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THE PROFESSIONAL FUNCTIONS AND COMMUNICATIVE COMPETENCE IN ENGLISH FOR HEALTH OFFICIALS

A Thesis

Presented as a Partial Fulfillment of the Requirements to obtain the Magister Humaniora (M. Hum) Degree in English Language Studies

By Theresia Laksmi Widyarini

Student Number: 046332013

THE GRADUATE PROGRAM (S2) IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

2008

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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STATEMENT OF ORIGINALITY

This is to certify that all ideas, phrases, and sentences, unless otherwise stated, are the

ideas, phrases, sentences of the thesis writer. The writer understands the full consequences

including degree cancellation if she took somebody else’s ideas, or phrases, or sentences

without a proper reference.

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ACKNOWLEDGMENTS I am taking a great pleasure of expressing my deepest gratitude by dedicating this page to those who have been giving me support of any kind. First of all, I would like to thank Father Who Arts in Heaven, for being the Best Friend, ever; The gratitude also goes to,

1. Dr. FX. Mukarto, M.S., my supervisor, for having spared his unbelievably busy time for consultation and guidance;

2. dr. Bondan Agus S, SE, MA., the Chairman of Yogyakarta Provincial Health

Office, and his distinguished staff: Dra Siti Munawaroh, Apt. M.Kes, Drg Yuli Kusumastuti, M.Kes, late dr Nanis Budiningsih, M.Kes, dr RA. Arida Utami, M.Kes, and Dra Dyah Ayu P, Apt, M.Kes, for being my research partners;

3. dr. Choirul Anwar, M.Kes., the Chairman of Yogyakarta Municipal Health Office,

and his outstanding staff: Taslim Sudiyanto, SKM., Darra Irawati, SE., and Agung Setiawan, SIP, for having provided me with valuable inputs in preparing and finalizing this research;

4. Prof. dr. Laksono Trisnantoro, MSc., Ph.D., the Director of the Center for Health

Service Management, Medical Faculty, UGM and the secretaries: Nenggih Wahyuni, SIP., and Sealvy Kristianingsih, A.Md, , for having facilitated me so far;

5. Drs. RY. Suharyo and S. Suratmi, A.Ma, my dearest parents, I can never thank you

enough for the endless love, prayers and faith;

6. A. Edy Purnomo, SE., and Y. Alvendi Agung B, my dearest husband and my lovely son, thanks for always being there for me;

7. V. Woro Hapsari, SE, Akt., and B. Ida Tri Ambarwati, A.Md, my dearest sisters;

Y.P. Marbun, A.P., and Ali Wasono, my dearest brothers-in-law; also Yonatan Marbun and Octavia Widya, my lovely nephew and niece, thanks for the love, care and prayers;

8. Pak Singgih, Bu Rin, Pak Setyo, Bu Siti, Ansel, mbak Rus, Dian, Linda, Listy,

Shierly, Dini and Dona, my wonderful friends of Batch 2004; Guys, thanks for cheering me up.

Finally, I would like to express my gratitude to those who cannot be stated here by name. May God bless them all.

Theresia Laksmi Widyarini

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TABLE OF CONTENTS TITLE PAGE …………………………………………………………………..i APPROVAL PAGE …………………………………………...………………ii STATEMENT OF ORIGINALITY ……………………………...………….. iv LEMBAR PERSETUJUAN PUBLIKASI …………………………………… v ACKNOWLEDGEMENTS …………………………………………………...vi TABLE OF CONTENTS……………………………………………………...vii LISTS OF FIGURES & TABLES…………………………………………..... ix ABSTRACT…………………………………………………………………... x ABSTRAK ……………………………………………………………………. xi CHAPTER I. INTRODUCTION …………………………………………….. 1

A. Background …………………………………………………………… 1 B. Problem Identification …………………………………………………4 C. Problem Limitation …………………………………………………….5 D. Problem Formulation …………………………………………………..6 E. Research Objectives ………………………………………………….. 7 F. Research Benefits …………………………………………………….. 7 G. Operational Definition ……………………………………………….. .8

CHAPTER II. THEORETICAL REVIEW & FRAMEWORK …………….. 11

A. Theoretical Review …………………………………………………...12 1. Professional Functions …………………………………………….12

2. Communicative Competences ………………………………….....14 a. Development of Communicative Competence...……………..14 b. Elements of Communicative Competences ………………….17

1) Discourse Competence ...………………………………...18 2) Actional Competence ..…………………………………..18 3) Linguistic Competence ...………………………………...19 4) Sociocultural/ Sociolinguistic Competence …………….. 20 5) Strategic Competence …………………………………… 20

c. Communicative Competences in Adult Learning …………....22 1) Adult Learning Characteristics…………………………...22 2) Adult Learning Style ……………………………………..23 3) Adult Learning Strategies ……………………………….. 26

3. English for Specific Purposes (ESP) …………………………….. 28 a. Development of ESP…... ……………………………………. 28 b. ESP Categories ………………………………………………. 30 c. English for Health Officials……………………………………31

4. Syllabus Design ………………………………………………….. 31 a. Competence- based Syllabus Design ………………………….. 33 b. Needs Analysis …………………………………………………34 1) Approaches to Needs Analysis..……………………………. 35 2) Interview and Questionnaire..………………………………. 38 c. Syllabus Development ……………………………………..….. 41

B. Theoretical Framework ………………………………………………. 43

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CHAPTER III. METHODOLOGY …………………………………………..47 A. Methods ………………………………………………………………47 B. Nature of Data ………... ……………………………………………..48 C. Data Setting and Source…...……………….…………………………49 D. Data Gathering Instrument ……………….. ………………………... 49

1. Interview……………….. ….……………...…………………… .50 2. Questionnaire... ……………...........…….………………………..51

E. Data Collection ……………………………………………………... 54 F. Data Analysis …………………………………………………………54 G. Data Triangulation……………………………………………………..54

CHAPTER IV. RESEARCH RESULT …. …………... ……………………. 56

A. Result of Professional Function Identification ……… ………............57 B. Result of Communicative Competence Identification …………….….77 C. Result of Syllabus Development ……………………………………. 90

1. Assessing Learners’ Needs ………………………………………91 2. Developing Goals and Objectives ………………………………..92 3. Deciding Syllabus Type ………………………………………….92 4. Specifying Contents ………………………………………...……93 5. Planning Syllabus ……………………………………..…………95 6. Selecting teaching Approaches and Materials ………………….105 7. Assessment procedures and Criteria ……………………………105

CHAPTER V. CONCLUSION AND SUGGESTION

A. Conclusion …………………………………………………………..106 B. Implication …………………………………………………………..108 C. Recommendation ……………………………………………………109

BIBLIOGRAPHY …………………………………………………………..111 APPENDICES ………………………………………………………………112

Appendix 1. Interview Sheet …………………………………………… 113 Appendix 2. Interview Result/Transcription …………………………… 114 Appendix 3. Questionnaire Sheet ………………………………………. 125 Appendix 4. Questionnaire Result ……………………………………… 133 Appendix 5. Research Statement Completion ………………………….. 140

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LIST OF FIGURES AND TABLES FIGURES Figure 2.1. Communicative Competence Model Figure 2.2. The Classification of ESP Categories TABLES Table 2.1. Learning Style Taxonomy for the L2 Classroom Table 2.2. Learning Strategies for L2 Learners Table 2.3. Strengths and weaknesses of Different Interview Types Table 3.1. Interview Blueprint Table 3.2. Topics and related Specific Information Table 3.3. List of Questionnaire Questions Table 4.1. Guest Reception Function Table 4.2. International Negation Function Table 4.3. Program/ Activity Reporting Function Table 4.4. International Correspondence Function Table 4.5. Seminar Presentation Function Table 4.6. Program Proposal Function Table 4.7. Fund Raising Function Table 4.8. Official Travel Function Table 4.9. Interpreting Function Table 4.10.Fellowship/Short Course/Comparative Study/Benchmarking Function Table 4.11. Communicative Competence in Guest Reception Table 4.12. Communicative Competence in International Negation Table 4.13. Communicative Competence in Program/ Activity Reporting Table 4.14. Communicative Competence in International Correspondence Table 4.15. Communicative Competence in Seminar Participation Table 4.16. Communicative Competence in Program Proposal Table 4.17. Communicative Competence in Fund Raising Table 4.18. Communicative Competence in Official Travel Table 4.19. Communicative Competence in Information Seeking Table 4.20. Communicative Competence in Interpreting Table 4.21. Communicative Competence in Fellowship/Short Course/Comparative Study/Benchmarking Table 4.22. Communicative Competence in Translating Table 4.23. Specifying Contents Table 4.24. The Plan of the Syllabus Design

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ABSTRACT

Theresia Laksmi Widyarini. (2008). Professional Functions and Communicative Competence in English for Health Officials. Yogyakarta: Sanata Dharma University.

The competence-based approach has been the current approach of education in

Indonesia since 2003. This approach has been referred to develop learners’ competences in performing the language successfully. Therefore, supplying the underlying competences helps learners in engaging successfully in a class and facilitates them in performing their international relation in their field of professions. Furthermore, the development of English for Specific Purposes (ESP) is also contributed by the development in educational theories. The development emphasizes the central importance of learners and their attitudes to learning. Learners have been considered to have different needs and interest which would have an important influence on their motivation to learn and therefore on the effectiveness of their learning. This provides support to the development of courses which is relevant to learners’ needs and interest.

There were three problems formulated in the research. The first problem investigated the professional functions mostly performed in English by the health officials in terms of their international relation. The second problem concerned with the most required communicative competences in order to perform those professional functions successfully. And the third problem which would become the technological by-product of this research aimed at designing a syllabus by integrating the professional functions mostly performed in English and the most required communicative competences of the language.

The research investigated that the health officials performed a number of professional functions mostly performed in English and they required some communicative competences in order to perform the professional functions successfully. In investigating the professional functions mostly performed in English and the required communicative competence, the researcher conducted a need analysis. The professional functions the health officials performed in English mostly were guest reception, international negotiation, program/activity reporting, international correspondence, seminar participation, program proposal, fund raising, official travel, information seeking, interpreting, fellowship/ short course/ comparative study/ benchmarking and translating,

The communicative competence mostly required by the health officials to perform their professional functions successfully concerned with the proper use of the discourse, the functions of language, the grammar, the social and contextual factors, and the strategy.

The result of the professional function identification and the required communicative competence to perform the functions successfully served as the bases of designing the syllabus. The type of syllabus chosen was competence-based which were equipped with competence standards and basic competence along with the indicators.

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ABSTRAK

Theresia Laksmi Widyarini. (2008). Professional Functions and Communicative Competence in English for Health Officials. Yogyakarta: Sanata Dharma University.

Pendekatan berbasis kompetensi merupakan pendekatan dalam pendidikan yang

telah dilaksananakan di Indonesia sejak tahun 2003. Pendekatan ini ditujukan untuk meningkatkan kompetensi pembelajar dalam menggunakan bahasa dengan baik. Oleh karenanya, memberikan landasan kompetensi dapat membantu pembelajar dalam berinteraksi di kelas dan membantu mereka dalam melaksanakan hubungan internasional dalam bidang pekerjaan mereka. Disamping itu, perkembangan pembelajaran English for Specific Purposes (ESP) juga didukung oleh perkembangan teori-teori pendidikan. Perkembangan tersebut menekankan pada kepentingan pokok dari pembelajar dan perilaku mereka terhadap pembelajaran. Pembelajar dinilai memiliki kebutuhan dan ketertarikan yang akan mempengaruhi motivasi dalam pembelajaran dan pada keberhasilan pembelajaran mereka. Hal tersebut memberikan dukungan pada perkembangan pembelajaran yang sesuai dengan kebutuhan dan ketertarikan pembelajar.

Penelitian ini merumuskan tiga masalah penelitian. Masalah pertama mengenai fungsi-fungsi pekerjaan yang paling sering dilakukan oleh staf kesehatan dengan menggunakan B. Inggris dalam hubungan internasional mereka. Masalah kedua mengenai kompetensi berkomunikasi yang diperlukan untuk melaksanakan fungsi-fungsi pekerjaan tersebut. Masalah yang ketiga mengenai penyususunan rancangan silabus yang memadukan fungsi-fungsi pekerjaan dan kemampuan berkomunikasi tersebut dimana rancangan silabus ini merupakan technological by-product dari penelitian ini.

Penelitian ini menemukan bahwa staf kesehatan melaksanakan fungsi-fungsi pekerjaan yang paling sering dilakukan dalam B. Inggris dan mereka memerlukan kompetensi berkomunikasi agar dapat melaksanakan fungsi-fungsi pekerjaan tersebut dengan baik. Penelitian ini melaksanakan suatu analisa kebutuhan dengan menggunakan wawancara dan angket. Fungsi-fungsi pekerjaan yang paling sering dilaksanakan dalam B. Inggris adalah: menerima tamu, negosiasi dengan kolega internasional, pelaporan program/kegiatan, surat menyurat dengan kolega internasional, seminar, pengusulan program/kegiatan, penggalangan dana, perjalanan dinas, pencarian informasi, interpreting, fellowship/ short course/ studi banding/ benchmarking dan translating,

Kompetensi berkomunikasi yang diperlukan dalam melaksanakan fungsi-fungsi pekerjaan itu adalah kompetensi wacana, kompetensi tindak bahasa, kompetensi kebahasaan, kompetensi sosiokultural, dan kompetensi strategi

Kemudian, hasil dari pengidentifikasian fungsi-fungsi pekerjaan dan kompetensi komunikatif digunakan sebagai dasar penysusunan silabus. Jenis silabus yang digunakan adalah silabus berbasis kompetensi yang meliputi kompetensi standar, kompetensi dasar dan indikator.

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CHAPTER I

INTRODUCTION

This chapter is intended to introduce the research and justify the necessity

to conduct it. A brief description of the occupational context where the research is

conducted is provided with an emphasis on the needs of learning English. Finally,

the chapter is concluded with some definitions of terms

I. BACKGROUND

This research, aims at describing the professional functions performed by

the health officials in terms of their international relation as well as the required

competences in order to perform those professional functions successfully. And

the technological by-product of this research will be in a form of syllabus design

which integrates the professional functions and the required communicative

competences of the language.

The competence-based approach has been the current approach of

education in Indonesia since 2003 (Pelayanan Profesional Kurikulum 2004,

2003). Current curricula of formal schools in Indonesia have been referred to

develop learners’ competences in performing the language successfully.

Naturally, considering the health officials who are experts in their field of

profession, it is strongly argued that the role of an English instructor should not be

to teach content but to provide necessary skills to be able to cope with content

(Hutchinson & Waters, 1987). Therefore, supplying the underlying competences

will help learners in engaging successfully in a class and facilitate them in


performing their international relation in their field of professions (Swales in

Master, 1998).

The development of English for Specific Purposes (ESP) is also

contributed by the development in education. The development emphasizes the

central importance of learners and their attitudes to learning. Learners have been

considered to have different needs and interest which would have an important

influence on their motivation to learn and therefore on the effectiveness of their

learning. This provides support to the development of courses which is relevant to

learners’ needs and interest.

Master (1998) and Jordan (1997) have mentioned some courses intended

for English Medical Purposes. At least, they proposed English for Aphasics,

English for Nursing Professionals, English for Pharmacy Students, English for

Physiotherapy. Likewise, this research concerns with health professionals with

different medical expertise backgrounds. These health officials (the research

participants) do not directly serve patients in hospitals or clinics, but they serve

the public in general and they represent government agents who deal with the

management of public health. As far as the research concerns, this area has not

gained sufficient attention in English for Specific Purposes.

The Indonesian government has undergone major changes since the

reform movement in 1998, especially in authority division among government

agencies. The authority changes in the government agencies were initiated with

the stipulation of decentralization (local autonomy) policy. Yogyakarta Provincial

Health Office/ PHO (Dinas Kesehatan Provinsi D.I. Yogyakarta) is one of the

Indonesian government agencies dealing with public health sector.

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Decentralization represents the main issue in Indonesian health reform

(Trisnantoro, 2005). It also represents the main issue to respond to the economic

and political change pressures. The decentralization concept intends to improve

the public participation in the decision making, so that they can provide healthcare

appropriate with the local needs and aspiration, accommodate social, economic,

environmental diversities, as well as improve the distribution of public resource.

Besides the decision making, the concept provides more room for the local

management and strengthens the government (health sector) accountability

towards the society

The international donor agencies take their parts in encouraging better

distribution of qualified and effective public healthcare. These agencies offer

financial aids in a specific condition that the aids are utilized to improve the

healthcare efficiency and quality (Trisnantoro, 2005). A way to improve the

healthcare efficiency and quality is through the development of health human

resource.

Yogyakarta Provincial Health Office/ PHO is one of government’s

agencies in public health services. PHO also has experienced some major

organizational changes as well as authority changes and it has been playing

important role in the implementation of the decentralization/ autonomy policy in

health sector. As a government agency in provincial level, PHO organizes and

coordinates most of the health programs, not to mention its official relation with

the foreign donors in which PHO also serves as the foreign donor coordinator.

Since PHO organizes and coordinates most of the health programs as well as its

foreign official relation with the foreign donors, the human resource of PHO is

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demanded to obtain good quality and capability in performing their professional

functions especially those related with the international donors.

The May 27 earthquake that struck D.I. Yogyakarta Province and Klaten,

Central Java have made the two provinces points of attention. Quite a number of

international NGOs have come to the two provinces, especially D.I. Yogyakarta

Province, to give aids during the emergency phase as well as the recovery and

reconstruction phases. PHO as the government agency in provincial level has been

coordinating all the aids and hosting regular coordination meetings. Most of the

NGOs members do not speak Indonesian. They are accompanied by their

interpreters, but during the meetings at PHO, where they are hosted by PHO

staffs, it is PHO’s responsibility to make the meetings as well as communication

run smoothly. One main constraint in dealing with those foreigners is then the

language. It is quite unpractical both for the foreigners and PHO staffs when they

communicate via interpreters. This is not to mention some misunderstanding

which often happens since the interpreters do not always know about specific

terminologies in health. It would have been a good and smooth communication if

PHO staffs obtain good capability in the language. Therefore, a research which

investigates the PHO staff’s need to improve their communicative competence in

English so that they are able to perform their professional functions with their

international colleagues is quite urgent.

B. PROBLEM IDENTIFICATION

Yogyakarta Provincial Health Office consists of several divisions and

sub- divisions. As a government agency in provincial level, PHO organizes and

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coordinates most of the health programs. The health programs are not established

by the Ministry of Health, RI, but also those established by the province as well as

the districts/ municipality. In the official relation with international agencies,

PHO also serves as the coordinator and facilitator. Since PHO organizes and

coordinates most of the health programs as well as its international official

relation with the international agencies, the human resource of PHO is demanded

to obtain adequate quality and capability in performing their official activities

especially those related with the international agencies.

However, the most common constraint encountered by the health officials

in maintaining their international relation is that of the language, especially

English. Some of the officials of the international agencies do speak Indonesian,

but many others do not. This language constraint impedes the smooth running and

well established communication because then many items being communicated

are not exchanged well and results in misunderstanding and miscommunication

quite often. For that reason, the staffs need to improve their communication ability

in English so that they are able to perform their professional functions in their

international relation and communication successfully. Furthermore, the language

constraints occur due to lack of grammar knowledge, including when to use

certain structures, lack of competence in communication using the language and

lack of essential vocabularies/ technical terms in English for each division.

