Unveiling Students of Midwifery Needs towards HOTS-based English for Specific Purpose Reading Materials
Keywords:
English for Specific Purpose, HOTS reading materials, Midwifery Students
Abstract
Higher-order thinking skills (HOTS) are crucial in today’s fast-paced world of healthcare education. Healthcare professionals frequently encounter complex, unpredictable situations. HOTS enables them to assess patient conditions, make informed decisions, and solve problems effectively. These skills need to be taught to students of healthcare education. One of the ways is through the provision of HOTS-based learning materials in teaching English for specific purposes. The primary goal of this study was to investigate the students’ need for English in relation to their future careers as paramedics. This study explores the needs of DIII Midwifery Study Program students at the Health Polytechnic, Ministry of Health in Palembang. Using a mixed-method approach incorporating both quantitative and qualitative, the research data were gathered using surveys for collecting quantitative data and semi-structured interviews for collecting qualitative data. The data was examined utilizing the Target Situation Analysis, Deficiency Analysis, Present Situation Analysis, and Strategy Analysis criteria for requirements analysis put forward by Hutchinson and Waters (1987). The study revealed that students of the Midwifery Program had a high interest in learning English, especially HOTS-based English reading materials. Additionally, the lecturer of English was also in need of a specific source of English material related to midwifery to support students learning English for specific purposes, as such material was not available in her teaching context.
References
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Mazdayasna, G., & Tahririan, M. H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic Purposes, 7(4), 277–289. https://doi.org/10.1016/j.jeap.2008.10.008
Mechtel, M., Kitt-Lewis, E., Reaves, C., Sinacori, B., O’Brien, T., Logan, P., Rimbey, P., Streiff, K., & Phillips, K. (2024). Durable learning strategies in nursing education: state-of-the-evidence review. In Journal of Nursing Education (Vol. 63, Issue 1). https://doi.org/10.3928/01484834-20231112-05
Mumtaz, Z., Levay, A., Bhatti, A., & Salway, S. (2015). Good on paper: the gap between programme theory and real-world context in Pakistan’s community midwife programme. BJOG: An International Journal of Obstetrics and Gynaecology, 122(2). https://doi.org/10.1111/1471-0528.13112
Padmadewi, N. N., Artini, L. P., Ratminingsih, N. M., Utami, I. G. A. L. P., & Marsakawati, N. P. E. (2022). Needs Analysis of Literacy Assessment Using Blended Learning for Beginner EFL Learners. Journal of Language Teaching and Research, 13(2). https://doi.org/10.17507/jltr.1302.27
Singh, R. K. A., Singh, C. K., Mostafa, N. A., & Singh, T. S. M. (2017). A review of research on the use of higher order thinking skills to teach writing. International Journal of English Linguistics, 8(1). https://doi.org/10.5539/ijel.v8n1p86
Suharno, S., Irmawan, S., Saputro, H., Agung, P. N., & Jumintono, J. (2022). Improving students’ higher order thinking skills in learning health systems using mobile-based instructional approach. Health Education and Health Promotion, 10(1).
