IDIOM
IDIOM is a word or phrase which means
something different from its literal meaning. Idioms are common phrases or
terms whose meaning is not real, but can be understood by their popular use.
Because
idioms can mean something different from what the words mean it is difficult
for someone not very good at speaking the language to use them properly. Some
idioms are only used by some groups of people or at certain times. The idiom shape
up or ship out, which is like saying improve your behavior or leave if
you don't, might be said by an employer or supervisor to an employee, but
not to other people.
Idioms
are not the same thing as slang. Idioms are made of normal words that have a
special meaning known by almost everyone. Slang is usually special words that
are known only by a particular group of people.
The Example of Idioms:
1. Break a leg (A
way to wish someone good luck)
2. To live it up (To enjoy life, to live widely)
3. To kick the bucket (To die)
4. Shape up or ship out (Used to tell someone that they should leave if they don't improve their behavior or performance)
5. To shed crocodile tears (To cry about something but without actually caring)
6. Wild goose chase (A useless journey or pursuit)
7. There's no room to swing a cat (There is not a lot of space)
8. To pay through the nose (To pay a lot of money, more than is normal)
9. To bark up the wrong tree (To choose the wrong course of action)
10. To spill the beans (To tell a secret)
2. To live it up (To enjoy life, to live widely)
3. To kick the bucket (To die)
4. Shape up or ship out (Used to tell someone that they should leave if they don't improve their behavior or performance)
5. To shed crocodile tears (To cry about something but without actually caring)
6. Wild goose chase (A useless journey or pursuit)
7. There's no room to swing a cat (There is not a lot of space)
8. To pay through the nose (To pay a lot of money, more than is normal)
9. To bark up the wrong tree (To choose the wrong course of action)
10. To spill the beans (To tell a secret)
PROVERB
WHAT IS PROVERB??
Proverb is a simple and concrete saying. Expresses a truth bassed on common sense or experience.
Other defenition of proverb: The defenition of a proverb is a short saying that is widely used to express an obvious truth.
We can see example of proverb:
1. Practice makes perfect.
2. Honesty is the best policy.
3. Good things come to those who wait.
*First of all, proverb had and still have a didactic function. By using them, we wish to teach people, give them some advice.
*Secondly, proverb are very oftem used in personal interaction.
Another example:
"Actions speak louder thank words" , means that "What you do is more important than what you say."
HOMONIM,HOMOGRAPH AND HOMOPHONE
Definition of Homograph
The word homograph originated
from the Greek word homos that means “the same” and graph means
“to write”, and it is used extensively in language. It can be defined as words
that are used in such a manner as to give two or more different meanings where
the words have the same spelling, but different meanings and sometimes
different pronunciation as well.
EXAMPLE OF
HOMOGRAPH :
- fine - very good/sharp or keen/delicate or subtle/a sum of money paid to settle a matter
- frequent - occurring regularly/to visit a place with regularity
- incense - a substance that produces a pleasant odor when burned/to infuriate or make very angry
- lead - to go first with followers behind/a type of metal
- minute - 60 seconds or 1/60th of an hour/extremely small
- moped - acted sad or gloomy/a bicycle with a motor
- object - a thing you can see or touch/a goal/a noun that receives the action of a verb/to be opposed to
- proceeds - advances or continues on/the money or profit gained from some sale or venture
- produce - to create or make/fresh fruits and vegetables
- project - a plan or proposal/to throw or hurl forward/to cause a shadow or image to fall upon a surface
DEFINITION
OF HOMONYM
- number - a numeral/to count/more numb
- refuse - waste or garbage/to reject or decline to accept
- row - a fight/to propel a boat forward using oars/a line
- second - 1/60th of a minute/after the first
DEFINITION OF HOMOPHONE
A homophone can be defined as a word that when pronounced seems similar to another
word but has a different spelling and meaning such as bear and bare are similar
in pronunciation but are different in spelling as well as in meaning.
EXAMPLE OF HOMOPHONE
than/then
Use than for comparisons: John is much taller than
his brother.
Use then to indicate passage of time, or when:
We went to the park in the morning, and then we left to pick up lunch.
which/witch
Use which as a pronoun when referring to things
or animals: Cora wore her favorite pink shoes, which she received
as a birthday gift.
Use witch to mean a scary or nasty person: The
Halloween witch decorations must finally come down off of the wall!
here/hear
Use here as an adverb to indicate location:
Please come back here and put your shoes away!
Use hear as a verb to indicate listening:
Can you hear the birds' beautiful singing outside?
ESP FOR NURSE
NEED ANYLISYS FOR NURSE STUDENT
Submitted as One of Assignments of ESP Course
Taught by Indah Muzdalifah, M.Pd
BY:
Siti Restian Ningsih
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION
UNIVERSITY OF LANCANG KUNING
PEKANBARU
APRIL 2016
PREFACE
First of all, the writer’s thanks
addressed for Almighty God by his blessing in accomplishing this paper and have
a good cooperation with the members of group 2 in ESP class. The second, the
writers express gratitude for their parents who always pray for this paper
finished well.