C. PROBLEM LIMITATION

Yogyakarta Provincial Health Office/ PHO is one of government’s

agencies in public health services. Some of its functions are organizing and

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coordinating most of the health programs as well as foreign official relation with

the foreign agencies. The established organizational structure of PHO consists of

the leader of the office, the leaders of divisions, the leaders of sub- divisions and

staff. Among those organizational elements, the leader of the office and the

leaders of divisions hold the major role in dealing with the international relation.

Therefore, the research will limit its discussion on the professional functions in

international relation performed by the division leaders and their core staff as

well as the competences which are required to perform the international relation

and communication successfully. In the following discussion the term “health

officials” is employed to address the leaders of the divisions and their core staffs

who serve as the research participants.

D. PROBLEM FORMULATION

The research will deal with the professional functions in international

relation and communication of the health officials. The research problems are

formulated as follows:

1. What are the professional functions mostly performed in English by the

health officials in their international relation and communication?

2. What are the most required communicative competences of the

language?

3. How would a syllabus design integrating these professional functions

performed in English and the required communicative competences of

the language look like?

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E. RESEARCH OBJECTIVES

The research is conducted to serve some objectives, namely:

1. To obtain qualitative description on the professional functions mostly

performed in English by these health officials in their international

relation and communication

2. To obtain qualitative description on the most required communicative

competences of the language to perform the professional functions

successfully

3. To design a syllabus integrating the professional functions and the

required communicative competences of the language as the technological

by-product of the research.

F. RESEARCH BENEFITS

It is hoped that by focusing on the health official’s current and future

knowledge and skills of the language, the research helps them in developing their

ability in English and later in performing the professional functions successfully.

It is also expected that the research assists the health officials in developing their

communicative competence of the language and facilitates them to become more

autonomous and independent officials.

Finally, the results of the research are expected to bring worth contribution

to future teachers, next researchers, and anybody who are interested in English for

Specific Purposes.

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G. OPERATIONAL DEFINITION

1. Professional Functions

Yogyakarta Provincial Health Office is a government agent for serving

public health. Such office deals mostly with public health management rather than

medical health. The office maintain different jobs and functions for different

divisions and sub-divisions (Struktur Organisasi Dinas Kesehatan Prop. DIY,

2004). Professional functions themselves refer to all the work activities (or

functions) that are embraced within occupations (http://www. archaeologist.net).

The research itself has set its limit of study on the professional functions the

health officials perform in their international relation and communication.

2. Communicative Competences

Communicative competence refers to the ability to produce situationally

acceptable, and more especially socially acceptable, utterances in a particular

language (Brown et al, 1996).

The most recent model of communicative competences in language

education literatures is that proposed by Celce-Murcia, Dornyei and Thurrell

(1995) which is compatible with theoretical view stating that language is

communication, not just a set of rules. The elements of communicative

competence are those of discourse competence, actional competence, linguistic

competence, sociocultural/ sociolinguistic competence, and strategic competence.

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3. English for Specific Purposes

English for Specific Purpose is a program which teaches typical English

for a special purpose. The typical English is of a particular context of use and

which the learners are more likely to meet in the target situation. Such a course is

based on a need analysis. The need analysis aims at specifying as closely as

possible what exactly the learners have to do through the medium of English. By

conducting a need analysis, the learners’ needs to perform successfully in the

target situation may be resolved. Concerning the learners, it is often assumed that

ESP learners will not be purely beginners but will have already studied General

English for some years.

4. Syllabus Development

Syllabus is a statement of content which is used as the basis for planning

courses of various kinds (Nunan, 2001). Therefore, the syllabus here does not

solely concern with the selection and grading of content but it also concerns with

the attempts to specify and grade learning tasks and activities. Furthermore, a

syllabus provides practical basis for the division of assessment, textbooks and

learning time. It also tells the teacher and the learner not only what is to be learnt,

but implicitly, why it is to be learnt. Then, a syllabus also provides a set of criteria

for material selection and/or writing (Hutchinson and Waters, 1987).

5. Health Officials

The health officials are the staff of Yogyakarta Provincial Health Office

and they hold degree in health. Since they serve in a provincial health office, they

perform their jobs in public health management instead of medical/ clinical. They

post strategic position in their division or sub- division which, as the consequence,

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require them to maintain relation and communication with international

institutions. Therefore, considering their post, they are also required to perform

their jobs in dealing with international relation and communication professionally

and successfully.

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CHAPTER II

THEORETICAL REVIEW & FRAMEWORK

The chapter reviews some theories that become the bases for the

discussion. The discussion will be divided into two main parts, namely,

theoretical review and theoretical framework.

The theoretical review discusses four major points. They are professional

functions, communicative competence, English for Specific Purpose (ESP) and

syllabus design. The discussion starts with the professional functions and

precedes to the communicative competences which will become the bases for

designing a syllabus. The discussion on communicative competences comprises

their development and elements as well as their roles in adult learning.

The next discussion is on the program for learners having specific

purpose in learning English. The program to be discussed in the English for

Specific Purpose Program (ESP). ESP also serves as the background of this

research since the English for Health Officials is part of it. The discussion on

ESP talks about the ESP development, categories and components.

The last part discusses syllabus design within which the competence-

based syllabus design, needs analysis and the steps in syllabus development are

reviewed. Finally, all the discussion reviewed will be compiled within a

framework provided in the second subchapter.


A. Theoretical Review

This subchapter elaborates theories of the professional functions, the

communicative competence, the English for Specific Purposes (ESP) and the

syllabus design.

1. Professional Functions

Yogyakarta Provincial Health Office (PHO) as a public health office

organization serves a number of functions on public health management. As a

provincial office, PHO coordinates and manages health programs and activities

performed by PHO itself as well as by the districts. As the main functions of

PHO are coordinating and managing, PHO maintains health resource

management. In line with the research’s objectives which involves health

officials, the health resource management concerns with the human resource

management.

Syakdiah (2001) mentions that the important asset owned by an

organization and mostly concerned about by the management is that of the

human resource of the organization. People (human) represent elements which

always exist in every organization. These people formulate, innovate and attain

the objectives of the organization. She continues that viewed from the

perspective of organization, these people are the resources. They are not the

inanimate resources as capital, land, or factories, but they are the human

resources.

The health officials as the human resource of PHO mobilize other

relevant resources in the PHO organization. They represent the most important

resource in the organization due to two reasons (Syakdiah, 2001). First, the

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human resource affects the efficiency and efficacy of the organization. The

health officials in their organization design and produce health services, control

the quality, promote the health products and services, allocate the financial

resource, and determine the overall objectives of the organization. Second,

human resource represents the main outcome of the organization.

In general, according to Syakdiah (2001) the human resource

management includes:

Planning

Planning refers to determining programs which contribute to the objective

attainment as set up by the organization.

Organizing

After a series of actions set up by the organization, the organization needs to

organize the attainment process. The organization represents the tool to attain

the objectives, organizing means designing the structure of various relation

among jobs, personnel and other physical factors.

Directing and motivating

This motivating function is important. This function attempts to mobilize

people to work together effectively.

Controlling

This managerial function is related with organizing the activities so the

activities run as planned.

Procuring

This function attempts to gain proper personnel in order to attain the

organization’s objectives.

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Training and development

This function improves the capability of the human resource.

Compensating

This function is formulated as rewards for the human resource for their

contribution in the attainment of the organization’s objectives.

Integrating

Integrating concerns with the adjustment of individual’s interests with those of

the organization

Maintaining

This function maintains and improves the existing condition

Separating

This function is to terminate the occupational relation of a staff with the

organization.

As the research concerns, the health officials as the human resource of

PHO also perform the above functions in their general occupational activities.

However, the research limits its study on the professional functions performed by

the health officials in their international relation and communication.

2. Communicative Competences

The discussion on communicative competences comprises their

development and elements as well as their roles in adult learning.

a. Development of Communicative Competences

When one uses language to communicate, he/ she use signs in the forms

of sounds and letters. Likewise, the health officials communicate and maintain

their international relationship through language, both written and spoken. The

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signs are not uttered or written randomly; there are rules to govern so that the

signs are understood by others. The rules are called grammar. Sounds and letters

which are used governed by rules are used by society in the same cultural

context. Hence, language represents a system of social semiotic (Holliday, 2002).

Language is used by the society as an social interaction tool. The implication is

that a person who lives alone will not be able to use language; being able to use

language requires the presence of other persons.

Different view of language is as presented by Chomsky (1978) in which

he views language as a set of rules. Linguistics developed by Chomsky and his

followers is the idealized linguistics; therefore, competence and performance are

considered different. Competence, in its real meaning, refers to language which

still exists in its ideal form in a person’s brain, and performance refers to a form

of language which is full of errors in the grammar, vocabularies, repetition,

hesitation, etc. According to Chomsky (1965), competence consists of the mental

representation of linguistic rules which constitute the speaker-hearer’s

internalized grammar. Performance consists of the comprehension and

production of language. Because the rules the learner has internalized are not

open to direct inspection, it has been necessary to examine how the learner

performs, mainly in production (Ellis, 1990).

The shift of interest away from linguistic competence and towards

communicative competence occurred at a time when theoretical studies of

semantics had not really been much applied to the teaching of languages. By

1980, attitudes towards teaching vocabulary were not at all that different from

what they had been twenty years earlier, and were largely dominated by ideas

15


inherited from the 1930s (Brown et al. 1996) . The 1960s saw a shift away from

vocabulary, and the adoption of a general assumption that most learners could

get by adequately with a very limited vocabulary (Brown et al., 1996).

Lyons in Brown et al (1996) offers a more or less uncontroversial, non-

technical definition of linguistic competence:

Linguistic competence is the knowledge of particular languages, by virtue of which knowledge those who have it are able to produce and understand utterance in those languages.

‘Competence’ definitely and unequivocally refers to something in an individual’s

mind or brain. Where as ‘performance’, according to him refers to the production

and understanding of utterances (in particular languages). When ‘performance’ is

defined by linguists in relation to competence, it is usually defined in its process

sense.

Dell Hymes in Brown et al. (1996) coins the term ‘communicative

competence’ to label the ability to produce situationally acceptable, and more

especially socially acceptable, utterances. Hymes proposes to use “competence”

as the most general term for the capabilities of a person. He adds that it is

dependent on ‘tacit knowledge’ and ‘ability for use’ and the inclusion of ability

for use as part of competence allows in not only cognitive factors, but also

noncognitive factors as motivation. By ‘performance’ is meant actual use and

actual events. So communicative competence is what enables a person to

perform appropriately in speech events. It includes not only grammatical

competence, which allows a person to judge whether and to what degree

something is formally possible, but also the competence to judge feasibility,

appropriateness, and whether something is in fact done.

16


Selinker points out that the performance of L2 speakers varies in complex

ways, both between individuals and from the performance of L1 speakers. What

is less clear is how far, if at all, this variation in performance allows for any

claims to be made about the nature of the grammars known by L2 speakers.

Interlanguage competence is said to be of three types: fossilized, functional and

transitional competence (Brown et al., 1996)

b. Elements of Communicative Competences

The most recent model of communicative competences in language

education literatures is that proposed by Celce-Murcia, Dornyei and Thurrell

(1995) which is compatible with theoretical view stating that language is

communication, not just a set of rules. The implication is that the communicative

competence formulated is to prepare learners to communicate using language in

order to participate in the language community. This model is formulated as

Communicative Competence represented in Celce-Murcia et al. (1995) as

follows:

Socio- Cultural

Competence

Strategic Competence

Linguistic Competence

Actional Competence

Discourse Competence

Figure 2.1 . Communicative competence model (Celce-Murcia et al. 1995)

17


1) Discourse Competence

Learners must develop discourse competence which is concerned with

intersentential relationship (Shumin in Richards & Renandya, 2002). In

discourse, whether formal or informal, the rules of cohesion and coherence

apply, which aid in holding the communication together in a meaningful way. In

communication, both the production and comprehension of a language require

one’s ability to perceive and process stretches of discourse, and to formulate

representation of meaning from referents in both previous sentences and

following sentences. Therefore, effective speakers should acquire a large

repertoire of structures and discourse markers to express ideas, show

relationships of time, and indicate cause, contrast, and emphasis.

Whereas according to Canale & Swain in Richards & Rodgers (2001) discourse

competence concerns with the interpretation of individual message elements in

terms of their interconnectedness and of how meaning is represented in

relationship to the entire discourse or text. Moreover Savignon in Celce-Murcia

(2001) refers the interconnectedness as to series of utterances, written words,

and /or phrases to form a text, a meaningful whole, bottom – up processing and

top down processing, coherence and cohesion, global meaning and structural

links.

2) Actional Competence

Yalden (1987) accentuates that learning a language should not be the end

in itself, it should account how it is used in real communication. This is in line

with Finocchiaro (as cited in Brown, 1987) who mentions that language is the

means used by people to communicate and interact.

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Similarly, the competence is referred as to actional competence because

when someone says something, he/ she actually do something. He/ she may ask

for services, give compliment, ask for information, etc (Landasan Filosofis

Teoritis Pendidikan Bahasa Inggris, 2004). In brief, when someone uses

language, spoken or written, every utterance that he/ she make could be labeled

as actional language.

3) Linguistic Competence

Linguistic competence includes tacit, subconscious knowledge of

language structures, not normally available for spontaneous report, but implicitly

in what the ideal speaker can say. It is dependent on innate structure, and

acquired independently of sociocultural feature except for the mere presence of

speech in the environment. Linguistic performance refers to the actual use of

language in concrete situations, but under the idealization quoted by Lyons

performance cannot directly reflect competence and nor can it have any major

effect on it (Brown et al.,1996).

Linguistic competence is an umbrella concept that includes increasing

expertise in grammar (morphology, syntax), vocabulary, and mechanics.

Mechanics refer to basic sounds of letters and syllables, pronunciation of words,

intonation and stress. Linguistic competence enables speakers to use and

understand English language structures accurately and unhesitatingly, which

contributes to their fluency (Richards & Renandya, 2002).

Hymes proposes to use “competence” as “the most general term for the

capabilities of a person”. It is dependent on “tacit knowledge” and “ability for

use” and the inclusion of ability for use as part of competence allows in not only

19


cognitive factors, but also noncognitive factors such as motivation. By

“performance” is meant actual use and actual events. So, communicative

competence is what enables a person to perform appropriately in speech events

(Brown et al. 1996). It includes not only grammatical competence, which

allows a person to judge whether and to what degree something is formally

possible, but also the competence to judge feasibility, appropriateness, and

“whether (and to what degree) something is in fact done.

4) Sociocultural/ sociolinguistic Competence

Knowledge of language alone does not adequately prepare learners for

effective and appropriate use of the target language (Shumin in Richards &

Renandya, 2002). Learners must have competence which involves knowing what

is expected socially and culturally by users of the target language; that is,

learners must acquire the rules and norms governing the appropriate timing and

realization of speech acts. Understanding the sociolinguistic side of language

helps learners know what comments are appropriate, how to ask questions during

interaction, and how to respond nonverbally according to the purpose of the talk.

Also, it helps learners know the social context in which communication takes

place, i.e. the roles relationships, the shared information of the participants and

the communicative purpose for their interaction (Canale & Swain in Richards &

Rodgers, 2001).

5) Strategic Competence

Strategic competence is the way learners manipulate language in order to

meet communicative goals (Shumin in Richards & Renandya, 2002). It is the

ability to compensate for imperfect knowledge of linguistic, sociolinguistic, and

20


discourse rules. With reference to speaking, strategic competence refers to the

ability to know when and how to take the floor, how to keep a conversation

going, how to terminate the conversation, and how to clear up communication

breakdown as well as comprehension problems.

Communication strategies occur when the speaker is not able to

communicate his original communicative goal in the way he planned to, and so is

forced to reduce the goal or to locate alternative means to express it.

Communication strategies, then, are the result of an initial failure to implement a

production plan (Ellis, 1990). Where as Savignon (Celce-Murcia, 2001) adds that

strategic competence is the coping strategies that are used in unfamiliar contexts.

The constraints that often impeded communication are due to imperfect

knowledge of rules or limiting factors in their application such as fatigue or

distraction.

Canale and Swain identify ‘strategic competence’, defined as ‘how to

cope in an authentic communicative situation and how to keep the

communicative channel open’, as an integral part of the language user’s overall

communicative competence (Ellis, 1990).

Communication strategies can be defined as follows:

Communication strategies are psycholinguistic plans which exist as part of the language user’s communicative competence. They are potentially conscious and serve as substitutes for production plans which the learner is unable to implement (Ellis, 1990)

Further, the effects of different variables on the use of communication strategies

are upon the proficiency level, the problem-source, the personality, and the

learning situation

21


c. Communicative Competences in Adult Learning

1) Adult Learning Characteristics

Although many of the “rules” for teaching children can apply in some

ways to teaching adults, the latter age group poses some different, special

considerations for the classroom teacher (Brown, 2001). Adults have superior

cognitive abilities that can render them more successful in certain classroom

endeavors. Their need for sensory input can rely a little more on their

imaginations. Their level of shyness can be equal to or greater than that of

children, but adults usually have acquired a self- confidence not found in

children. And, because adults’ cognitive abilities, they can at least occasionally

deal with language that isn’t embedded in a” here and now” context (Brown,

2001).

Adults differ from “typical” or “traditional” K-12 students in that they

bring a great deal of life experience and cognitive maturity to the classroom

(Hilles and Sutton in Celce-Murcia, 2001). Adult students have a maturity and an

understanding of priorities that many younger students do not. According to

them, a prime characteristic of adultness is the need and capacity to be self

directing. In other words, adults will, to some extent, “direct” their own learning

agendas. If the learning environment does not to some degree match cultural

expectations and perceived needs, the self- direction may take the form of

challenging the teacher or syllabus in class, of filtering out what they perceive as

nonessential, of simply leaving the class and seeking some other way of learning,

or of abandoning the enterprise altogether.

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In addition to being mature and self- directed, adult learners are often, of

necessity, more focused. McIntire (1988) points out that “because time is such

valuable commodity, participating in educational program is often personal

sacrifice. Typically, adults can devote only limited time to their educational

endeavors, which often translates into their being dedicated students who take

learning seriously”.

Another characteristic that seems to set apart adult learners, according to

Hilles and Sutton (in Celce-Murcia, 2001) is the enormous variability that they

display in their goals and reasons for tackling a second language. Adults have

numerous reasons for studying a second or foreign language (L2), and this

variety of reasons presents its own challenges to the teacher.

Adult learners are most often voluntary learners. Adult learners are in

school because they want to be, a desire which is almost inconvenient and often

interrupted by family and job responsibilities and commitments (Hilles and

Sutton in Celce- Murcia, 2001). As a result, adult learners tend to have little

patience with classes which they perceive are not furthering their own

educational agendas.

2) Adult Learning Styles

Learning styles refer to an individual’s natural habitual, and preferred

ways of absorbing, processing, and retaining new information and skills

(Christison in Nunan, 2003).

The main application of style to language learning has been through the

concept of analytic and holistic (Skehan, 1998). In the field of language learning

23


, the analytic style could manifest itself by an ability to analyze the linguistic

material one is exposed to, identify its components, and then, explore

relationships between these components. Separating the essential from the

inessential could involve an ability to focus on that data which would be most

helpful at whatever level of interlanguage development one has reached, and to

promote learning and development with maximum efficiency. According to

Skehan (1998), it is also possible to relate the analytic style of learning to an

input- processing dimension. In the case of auditory material, the learner has to

extract what is important from the stream of incoming sound. This sound will

contain a great deal of irrelevant information, and it will be advantageous to

devote attention to features which help meaning to be recovered. In this respect,

the analytic style would relate to the attentional capacities described earlier, with

analytic individuals having greater capacity to channel attention selectively and

notice important aspects of language. They may then be more able to reflect

upon the ways in which they have exploited their attentional system.