Sujana, I. M., Hanafi, N., Wilian, S., Syahrial, E., & Fitriana, E. (2019). Negotiating conflicts of needs in designing teaching english for midwifery students. International Journal of Language Education, 3(2), 20–26. https://doi.org/10.26858/ijole.v3i2.10657
Susanta, I. P. A. E., & Pradnyana, I. G. G. S. (2019). The Use of English Language Functions for Midwifery Education. Proceedings of the Global Conference on Teaching, Assessment, and Learning in Education (GC-TALE 2019), 26–36. http://www.asian-efl-journal.com
Teo, T., Khazaie, S., & Derakhshan, A. (2022). Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. Computers and Education, 179. https://doi.org/10.1016/j.compedu.2021.104406
Varutharaju, E., & Ratnavadivel, N. (2014). Enhancing higher order thinking skills through clinical simulation. Malaysian Journal of Learning and Instruction, 11(1). https://doi.org/10.32890/mjli.11.2014.7666
Wayan Widana, I. (2020). The Effect of Digital Literacy on the Ability of Teachers to Develop HOTS-based Assessment. Journal of Physics: Conference Series, 1503(1). https://doi.org/10.1088/1742-6596/1503/1/012045
Wisudayanti, K. H. O. (2020). An ESP Learning Materials for Students of Midwifery. EDUVELOP, 4(1). https://doi.org/10.31605/eduvelop.v4i1.795
Zain, F. M., Sailin, S. N., & Mahmor, N. A. (2022). Promoting Higher Order Thinking Skills among Pre-Service Teachers through Group-Based Flipped Learning. International Journal of Instruction, 15(3). https://doi.org/10.29333/iji.2022.15329a
Adnani, Q. E. S., Gilkison, A., & McAra-Couper, J. (2022). The interplay of structural and external factors for strengthening midwifery education in Indonesia. Sexual and Reproductive Healthcare, 33. https://doi.org/10.1016/j.srhc.2022.100734
Adnani, Q. E. S., Gilkison, A., & McAra-Couper, J. (2023). A historical narrative of the development of midwifery education in Indonesia. Women and Birth, 36(1). https://doi.org/10.1016/j.wombi.2022.06.007
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives: complete edition. Longman. http://eduq.info/xmlui/handle/11515/18824
Arisoy, B., & Aybek, B. (2021). The effects of subject-based critical thinking education in mathematics on students’ critical thinking skills and virtues*. Eurasian Journal of Educational Research, 2021(92). https://doi.org/10.14689/ejer.2021.92.6
Attard, M., Mcarthur, A., Riitano, D., Aromataris, E., Bollen, C., & Pearson, A. (2015). Improving communication between health-care professionals and patients with limited English proficiency in the general practice setting. Australian Journal of Primary Health, 21(1). https://doi.org/10.1071/PY13095
Bogren, M., Kaboru, B. B., & Berg, M. (2021). Barriers to delivering quality midwifery education programmes in the Democratic Republic of Congo — An interview study with educators and clinical preceptors. Women and Birth, 34(1). https://doi.org/10.1016/j.wombi.2020.06.004
Brundiers, K., Wiek, A., & Redman, C. L. (2010). Real-world learning opportunities in sustainability: from classroom into the real world. International Journal of Sustainability in Higher Education, 11(4). https://doi.org/10.1108/14676371011077540
Budiman, A. (2017). Behaviorism and Foreign Language Teaching Methodology. ENGLISH FRANCA?: Academic Journal of English Language and Education, 1(2). https://doi.org/10.29240/ef.v1i2.171
Carter, A. G., Creedy, D. K., & Sidebotham, M. (2017). Critical thinking evaluation in reflective writing: development and testing of Carter Assessment of critical thinking in midwifery (Reflection). Midwifery, 54. https://doi.org/10.1016/j.midw.2017.08.003
Chapman, D. M., & Calhoun, J. G. (2006). Validation of learning style measures: Implications for medical education practice. Medical Education, 40(6). https://doi.org/10.1111/j.1365-2929.2006.02476.x
Clemett, V. J., & Raleigh, M. (2021). The validity and reliability of clinical judgement and decision-making skills assessment in nursing: A systematic literature review. In Nurse Education Today (Vol. 102). https://doi.org/10.1016/j.nedt.2021.104885
Creswell. J.W. (1999). Mixed-Method Research: Introduction and Application. Handbook of Educational Policy.
Flick, L. B. (2000). Cognitive scaffolding that fosters scientific inquiry in middle level science. Journal of Science Teacher Education, 11(2). https://doi.org/10.1023/A:1009464707968
Huang, Q., & Yu, Q. J. (2023). Towards a communication-focused ESP course for nursing students in building partnership with patients: a needs analysis. English for Specific Purposes, 70. https://doi.org/10.1016/j.esp.2022.11.006
Hull, M. (2016). Medical language proficiency: A discussion of interprofessional language competencies and potential for patient risk. In International Journal of Nursing Studies (Vol. 54). https://doi.org/10.1016/j.ijnurstu.2015.02.015
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning- centred approach. Cambridge University Press.
