Developing Genre-based Speaking Learning Materials for Nursing Students.

This research study aims to develop the appropriate genre-based speaking learning materials in facilitating the nursing students to improve their ability in speaking. The procedure of the research study was adapted from the model proposed by Gall, et al. (2003), model involving nine steps: (1) collecting data by analyzing students’ needs, (2) deciding goals and objectives, (3) designing the syllabus, (4) developing speaking learning materials, (5) getting experts’ judgments, (6) revising speaking learning materials, (7) trying out the materials, (8) revising speaking learning materials, and (9) developing the final materials. The limited try out subjects consisted of sixth grade students of STIKes Hamzar. The class consisted of 36 students. The data were collected using a questionnaire and interview guide. This research study used quantitative and qualitative data. The quantitative data were collected through questionnaires, while the qualitative data were collected through interview guides. There were three kinds of questionnaires used to collect the data: needs analysis questionnaire, experts’ judgment questionnaire, and try-out questionnaire. The data from the needs analysis questionnaire were used as the basis for the speaking learning materials development. A validation form was used to gain the experts’ assessment on the materials. The materials were validated in terms of the contents, the activities, the language, and the layout of the materials. The data from the experts were analyzed in percentage and also described qualitatively using Likert Scale Approach. The research study finding revealed that (1) the students’ necessities, lacks and wants require the speaking learning materials which enable them to use the appropriate language in the nursing process; (2) the appropriate learning needs involve the input, procedures/activities, teacher’s and students’ roles, and setting; (3) the organization of the speaking learning materials for nursing students involves topic, title, learning goals, warming up, useful expressions, tasks, grammar focus, evaluation and glossary, and (4) the appropriate task components consist of goals, input, procedures/activities, teacher’s and students’ roles, and setting