The holistic people, in contrast, are likely to be less analytic, to perceive

situation as wholes, rather than being analyzable into components, and more

likely to depend on external frames of reference for making judgment (rely on

other people’s opinions) (Skehan, 1998). To the extent that language

development is aided by high- quality interaction, such people are more likely to

be naturally drawn through their personal orientation and their comfort in

interaction situations to maximize encounters in which they are likely to receive

good quality, relevant input, and have opportunities to use language to express

meanings. As a result, their interlanguage systems should be stretched by the

24


demands to communicate. This raises the possibility that such greater exposure

could overcome the problem of a lack of an analytic orientation (Skehan, 1998).

Learning styles in Jordan’s opinion (1997) concerns with the particular

approach by which a student tries to learn. Major influences which condition or

shape the way learners think and study are: the educational system, the socio-

cultural background and personality variables. Oxford (Richards & Renandya,

2002) has identified language learning style as another key determiner of second

language strategy choice. She considers that when the students are allowed to

learn in their favorite way, unpressured by learning environment or other factors,

students often use strategies that directly reflect their preferred learning.

According to her, students with an analytic learning style prefer strategies such

as contrastive analysis, rule learning, and dissecting words and phrases, where as

students with a global style use strategies that help them find the big picture (i.e.

guessing, scanning, predicting) and assist them in conversing without knowing

all the words (i.e. paraphrasing, gesturing). Visually oriented students use

strategies such as listing, word grouping, and so on, whereas those with an

auditory preference like work with tapes and practice aloud. Students whose

style includes tolerance for ambiguity use significantly different learning

strategies in some instances from those used by students who are intolerant of

ambiguity.

Table 2.1 . Learning style taxonomy for the L2 classroom.

Learning Style Taxonomy for the Adult L2 Classroom

Type 1: Cognitive Styles Type 2: Sensory Styles Type 3: Personality Styles

Field Dependent – learns best when information is presented in context. They

Perceptual: Visual – learns best when there is visual

Tolerance of Ambiguity: refers to how comfortable a learner is with

25


are often more fluent language learners. Field independent – learns most effectively step-by-step and with sequential instruction. They are often more accurate language learners.

reinforcement such as charts, pictures, graphs, etc. Auditory – learns more effectively by listening to information Tactile – learns more effectively when there is an opportunity to use manipulative resources. Kinesthetic – learns more effectively when there is movement associated with learning

uncertainty; some learners do well in situations where there are several possible answers; others prefer one correct answer

Analytic – works more effectively alone and at his/her own pace. Global – works more effectively in groups

Environmental: Physical – sensitive to learning environment, such as light, temperature, furniture Sociological – sensitive to relationships within the learning environment

Right and Left Hemisphere Dominance Left-brain dominant learners tend to be more visual, analytical, reflective, and self- reliant Right-brain dominant learners tend to be more auditory, global, impulsive, and interactive

Reflective – learns more effectively when they have time to consider new information before responding Impulsive – learns more effectively when they can respond to new information immediately; as language learners, they are risk takers.

The above table clarifies the learning styles of adults Christison (in

Nunan, 2003) provides in learning style taxonomy for the second language

classroom.

3) Adult Learning Strategies

Learning strategies refer to characteristics we want to stimulate in

students to enable them to become more proficient language learners (Christison

in Nunan, 2003).

26


Skehan mentions three useful types of strategies. Social- affective

strategies concern how learners engage in social interactions more effectively,

use their fellow learners and interlocutors to help them solve problems, deal with

affective problems; give themselves encouragement; and deal with anxiety.

Cognitive strategies are concerned with the direct activities that are engaged in to

promote learning. They would include such things as memorization techniques,

inferencing, and so on. They represent what learners actually do to process the

material that needs to be learned, and would correspond to direct learning

strategies. Finally, Skehan elaborates the metacognitive learning strategies, such

as goal setting, planning, monitoring, evaluating, channeling attention, and so on.

Metacognitive strategies are broader in application that the more direct repertoire

of cognitive strategies, and may subsume them. Above all, they are concerned

with two things, reflection and flexibility. Reflection represents the learner

developing some degree of self- awareness in learning, and shows how a given

learner may appreciate his or her strengths and weaknesses. Flexibility arising

from effective metacognitive strategy use organizes and gives purpose to the way

cognitive and social- affective strategies are used, and increases the likelihood of

appropriateness of strategy choice. Skehan continues that rather then engage in

activity for its own sake, the good learner is more able, through metacognitive

awareness, to select strategies appropriate to a particular problem.

Table 2.2. Learning strategies for Adult L2 Adult learners

Learning strategy Definition of strategy Metacognitive strategies Planning Previewing main ideas

Making plans to accomplish a task Playing attention to key information Seeking out and arranging for conditions to promote successful learning

27


Monitoring Self-checking ones comprehension Evaluating Developing the ability to determine how well

one has accomplished the task Cognitive strategies Summarizing Saying or writing the main ideas Induction Figuring out the rules from samples of

language Imagery Being able to visualize a picture and use it to

learn new information Auditory representation Mentally replaying a word, phrase, or piece

of information Making inferences Using information in the text to guess the

meaning Using resources Developing the ability to use reference

materials Grouping Classifying words, terminology, quantities,

or concepts Note-taking Writing down key words and concepts in

verbal, graphic, or numerical form Elaboration of prior knowledge Relating new to known information and

making personal associations Social/Affective strategies Cooperating Learning how to work with colleague –

completing a task, pooling information, solving a problem, and obtaining feedback

Clarifying Learning how to ask questions to get additional explanation or verification from the teacher or someone else who might know the answer

Self-talk Reducing anxiety by talking positively to oneself

Christison as she adopts from Chamot and O’Melly (1994) provides

general learning strategies for second language learners as the table above shows.

3. English For Specific Purposes (ESP)

This section elaborates the development of ESP, ESP categories and

English for Health Officials.

a. The Development of ESP

The concept of English for a special purpose arose in the early 1960s

partly in response to the recognized need for improved communication between

28


the developed and the developing countries of the world (Hutchinson & Waters,

1987).

The first focus of ESP was on the lexis. The idea was that normal ESL

materials would be used but that subject-specific lexical items would be

substituted for more general terms . this was originally labeled “register” for

want of a better term, and it led to a useful analysis of several sub-branches of

science and technology. For science, the grammatical differences from “general

English” were fewer than imagined, but what was clear was that simple lexical

substitution would be insufficient (Master, 1998).

With the shift away from linguistics at the sentence level and an

increasing focus on discourse materials, ESP started to look at “doing science”

rather that just describing it. In other words, the view of language as

communication opened the way for a more global approach to scientific

language, including investigation of the reasoning and conceptual processes

scientists applied. The idea that the described rhetorical and discourse structures

might be true across languages led to a new concept: that second language

learners would learn English by practicing scientific tasks that were already

familiar to them in their native languages.

The focus on the needs of the learner as opposed to the inculcation of

linguistic facts led to a general shift away from teacher-centeredness to learner-

centeredness. ESP practitioners were encouraged to find and use realistic

materials (not invented ones) in trying to best meet the needs of their students

(Hutchinson & Waters, 1987).

29


Johns & Machado (in Celce-Murcia, 2001) specify that ESP is a

movement based on the proposition that all language teaching should be tailored

to the specific learning an language use needs of identified groups of students.

And it is sensitive to the socio cultural context in which these students will be

using English

b. ESP Categories

The main interests of the ESP movement can be categorized in a number

of ways (Johns & Machado in Celce-Murcia, 2001). Based on their current

importance, some of these categories will be highlighted as follows: English for

Occupational Purposes and English for Academic Purposes. The classification of

ESP categories is described in the next figure in the following page.

English for Specific Purposes English for Academic Purposes English for Occupational Purposes English for Professional Purposes Vocational ESL

English for Business and

Economics (Academics)

English for Medical Purposes

(Academics)

English for the Law

(Academics)

English for Science and Technology (Academics)

English for Medical Purposes

Chester VESL

Pre-employment VESL

English for Business Purposes

Workplace VESL

Occupational Specific VESL

Figure 2.2. The classification of ESP categories

30


Considering the figure, English for Health Officials is categorized under

English for Professional Purposes and it is equal with English for Medical

Purposes and English for Business Purposes.

c. English for Health Officials

Peter Strevens as quoted by Johns & Machado in Celce-Murcia (2001)

provides the following overview of ESP and its features. The claims for ESP are

that it is focused on the learners needs and wastes no time; it is relevant to the

learner; it is successful in imparting learning; and it is more cost-effective than

“General English.”.

English for Health Officials is an English program which is held for

health officials. The main objective of the program is to improve the competence

of the health officials in performing and maintaining their international

relationship.

The program deals with the use of English in public health management

area. The suggested material is focused on the needs area of the study. The

activities in the program fit to the real action in the field. The learners are asked

to practice their English in the situation which is designed as similar as the real

situation.

4. Syllabus Design

A syllabus is defined as a document which says what will be learned. The

main function of syllabus is to break down the mass knowledge to be learnt into

manageable units (Hutchinson & Waters, 1987; Richards, 2001; Feez, 2001).

There are numbers of syllabuses approaches, such content or product, skills, and

method or process (see Nunan, 1998; Jordan, 1997; Richards & Rodgers, 2001).

31


Richards (2001) underlines that in choosing a particular syllabus framework of a

course, planners are usually influenced by the factors of (1) knowledge and

belief about the subject area, (2) research and theory, (3) common practice, and

(4) trends.

There are a number of syllabus designs, those are among others:

grammatical syllabus, notional – functional syllabus, content – based syllabus,

task- based syllabus and situational syllabus.

Grammatical syllabus

Nunan (2001) describes that the point of departure for designing a

grammatical syllabus is to select and sequence lists of grammatical items and

then integrate these with lists of vocabulary items. Lists of phonological items

have sometimes been thrown in for good measure. The assumption under lying

this syllabus is that language consists of a finite set of rules which can be

combined in various ways to make meaning. The task for the language learner is

to master each rule in the order presented by the syllabus before moving on to

the next.

Notional- functional syllabus

Nunan (2001) also concerns with notional- functional syllabus in which

he considers notions as the general conceptual meanings such as time, cause and

duration, while functions are the communicative purposes that are achieved

through language such as apologizing, advising, and expressing preferences.

Content- based syllabus

Content- based syllabus presents language indirectly via the content of

other subjects (Nunan, 2001). Learners acquire the target language in the course

32


of doing other things. The approach draws strongly on the experiential view of

learning. That is, that active engagement in communicating in the language is the

most effective means of acquiring it.

Task- based syllabus

Instead of beginning the design process with lists of grammatical,

functional-notional, and other time, the designer of this syllabus type conducts

needs analysis which yields a list of the communicative tasks that the learners for

whom the syllabus is intended will need to carry out (Nunan, 2001).

Situational syllabus

Situational syllabus is centered around context or situation in which the

learner is likely to engage in. Such syllabus lists the situations or contexts in

which the language will be used, and analyses the language needed for those

situations (Jordan, 1997).

a. Competence- based Syllabus Design

The features of Competence – based syllabus design according to Nunan

(in Celce-Murcia 2001) are that it is:

focusing on what learners should be able to do at the end of course of

instruction

is concerned with the attainment of specified standards

criterion – rather than norm-referenced

Pelayanan Profesional Kurikulum, 2004, (Depdiknas, 2003) adds that the

design consists of : (1) competency standards; (2) basic competency; (3)

indicators; (4) teaching materials; (5) learning experience; (6) time allocation; (7)

resource and media; and (8) assessment. Further, Finney (Richards & Renandya,

33


2002) specifies that the design covers the content and the ordering of what to be

taught .

Nunan (Celce-Murcia, 2001) completes the design with the selection,

sequencing, and justification of the content of the curriculum. Content selection

refers to selecting linguistic features such items of grammar, pronunciation,

and vocabulary as well as experiential content such as topics and themes.

b. Needs Analysis

Needs analysis is the starting point for devising syllables, courses,

materials and the kind of teaching and learning that takes place (Jordan, 1997).

Under the umbrella of needs analysis, other approaches have been incorporated.

These include: target-situation analysis, present-situation analysis, deficiency

analysis, strategy analysis, means analysis, and language audit.

Implicit in needs analysis is the requirement for fact-finding or the

collection of data. The starting point is to pose some fundamental questions

which can help us to see the appropriate type of analysis and the data needed.

The fundamental questions are as follows:

- Why is the analysis being taken? The question is to determine the type of

syllabus and content, materials, teaching/ learning; for placement on an

appropriate course; etc)

- Whose needs are to analyzed? (the student’s; the sponsor’s – institution

or country; the specialist department, etc)

- Who performs the analysis? Who decides what the language needs are?

(sponsor; teacher; student; research/ consultant; etc)

34


- What is to be analyzed? (target situation; present situation; deficiencies;

strategies; means; constraints; necessities; lacks; wants; etc)

- How is the analysis to be conducted? (tests; questionnaires; interviews;

documentation; ect)

- When is the analysis to be undertaken? (before the course/ tuition; at the

start of the course; during the course; at the end of the course; etc)

- Where is the course to be held? (in the target country, e.g. UK; in the

student’s own country; in a third country; etc) (Jordan 1997: 22- 23).

1) Approaches to Needs Analysis

a) Target- situation Analysis

The best known framework for target-situation analysis is the rigorous model

devised by Munby (1978). Munby’s approach focuses on the students’ needs at

the end of a language course, and target-level performance. Munby is concerned

with communicative syllabus design, and his procedures are very detailed.

Target-situation analysis obtains some benefits as follows:

o It is seen as the logical starting point for the development of a language

program which is responsive to the learner and learning needs (Finney in

Richards & Renandya, 2002)

o It guides the selection process (Nunan in Celce-Murcia, 2001)

o It provides the syllabus designer with a basis both for content

specification and for the setting of goals and objectives (Nunan in Celce-

Murcia, 2001)

The methods of assessing learner needs in this analysis are as follows:

35


Questionnaires and surveys ; interviews of experts ,students, and stakeholders;

observation; job-shadowing, and analysis; multiple intelligence and learning

style surveys of the learners; modes of working; spoken or written reflection by

the learner-or their supervisors - before, during, or the instruction (Nunan in

Celce-Murcia 2001).

b) Present-situation analysis

Jordan (1997) proposes a present- situation analysis which ascertains the

learners’ state of language development at the beginning of the language course.

The sources of information are: the learners themselves, the teaching

establishment, and the “user institution”, e.g. place of work, sponsoring body,

etc. The methods of collection of data are surveys, questionnaires and interviews.

Information is sought on levels of ability resources and views on language

teaching/ learning. Essentially, the learner is at the centre of the system, which

includes the surrounding society and culture.

c) Deficiency analysis

Hutchinson and Waters (1987) sub- divide target needs into ‘necessities’, ‘lacks’

and ‘wants’. By ‘necessities’ they mean what the learner has to know in order to

function effectively in the target situation (this would involve obtaining

information about the situations in which the language will be used, e.g. lectures,

seminars, etc., and the discourse components and linguistic features commonly

used in them, e.g. functions, structures, vocabulary, etc). ‘Lacks’ represent the

gap between the target proficiency and what the learner knows already. The

necessities that the learner lacks can form the basis of the language syllabus: this

is referred to as deficiency analysis (Jordan, 1997).

36


d) Strategy analysis

Jordan (1997) describes that in the 1980s the focus of needs analysis turned more

towards the methodology employed to implement language programs. According

to him this involved not only methods of teaching, but also methods of learning.

In other words, observing the preferred learning styles and strategies of learners.

Related areas in a strategy analysis are preferences in group size, correction

procedures and methods of assessment.

e) Means analysis

An important strand in the development of needs analysis is the attempt to adapt

language courses to local situation (Jordan, 1997). In other words, ‘means

analysis’ is to accommodate what are frequently seen to be ‘constraints’, e.g.

cultural attitudes, resources, materials, equipment, methods; Also, it involves a

study of the local situation, i.e. the teachers, teaching methods, students,

facilities, etc. to see how a language course may be implemented. ‘Means

analysis’ starts from a positive premise, i.e. what might be achieved with certain,

given factors. It allows sensitivity to situations in any country and discourages

the imposition of alien models ( of teaching, methodology, learning, etc.). The

purpose of the analysis is to prevent alienation caused by imported teaching

methods that may be culturally inappropriate (Jordan, 1997).

f) Language Audit

Language audit are large scale exercises in defining language needs carried out

for companies, regions or countries (Jordan, 1997). They provide data and may

propose training or educational policies to be implemented over a period of time.

37


2) Interview and Questionnaire

a) Interview

Kvale (1996) regards an interview as an interchange of views between

two or more people on a topic of mutual interest, sees the centrality of human

interaction for knowledge production, and emphasizes the social situatedness of

research data. Knowledge itself should be as constructed between participants,

therefore, the interview is not exclusively either subjective or objective, it is

intersubjective. Interviews enable participants to discuss their interpretations of

the world in which they live, and to express how they regard situations from their

own point of view. Hence, the interview is not simply concerned with collecting

data about life: it is part of life itself, its human embeddedness is inescapable.

Cohen et al. (2000) suggests the purposes of the interview as to evaluate

or assess a person in some respect, to select or promote an employee, to effect

therapeutic change, as in the psychiatric interview, to test or develop hypotheses,

to gather data, as in surveys or experimental situations, to sample respondents’

opinions, as in doorstep interview.

Further, Cohen et al. (2000) lays out the strengths and weaknesses of

different types of interview.

Table. 2.3. Strengths and weaknesses of different interview types (Cohen et al., 2000).

Type of Interview Characteristics Strengths Weaknesses 1 Informal

conversational interview

Questions emerge from the immediate context and are asked in the natural course of things; there is no predetermination of question topics or wording.

Increases the salience and relevance of questions; interviews are built on and emerge from observation; the interview can be matched to individuals and circumstances.

Different information collected from different people with different questions. Less systematic and comprehensive if certain questions don’t arise “naturally”. Data

38


organization and analysis can be quite difficult.

2 Interview guide approach

Topics and issues to be covered are specified in advance, in outline form; interviewer decides sequence and working of questions in the course of the interview.

The outline increases the comprehensiveness of the data and makes data collection somewhat systematic for each respondent. Logical gaps in data can be anticipated and closed. Interviews remain fairly conversational and situational.

Important and salient topics may be inadvertently omitted. Interviewer flexibility in sequencing and wording questions can result in substantially different responses, thus reducing the comparability of responses.

3 Standardized open-ended interviews

The exact wording and sequence of questions are determined in advance. All interviews are asked the same basic questions in the same order.

Respondents answer the same questions, thus increasing comparability of responses; data are complete for each person on the topics addressed in the interview. Reduces interviewer effects and bias when several interviewers are used. Permits decision-makers to see and review the instrumentation used in the evaluation. Facilitates organization and analysis of the data.

Little flexibility in relating the interview to particular individuals and circumstances; standardized wording of questions may constrain and limit naturalness and relevance of questions and answers.