Irnansyah, I., Mirizon, S., & Petrus, I. (2022). Developing HOTS-based descriptive reading materials in Indosian context for tenth graders. English Review: Journal of English Education, 10(2). https://doi.org/10.25134/erjee.v10i2.6301
Jacob, A. (2015). A comprehensive textbook of midwifery and gynecological nursing. In A Comprehensive Textbook of Midwifery and Gynecological Nursing. https://doi.org/10.5005/jp/books/12492
Lyster, R., & Ballinger, S. (2011). Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research, 15(3). https://doi.org/10.1177/1362168811401150
Ma’rufa, I. M. U. (2023). Developing English language textbook for midwifery students at institute of health science in sampang, Indonesia. Surakarta English and Literature Journal, 6(1), 124–139.
Maawali, A. (2021). The learning and assessment of higher-order thinking skills (HOTS) in the Omani english language curriculum. https://doi.org/10.26190/unsworks/22758
Mazdayasna, G., & Tahririan, M. H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic Purposes, 7(4), 277–289. https://doi.org/10.1016/j.jeap.2008.10.008
Mechtel, M., Kitt-Lewis, E., Reaves, C., Sinacori, B., O’Brien, T., Logan, P., Rimbey, P., Streiff, K., & Phillips, K. (2024). Durable learning strategies in nursing education: state-of-the-evidence review. In Journal of Nursing Education (Vol. 63, Issue 1). https://doi.org/10.3928/01484834-20231112-05
Mumtaz, Z., Levay, A., Bhatti, A., & Salway, S. (2015). Good on paper: the gap between programme theory and real-world context in Pakistan’s community midwife programme. BJOG: An International Journal of Obstetrics and Gynaecology, 122(2). https://doi.org/10.1111/1471-0528.13112
Padmadewi, N. N., Artini, L. P., Ratminingsih, N. M., Utami, I. G. A. L. P., & Marsakawati, N. P. E. (2022). Needs Analysis of Literacy Assessment Using Blended Learning for Beginner EFL Learners. Journal of Language Teaching and Research, 13(2). https://doi.org/10.17507/jltr.1302.27
Singh, R. K. A., Singh, C. K., Mostafa, N. A., & Singh, T. S. M. (2017). A review of research on the use of higher order thinking skills to teach writing. International Journal of English Linguistics, 8(1). https://doi.org/10.5539/ijel.v8n1p86
Suharno, S., Irmawan, S., Saputro, H., Agung, P. N., & Jumintono, J. (2022). Improving students’ higher order thinking skills in learning health systems using mobile-based instructional approach. Health Education and Health Promotion, 10(1).
Sujana, I. M., Hanafi, N., Wilian, S., Syahrial, E., & Fitriana, E. (2019). Negotiating conflicts of needs in designing teaching english for midwifery students. International Journal of Language Education, 3(2), 20–26. https://doi.org/10.26858/ijole.v3i2.10657
Susanta, I. P. A. E., & Pradnyana, I. G. G. S. (2019). The Use of English Language Functions for Midwifery Education. Proceedings of the Global Conference on Teaching, Assessment, and Learning in Education (GC-TALE 2019), 26–36. http://www.asian-efl-journal.com
Teo, T., Khazaie, S., & Derakhshan, A. (2022). Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. Computers and Education, 179. https://doi.org/10.1016/j.compedu.2021.104406
Varutharaju, E., & Ratnavadivel, N. (2014). Enhancing higher order thinking skills through clinical simulation. Malaysian Journal of Learning and Instruction, 11(1). https://doi.org/10.32890/mjli.11.2014.7666
Wayan Widana, I. (2020). The Effect of Digital Literacy on the Ability of Teachers to Develop HOTS-based Assessment. Journal of Physics: Conference Series, 1503(1). https://doi.org/10.1088/1742-6596/1503/1/012045
Wisudayanti, K. H. O. (2020). An ESP Learning Materials for Students of Midwifery. EDUVELOP, 4(1). https://doi.org/10.31605/eduvelop.v4i1.795
Zain, F. M., Sailin, S. N., & Mahmor, N. A. (2022). Promoting Higher Order Thinking Skills among Pre-Service Teachers through Group-Based Flipped Learning. International Journal of Instruction, 15(3). https://doi.org/10.29333/iji.2022.15329a
Published
2024-11-20
How to Cite
Koller, M., Mirizon, S., & Eryansyah, E. (2024). Unveiling Students of Midwifery Needs towards HOTS-based English for Specific Purpose Reading Materials. Indonesian Journal of EFL and Linguistics, 9(2), 405-418. https://doi.org/10.21462/ijefl.v9i2.855
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