding of the Fourth International Seminar on English Language and Teaching, 417–425.
Wahyudi, A. (2022). Need analysis for identifying ESP materials for nursing science study program STIK Bina Husada Palembang. Formosa Journal of Applied Sciences, 1(6), 1033–1040. https://doi.org/10.55927/fjas.v1i6.1747
Wisniewska, H. (2012). Modern teaching materials: SWOT analysis of an ESP textbook. International Conference. The Future of Education.
Woodrow, L. (2018). Introducing course design in English for specific purposes. Routledge.