4 Closed quantitative interviews

Questions and response categories are determined in advance. Responses are fixed; respondent chooses from among these fixed responses

Data analysis is simple; responses can be directly compared and easily aggregated; many short questions can be asked in a short time.

Respondents must fit their experiences and feelings into the researcher’s categories; may be perceived as impersonal, irrelevant, and mechanistic. Can distort what respondents really mean or experienced by so

39


completely limiting their response choices.

Kvale (1996) sets out seven stages of an interview investigation:

o Thematizing. Formulate the purpose of an investigation and describe the

concept of the topic to be investigated before the interviews start. The

why and what of the investigation should be clarified before the question

of how – method – is posed.

o Designing. Plan the design of the study, taking into account consideration

all stages of the investigation, before the interviewing starts.

o Interviewing. Conduct the interviews based on an interview guide and

with a reflective approach to the knowledge sought and the interpersonal

relation of the interview situation

o Transcribing. Prepare the interview material for analysis, which

commonly includes a transcription from oral speech to written text.

o Analysing. Decide, on the basis of the purpose and topic of the

investigation, and on the nature of the interview material, which methods

of analysis are appropriate for the interviews

o Verifying. Ascertain the generalizability, reliability, and validity of the

interview findings.

o Reporting. Communicate the findings of the study and the methods

applied in a form that lives up to scientific criteria, takes the ethical

aspects of the investigation into consideration, and that results in a

reliable product.

40


b) Questionnaire

Johns and Price-Machado in Celce-Murcia (2001) state that questionnaire

can be given to the students themselves, their employers or supervisors, or the

audiences to whom they will be writing or speaking.

Cohen further presents that concerning operationalizing a questionnaire,

the process is to take a general purpose or set of purpose and turn these into

concrete, researchable fields about which actual data can be gathered. A

questionnaire’s general purposes must be clarified and then translated into a

specific, concrete aim or set of aims. Then, the planning involves the

identification and itemizing of subsidiary topics that relate to its central purpose.

Next, it continues with the identification and itemization of subsidiary topics and

involves formulating specific information requirements relating to each of these

issues.

c. Syllabus Development

The process of syllabus development in language teaching involve

assessing the needs of learners in a language program, developing goals and

objectives, planning a syllabus, selecting teaching approaches and materials, and

deciding on assessment procedures and criteria (Richards & Renandya, 2002).

Syllabus is curriculum in its narrowest sense. Syllabus specifies the

content and the ordering of what is to be taught. The purposes of the program are

to transmit knowledge of the language system to the learners and to ensure that

they master the grammar rules and vocabulary of the language; the content or the

syllabus is a selection and sequencing of individual grammar points and lexis;

41


the teaching procedures and learning experiences will include drilling of

grammatically correct sentences, explanations of theory and memorization of

lists of vocabulary; and assessment is based on the learner’s ability to produce

grammatically accurate language.

42


B. Theoretical Framework

The health officials communicate and maintain their international relation

and communication though some professional functions performed in English.

The professional functions successfully performed in English contribute to the

attainment of their job description in international relationship and

communication.

Nevertheless, weaknesses in performing such international relation and

communication impede the successful attainment of the health officials’ job

description. As far as the research concerns, the weaknesses are mostly related

with those of the language (English). Hence, the necessity to establish a language

course specific to the needs of the health officials is quite urgent.

In relation to successfully perform the professional functions in English,

the health officials need to improve their communicative competence in English

by joining a language course as mentioned above. Following Hymes (Brown et

al., 1996) communicative competence labels the ability to produce situationally

and socially acceptable utterances in a particular language, thus English. This

communicative competence, in Celce-Murcia’s view (Celce-Murcia et al., 1995)

consists of: Discourse competence, Actional competence, Linguistic competence,

Sociocultural/ sociolinguistic competence and Strategic competence. These

elements of communicative competence need to be improved so that the health

officials are able to successfully perform their professional functions in order to

maintain their international relationship and communication.

43


The professional functions performed in English and the communicative

competence will be integrated in a syllabus design which is also specific to the

learners’ (the health officials’) needs. The features of such syllabus design are:

first, focusing on what learners should be able to do at the end of course of

instruction; second, it is concerned with the attainment of specific standards;

theird, it is criterion- rather than norm- referenced. Pelayanan Profesional

Kurikulum, 2004, (Depdiknas, 2003) adds that the design consists of : (1)

competency standards; (2) basic competency; (3) indicators; (4) teaching

materials; (5) learning experience; (6) time allocation; (7) resource and media;

and (8) assessment. Further, Finney (Richards & Renandya, 2002) specifies that

the design covers the content and the ordering of what to be taught .

Prior to designing the syllabus, a need analysis which also addresses the

professional functions and the communicative competence will be conducted.

Under the need analysis, the research will applies target- situation analysis for it

focuses on the learners’ needs at the end of a language course and target level

performance. Hutchinson and Waters (1987) elaborate the framework of such

target situation analysis. The framework includes: why is the language need?(for

study; for work; for training; for combination of these; or for some other

purpose, e.g. status, examination, promotion); how will the language be used?

(medium: speaking, writing, reading, etc; channel: e.g. telephone, face to face;

types of text or discourse: e.g. academic texts, lectures, informal conversations,

technical manuals, catalogues); what will the content areas be? (subjects: e.g.

medicine, biology, architecture, shipping, commerce, engineering; level: e.g.

technician, craftsman, postgraduate, secondary school); who will the learner use

44


the language with? (native speakers or non- native? level of knowledge or

receiver: e.g. expert, layman, student; relationship: e.g. colleague, teacher,

customer, superior, subordinate); where will the language be used? (physical

setting: e.g. office, lecture theatre, hotel, workshop, library; human context: e.g.

alone, meetings, demonstrations, on telephone; linguistic context: e.g. in own

country, abroad); when will the language be used? (concurrently with the ESP

course or subsequently; frequently, seldom, in small amounts, in large chunks).

In addition to the target situation analysis framework, they provide

framework for analyzing learning needs. The framework includes: why are the

learners taking the course? (compulsory or optional; apparent need or not; are

status, money, promotion involved?; what do learners think they will achieve?;

what is their attitude towards the ESP course? Do they want to improve their

English or do they resent the time they have to spend on it?); how do the learners

learn? (what is their learning background? what is their concept of teaching and

learning? what methodology will appeal to them? what sort of techniques are

likely to bore/alienate them?); what resources are available? (number and

professional competence of teachers; attitude of teachers to ESP; teacher’s

knowledge of and attitude to the subject contents; materials; aids; opportunities

for out-of-class activities); who are the learners? (age/sex/nationality; what do

they know already about English? what subject knowledge do they have? what

are their interests? what is their socio-cultural background? what teaching styles

are they used to? what is their attitude to English or to the cultures of the English

speaking world?); where will the ESP course take place? (are the surroundings

pleasant, dull, noisy, cold, etc?); when will the ESP course take place? (time of

45


day; every day/ once a week; full-time/ part time; concurrent with need or pre-

need).

The result of the needs analysis serves as the basis of the syllabus design.

The process of syllabus development in language teaching involve assessing the

needs of learners in a language program, developing goals and objectives,

planning a syllabus, selecting teaching approaches and materials, and deciding

on assessment procedures and criteria (Richards & Renandya, 2002).

46


CHAPTER III

METHODOLOGY

The research problems emphasize the need to investigate the professional

functions and the required communicative competences of English in the health

officials’ international relation and communication. Chapter I has outlain this

research, and Chapter II has provided the theoretical foundation of the research.

This chapter discusses the research design and the methodology of the research

employed to address the research problems. The technological by-product of

this research is a syllabus design incorporating the professional functions and

the required communicative competences of the language. Data were collected

by means of interview and questionnaire. Besides elaborating the research

method, this chapter will also outlay the nature of the research data, the data

setting and sources, the data gathering instrument, the data collection and

analysis as well as the data triangulation.

A. Methods

The research was descriptive-qualitative because considering the research

questions and objectives, the research aimed at obtaining qualitative data. Based

on the need analysis conducted, the researcher described the professional

functions the health officials performed in their international relation and

communication as well as the communicative competence which needed to be

improved in order to perform them well. The identified professional functions


and communicative competence were then analyzed and used to develop a

syllabus design of English program for the health officials. The data analysis

done in this research was not statistical analysis but inductive interpretation

based on related theories and the results of interview and questionnaire. The

quantitative data in this research were limited to the data from the questionnaire

analysis.

This research concerned about the professional functions the health

officials performed in their international relation and communication as well as

the communicative competence which needed to be improved in order to

perform them well. The identified professional functions and communicative

competence would serve as the basis in designing the syllabus.

In designing the syllabus, the researcher chose the competence-based

syllabus and employed some important considerations in the design of an ESP

syllabus (see Chapter II). For steps in developing the syllabus, the researcher

followed Richards & Renandya (2002) with respect to the steps’ simplicity and

practicability (see Chapter II).

B. Nature of Data

The nature of the research data of the research question 1 & 2 was

qualitative data. The data were descriptive because the obtained data described

the professional functions performed in English by these health officials in their

international relationship and communication, as well as the required

competences of the language to perform the professional functions successfully.

48


The data were investigated and generated from the participants’ answers on the

questionnaires and interviews.

The nature of the research data of the research question 3 was also

descriptive. So were the data because then after the data of research question 1 &

2 were obtained, the data were interpreted and integrated to compile a syllabus

design which integrates the professional functions and the required

communicative competence.

C. Data Setting and Sources

The research was carried out at Daerah Istimewa Yogyakarta Provincial

Health Office/ PHO in March – September 2006. In accordance to the result of

the preliminary interview with the PHO leader during the research preparation,

the office was selected because there had been some needs/ necessities of the

officials to improve their communicative competences. Besides, the researcher

has been working at the office for quite some time so she knew well the officials’

competences in performing the language.

The sources of the data (the research participants) were structural

officials occupying the position of division leaders and their core staff. The

number of the research participants was 30 officials.

D. Data Gathering Instrument

The research employed two instruments in gathering the data, namely:

interview and questionnaire. Some necessary information obtained from the

49


interview was intended to improve the questionnaire, therefore the interview was

carried out prior to the distribution of questionnaire.

1. Interview

Cohen (2000) states that interviews enable participants (either the

interviewers or interviewees) to discuss interpretations of their ideas, and to

express how they regard situations from their own points of view. In this respect,

they were adopted because they might reveal unpredicted needs as they

functioned to sample the respondents’ opinions in learning English (Cohen,

2000).

Some necessary preparation had been completed before the interview was

conducted. The preparation was related to the seven stages of an interview

investigation set out by Kvale (1996) which covers thematizing and designing

the interview. The next stages were related to data collection and analysis, i.e.

interviewing and transcribing. The result of these first four stages is elaborated as

follows.

Thematizing

The main purposes of the interview investigation were to investigate

professional functions performed by the health officials in their international

relation and communication and the required communicative competences. Other

purposes of the interview investigation were to gather necessary information for

the basis of the research background and other supporting data for the design of

the syllabus afterward. The following blueprint had been set out on the bases of

the purposes.

50


Table 3.1. Interview Blueprint

Theme Construct Question. No.

Information for completing the research background

Eliciting information from the health officials for completing the research background

1, 2, 3

Information concerning the health officials’ official activities

Eliciting information from the health officials concerning their official activities

4, 5, 13

Information concerning the background for learning the language

Eliciting information from the health officials concerning the background for learning the language

9, 10, 14, 15

Information concerning the health officials’ strength and weakness in the communicative competences

Eliciting information from the health officials concerning their strength and weakness in the language and communicative competences

6, 7, 8

Information concerning the preferred material & approach in learning the language

Eliciting information from the health officials concerning the preferred material & approach in learning the language

11, 12

Designing

Designing the interview was carried out after the purposes were

established. The design of the interview was based on the above blueprint which

had been set out on the bases of the purposes. The interview would be conducted

in English. The complete design of the interview is attached in Appendix 1.

2. Questionnaire

Another instrument was questionnaire. The questionnaire employed in

this research was semi- structured. It was semi- structured because it contained

of choices and open questions.

Some necessary preparation had been completed before the questionnaire

was distributed. The preparation was related to the stages of a questionnaire

investigation set out by Cohen (2000) which covers first, setting the purposes of

51


the questionnaire; second, identifying and itemizing topics related to the central

purpose; third, formulating specific information related to the issues; and fourth,

formulating the questions. The result of these stages is elaborated as follows.

1. Setting the purposes of the questionnaire

The main purposes of the questionnaire distribution were to investigate

official activities performed by the health officials in their international

relationship and communication and the required communicative competences.

Other purposes of the questionnaire distribution were to gather necessary

information for the basis of the research background and other supporting data

for the design of the syllabus afterward.

2. Identifying and itemizing topics related to the central purpose

Some topics of the questionnaire were identified as follows. First topic

concerned with the health officials’ personal and official background. Second

topic concerned with the learning English background of the health officials.

Third topic concerned with the English input knowledge and capability of the

health officials. Fourth topic concerned with the health officials’ official

activities in which English is required along with the frequency of performing

the activity. Fifth topic concerned with the required communicative competences

of the language in performing the official activity successfully. Sixth topic

concerned with the health officials’ learning styles and strategies. And last topic

concerned with necessary information for compiling the most appropriate

syllabus design.

52


3. Formulating specific information related to the topics

Specific information related to the topics was presented in the following

table. Table 3.2. Topics and Related Specific Information

No Topic Specific Information 1. Health official’s personal and official

background Name, age, educational degree, last position

2. Health official’s learning English background

English courses, English proficiency test, motivation to learn English

3. Health official’s input knowledge and capability of English

English areas

4. Health official’s official activities in which English is required along with the frequency of performing the activity

Official activities requiring English (present and future)

5. Health official’s learning styles and strategies

Learning/teaching styles & strategies

6. Necessary information for compiling the most appropriate syllabus design

Formal/informal English, learning duration, place/venue

4. Formulating the questions

The questions in the questionnaire were in Indonesian and the number of

the questions addressed was presented in the following table.

Table 3.3. List of Questionnaire Questions

Construct Question. No. Eliciting information concerning the research participant’s personal and official background

1, 2, 3, 4

Eliciting information concerning the research participant’s learning English background

5, 6, 7

Eliciting information concerning the research participant’s input knowledge and capability of English

8, 9

Eliciting information concerning the research participant’s official activities in which English is required along with the frequency of performing the activity

10, 11, 12

Eliciting necessary information for compiling the most appropriate syllabus design

13, 14, 15, 16

The complete formulation of the questionnaire is attached in Appendix 3.

53


E. Data Collection

The data were collected in March – September 2006 at Yogyakarta

Provincial Health Office/ PHO (Dinas Kesehatan Provinsi D.I. Yogyakarta).

The data collection employed interview and questionnaire. This was in

accordance to Bassey (1999) who mentioned that there are three fundamental

types of data collection method: “asking questions (and listening intently to the

answers), observing events (and noting carefully what happens) and reading

documents. The researcher wanted to find out what the official activities

performed by the health officials in their international relationship and

communication are, and what the required competences of the language are.

F. Data Analysis

Following Kvale (1996) who suggested interviewing and transcribing

after designing the interview, after the interview was completed, the recorded

interview was transcribed in written. The data obtained from the interview were

qualitative data based on the verbal answers provided by the health officials.

These qualitative data were then narrated to serve as the bases of research result

later. Data obtained from the questionnaire were summarized in tables and would

also be used as the bases of the research result.

G. Data Triangulation

To triangulate the data obtained from the interview with the five division

leaders and the questionnaire, the researcher conducted post-interviews with the

54


leader of Provincial Health Office, one leader of a district health office, one

outstanding lecturer in a health polytechnic, and one leader in a health

management service center. The type of the interview was informal and

conversational with regard to the availability of the interviewees’ time.

55


CHAPTER IV

RESEARCH RESULT

This research aims at investigating the professional functions and the

required communicative competences of English in the research participants’

international relation and designing a syllabus integrating the official activities

and the required communicative competences as the technological-by product of

the research. Chapter I and II have provided the research background and the

theoretical foundation of the research. Chapter III has elaborated the research

design and the methodology of the research employed in order to address the

research problems. This chapter presents the results of the research instruments

in gathering data as well as analyzes the data in order to answer the research

problems.

The research instruments in gathering data were interview and

questionnaire. The interview and the questionnaire distribution were conducted

in March – September 2006 at Yogyakarta Provincial Health Office/ PHO (Dinas

Kesehatan Provinsi Daerah Istimewa Yogyakarta). The research participants

were 5 chairpersons of the office’s divisions who, according to the information

provided by the PHO chairman, deal most with the international institutions and

therefore, performed their jobs mostly in English. The five interview participants

were Bu Diana, Bu Maria, Bu Yasmin, Bu Anita, and Pak Kresno.

Some necessary preparation had been completed before the interview and

the questionnaire were distributed. The preparation was related to the seven


stages of an interview investigation set out by Kvale (1996) which covers

thematizing and designing the interview. Next stages were interviewing and

transcribing. The result of the interview preparation stages has been elaborated

in Chapter III.

The questionnaire was distributed after the interview was done. Some

information obtained from the interview was applied in improving the

questionnaire items. The questionnaire was distributed in June – September

2006 at Yogyakarta Provincial Health Office/ PHO. The research participants in

this questionnaire investigation were 30 staffs, five of them have also

participated in the interview investigation.

Some necessary preparation had been completed before the questionnaire

was distributed. The preparation was related to the stages of a questionnaire

investigation set out by Cohen (2000) which covers first, setting the purposes of

the questionnaire; second, identifying and itemizing topics related to the central

purpose; third, formulating specific information related to the issues; and fourth,

formulating the questions. The result of the questionnaire preparation stages has

been elaborated in Chapter III.

A. Result of Professional Function Identification

This subchapter outlays the identification result of the professional

functions mostly performed in English . The data on the professional functions

were obtained by means of interview investigation and questionnaire

distribution. The complete results of the interview and questionnaire were

attached in Appendix 2 and Appendix 4. The following elaboration is the

integrated result of the interview investigation and questionnaire distribution.

57


The professional functions were addressed implicitly in the interview and

explicitly in the questionnaire item no. 11. Originally, based on the preliminary

interview with the PHO leader, the questionnaire provided seven professional

functions which the research participants performed in English. Those were:

Guest reception, Seminar presentation, International negotiation, International

correspondence, Program proposal, Program/activity reporting, and Official

travel. However, after the interview was conducted, there were five

professional functions added by Bu Diana, one of the interview participants. The

newly-added five professional functions were: Information seeking, Fund

raising, Translating, Interpreting, and fellowship/ short course/ comparative

study/ benchmarking. And the other four interview participants agreed with

these newly-added four official activities.

The questionnaire items no. 10, 11, and 12 asked about the professional

functions and the activities done under such function. And the post- interview

result as the tool to validate the obtained data supported the findings. Hence, the

health officials performed these professional functions in their international

relation and communication by applying functions of the language. As specified

in the questionnaire items, the professional functions performed were then

divided into several official activities and the functions of language. The

functions of the language were the researcher’s own logical interpretation based

on the research findings. The functions of the language were derived from the

research participants’ answers in the interview and questionnaire. Besides, the

post- interview result as the tool to validate the obtained data supported the

58


findings. The following is the summarized result of each professional function

which was arranged according to frequency of performing it in English .