English Spesific Purpose is designed to
know what the learner’s need. ESP is defined by Hutchinson and Waters (1987) as
an “approach to language teaching in
which all decisions as to content and method are based on the learner’s reason
for learning”. Following on from this concept, in deciding to teach in EFL
(English as a Foreign Language), it is essential to gain an understanding the
learner’s needs. English teacher should
have the skills for every branch of ESP, to improve the ability of English.
The title of this paper is “Needs
Analysis for Nursing Students Utilizing Questionnaires and Interviews” It is
analyzed for the purpose to accomplish the subject of ESP at college. How the
nursing students need English effective for them in both of their study and
their work. Hence by analyzing their needs, the English teachers will know how
to teach them and create syllabus for them.
The writers realize there are some mistakes in
writing this paper. It is because the capability of the writers is limited.
Anyhow, because of the support and encouragement of all parts, the creating of
this paper finally finished in appropriate time.
The writer hopes this paper will be
useful, especially to writers their selves and to all of the readers and to be
material of consideration to develop and improve the achievement in future.
Pekanbaru, june 2016
Writer
CHAPTER I
INTRODUCTION
Background of study :
ESP (English for Specific Purposes)
is the activity of teaching learning of specific skills and language needed by
particular learners for a particular purpose. This purpose must be a
professional purpose, means the purpose is in the form of a set of skills that
learners currently need or will need in their professional careers. The aim of ESP courses is to equip the
learners with a certain English proficiency level for a situation where the
language is going to be used, i.e., target needs
The health professions have their own language. English is
the lingua franca in a health care context and a health. So, Medical colleges
and nursing colleges in all countries should go beyond the ‘ Conversation
English’ offer special Medical English
programs for pre-service and in-service healthcare personnel. The curricula of
these programs take a humanistic, patient-centered, task-based approach,
promoting and developing sensitive counseling skills in English, in addition to
teaching the specific vocabulary and lexis of physician-patient interaction. It
will provide the avenue for membership in the profession in the new context as
well as the satisfaction of being able to work safely within a new or foreign
language. The concept of safety to practice is identified as a professional
standard of practice in nursing, medicine and health care.
English for nursing designed specifically for learners who
possess some familiarity with the English language and who want to learn a
specific aspect to communicate within their chosen profession. Specifically,
her material is designed for all nurses and medical professionals who have an
interest in learning career-specific English relevant to their work or studies.
These learners will be at the level of intermediate English language
competency, a requisite for any English for Specific Purposes (ESP) courses.
ESP assumes that the target group has a degree of language competency in their
first language as well as in English. English for nursing and medical Purposes
is even more specific. The expectation is learners are health professionals or
in the midst of health studies at the college or university level.
CHAPTER II
Needs analysis in ESP now encompasses determining: (a) The
tasks and activities learners are/will be using English for-target situation analysis and objective
needs, (b) Factor which may affect the way they learn such as previous
learning experiences, cultural information, reasons for attending the course
and expectations of it, attitude to English-wants, means, and subjective needs,
(c) The learners’ lacks, (d) The effective ways learning the skills and
language, (e) Knowledge of how language and skills are used in target situation
and (f) what is wanted to achieve from the course.
ENGLISH SYLLABUS FOR NURSING
I.
IDENTITY
Subject
: ENGLISH
Placement : Semester 2
Credit
: 2 sks
II.
GENERAL PURPOSE
1. Use interpersonal expression to communicate in nursing field
such handling patients admission, checking vital sign, taking blood sample,
giving direction, making telephone call, giving suggestion, giving instruction
2. Adjust the use often se in the right time and situation ex:
future tense, present tense, and past tense
3. Increase their vocabulary, especially the common terms used
in their field of study such as parts of body, medical instrument, profession
in hospital, parts of hospital, names of common disease
4. Read and say the words, expressions or dialogue in parts
accurately, smoothly, and with good intonation.
5. Understand the content of the dialogue or section/ text
reading.
6. Produce procedure text to explain steps of doing something.
IV.
LEARNING PROCESS
Implemented in the classroom
using the lecturing method, role-play, discussion, assignment and exercise
V.
EVALUATION
Theory :
Practice:
1. Quiz/assignment
: 10 %
1. Speaking/Listening :
30 %
2. Mid
Semester
: 20 %
3. Final
Semester
: 40 %
VI.
SOURCE
1) Raymond Murphy.
English Grammar In Use 2nd Edition. Cambridge University Press. 1998
2) Betty S Azar. Understanding
and Using English Grammar 3rd Edition. Longman. 2002
3) Swan Michael. Practical
English Usage New Edition. Oxford. 1996
4) Kerr, Rosalie
and Jennifer Smith, 1978, Nursing Science, London : Longman Group, Ltd.
5) Oxford
Dictionary
VII.