1. Guest reception

The questionnaire item no. 10 asked about the frequency of performing

the professional functions in English. The answer composition in guest reception

function was as follows:

rarely occasionally usually mostly always number

of participant

6

5

5

13

1

The health officials often received foreign guests and they coordinated

the jobs dealing with the international guests. When they received international

guests, they performed some language functions. The language functions

identified were:

Table 4.1. Guest Reception

Professional Function Official Activity Interpretation of Possible Language Function

Guest reception - Receiving international

colleagues

- Preparing meetings and

or seminars attended by

the international

colleagues

- Coordinating meetings

and or seminars attended

by the international

colleagues

◦ greeting,

◦ introducing someone and

ourselves,

◦ answering an introduction,

◦ asking how someone is,

◦ saying how you are,

◦ asking for information,

◦ saying you do not know,

◦ asking if something is

correct,

◦ saying something is correct,

and

◦ saying something is not

correct.

59


2. International negotiation


the professional functions in English. The answer composition in international

negotiation function was as follows:


of participant

7

6

4

12

1

The health officials often negotiated their international programs with

their international/ foreign colleagues. The negotiation usually concerned with

the execution of certain program. Some language functions identified in this

international negotiation were as follows:

Table 4.2. International Negotiation


Foreign negotiation

- Preparing the budget

of the program

- Proposing the budget

of the program

- Negotiating the

program, usually

concerned with the

budgeting

◦ asking for information, ◦ saying you know about something, ◦ reminding, ◦ asking if something is correct, ◦ saying something is correct, ◦ asking if someone is sure about something, ◦ saying you are sure, ◦ saying what you think is possible or probable, ◦ saying you are not sure, ◦ saying what you think is improbable or impossible, ◦ talking about what might happen, ◦ saying you are curious, ◦ saying what you hope will happen, ◦ saying what you want, ◦ saying you are looking forward to something, ◦ saying you are optimistic/ pessimistic,

60



◦ saying you are worried or afraid, ◦ saying you are excited, ◦ asking about preference, ◦ saying what you prefer, ◦ asking if someone approves, ◦ saying you approve, ◦ comparing, ◦ saying something is not important, ◦ asking for someone’s opinion, ◦ giving your opinion, ◦ trying to change someone’s opinion, ◦ asking if someone is interested, ◦ saying you are interested, ◦ giving reasons, ◦ asking if someone agrees, ◦ agreeing, ◦ disagreeing, ◦ saying you wrong and someone else is right, ◦ saying you have reached agreement, ◦ saying you intend to do something, ◦ asking if someone is able to do something, ◦ saying you are able to do something, ◦ asking for advice, ◦ suggesting, ◦ requesting, ◦ encouraging, ◦ persuading, ◦ complaining, ◦ saying you are willing to do something, ◦ saying you are willing to do something under certain conditions, ◦ saying you are unwilling to do something, ◦ refusing to do something, ◦ starting a conversation, ◦ greeting, and ◦ ending a conversation.

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3. Program/activity reporting


the professional functions in English. The answer composition in

program/activity reporting function was as follows:


of participant

8

8

2

12 -

After certain program/ activity had been completed, the health officials as

the responsible officers reported the completed program/ activity to the

international colleagues who had provided the fund for the program/ activity.

The report was presented in written, but the international colleagues often asked

the report to be presented in a meeting. The following table describes the official

and sub- official activities and the functions of language when the report was

presented in a meeting.

Table 4.3. Program/ Activity Reporting


Program/ activity reporting

- Preparing the report

- Consulting the report to

competent parties

- Reviewing the report

- Revising the report

- Presenting the report

- Submitting the report

◦ saying you know about something, ◦ saying something is correct/ not correct, ◦ saying you are sure, ◦ saying what you think is possible or probable, ◦ saying what you think is improbable or impossible, ◦ talking about what might happen, ◦ saying what you hope will happen, ◦ saying what you want, ◦ saying you are looking forward to something, ◦ saying you are optimistic/ pessimistic,

62



◦ saying you are worried or afraid, ◦ saying you are excited, ◦ reassuring someone, ◦ expressing likes, ◦ saying what you prefer, ◦ saying you approve/ do not approve, ◦ giving your opinion, ◦ trying to change someone’s opinion, ◦ asking if someone is interested, ◦ saying you are interested, ◦ giving reasons, ◦ asking if someone agrees, ◦ agreeing and disagreeing, ◦ saying you have reached agreement, ◦ saying you intend to do something, ◦ saying you are able to do something, ◦ saying someone needs to do something, ◦ asking for advice, ◦ saying you are willing to do something, ◦ saying you are willing to do something under certain conditions, ◦ greeting, ◦ thanking, ◦ complementing, ◦ ending a conversation, ◦ asking someone to say something again, ◦ checking that you have understood, ◦ checking that someone has understood you, ◦ saying something again, ◦ saying something in another way, ◦ giving an example, and ◦ showing you are listening.

63


4. International correspondence


the professional functions in English. The answer composition in international

correspondence function was as follows:


of participant

7

4

6

11

2

To maintain the relation as well as communication with the international

colleagues, the health officials made correspondence with them. The

correspondence was mostly via e. mail., and sometimes via fax or letters. The

following table describes the official and sub- official activities and the functions

of language when the international correspondence was performed.

Table 4.4. International Correspondence


International correspondence

- opening and closing the correspondence

- clarifying topics in the correspondence

- asking and answering things related to the correspondence

- greeting - asking information - clarifying information - closing

5. Seminar participation


the professional functions in English. The answer composition in seminar

participation function was as follows:


of participant

3

12

5

10 -

64


The health officials coordinated some programs which were funded by

international donor agencies. The programs were especially related to the

aftermath recovery and reconstruction. The health officials often presented their

programs or the result of their programs in English. When they conducted their

seminars, they applied some language functions. The identified language

functions in this professional function were as follows:

Table 4.5. Seminar Participation


Seminar presentation - Preparing the program

- Presenting the program

- Coordinating the

program

- Revising the program

report

◦ greeting, ◦ giving information, ◦ asking for information, ◦ asking if someone knows about something, ◦ saying you know about something, ◦ asking if something is correct, ◦ saying something is correct, ◦ saying something is not correct, ◦ correcting someone, ◦ asking if someone is sure about something, ◦ saying you are sure, ◦ saying what you think is possible or probable, ◦ saying what you think is improbable or impossible, ◦ saying what you want, ◦ saying you are looking forward to something, ◦ saying you are optimistic/ pessimistic ◦ asking about preference, ◦ asking if someone approves, ◦ saying you approve, ◦ asking for someone’s opinion, ◦ giving your opinion, ◦ saying you have no opinion, ◦ asking if someone is interested, ◦ saying you are interested,

65


◦ giving reasons, ◦ asking if someone agrees, ◦ agreeing, disagreeing, ◦ saying you partly agree, ◦ saying you are wrong and someone else is right, ◦ saying you have reached agreement, ◦ ending the seminar, and ◦ saying goodbye

6. Program proposal


the professional functions in English. The answer composition in program

proposal function was as follows:


of participant

10

6

4

10 -

In this professional functions the health officials proposed their

programs which were intended to get fund from the international donor agencies.

The program proposal was presented in written and in a seminar afterwards.

There was hardly any language functions performed in written program proposal,

but it would be some rhetorical ones. The health officials would perform some

language functions when they presented the program proposal a seminar

attended by the international donor agencies. The following table describes the

official and sub- official activities as well as the language functions performed

Table 4.6. Program Proposal


Program Proposal

- Preparing the proposal

◦ saying you know about something, ◦ saying something is correct, ◦

66



- Consulting the proposal

to competent

stakeholders

- Revising the proposal

- Presenting the proposal

- Submitting the proposal

saying you are sure, ◦ saying what you think is possible or probable, ◦ saying what you think is improbable or impossible, ◦ talking about what might happen, ◦ saying what you hope will happen, ◦ saying what you want, ◦ saying you are looking forward to something, ◦ saying you are optimistic/ pessimistic, ◦ saying you are worried or afraid, ◦ saying you are excited, ◦ reassuring someone, ◦ expressing likes, ◦ saying what you prefer, ◦ saying you approve, ◦ giving your opinion, ◦ trying to change someone’s opinion, ◦ asking if someone is interested, ◦ saying you are interested, ◦ giving reasons, ◦ asking if someone agrees, ◦ agreeing, ◦ disagreeing, ◦ saying you have reached, ◦ agreement, ◦ saying you intend to do something, ◦ saying you are able to do something, ◦ saying someone needs to do something, ◦ asking for advice, ◦ suggesting, ◦ requesting, ◦ encouraging, ◦ persuading, ◦ saying you are willing to do something, ◦ saying you are willing to do something under certain conditions, ◦ starting a conversation,

67



◦ greeting, and ◦ ending a conversation.

7. Fund raising


the professional functions in English. The answer composition in fund raising



of participant

9

4

7

10

1

It is not probable to depend on the central government to fund all

programs that the PHO carries out. Especially during the aftermath recovery and

reconstruction phases, the health officials are obliged to design their own

relevant programs as well as the program funding. Consequently, the health

officials need to expand their networking and develop it not only at national level

but also international one. The following table describes the official and sub-

official activities and the functions of language when the health officials perform

fund raising activity.

Table 4.7. Fund Raising


Fund raising

- Preparing the program

- Proposing the program

to international donors

- Negotiating with the

◦ asking for information, ◦ asking if someone knows about something, ◦ saying you know about something, ◦ asking if something is correct, ◦ saying something is correct/ not correct,

68



donors

- Finalizing the program

- Executing the program

- Presenting the program

result

◦ saying you are sure / not sure, ◦ saying what you think is possible or probable, ◦ saying what you think is improbable or impossible, ◦ talking about what might happen, ◦ saying you are curious, ◦ saying what you hope will happen, ◦ saying what you want, ◦ saying you are looking forward to something, ◦ saying you are optimistic/ pessimistic, ◦ saying you are excited, ◦ saying what you prefer, ◦ asking if someone approves, ◦ saying you approve/ do not approve, ◦ asking for someone’s opinion, ◦ giving your opinion, ◦ trying to change someone’s opinion, ◦ asking if someone is interested, ◦ saying you are interested, ◦ giving reasons, ◦ asking if someone agrees, ◦ agreeing, ◦ disagreeing, ◦ saying you have reached agreement, ◦ saying what you think you ought to do, ◦ asking if someone is able to do something, ◦ saying you are able to do something, ◦ asking for advice, ◦ suggesting, ◦ requesting, ◦ persuading, ◦ introducing yourself, ◦ introducing someone,

69



◦ greeting, ◦ thanking, ◦ responding to thanks, ◦ ending a conversation, ◦ saying goodbye, ◦ asking someone to say something again, ◦ checking that you have understood, ◦ checking that someone has understood you, ◦ saying something again, ◦ saying something in another way, ◦ giving an example, and ◦ showing you are listening.

8. Official travel


the professional functions in English. The answer composition in official travel



of participant

8

6

7

9 -

The health officials often do official travel to other provinces and even to

other countries. The main purpose of the official travel is usually dealt with the

coordination of the health officials’ works. When the health officials travel to

other countries, they need English in preparing their visa. And of course, the

language of the communication in other countries is English. The following table

describes the official and sub- official activities and the functions of language

70


when the health officials do official travel to other provinces and to other

countries.

Table 4.8. Official Travel


Official travel

- Preparing visas and

other administrative

requirements (at the

central office and/or

embassy)

- Communication

during the travel (on

the flight, etc)

◦ asking for information, ◦ saying you do not know, ◦ asking if something is correct, saying something is correct, ◦ asking if someone is sure about something, ◦ saying you are sure/ not sure, ◦ saying what you want, ◦ saying you are worried or afraid, ◦ saying you are pleased/ displeased, ◦ saying you are relieved, ◦ saying you are disappointed, ◦ saying you are excited, ◦ saying you are bored, ◦ asking about likes, ◦ expressing likes and dislikes, ◦ asking about preference, ◦ saying what you prefer, ◦ asking for someone’s opinion, ◦ giving your opinion, ◦ asking if someone is interested, ◦ saying you are interested, ◦ saying you are not interested, ◦ giving reasons, ◦ asking if someone agrees, ◦ agreeing, ◦ disagreeing, ◦ saying you have reached agreement, ◦ offering to do something for someone, ◦ accepting an offer of help, ◦ refusing an offer of help, ◦ asking if someone is able

71



to do something, ◦ saying you are able to do/ not to do something, ◦ asking for permission, ◦ asking for advice, ◦ suggesting, ◦ requesting, ◦ complaining, ◦ refusing to do something, ◦ starting a conversation, ◦ introducing yourself, ◦ greeting, ◦ offering something, ◦ accepting / declining an offer of something, ◦ giving something to someone, ◦ thanking, ◦ responding to thanks, ◦ complementing, ◦ ending a conversation, ◦ saying goodbye, ◦ asking someone to say something again, ◦ checking that you have understood, ◦ checking that someone has understood you, ◦ saying something again, ◦ saying something in another way, ◦ giving an example, ◦ showing you are listening, and ◦ changing the subject.

9. Information seeking


the professional functions in English. The answer composition in information

seeking function was as follows:


of participant

3

12

7

8 -

72


To facilitate their works and expand their knowledge, the health officials

need to seek for more information. They seek the information mostly via internet

and references. Often, the related references from which they seek the

information are only available in English. Likewise, the websites from which

they browse the information are only available in English.

10. Interpreting


the professional functions in English. The answer composition in interpreting



of participant

8

4

1

5

12

During the aftermath emergency response and recovery phases, there

were international NGOs which based their office at PHO and not all of them

employed their own interpreter. Likewise, not all of the PHO staffs understood

and used English properly, even the PHO strategic staffs such as those

participated in the interview investigation. Consequently, in maintaining the

official relationship and communication with these international NGOs , the

PHO staffs who were able to understand and use English acted as the interpreters

of the PHO. The following table describes the official and sub- official activities

and the functions of language when the health officials perform the interpreting

activity.

Table 4.9. Interpreting


Interpreting - Preparing necessary ◦ asking someone to say

73



document for the

meeting/ seminar

- Coordinating the

meeting/ seminar

something again, ◦ checking that you have understood, ◦ checking that someone has understood you, ◦ saying something again, ◦ saying something in another way, ◦ giving an example, ◦ taking up a point, and ◦ summing up

11. Fellowship/ Short course/ comparative study/ benchmarking


the professional functions in English. The answer composition in fellowship/

Short course/ comparative study/ benchmarking function was as follows:


of participant

10

3

5

5

7

Similar to the official travel, the PHO staffs conducted this official

activity to other provinces and even to other countries. As the term of this

official activity indicated, the main purpose was to expand the PHO staffs

knowledge and ability in their workplace. The following table describes the

official and sub- official activities and the functions of language when the health

officials join fellowship/ short course/ comparative study/ benchmarking.

Table 4.10. Fellowship/ Short course/ comparative study/ benchmarking


Fellowship/ Short course/ comparative study/ benchmarking

- Preparing visa

- Communication during

◦ asking for information, ◦ asking if someone knows about something, ◦ saying you know/ do not

74



the travel

- Communication during

the fellowship/ short

course/ comparative

study/ benchmarking

- Daily communication

during the fellowship/

short course/

comparative study/

benchmarking

- Preparing the activity

report

- Presenting the activity

report

know about something, ◦ asking if something is correct/ not correct, ◦ asking if someone is sure about something, ◦ saying you are sure, ◦ saying what you think is possible or probable, ◦ saying what you think is improbable or impossible, ◦ saying you are curious, ◦ saying you are optimistic, ◦ saying you are excited, ◦ asking about likes, ◦ expressing likes and dislikes, , ◦ asking about preference, ◦ saying what you prefer, ◦ asking if someone approves, ◦ saying you approve, ◦ asking for someone’s opinion, ◦ giving your opinion, asking if someone is interested, ◦ saying you are interested, ◦ giving reasons, ◦ asking if someone agrees, ◦ agreeing, ◦ disagreeing, ◦ offering to do something for someone, ◦ accepting/ refusing an offer of help, ◦ saying what you think you ought to do, ◦ asking if someone is able to do something, ◦ saying you are able to do something, ◦ asking for permission, ◦ asking for advice, ◦ suggesting, ◦ requesting, ◦ encouraging, ◦ persuading,

75



◦ complaining, ◦ saying you are willing to do something, ◦ saying you are willing to do something under certain conditions, ◦ starting a conversation, ◦ introducing yourself, ◦ introducing someone, ◦ greeting, ◦ giving someone your general good wishes, ◦ thanking, ◦ complementing, ◦ ending a conversation, saying goodbye, ◦ asking someone to say something again, ◦ checking that you have understood, ◦ checking that someone has understood you, ◦ saying something again, ◦ saying something in another way, ◦ giving an example, ◦ showing you are listening, and ◦ changing the subject

12. Translating


the professional functions in English. The answer composition in translating



of participant

7

3

2

4

14

Since there were quite a number of programs funded by foreign donor

agencies, the PHO staffs were required to report their programs bilingually. And

76


during the aftermath emergency response and recovery phases, there were

international NGOs which based their office at PHO and not all of them

employed their own translator. Consequently, in maintaining the official

relationship and communication with these international NGOs , the PHO staff

helped them in translating necessary documents into English. Likewise, the PHO

staffs needed to translate some NGO documents into Indonesian because not all

of the PHO staff understood English

B. Result of Communicative Competence Identification This subchapter outlays the result of communicative competence

identification. The data on communicative competence were obtained by means

of interview investigation and questionnaire distribution. The questionnaire items

no. 8 and 9 implicitly investigated the weaknesses of the research participants in

performing the communicative competence. The following elaboration is the

integrated result of interview investigation and questionnaire distribution.

1. Guest reception

After the data on communicative competence were obtained by means of

the interview and the questionnaire, the data, then, showed that the competence

standards in guest reception function were able to receive the international

colleagues, to prepare meetings and or seminars attended by the international

colleagues, and to coordinate meetings and or seminars attended by the

international colleagues. The following elaboration showed the competences and

the indicators in such professional function.

Table 4.11. Communicative Competence in Guest Reception

77


Competence Indicator

1. Discourse competence

Appropriately apply the references and lexical chains in dealing with guest reception

Appropriately apply the devices of situational context required in dealing with guest reception

Appropriately apply the language tenses and aspects required in dealing with guest reception

Appropriately apply the genre/ generic structure of texts required in dealing with guest reception

Appropriately apply the conversation structure required in dealing with guest reception

2. Actional competence Appropriately apply the functions of language in receiving international colleagues

Appropriately apply the functions of language in preparing and coordinating meetings and or seminars attended by the international colleagues

3. Linguistic competence Appropriately apply the grammar of the

language in relation to guest reception Appropriately apply the vocabulary in relation to guest reception

Appropriately pronounce the language in relation to guest reception

4. Sociocultural competence Appropriately communicate messages

in relation to guest reception by considering the social and contextual factors, style and appropriateness factors, cultural factors, and non- verbal communication factors.

5. Strategic competence Appropriately apply various strategic communication skills in relation to guest reception




standards in international negotiation function were able to communicate the

78


budget preparation of the program, to propose the budget of the program and to

negotiate the program budget. The following elaboration showed the

competences and the indicators in such professional function.

Table 4.12. Communicative Competence in International Negotiation


1. Discourse competence Appropriately apply the references and lexical chains in international negotiation

Appropriately apply the devices of situational context required in international negotiation

Appropriately apply the language tenses and aspects in international negotiation

Appropriately apply the genre/ generic structure of texts required in international negotiation

Appropriately apply the conversation structure required in international negotiation

2. Actional competence Appropriately apply the functions of language in international negotiation

3. Linguistic competence Appropriately apply the grammar of the language in relation to international negotiation

Appropriately apply the vocabulary in relation to international negotiation

Appropriately pronounce the language in relation to international negotiation


in relation to international negotiation by considering the social and contextual factors, style and appropriateness factors, cultural factors, and non- verbal communication factors.

5. Strategic competence Appropriately apply various strategic communication skills in relation to international negotiation

79


3. Program/ activity reporting



standards in program/activity reporting was able to communicate the report

preparation, to consult the report to the competent parties, to review the report, to

revise the report, to present the report, and to submit the report. The following

elaboration showed the competences and the indicators in such professional

function.

Table 4.13. Communicative Competence in Program/ Activity Reporting


1. Discourse competence Appropriately apply the references and the lexical chains in program/activity reporting

Appropriately apply the devices of situational context required in program/activity reporting

Appropriately apply the language tenses and aspects in program/activity reporting

Appropriately apply the genre/ generic structure of texts required in program/activity reporting

Appropriately apply the conversation structure required in program/activity reporting

2. Actional competence Appropriately apply the functions of language in program/activity reporting

3. Linguistic competence Appropriately apply the grammar of the language in relation to program/activity reporting

Appropriately apply the vocabulary in relation to program/activity reporting

Appropriately apply the spelling and pronunciation of the language in relation to program/activity reporting

4. Sociocultural competence Appropriately communicate messages in relation to program/activity reporting by considering the social and contextual factors, style and appropriateness factors, cultural factors,

80



and non- verbal communication factors. 5. Strategic competence Appropriately apply various strategic

communication skills in relation to program/activity reporting




standards in international negotiation activity were able to open and close the

correspondence, to ask and answer things related to the correspondence function,

to clarify and to confirm topics in the correspondence. The following elaboration

showed the competences and the indicators in such professional function.

Table 4.14. Communicative Competence in International Correspondence


1. Discourse competence Appropriately apply the references and the lexical chains in international correspondence

Appropriately apply the devices of situational context required in international correspondence

Appropriately apply the language tenses and aspects in international correspondence

Appropriately apply the genre/ generic structure of texts required in international correspondence

2. Actional competence Appropriately apply the functions of language in international correspondence

3. Linguistic competence Appropriately apply the grammar of the language in relation to international correspondence

Appropriately apply the vocabulary in relation to international correspondence

Appropriately apply the language in relation to international correspondence

81



4. Sociocultural competence Appropriately communicate messages in relation to international correspondence by considering the social and contextual factors, style and appropriateness factors, cultural factors, and non- verbal communication factors.

5. Strategic competence Appropriately apply various strategic

communication skills in relation to international correspondence

5. Seminar participation



standards in seminar participation function were able to communicate the

preparation of the seminar, to present the seminar, to coordinate the seminar and

to report the seminar. The following elaboration showed the competences and

the indicators in such professional function.

Table 4.15. Communicative Competence in Seminar Presentation


1. Discourse competence

Appropriately apply the references and lexical chains in seminar participation

Appropriately apply the devices of situational context required in seminar participation

Appropriately apply the language tenses and aspects required in seminar participation

Appropriately apply the genre/ generic structure of texts required in seminar participation

Appropriately apply the conversation structure required in seminar participation

2. Actional competence Appropriately apply the functions of language in seminars attended by the international colleagues

82



3. Linguistic competence Appropriately apply the grammar of the

language in relation to seminar presentation

Appropriately apply the vocabulary in relation to seminar presentation

Appropriately pronounce the language in relation to seminar presentation


in relation to seminar presentation by considering the social and contextual factors, style and appropriateness factors, cultural factors, and non- verbal communication factors.

5. Strategic competence Appropriately apply various strategic communication skills in relation to seminar presentation

6. Program proposal



standards in program proposal activity were able to communicate the preparation

of the proposal, to consult the proposal to competent stakeholders, to revise the

proposal, to present the proposal and to submit the proposal. The following


function.

Table 4.16. Communicative Competence in Program Proposal


1. Discourse competence Appropriately apply the references and lexical chains in program proposal

Appropriately apply the devices of situational context required in program proposal

Appropriately apply language tenses and aspects in program proposal

83



Appropriately apply the genre/ generic structure of texts required in program proposal

Appropriately apply the conversation structure required in program proposal

2. Actional competence Appropriately apply the functions of language in program proposal

3. Linguistic competence Appropriately apply the grammar of the language in relation to program proposal

Appropriately apply the vocabulary in relation to program proposal

Appropriately apply the spelling and pronunciation of the language in relation to program proposal

4. Sociocultural competence Appropriately communicate messages in relation to program proposal by considering the social and contextual factors, style and appropriateness factors, cultural factors, and non- verbal communication factors.

5. Strategic competence Appropriately apply various strategic communication skills in relation to program proposal

7. Fund raising



standards in fund raising activity were able to communicate the preparation of

the program, to propose the program to international donors, to negotiate with

the donors, to finalize the program, to execute the program and to present the

program result. The following elaboration showed the competences and the

indicators in such professional function.

Table 4.17. Communicative Competence in Fund Raising


1. Discourse competence Appropriately apply the references and the lexical chains in fund raising

84



Appropriately apply the devices of situational context required in fund raising

Appropriately apply the language tenses and aspects in fund raising

Appropriately apply the genre/ generic structure of texts required in fund raising

Appropriately apply the conversation structure required in fund raising

2. Actional competence Appropriately apply the functions of language in fund raising activity

3. Linguistic competence Appropriately apply the grammar of the language in relation to fund raising activity

Appropriately apply the vocabulary in relation to fund raising activity

Appropriately apply the spelling and pronunciation of the language in relation to fund raising activity

4. Sociocultural competence Appropriately communicate messages in relation to fund raising activity by considering the social and contextual factors, style and appropriateness factors, cultural factors, and non- verbal communication factors.

5. Strategic competence Appropriately apply various strategic communication skills in relation to fund raising activity

8. Official travel



standards in program proposal activity were able to communicate in preparing

visas and other administrative requirement and during the travel (on the flight,

etc). The following elaboration showed the competences and the indicators in

such professional function.

Table 4.18. Communicative Competence in Official Travel

85



1. Discourse competence Appropriately apply the references and lexical chains in official travel

Appropriately apply the devices of situational context required in official travel

Appropriately apply the language tenses and aspects in official travel

Appropriately apply the genre/ generic structure of texts required in official travel

Appropriately apply the conversation structure required in official travel

2. Actional competence Appropriately apply the functions of language in official travel

3. Linguistic competence Appropriately apply the grammar of the language in relation to official travel

Appropriately apply the vocabulary in relation to official travel

Appropriately apply the spelling and pronunciation of the language in relation to official travel

4. Sociocultural competence Appropriately communicate and receive messages in relation to official travel by considering the social and contextual factors, style and appropriateness factors, cultural factors, and non- verbal communication factors.

5. Strategic competence Appropriately apply various strategic communication skills in relation to official travel

9. Information seeking



standards in information seeking activity were able to up-load and down-load

information, to apply the micro and macro skills in reading, and to make

executive summary based on the information. The following elaboration showed

the competences and the indicators in such professional function.

86


Table 4.19. Communicative Competence in Information Seeking


Linguistic competence Appropriately apply and comprehend the grammar of the language in relation to the information being seek

Appropriately apply the vocabulary in relation to the information being seek

Appropriately apply the spelling of the language in relation to the information being seek

10. Interpreting



standards in interpreting activity were able to communicate in preparing

necessary documents for the meeting/seminar, coordinating the meeting/seminar,

and interpreting the meeting/seminar. The following elaboration showed the

competences and the indicators in such professional function.

Table 4.20. Communicative Competence in Interpreting


1. Discourse competence Appropriately apply the references and lexical chains in topics being interpreted

Appropriately apply the devices of situational context required in topics being interpreted

Appropriately apply the language tenses and aspects in topics being interpreted

Appropriately apply the genre/ generic structure of texts required in topics being interpreted

Appropriately apply the conversation structure required in topics being interpreted

2. Actional competence Appropriately apply the functions of language in relation to topics being interpreted

87



3. Linguistic competence Appropriately apply the grammar of the language in relation to topics being interpreted

Appropriately apply the vocabulary in relation to topics being interpreted

Appropriately pronounce the language in relation to topics being interpreted

4. Sociocultural competence Appropriately communicate and receive messages in relation to topics being interpreted by considering the social and contextual factors, style and appropriateness factors, cultural factors, and non- verbal communication factors.

5. Strategic competence Appropriately apply various strategic communication skills in relation to the interpretation of topics

11. Fellowship/ short course/ comparative study/ benchmarking



standards in fellowship/ short course/ comparative study/ benchmarking function

were able to communicate in preparing visas, during the trip, during the

fellowship/ short course/ comparative study/ benchmarking, in daily

communication during the fellowship/ short course/ comparative study/

benchmarking, in preparing the report and presenting the report. The following


function.

Table 4.21. Communicative Competence in Fellowship/ short course/ comparative study/ benchmarking.


1. Discourse competence Appropriately apply the references and lexical chains in fellowship/ short course/ comparative study/ benchmarking

Appropriately apply the devices of

88



situational context required in fellowship/ short course/ comparative study/ benchmarking activity

Appropriately apply the language tenses and aspects in fellowship/ short course/ comparative study/ benchmarking

Appropriately apply the genre/ generic structure of texts required in fellowship/ short course/ comparative study/ benchmarking activity

Appropriately apply the conversation structure required in fellowship/ short course/ comparative study/ benchmarking activity

2. Actional competence Appropriately apply the functions of language in fellowship/ short course/ comparative study/ benchmarking activity

3. Linguistic competence Appropriately apply the grammar of the language in relation to fellowship/ short course/ comparative study/ benchmarking activity

Appropriately apply the vocabulary in relation to fellowship/ short course/ comparative study/ benchmarking activity

Appropriately apply the spelling and pronunciation of the language in relation to fellowship/ short course/ comparative study/ benchmarking activity

4. Sociocultural competence Appropriately communicate and receive messages in relation to fellowship/ short course/ comparative study/ benchmarking by considering the social and contextual factors, style and appropriateness factors, cultural factors, and non- verbal communication factors.

Appropriately receive messages in relation to fellowship/ short course/ comparative study/ benchmarking activity by considering the social and contextual factors, style and appropriateness factors, cultural factors, and non- verbal communication factors.

89



5. Strategic competence Appropriately apply various strategic communication skills in relation to fellowship/ short course/ comparative study/ benchmarking activity

12. Translating



standards in translating activity were able to apply the grammar, vocabulary, and

spelling of the language in relation to the topics being translated. The following


function.

Table 4.22. Communicative Competence in Translating


Linguistic competence Appropriately apply the grammar of the language in relation to topics being translated

Appropriately apply the vocabulary in relation to topics being translated

Appropriately apply the spelling in relation to topics being translated

C. Result of Syllabus Development

The syllabus development followed the process suggested by Richards

and Renandya (2002). The process of the syllabus development covered

assessing the needs of the learners, developing the goals and objectives, planning

the syllabus, selecting the teaching approaches and materials, and deciding the

assessment procedures and criteria.

90


1. Assessing Learners’ Needs

Following Hutchinson and Waters (1987), the framework of target

situation analysis as well as for analyzing learning needs were applied in the

contents of the interview and questionnaire items. The following description is

the result of target situation analysis based on the interview and questionnaire

result, which later serves as the basis of the syllabus design.

The language is needed for study, work and career promotion. The

language will be used in the media of speaking, writing, reading, and listening;

in the channel of telephone, face to face, via internet facilities; and types of text

or discourse are informal and formal conversations, proposals and seminars. The

content areas would concern with the subject in public health management; and

the graduate level. The learner would use the language with native and non-

native speakers; with the level of knowledge or receiver as expert; and the

relationship was e.g. colleague, manager – executor. The language be used in

office physical setting; meetings, seminars, on telephone as the human context,

and in own country as the linguistic context. The language would be used

concurrently with the ESP course.

In addition to the target situation analysis framework, the result of the

framework for analyzing learning needs includes: the learners were taking the

course because it was compulsory, apparent needs, and promotion involved. The

learners’ learning background were academy, undergraduate and graduate in

health; where as the learners’ concept of teaching and learning was that an

English course should be developed into an institutional program in PHO

internally. The methodology which will appeal to them was the use of role play/

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simulation related to their official activities. Sort of techniques which are likely

to bore/alienate them was lecturing/ presentation. The learners were adult/

female and male/ Indonesians, they have already learnt General English, their

interests were related with health management, their socio-cultural background

was Javanese and they maintained positive attitude to English and to the cultures

of the English speaking world. The ESP course would take place at the office

(after the office hour); the surroundings are pleasant and air- conditioned,

equipped with laptop and LCD. The ESP course take place at noon, after the

office hour, and it would be once a week session.

2. Developing Goals and Objectives

The goal is determined as follows:

Learners are able to communicate and interact using English in their

professional functions within the contexts of international relation and

communication.

The objectives are developed from the official activities and

communicative competence. The objectives cover:

1. Communicative competences required by the health officials

in performing their official activities

2. Appropriate activities, exercises and resources to provide

learners with sufficient practice

3. Deciding Syllabus Type

By virtues of the official activities the learners perform and

communicative competences required to perform the official activities, the

selected type is competence- based syllabus design. Also, it is selected because

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according to Landasan Filosofi Teoritis Pendidikan B. Inggris, competence-

based curriculum considers language as a social communication tool and places

language in cultural and situational contexts.

4. Specifying Contents

Specifying contents cover a sequence of materials and activities which

was based on the result of need analysis. The development of contents’ scope

and sequence is as follows:

Table 4.23. Specifying Contents

Professional Function Competence Standard Teaching/ Learning Activities

1. Guest reception Being able to receive the international colleagues, to prepare meetings and or seminars attended by the international colleagues, and to coordinate meetings and or seminars attended by the international colleagues using proper and acceptable

- presentation - speaking and listening practice - questions and answers - practicing the

communicative expressions or structures

- discovering the generalizations/ rules

2. International negotiation Being able to communicate the budget preparation of the program, to propose the budget of the program and to negotiate the program budget.





Being able to communicate the report preparation, to consult the report to the competent parties, to review the report, to revise the report, to present the report, and to submit the report





Being able to open and close the correspondence, to ask and answer things

- presentation - speaking and listening practice

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related to the correspondence function, to clarify and to confirm topics in the correspondence.

- questions and answers - practicing the



5. Seminar participation Being able to communicate the preparation of the seminar, to present the seminar, to coordinate the seminar and to report the seminar.




6. Program proposal Being able to communicate the preparation of the proposal, to consult the proposal to competent stakeholders, to revise the proposal, to present the proposal and to submit the proposal




7. Fund raising Being able to communicate the preparation of the program, to propose the program to international donors, to negotiate with the donors, to finalize the program, to execute the program and to present the program result.




8. Official travel Being able to communicate in preparing visas and other administrative requirement and during the travel (on the flight, etc).




9. Information seeking Being able to up-load and down-load information, to apply the micro and macro skills in reading, and to make executive summary based on the information.

- predicting, - skimming for gist, - scanning for details, and - answering questions

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10. Interpreting Being able to communicate in preparing necessary documents for the meeting/seminar, coordinating the meeting/seminar, and interpreting the meeting/seminar.

- speaking and listening practice - questions and answers - practicing the



Being able to communicate in preparing visas, during the trip, during the fellowship/ short course/ comparative study/ benchmarking, in daily communication during the fellowship/ short course/ comparative study/ benchmarking, in preparing the report and presenting the report




12. Translating to apply the grammar, vocabulary, and spelling of the language in relation to the topics being translated

- studying the structures of the texts


- translating practice

5. Planning Syllabus

The instructional materials were, then, divided into 11 units, they were

Guest reception, Seminar presentation, Foreign negotiation, Foreign

correspondence, Program proposal, Program/activity reporting, Official travel,

Information seeking, Fund raising, Translating, Interpreting, and fellowship/

short course/ comparative study/ benchmarking. Each unit would consist of 1

session (100 minutes). In a week, there would be 1 meeting for 1 unit, so all

sessions would be completed in 12 weeks.

Following competence-based curriculum design, the syllabus would also

be equipped with competence standards and basic competence along with the

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96

indicators. The final plan of the syllabus design is presented in the following

page.


Theme Competence Standard/

Competence

Indicator Learning Experience

Evaluation Time Allocation Resource

1. Guest reception Being able to receive the international colleagues, to prepare meetings and or seminars attended by the international colleagues, and to coordinate meetings and or seminars attended by the international colleagues using proper and acceptable

-Applying the conversation structure appropriately -Applying the language functions appropriately -Communicating messages appropriately -Applying strategic skills appropriately




Authentic evaluation using performance

100 minutes

Examples of texts taken/ adopted from the learners’ fields of professions


Being able to communicate the budget preparation of the program, to propose the budget of the program and to negotiate the

-Communicating messages appropriately -Receiving messages appropriately -Applying the conversation structure




100 minutes


97



Competence



program budget.

appropriately -Applying the language functions appropriately -Applying strategic skills appropriately



Being able to communicate the report preparation, to consult the report to the competent parties, to review the report, to revise the report, to present the report, and to submit the report

-Applying strategic skills appropriately -Applying the conversation structure appropriately -Applying the language functions appropriately -Communicating messages appropriately -Receiving messages appropriately





100 minutes


98



Competence




Being able to open and close the correspondence, to ask and answer things related to the correspondence function, to clarify and to confirm topics in the correspondence.

-Communicating messages appropriately -Receiving messages appropriately -Applying strategic skills appropriately -Applying the language functions appropriately





100 minutes


5. Seminar presentation Being able to communicate the preparation of the seminar, to present the seminar, to coordinate the seminar and to report the seminar.

-Applying the language functions appropriately -Applying the conversation structure appropriately -Applying strategic skills appropriately -Communicating messages





100 minutes


99



Competence



appropriately -Receiving messages appropriately

6. Program proposal

Being able to communicate the preparation of the proposal, to consult the proposal to competent stakeholders, to revise the proposal, to present the proposal and to submit the proposal

-Applying the conversation structure appropriately -Applying the language functions appropriately -Communicating messages appropriately -Receiving messages appropriately -Applying strategic skills appropriately





100 minutes


7. Fund raising Being able to communicate the preparation of the program, to propose the

-Applying the conversation structure appropriately -Applying the

- presentation - speaking and listening practice - questions and answers


100 minutes


100



Competence



program to international donors, to negotiate with the donors, to finalize the program, to execute the program and to present the program result.

language functions appropriately -Communicating messages appropriately -Receiving messages appropriately -Applying strategic skills appropriately

- practicing the communicative expressions or structures


8. Official travel Being able to communicate in preparing visas and other administrative requirement and during the travel (on the flight, etc).

-Applying the conversation structure appropriately -Applying the language functions appropriately -Communicating messages appropriately -Receiving messages appropriately -Applying





100 minutes


101



Competence



strategic skills appropriately

9. Information seeking Being able to up-load and down-load information, to apply the micro and macro skills in reading, and to make executive summary based on the information.

-Receiving messages appropriately -Applying strategic skills appropriately

- predicting, - skimming for

gist, - scanning for

details, and

- answering questions


100 minutes


10. Interpreting Being able to communicate in preparing necessary documents for the meeting/seminar, coordinating the meeting/seminar, and interpreting the meeting/seminar.