MEETINGS
|
No.
|
Focus
of Study
|
Sub
Topic
|
Activities
|
Time
Allotment
|
|
1
|
Handling
admission
|
Communication
Focus: Asking Patient’s Identity
|
Understanding
Dialogue
|
2
Meetings
|
|
What's
your name?
|
Grammar
Focus: Yes/No Question and WH Questions
|
Playing
role-play
|
4
x 45 Minutes
|
|
|
Vocabulary
Focus: Names of Profession in Hospital
|
Vocabulary
exposure
|
|||
|
Grammar
exercise
|
||||
|
2
|
Giving
Direction
|
Communication
Focus: Asking and giving direction
|
Understanding
dialogue
|
2
Meetings
|
|
Can
you show me Surgery ward ?
|
Grammar
Focus: Modal Can/ Could/ Would
|
Playing
role-play
|
4
x 45 Minutes
|
|
|
Vocabulary
Focus: Names of wards in hospital
|
Vocabulary
exposure
|
|||
|
Grammar
exercise
|
||||
|
3
|
Making
Telephone Call
|
Communication
Focus: Making a phone call to a doctor, nurse, etc
|
Understanding
dialogue
|
2
Meetings
|
|
Do
you have Wheeled Chair ? I need one
|
Grammar
Focus: Have/ Has
|
Playing
role-play
|
4
x 45 Minutes
|
|
|
Vocabulary
Focus: Medical Instrument
|
Vocabulary
exposure
|
|||
|
Grammar
exercise
|
||||
|
4
|
Checking
Blood Pressure
|
Communication
Focus: Expression of giving instructions to patients
|
Understanding
dialogue
|
2
Meetings
|
|
Roll
your sleeve up please!
|
Grammar
focus: Imperative Expression/ Polite request
|
Playing
role-play
|
4
x 45 Minutes
|
|
|
Vocabulary
Focus : Parts of Body
|
Vocabulary
exposure
|
|||
|
Grammar
exercise
|
||||
|
5
|
Checking
Respiratory Rate, Pulse, and Temperature
|
Communication
Focus: Asking patient's health condition.
|
Understanding
dialogue
|
2
Meetings
|
|
Did
you sleep well ?
|
Grammar
focus: Past tense
|
Playing
role-play
|
4
x 45 Minutes
|
|
|
Vocabulary:
Parts of body II
|
Vocabulary
exposure
|
|||
|
Grammar
exercise
|
||||
|
6
|
Taking
Blood Sample
|
Communication
focus: Procedure how to take blood sample
|
Understanding
dialogue
|
2
Meetings
|
|
I
am going to send your blood sample to the lab
|
Grammar
: Future
|
Playing
role-play
|
4
x 45 Minutes
|
|
|
Vocabulary
focus: Medical Instrument part II
|
Vocabulary
exposure
|
|||
|
Grammar
exercise
|
|
|||
|
7
|
Setting
infusion set
|
Communication
focus: Procedure Text
|
Understanding
text
|
2
Meetings
|
|
How
to set up infusion set
|
Grammar:
Chronological order
|
Playing
role-play
|
4
x 45 Minutes
|
|
|
Making
procedure text
|
||||
|
8
|
Diagnosing
disease
|
Communication
focus: Giving suggestion
|
Understanding
dialogue
|
2
Meetings
|
|
You
should take a rest more
|
Grammar
focus: should, have to, need to, ought to
|
Playing
role-play
|
4
x 45 Minutes
|
|
|
Vocabulary
focus: Kinds of disease
|
Vocabulary
exposure
|
|||
|
Grammar
exercise
|
CONCLUSION
English for specific for nurse different from general English. Lecture
materials more focused on the development of communication skills of the medical
field. In the course of four basic language skills are also developed, both
speaking, listening, reading and writing. For example study Names of wards in
hospital, expression of giving instructions to patients, asking patient's
health condition, asking Patient’s Identity. This is in accordance with the
practice in the field that prospective medical personnel requires the four
language skills.
When
I visited to STIKES PAYUNG NEGRI i ask
question with some student in there and my question 1. Why do they need
English? And they answer they do it for; a) exam or course
requirement, b) for future work, by improving their skill, c) further
education, d) literature research for diploma work. And they said” Speaking is
foremost for them, that it is to communicate with patients and doctors; even
they will need it for doing conversation with people out of country to share
about anything, that firstly regarding the job necessity. Learning certain
technical terms in nursing as enhancing their vocabulary is the second skill
that they want to. It will really help them to do their works as nursing; to
understand the names of medicines, medical equipment written in English, and also about the names
of sickness. Reading by them as the third needed to be mastered by them by no
reasons.
So, I think the English for nurse is very important and very
suitable for student in STIKES PAYUNG
NEGRI, because in course many study about health and areas health can be
help the student practice in nursing, medicine and health care. And English for
nursing designed specifically for learners who possess some familiarity with
the English language and who want to learn a specific aspect to communicate
within their chosen profession. Specifically, her material is designed for all
nurses and medical professionals who have an interest in learning
career-specific English relevant to their work or studies.