-Applying the conversation structure appropriately -Applying the language functions appropriately -Communicating messages appropriately -Receiving messages appropriately

- speaking and listening practice - questions and answers - practicing the



100 minutes


102



Competence



-Applying strategic skills appropriately


Being able to communicate in preparing visas, during the trip, during the fellowship/ short course/ comparative study/ benchmarking, in daily communication during the fellowship/ short course/ comparative study/ benchmarking, in preparing the report and presenting the report

-Applying the conversation structure appropriately -Applying the language functions appropriately -Communicating messages appropriately -Receiving messages appropriately -Applying strategic skills appropriately





100 minutes


103


104


Competence



12. Translating to apply the grammar, vocabulary, and spelling of the language in relation to the topics being translated

-Applying the grammar of the language in relation to topics being translated appropriately -Applying the vocabulary in relation to topics being translated -Applying the spelling in relation to topics being translated appropriately

- studying the structures of the texts


- translating practice


100 minutes


Note.

This syllabus plan remained the technological-by product of this research because it has not been justified by any experts.


6. Selecting teaching approaches and materials

The result of interview investigation and questionnaire distribution

suggested that the teaching and learning approach was by the use of games,

simulations, and role plays. Considering the learners’ occupational position

and the main objective of the course which was intended to support the success

of their occupational activities, hence, the materials of learning would be taken

and or adopted from the learners’ field of professions.

7. Assessment procedures and criteria

The result of interview investigation and questionnaire distribution

suggested that the course was better conducted in informal atmosphere, after

the office hour, and in a form of a continual course, therefore, the assessment

would not be set up in formal procedures and criteria. This was also intended

to reduce the load of the learners’ jobs and responsibilities. However, a simple

assessment guide was prepared and given to the learners so the learners

themselves were able to assess their own progress of learning. The assessment

guide covered grammar, fluency, clarity, pronunciation and intonation.

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CHAPTER V

CONCLUSION

This final chapter presents the research conclusion and implication which

are referred to the result of the research, and some suggestions which are intended

for future researches in similar field.

A. Conclusion

The health officials as the government agents in health field performed

their professional functions in front of the public in general. The issue of new

policy in public healthcare has encouraged the health officials to improve their

human resource capacity. The disaster that struck the area where the research was

conducted has invited many international donor and non- government

organizations to provide assistance during the phases of emergency, reconstruction

and rehabilitation. The health officials as the government agents in health field

played significant role in improving the human resource capacity as well as in

coordinating assistance from these international parties. Such role would not be

performed well unless the health officials improved their capacity and maintained

the communication with the international parties. One aspect needed to improve

was that of the language competence.

The professional functions mostly performed in English by the health

officials involving the international colleagues are as follows: guest reception,

international negotiation, program/activity reporting, international correspondence,

seminar participation, program proposal, fund raising, official travel, information


seeking, interpreting, fellowship/ short course/ comparative study/ benchmarking

and translating.

The communicative competences of the language required to perform the

official activities involving international colleagues are discourse competence,

actional competence, linguistic competence, sociocultural competence and

strategic competence.

Discourse competence is indicated by appropriately applying the cohesive

devices required in dealing with specific professional functions, appropriately

applying the devices of situational context required in dealing with specific

professional functions, appropriately applying the coherence device required in

dealing with professional functions, appropriately applying the genre/ generic

structure of texts required in dealing with specific professional functions, and

appropriately applying the conversation structure required in dealing with specific

professional functions.

Actional competence is indicated by appropriately applying the functions

of language in specific professional functions.

Linguistic competence is indicated by appropriately applying the grammar

of the language in relation to specific official activity, appropriately applying the

vocabulary in relation to specific professional functions, and appropriately

pronouncing the language in relation to specific professional functions.

Sociocultural competence is indicated by appropriately communicating

messages in relation to specific professional functions by considering the social

and contextual factors, style and appropriateness factors, cultural factors, and non-

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verbal communication factors, appropriately receiving messages in relation to

specific professional functions by considering the social and contextual factors,

style and appropriateness factors, cultural factors, and non- verbal communication

factors.

Strategic competence is indicated by appropriately applying various

strategic communication skills in relation to specific professional functions.

Considering the professional functions the research participants perform and

communicative competences required to perform the functions, the selected type of

syllabus design is competence- based. Also, it is selected because according to

Landasan Filosofi Teoritis Pendidikan B. Inggris, competence-based curriculum

considers language as a social communication tool and places language in cultural

and situational contexts. The steps in designing the syllabus and clear description

of how the syllabus looked like have been included in the previous chapter.

B. Implication

There are a number of language teaching and learning theories on English

for Specific Purposes and on adult language learning. Teachers can search for what

he/she believes is true and appropriate for his/her own situation. The application of

a theory to a classroom depends on the characteristics of the classes, the learners,

the teachers, and the belief about the theory of teaching and learning and objective

of the program.

The teacher needs to look closely at how the learners learn most

effectively. Adult learners have superior ability and their need for sensory input

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can rely a little more on their imagination. Adult learners have a maturity and an

understanding of priorities. A prime characteristic of adultness is the need and

capacity to be self directing. In other words, adults will direct their own learning

agendas. The greatest challenge is how to facilitate and provide learning

experience which promotes such self- directed learning.

Positive perception about English encourages the learners to learn the

language effectively. Teachers may consider such adult learning characteristics in

order to facilitate and provide them with the most proper learning experience. And

finally, such consideration will contribute to the attainment of the learning

objectives.

C. Suggestion

A need survey/ analysis is a very important tool in an ESP program like

English for Health Officials. The need survey/ analysis appeared to concern with

what seemed to be the learners’ needs of the language and nothing else. However,

it would be better if a program like ESP also gives more concern with the learners’

personal interests, especially when the learners are adults. Thus, the materials can

be those which are not only relevant to the learners’ needs, but also satisfy their

personal interests.

This research does not provide material development for the program

concerned, but the syllabus design as the technological by-product of this research

has given a set of criteria for the material development. In case, the instructor (the

teacher) is free to take any material relevant to the criteria set up by the syllabus

design.

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It would be better to vary the types of activities conducted in class. This

can be done when the instructor is allowed to produce, for instance, listening

materials by recording relevant conversations of native speakers. Since the more

input materials given to the learners, there will be more chances for them to

acquire. Such materials are important especially to make the learners well-

acquainted with the pronunciation of the native speakers. Also, sharing experience

can be a valuable tool to gain interest in a post-experience program. In this way, at

least the instructor is not some who tries to teach them on something they lack

from.

A suggestion is presented also for the next researcher in the similar field.

The next researcher may apply the syllabus proposed in the research in an English

classroom for health officials. He/ she may also conduct further research on

language competence in specific divisions in health offices. This will give great

contribution for the development of health human resource.

It is to be hoped that, with better English, the health officials can perform

their official activities involving the international colleagues appropriately and

maintain proper communication and relationship with them. This will give the

benefit to the health office itself. More international donor/ agencies will come to

the office and offer beneficial assistance for the development of the health office

itself, and the community in general. And finally, such condition gives benefit to

the country because then, the health human resource is improved and it has

positive consequence on the health service provided to the people.

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APPENDICES

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Appendix 1

INTERVIEW GUIDE Interviewee:

Position :

1) What is the decentralization/ autonomy policy all about?

2) What are the impacts of the decentralization and autonomy policies for the development of health human resource development?

3) Are there any other factors encouraging the needs/ necessities to improve the

health human resource?

4) In terms of international relationship, how is the frequency of dealing with foreigners?

5) Do you perform the following activities in your international relationship and

communication? And your staff?

6) What is your strength in dealing with foreigners?

7) What is your weakness in dealing with foreigners?

8) Do you see any needs and necessities to learn English and improve your communicative competences in dealing with foreigners?

9) What is your strength in learning English?

10) What is your weakness in learning English?

11) What kinds of materials are most appropriate for you?

12) What do you think is the best approach to teach English for health officials?

13) After the 27th May earthquake, the PHO received, coordinated and facilitated

foreign NGOs giving aids for Yogya. Did you take any part in activities dealing with these foreign NGOs? What part did you take?

14) Do you realize the importance of English in such occasion?

15) How would you suggest to the other officials in relation to the importance of

English in such occasion and improving their weakness in English?

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Appendix 2

Interview Result Interviewee: Bu Anita

What is the decentralization/ autonomy policy all about? Pake Bahasa Indonesia atau Inggris, mbak?

It’s up to you, Bu. Campur aja ya mbak, sekalian belajar. So, decentralization is the policy is approaching to the public services. The district …Kabupaten Kota…. have more authority than a Province .. jadi lebih banyak ke kabupaten kota. And before the autonomy, province have more power and authority than district….Sebelumnya lebih ke pusat.

What are the impacts of the decentralization and autonomy policies for the development of health human resource development?

Yes, there is an impact, the human resources must be to develop, quality of human resource must be higher in autonomy.

Are there any other factors encouraging the needs/ necessities to improve the health human resource?

Yes, with the global issue …perkembangan global… like ISO…

In terms of international relationship, how is the frequency of dealing with foreigners? Often…. some time I use such the English conversation for dealing in the event like PHP …the contract with world bank is once in five years…, or the disaster last may, 27, 2006 …the frequency more intense… in spoken communication. .

Do you perform the following activities in your international relationship and communication? And your staff? (handing the questionnaire containing items on official activities)

Harus diisi dulu ya… Yes, Bu, I will take that later after you fill it all.. What is your strength in dealing with foreigners?

Cuma karena kebutuhan saya harus bisa, dari semua kemampuan saya, English saya sangat minim, walaupun saya sering kursus, jadi motivasi saya untuk bisa saja yang tinggi.Cuma masalah waktu yang jadi soal. Dalam inggris pasif saya bisa, seperti di UGM saya tidak masalah. Menurut saya aktif juga sangat diperlukan dan setiap baik writing, speaking, atau reading harus di tingkatkan.

What is your weakness in dealing with foreigners? Language only the language. Jadi dihadapan foreigner saya hanya mampu menjawab semampu saya, jadi saya masih membutuhkan course-course untuk meningkatkan kemampuan saya berbahasa.

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Do you see any needs and necessities to learn English and improve your communicative competences in dealing with foreigners?

Of course...apalagi setelah gempa kemarin...all competences…terutama speaking. I can not speaking well…mbak Laksmi should be my interpreter… I think we have to improve ….

What is your strength in learning English? I can more understand in the language on daily conversation or in my programs (health programs), because I often use the word in my programs…. I open minded and easy to get an information

What is your weakness in learning English? Out of my program I must be to learn more and I don’t have any time to study.

What kinds of materials are most appropriate for you? I will choose the English conversation, The language of programs, but I like informal communication

What do you think is the best approach to teach English for health officials? English conversation ..not too formal…yang tidak terlalu mengikat

After the 27th May earthquake, the PHO received, coordinated and facilitated foreign NGOs giving aids for Yogya. Did you take any part in activities dealing with these foreign NGOs? What part did you take?

We do the coordination with the official government foreigner or dealing with NGO’s, and distributing the medical equipment and medicine. And with NGO’s, we give them an information. And we also arrange their capability or qualification and distributing them to the needed place. But the Japanese and Koreans cant speak English. They have own guide.

Do you realize the importance of English in such occasion? Iya mbak…but too lazy. and busy..

How would you suggest to the other officials in relation to the importance of English in such occasion and improving their weakness in English?

I thing, I will suggest a simple thing first such informal communication. The example is … Our Chief, Mr. Bondan use English in disposisi when the earthquake happens. It more intense ask and answer with the English conversation but until 20 days because Mr Bondan tired..he use interpreter…not mbak Laksmi?

No, Bu. Right…thank you for the information…I appreciate it much…and your English is quite acceptable…

Ndak pa-pa..it’s ok. B.Inggris-nya berantakan…

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Interviewee: Bu Diana

What is the decentralization/ autonomy policy all about?

Well…emm…Decentralization is a policy giving room to the local authority to manage itself…so providing more room for the provinces, districts, and municipalities. Although it provide room, it still have indicator-indicator for the health programs


Emmm…in term of human resource distribution…it does not make the condition better…in programs principally they are okay…only for the technical matter of the programs..a bit problematic…


Let see...globalization...ISO..you know the quality certification…our policies which keep changing…(laughing)...

In terms of international relationship, how is the frequency of dealing with foreigners?

Me..personally...emm..I m often asked by pak Bondan to assists him when there are foreign guests..expatriets... .well...all in..miss Laksmi..interpreter..translator...(laughing)

Do you perform the following activities in your international relationship and communication? And your staff? (showing the questionnaire with list of official activities)

mmm…yes…aah…what about the information seeking..looking information via internet…

Good point, ma’am Also..for the fund raising….and my side jobs with pak Bondan (laughing)..translating..interpretiing…

Okay And when we get the scholarship…or benchmarking…

So, comparative study, ma’am? Yeah..you can add them…

What is your strength in dealing with foreigners?

I am talkactive…(laughing) Easy to get along with people?

Well may be (laughing) What is your weakness in dealing with foreigners?

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With their strange pronunciation…I may pronounce something strange too…like… you know…satin…I pronounce it as satan…(laughing)..it should be satin, right….what.. you have satan batik?..(laughing)


Yes, of course...so that we are not depended on interpreter...we can also depend on ourselves...that may be much better...you see...like when we debating something...or proposing something...

What is your strength in learning English?

I like it..and Im willing to learn…(laughing) What is your weakness in learning English?

Hmmm....Im inpatient person...quaite talkactive... What kinds of materials are most appropriate for you?

Like games...role-plays...anything which is informal...in relax atmosphere...

What do you think is the best approach to teach English for health officials?

You know better…. (laughing) After the 27th May earthquake, the PHO received, coordinated and facilitated foreign NGOs giving aids for Yogya. Did you take any part in activities dealing with these foreign NGOs? What part did you take?

Many...I coordinated the medicine supply...with my staff...quite busy time..and tiresome...

Do you realize the importance of English in such occasion? Yes of course…hope you were there…(laughing)


Make the program compulsory...or just like what we had...English meeting..and you become the facilitator..

Good idea, ma’am Okay, thank you Bu, I think I have got all I need...

Same here, miss Laksmi

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Interviewee: Bu Maria

What is the decentralization/ autonomy policy all about? Desentralisasi menerapkan UU otonomi yang dibuat dan ditetapkan tahun 1999, tapi dalam Implementasi diterjemahkan sendiri-sendiri terutama kabupaten/ kota, begitu euphoria sehingga mereka ingin sekali benar-benar melaksanakan segala sesuatu sendiri, tapi menurut saya bidang kesehatan mempunyai indicator-indikator yang berlaku secara nasional seperti umur harapan hidup, angka kematian ibu lalu program- program seperti pemberantasan malaria, hal tersebut tidak dapat bekerja sendiri-sendiri. Bagaimanapun harus ada integrasi dengan kab lain dan propinsi, dan mestinya UU telah dievaluasi dengan UU No. 32, sehingga propinsi lebih banyak memiliki.power


Dampak dengan sdm tidak berjalan baik, tenaga di prop banyak yang berkualitas sudah memiliki s2 banyak dan pangkat tinggi belum bisa menduduki jabatan structural, sedangkan di kab/ kota sdm dari segi pendidikan sangat kurang, misal d3 ada yang menduduki jabatan. Tapi karena adanya desentralisasi ketenagaan tersebut tidak dapat diubah misal s2 ke kab/ kota secara langsung. Dalam hal program, sebenarnya tidak masalah cuma dalam hal teknis seperti teknis medis seharusnya standarnya berasal dari pusat,cuma program khusus dapat dikembangkan kab/ kota, dengan membuat inovasi-inovasi seperti di Sleman atau Bantul. Kebijakan atau standar tetap dari pusat sesuai dengan kewenangan sedangkan pengelolaan seperti keuangan dan sumber daya dari daerah.


Dengan adanya globalisasi akan mendorong masing-masing Kab/ Kota untuk meningkatkan kualitas seperti puskesmas ISO, perawat internasional. Masing-masing kab/ kota saling kompetitif, sehingga pro juga mendorong mereka untuk membuat program-program yang inovatif.


Dalam hal institusi kita sering berkumpul dengan World bank dan sering bertemu dengan konsultannya juga. Karena dinilai jogja bagus sering juga kedatangan ADB untuk melihat seberapa jauh program-program dilakukan. Secara pribadi dengan adanya desentralisasi harus juga menjalani short course harus presentasi dengan bahasa inggris, dan sebagainya.

Do you perform the following activities in your international relationship and communication? And your staff? (showing list of official activities)

Iya sih mbak. Tetapi frekwensinya berlainan. Saya isi dulu atau gimana? Okay, I will leave the questionnaire with you.

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Tapi saya ndak bisa cepet ngisinya…nanti kalao mo diambil sms dulu ya (laughing)

No problem, Bu. What is your strength in dealing with foreigners?


What is your weakness in dealing with foreigners?

Language only the language. Jadi dihadapan foreigner saya hanya mampu menjawab semampu saya, jadi saya masih membutuhkan course-course untuk meningkatkan kemampuan saya berbahasa.


Yang pertama kaitannya dengan speaking kita juga harus banyak vocabulary, tapi writing juga sangat perlu. Sekalipun tidak adanya PHP tetapi ADB juga minta, sehingga bahasa inggris tetap diperlukan. Untuk meningkatkan speaking, menurut saya dengan mengadakan komunikasi dalam bahasa inggris misal pada hari jumat semua karyawan harus berbahasa inggris semua,kalau bagus maka bisa hari hari lain bisa diaplikasikan. Program kemarin tidak gagal. Cuma waktunya bagi kami sangat terbatas, seharusnya tidak terbatas bagi pejabat stuktural saja, tetapi sepatutnya seluruh karyawan, saat ini memang karyawan-karyawan baru banyak yang fasih dalam berbahasa inggris.



What is your weakness in learning English?

Orang lain menilai saya, pada waktu WB datang, sering dimintai tolong untuk menjelaskan review misal program 5 tahun ke depan. Misal program farmakmin, dan sebagainya. Jadi mungkin knowledgeable.

What kinds of materials are most appropriate for you?

Saya suka yang pakai role-play begitu, dan yang tidak terlalu formal…kan sudah capek kerja

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What do you think is the best approach to teach English for health officials? Apa ya…mungkin mbak Laksmi lebih tahu…kalau orang tua seperti saya ini baiknya diapakan (laughing)


Ada banyak….saya kan membantu di Crisis Center…mbak Laksmi juga ada kan?

I was on behalf of PMPK, Bu...And what were your responsibilities at the Crisis Center, Bu?

Supervisi ....koordinasi juga…

Do you realize the importance of English in such occasion? (laughing) Saya sebenarnya mau nge-bon mbak Laksmi saja…(laughing) O, you will never learn then..(laughing) Iya memang penting…kalau ada pekerjaan yang berhubungan dengan orang asing baru terasa kalau Inggris itu penting…tapi ya itulah..susah ngatur jadwalnya…

I know... How would you suggest to the other officials in relation to the importance of English in such occasion and improving their weakness in English?

Memang harus dipaksa untuk belajar…dan tidak usah takut salah…yak an mbak… Right, Bu...

Okay, thank you Bu, I think I have got all I need... Njawabnya gimana, no problem gitu ya… Sama-sama mbak Laksmi…

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Interviewee: Bu Yasmin


Pake Indonesia saja ya mbak… Desentralisasi itu pada prinsipnya pendelegasian tugas dan wewenang dari Pusat dan Daerah. Tetapi pelaksanaan dari tugas dan wewenang tersebut merupakan tanggung jawab masing-masing kabupaten/ kota, ...singkatnya begitu


Pasti ada perubahan atau impactnya dari sentralisasi ke desentralisasi kalo dulu menentukan kapasitas sdm, kita dulu didekte Jakarta, sekolah sekian s1 sekian tetapi sekarang lebih byk ditentukan oleh kita. dan untuk level propinsi ditentukan sekian SDM dan kebutuhan sekian. Produk2 tenaga kesehatan lebih byk terdesentralisasi sekarang lebih bebas terutama swasta dilibatkan dan memproduksi tidak terbatas. Dan produksi nanti terbatasi oleh pasar sendiri …market oriented….


Globalisasi sangat terkait dengan tupoksi saya. Dan merupakan tantangan karena mempersiapkan hal-hal yang lebih baik bagi tenaga kesehatannya. Terkait dengan tupoksi saya dengan mengetatkan pengawasan maka mutu bisa menjadi lebih baik tidak asal mencetak tenaga kesehatan, juga dengan mengetatkan standar sehingga siap keluar dan berlomba dengan tenaga kesehatan asing lainnya. .

In terms of international relationship, how is the frequency of dealing with foreigners? Biasanya lewat e-mail karena tupoksi saya lebih ke persiapan administrasi bagi yang mau Tubel ke luar negeri...lewat telephone atau fax juga sering....saya tu ndak pede kalau ngomong langsung pake Inggris..(laughing)

Do you perform the following activities in your international relationship and communication? And your staff?

Ok saya isi dulu kan.. tinggal aja ya mbak... Okay Bu... What is your strength in dealing with foreigners?

Ndak tahu…(laughing) Tidak ada tugas secara langsung dengan tamu asing... Seperti tugas pokok tidak ada, tapi mempersiapkan ada, seperti tawaran tubel ke LN ada. Jadi Aktifitasnya hanya memfasilitasi peminat dari kab/ kota untuk belajar ke LN seperti bekerjasama ke Australia.membantu bagi mereka

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yang minta rekomendasi dari Kepala Dinas. Sering pake e-mail....mbok saya diajari mbak.. (laughing)

O, surely Bu. (laughing) What is your weakness in dealing with foreigners?

Banyak…(laughing) tatabahasa saya ndak suka (laughing)…tapi harus belajar ya…

Ya nanti speaking jadi tidak bisa dimengerti, bu, kalau ndak pakai aturan...(laughing) Do you see any needs and necessities to learn English and improve your communicative competences in dealing with foreigners?

Memang seharusnya pendidikan berbasis kompetensi. Dan begitulah bekerja harus berdasar kompetensi


Duh…ndak tahu, mbak…(laughing)

What is your weakness in learning English? Weakness? …Saya sebenarnya suka bhs inggris…. cuma grammarnya yang sangat tidak kuat, lumayan vocabulary nya, dengerin ...menangkap basa inggris... bisa, jadi pasif saja. Padahal harusnya bisa secara aktif dengan ketugasan saya. harusnya bisa. Selalu yang jadi sebab kesibukan dalam bekerja.


Kurang seneng di tata bahasa, tapi lebih pengin dulu atau familier dulu misal berkaitan dengan tugas tugas saya.dan basa tulis dan bahasa lisan beda.


Saya lebih suka model pembelajaran dengan diskusi seperti dilemparkan satu kasus kemudian dibicarakan dengan bahasa inggris. 30% teori atau guidance dan 70 % praktek untuk berbicara dalam bahasa inggris.


Kalau saya tidak terlalu terlibat…tapi ada staff saya yang membantu …di Crisis Center….

Do you realize the importance of English in such occasion? (laughing) memang perlu ya….


Harus semangat belajar..kalau perlu kursus b.Inggris-nya dibuat rutin, menjadi agenda internal…jadi ada kewajiban harus ikut…

Right, good suggestion...thank you for your time, Bu...

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Interviewee: Pak Kresno


Desentralisasi adalah undang-undang tentang otonomi yang pelaksanaannya dilakukan sendiri-sendiri terutama kabupaten atau kota, memberi keleluasaan bagi daerah untuk melaksanakan otoritas masing-masing…singkatnya begitu…


Ya..dampaknya…sumber dayanya harus siap dan tidak hanya dalam hal kemampuan tapi etos kerja juga harus diperbaiki..banyak hal yang berubah…kalau sdm tidak siap..yaa..semakin sering berubah..(laughing)

Are there any other factors encouraging the needs or necessities to improve the health human resource?

Otonomi daerah..globalisasi..quality management atau ISO… What about the occurrence of the disaster last month, pak.

Ya..itu juga..harus bisa bahasa Inggris…


Saya relatif sering..terutama dengan WHO...World Bank..ADB...beberapa program didanai oleh mereka...mereka punya konsultan-konsultan yang setiap saat mengasisteni kita…

Do you perform the following activities in your international relationship and communication? And your staff? (handing the questionnaire and showing list of official activities)

Saya baca-baca dulu ya.. Okay, I will leave the questionnaire with you.

Nanti saya disms kalau mau diambil Okay pak. What is your strength in dealing with foreigners?

Maksudnya kelebihan saya?...(laughing)…easy going mungkin…(laughing)…dan banyak pekerjaan yang berkaitan dengan pihak luar negeri…

What is your weakness in dealing with foreigners?

Bahasa…ya memang pokok permasalahannya tidak pernah menyempatkan diri untuk benar-benar belajar

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Jelas..mbak..apalagi untuk program-program yang berkolaborasi dengan pihak asing...laporannya mesti dengan bahasa inggris...presentasinya...penjelasan-penjelasannya...


(lauhing)….cukup seorang yang fast- learner…

What is your weakness in learning English?

Malas mikir...tidak sempat...alasan klise...(laughing)


Yang langsung berkaitan dengan pekerjaan..jadi bisa menunjang pekerjaan lah...


Jangan terlalu rigid…kami kan sudah orang tua…yang santai saja tapi tetap serius…


Saya mendampingi pak Bondan langsung...memberi informasi-informasi kepada para NGO...mengkoordinasi bantuan yang disini...cukup sibuk...termasuk Satgas bencana juga...

Do you realize the importance of English in such occasion?

(laughing) ya itulah masalahnya mbak Laksmi…saya tahu kekurangan saya…tapi memang harus dipaksa..

I know... How would you suggest to the other officials in relation to the importance of English in such occasion and improving their weakness in English?

Jangan malu untuk belajar...dan tidak usah takut salah... Right, Pak... Okay, thank you , I think I have got all I need...

Sama-sama mbak Laksmi…

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Appendix 3

ENGLISH FOR HEALTH OFFICIALS

QUESTIONNAIRE 1. Nama: 2. Usia: ; Jenis Kelamin: F / M 3. Pendidikan Terakhir: 4. Jabatan Terakhir: 5. Kursus B. Inggris yang pernah diikuti: 6. Test kemampuan B. Inggris yang pernah diikuti, beserta skor-nya: 7. Apa motivasi anda untuk mempelajari B. Inggris? 8. Silakan menilai kemampuan anda dalam area B. Inggris berikut ini! 1 : ‘sangat buruk’ , sampai dengan

125


5 : ‘sangat bagus’

English Area

1 2 3 4 5

Speaking Listening Writing Reading Grammar Vocabulary Pronunciation Accuracy/clarity Spelling Cross- cultural understanding

Pemahaman terhadap teks tertulis dan lisan

9. Apakah anda merasa yakin, tidak terlalu yakin, atau tidak yakin pada aspek B. Inggris berikut ini? (e.g. Speaking, Listening, Writing, Reading, Pengetahuan Grammar, Pengetahuan Vocabulary, Pronunciation, Spelling, dll) Aspek B. Inggris Yakin Tidak

terlalu yakin

Tidak yakin

Mengapa

Speaking

Listening

Writing

126


Aspek B. Inggris Yakin Tidak terlalu yakin

Tidak yakin

Mengapa

Reading

Pengetahuan Grammar

Pengetahuan Vocabulary

Pronunciation

Spelling

Cross- cultural understanding

127



Tidak yakin

Mengapa


Lain-lain:

10. Urutkan ( ) aktifitas kantor anda dari yang jarang memerlukan B. Inggris sampai dengan yang selalu memerlukan B. Inggris!

1. jarang 2. kadang-kadang 3. biasanya 4. sering 5. selalu

Aktifitas Kantor 1 2 3 4 5 1. Menerima tamu

2. Seminar

3. Negosiasi dengan Orang

Asing

4. Surat Menyurat dengan Orang Asing

5. Penyusunan Proposal

6. Penyusunan Laporan

7. Perjalanan dinas

8. Mengumpulkan informasi

128


Aktifitas Kantor 1 2 3 4 5 9. Pencarian dana

10. Translating

(Penterjemahan tertulis)

11. Interpreting (Penterjemahan lisan)

12. Mengikuti Beasiswa/shortcourse/ study banding/ benchmarking

13. Lain-lain:

14. Lain-lain:

15. Lain-lain:

11. Dalam aktifitas-aktifitas kantor tersebut apa saja yang anda lakukan? No Aktifitas Kantor Yang Dilakukan 1. Menerima tamu

2. Seminar

3. Negosiasi dengan Orang Asing


5. Penyusunan Proposal

129


No Aktifitas Kantor Yang Dilakukan

6. Penyusunan Laporan

7. Perjalanan dinas

8. Mengumpulkan informasi

9. Pencarian dana

10. Translating (Penterjemahan tertulis)


12. Mengikuti beasiswa/shortcourse/ study banding/ benchmarking

130


12. Sebutkan aktifitas- aktifitas kantor yang memerlukan B. Inggris yang mungkin akan anda lakukan! 13. Pilihlah ( ) cara mengajar dan belajar yang dapat mendukung pembelajaran anda dalam mengembangkan aspek-aspek kemampuan ber- B.Inggris:

Mengajar/ Belajar

Menggunakan kontek Menggunakan langkah-langkah/prosedur Menggunakan media audio visual Menggunakan permainan/simulasi/bermain peran Belajar mandiri Belajar kelompok

Lainnya: sebutkan

14. Tipe B. Inggris yang mana yang anda pilih untuk diajarkan? (dalam hubungannya dengan aktifitas pekerjaan anda)

B. Inggris Formal . Alasan:

B. Inggris Informal . Alasan:

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15. Berapa lama anda ingin pelatihan B. Inggris ini berlangsung? 16. Dimana anda ingin pelatihan B. Inggris ini berlangsung? Jam berapa? 17. Catatan lain: --- Terimakasih ---

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Appendix 4

Questionnaire Result

ENGLISH FOR HEALTH OFFICIALS

Age: 30 – 50 years old

Sex : Male : 11 Female: 19

Educational Background: - D3 : 6 (Nursing, Midwifery, Health Administration) - S1 : 6 (Nursing, Health Administration, Public Health) - S2 : 13 (Medical, Public Health Management) - S3 : 5 (Public Health Management, Hospital Management, Pharmaceutical

Management)

Last Position: - Leaders of Office Divisions : 5 - Leaders of Office Sub- Divisions : 10 - Staff of Office Divisions and Sub- Divisions : 11 - Heads of Health Centers : 3 - Staff of Health Centers : 6

English Courses which have been followed: - TOEFL Preparation - English courses in language centers (ELTI, LIA, Pusat Bahasa UGM)

English Test which has been taken:

- TOEFL- like Test

Motivation to learn English: - agar bisa berkomunikasi dalam B. Inggris - agar bisa menulis dalam B. Inggris - untuk menambah pengetahuan - menambah ilmu - melanjutkan studi/ short course diluar negeri - ingin lancer berbahasa Inggris - karena tuntutan profesi/ karir - persyaratan studi S2 - untuk bisa mempelajari/membaca informasi lebih luas

133


Jumlah participants dalam isian menilai kemampuan dalam area B.

Inggris. 1 : ‘sangat buruk’ , sampai dengan 5 : ‘sangat bagus’

English Area

1 2 3 4 5

Speaking 6 11 9 4 - Listening 4 14 8 4 - Writing 5 11 8 6 - Reading 4 9 12 5 - Grammar 6 11 7 6 - Vocabulary 5 11 8 6 - Pronunciation 8 8 9 5 - Accuracy/clarity 8 11 6 5 - Spelling 8 12 5 5 - Cross- cultural understanding

9 10 6 5 -


7 9 8 6 -

Jumlah participants dalam isian rasa yakin, tidak terlalu yakin, atau tidak yakin pada aspek B. Inggris. (e.g. Speaking, Listening, Writing, Reading, Pengetahuan Grammar, Pengetahuan Vocabulary, Pronunciation, Spelling, dll)

Aspek B. Inggris Yakin Tidak

terlalu yakin

Tidak yakin

Mengapa

Speaking 3 10 17 - karena merasa kurang mampu - jarang menggunakan - vocab kurang - takut salah - tidak yakin dengan tata bahasa yang diucapkan

Listening 2 10 18 - untuk Indonesian lebih jelas tetapi kalau untu foreigner kurang jelas

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Tidak yakin

Mengapa

- vocab kurang - kurang latihan - ragu-ragu dalam memahami maksud kalimat yang didengar

Writing 6 13 11 - kurang mampu grammar & vocab - kurang latihan - banyak yang lupa - tidak yakin dengan tata bahasa yang ditulis

Reading 7 14 9 - kurang latihan - vocab kurang - ragu-ragu dalam memahami maksud kalimat yang dibaca

Pengetahuan Grammar

3 10 17 - sering lupa - kurang latihan - pemahaman sangat kurang

Pengetahuan Vocabulary

5 16 9 - kurang latihan - perbendaharaan bahasa masih sangat terbatas

Pronunciation 4 11 15 - kurang latihan - tidak yakin dengan ketepatannya

Spelling 4 6 20 - kurang latihan - tidak yakin dengan ketepatannya

Cross- cultural understanding

2 10 18 - kurang kesempatan - kurang pemahaman - tidak yakin dengan pemahamannya


6 14 10 - sering baca - kurang pengetahuan - tidak yakin dengan pemahamannya

Lain-lain:

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Jumlah participants dalam urutan aktifitas kantor dari yang jarang memerlukan B. Inggris sampai dengan yang selalu memerlukan B. Inggris.

1. jarang 2. kadang-kadang 3. biasanya 4. sering 5. selalu

Aktifitas Kantor 1 2 3 4 5 12. Menerima tamu 6 5 5 13 1 13. Seminar 3 12 5 10 - 14. Negosiasi dengan Orang

Asing 7 6 4 12 1


7 4 6 11 2

16. Penyusunan Proposal 10 6 4 10 - 17. Penyusunan Laporan 8 8 2 12 - 18. Perjalanan dinas 8 6 7 9 - 19. Mengumpulkan informasi 3 12 7 8 - 20. Pencarian dana 9 4 7 10 - 21. Translating

(Penterjemahan tertulis) 7 3 2 4 14


8 4 1 5 12

12. Mengikuti Beasiswa/shortcourse/ study banding/ benchmarking

10 3 5 5 7

Jawaban participants dalam isian apa yang dilakukan pada tiap-tiap

aktifitas kantor: No Aktifitas Kantor Yang Dilakukan

1. Menerima tamu - Receiving international colleagues - Coordinating meetings and or

seminars attended by the international colleagues

2. Seminar - Preparing the program - Presenting the program - Coordinating the program

- Revising the program report 3. Negosiasi dengan Orang Asing - Preparing the budget of the

program - Proposing the budget of the

program - Negotiating the program, usually

concerned with the budgeting 4. Surat Menyurat dengan Orang Asing - writing the letters

136


No Aktifitas Kantor Yang Dilakukan - sending the letters

5. Penyusunan Proposal - Preparing the proposal - Consulting the proposal to

competent stakeholders - Revising the proposal - Presenting the proposal - Submitting the proposal

6. Penyusunan Laporan - Preparing the report - Consulting the report to competent

parties - Reviewing the report - Revising the report - Presenting the report - Submitting the report

7. Perjalanan dinas - Preparing visas and other administrative requirements (at the central office and/or embassy)

- Communication during the travel (on the flight, etc)

8. Mengumpulkan informasi - Browsing via internet - Reading the articles - Making summaries of the

articles 9. Pencarian dana - Preparing the program

- Proposing the program to international donors

- Negotiating with the donors - Finalizing the program - Executing the program - Presenting the program result

10. Translating (Penterjemahan tertulis) - Preparing the documents - Consulting the documents with the authors

11. Interpreting (Penterjemahan lisan) - Preparing necessary document for the meeting/ seminar

- Coordinating the meeting/ seminar

12. Mengikuti beasiswa/shortcourse/ study banding/ benchmarking

- Preparing visa - Communication during the travel - Communication during the

fellowship/ short course/ comparative study/ benchmarking

- Daily communication during the fellowship/ short course/ comparative study/ benchmarking

- Preparing the activity report - Presenting the activity report

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Jumlah participants dalam isian cara mengajar dan belajar yang dapat mendukung pembelajaran dalam mengembangkan aspek-aspek kemampuan ber- B.Inggris:

Number

of Participant

Mengajar/ Belajar

2 Menggunakan kontek 1 Menggunakan langkah-langkah/prosedur 3 Menggunakan media audio visual 12 Menggunakan permainan/simulasi/bermain peran 2 Belajar mandiri 7 Belajar kelompok

3

Lainnya: sebutkan - field visit

Item pada tipe B. Inggris yang dipilih untuk diajarkan. (dalam

hubungannya dengan aktifitas pekerjaan)

B. Inggris Formal (24) Alasan:

- untuk menghadapi tamu asing - birokrasi - sesuai kebutuhan - pekerjaan yang berkaitan dengan dunia akademik - perlu dalam membuat proposal - era globalisasi

B. Inggris Informal (6) Alasan:

- tidak terikat, dalam kondisi santai - lebih cepat menangkap

Item berapa lama pelatihan B. Inggris ini berlangsung.

- sampai dengan lancar berbahasa Inggris - hingga tingkat penyerapan yang cukup - enam bulan - sesuai dengan kemampuan - manut, yang penting efektif, efisien & gampang dicerna - enam bulan, setiap minggu 2x – 3x @ 1,5 jam - paling tidak 3 hari/minggu, selama satu tahun berturut-turut (kontinyu) - 1 tahun

138


- sampai yakin dianggap bisa B. Inggris (terukur)

Item tempat dan waktu pelatihan B. Inggris berlangsung. - dikantor : jam 14 – 15.30 - dikantor, sehabis jam kantor - dikantor, 1 jam sebelum jam kantor usai - diluar kantor, tempat yang nyaman, 14.00 – 15.30 - dikantor, jam 12.00

Other remarks: - kursus B. Inggris bukan pemecahan masalah utama dalam

ketidakmampuan berbahasa Inggris. Akan sangat bermanfaat bila ketidakmampuan berbahasa Inggris diatasi dengan program secara kelembagaan/ institusional di internal Dinkes Prop. DIY. Misal 1x/minggu diselenggarakan pertemuan/ rapat dengan bahasa pengantar bahasa Inggris dengan didampingi fasilitator bahasa.

- Sudah saatnya pelayanan publik/ petugas puskesmas juga bisa B. Inggris (antisipasi era globalisasi) minimal bisa menangkap informasi-informasi dari komputer, manual book dari alat kesehatan, bahan-bahan kesehatan maupun farmasi.

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Appendix 5

Research Statement Completion

140


141


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